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What does the scientific study of human development seek to understand?
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Developmental Science is __________meaning that it is based on data, experiences, demonstrations, and facts.
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PSY 3300-004 E1
Life Span Development Exam 1
| Question | Answer |
|---|---|
| What does the scientific study of human development seek to understand? | Seeks to understand how and why people-- all kinds of people, everywhere, of every age-- change overtime |
| Developmental Science is __________meaning that it is based on data, experiences, demonstrations, and facts. | empirical |
| List in order the basic steps of the scientific method: | 1) Begin w/ curiosity 2) Develop a hypothesis 3) Test the Hypothesis 4) Draw conclusions 5) Report the results |
| A specific, testable prediction that forms the basis of a research project is called a _______. | Hypothesis |
| To repeat an experiment test procedures and obtain the same results is to_______the test of the hypothesis. | replicate |
| The question of how much of any characteristic is the result of genes and how much is the result of experience is the______-- ____ debate. In this debate, ___refers to environmental influences and ____refers to the influences of genes that people inherit. | Nature--Nurture; Nurture; Nature |
| Genes and environment (affect/ do not affect) every aspect of development. | affect |
| A time when certain things must occur for normal development is a _____ ______. At certain points there may also be a _________ ________, when a particular development occurs most easily. An example of this is _______. | Critical period; sensitive period; language |
| What are two variables that interact to affect the likelihood that a child will commit a violent crime? | a) Past child abuse b) A variant of the gene that produces the enzyme MAOA |
| The value of an interdisciplinary approach to understanding human development can be seen in research on the origins of___in young people. | violence |
| One study found that mistreated boys were more likely to be overly_if they had a particular variation in the _gene. However, even if they inherited the (high/low) variation of this gene, boys who had not been mistreated tended to become peaceable adults. | Aggressive; MAOA; law |
| The third crucial element in the definition of developmental science is the issue of whether individuals____or____ ____ _____ over time. | change; remain the same |
| The approach that stresses fluctuation and transitions in development is the _____-_____ theory. The word _____ captures the idea that _____________________________________________________________. | dynamic-systems; system; change in one part of a person, or family, or society will affect all other aspects of development. |
| Professor Cohen predicts that because "baby boomers" grew up in an era that promoted independence and assertiveness, people in their 40s and 50s will respond differently in a survey then people in their 20s and 30s. What is this prediction an example of? | hypothesis |
| Professors Stefik warns her students to be skeptical of the results of a controversial study because it has not been replicated. By this she means what? | The study has not yet been replicated by other researchers in order to verify the original findings. |
| The five developmental characteristics embodied within the life-span perspectives are that development is_________. | 1) multidirectional 2) multi contextual 3) multicultural 4) multidisciplinary 5) plastic |
| An important insight emerging from the fact that development is multidirectional is that human development does not always follow a straight, ___ growth pattern. | linear |
| One way to express this variability is to note that some characteristics are stable overtime, called _____, and other characteristics are not stable overtime, called_______. | continuity; discontinuity |
| The science of human development is defined as the study of_____. | how and why people change or remain the same |
| The research method that involves the use of open-ended questions and obtain answers that are not easily translated into categories is________. | qualitative research |
| Nature is to nurture as______. | genes are to environment |
| Dynamic-systems theory emphasizes the idea(s) that_____. | human development is always changing and that change in one area affects all the others |
| the ecological-systems approach to developmental psychology focuses on the______ | overall environment of development |
| the science of development focuses on_______ | 1) The sources of continuity from the beginning of life to the end. 2) the sources of discontinuity throughout life 3) the "nonlinear" character of human development |
| Brain cells that respond to actions performed by another person are called____. | mirror neurons |
| A hypothesis is a __________. | prediction to be tested |
| A developmentalist who is interested in studying the influences of a person's immediate environment on his or hear behavior is focusing on which system? | MIcrosystem |
| Socioeconomic status is determined by a combination of variables, including | income, education, and occupation |
| To say that development science is empirical means that it_______ | is based on observation, experience, or experiment |
| In an experiment that tests the effects of group size on individual effort in a tug-of-war task, the number of people in each group is the______ | independent variable |
| Which research method would be most appropriate for investigating the relationship between parents' religious beliefs and their attitudes toward middle school sex education? | the survey |
| To establish cause, which type of research study would an investigator conduct? | an experiment |
| Developmentalist who carefully observe the behavior of school children during recess are using a research method known as_______ | scientific observation |
| T/F: scientists rarely repeat an experiment | F; just the opposite. scientist always try to replicate other work |
| T/F: The case study for david clearly demonstrates that for some children only nature (or heredity) is important | F; the study of david shows that both nature and nurture are necessary in affecting outcome |
| T/F: Observation usually indicates a clear relationship between cause and effect | F; a disadvantage of observation is that the variables are numerous and uncontrolled, and therefore cause and effect relationships are difficult to pin point |
| T/F: each social context influences development independently | F; each social context affects the way a person develops and each is affected by the others contexts |
| T/F: every trait of an individual can be molded into different forms and shapes | T |
| T/F: Because of limitations qualitative research is rarely used in developmental research | F; qualitative research often contains information that would be lost if an observation where expressed in numbers |
| T/F: Cohort differences are an example of the impact of the social context on development | T |
| T/F: The influences between and within Bronfenbrenner's systems are unidirectional and independent. | F; the reverse is true |
| T/F: People of different ethnic groups can all share one culture | T |
| T/F: longitudinal research is particularly useful in studying development over long age span. | T |
| T/F: the concepts of critical periods and sensitive periods do not apply to human development. | F; These terms apply to all animals including humans |
| An individuals personal sphere of development refers to his or her______ | Microsystem, mesosystem, exosystem, macrosystem, and chronosystem |
| Developmental psychologist explore three domains of development: | biological, cognitive, social |
| The most important principal of the developmental research code of ethics is | never physically or psychologically harm those who are involved in research |
| From ages 2 to 10, children ordinarily gain a few pounds a year. This is an example of | Continuity in development |
| According to the ecological-systems approach the macrosystem would include | Cultural values |
| an idea that is built more on shared perceptions than on objective reality is | social constructions |
| In an experiment, the treatment of interest is given to the_____group; the no-treatment group is the_____group. | experimental; control |
| A cohort is defined as a group of people.... | born within a few years of each other |
| in a test of the effects of noise, groups of students performed a proofreading task in a noisy or a quit room. To what group were students in the noisy room assigned? | experimental |
| in differentiating ethnicity and culture, we note that.... | people of many ethnic groups can share one culture, yet maintain their ethnic identities |
| if developmentalists discovered that poor people are happier than wealthy people, this would indicate that wealth and happiness are | correlated |
| the plasticity of development refers to the fact that | human characteristics can be molded into different forms and shapes |
| in an experiment that tests the effects of noise level on mood, mood is the | dependent variable |
| research on mirror neurons has revealed that | when experts in dance watch a performance their brains are activated as if they were performing, the action of mirror neurons in part explains why children learn so quickly, neutral activity mirrors the intentions and emotions of people around us |
| which of the following statements concerning ethnicity and culture is NOT true? A. ethnicity is determined genetically B. Race is a social construct C. Racial identity is an element of ethnicity D.Ethnic identity provides people w/shared values/belief | A) ethnic identity is the product of the social environment and the individual's consciousness |
| Science of Human Development- | seeks to understand how and why all people change or remain the same over time |
| Empirical- | means that it is based on observation and experimentation |
| replication- | means to repeat a test of a research hypothesis and try to obtain the same results |
| Nature | refers to genetically inherited traits |
| Nurture | refers to all of the environmental influences that affect development |
| critical period | is a time when a particular developmental growth must occur |
| sensitive period | a time when a particular development happens easiest |
| Dynamic-system theory | views human development as a constant state of flux and as the product of the interaction between systems within the person and the environment |
| life-span perspective | takes into account all phases of life and human development as multidirectional, multicultural, multidisciplinary, multi contextual, and plastic |
| cohort | is a group of people born within a few years of each other |
| socioeconomic status (SES) | is determined by a persons wealth |
| ethnic group | a collection of people whose ancestors where born in the same region |
| race | people who are regarded by themselves or others on the basis of their appearance |
| mirror neurons | neurons that respond to the observed actions of others the same as if the observer had done the action themselves |
| scientific observation | a method of testing a hypothesis by observing a subjects behaviors, and recording data |
| experiment | the act of trying to realize cause and effect by manipulating one variable to observe the effect on another |
| independent variable | the variable that is manipulated to observe the effect on the dependent variable |
| dependent variable | the variable that may or may not change as a result of what happened to it by the independent variable |
| survey | a method by which info is collected through a questionnaire given to a large group of people |
| cross-sectional research | a group of people who differ in age but share other important traits, and are compared w/ regard to the other variables under investigation |
| longitudinal research | follows a group of individuals are measured over a long period of time to measure both change and stability |
| cross-sequential research | follows a group of individuals that vary in age over a long period of time to combine the strengths of of the cross-sectional and longitudinal research |
| correlation | is when two variables are likely to be connected but does not prove cause and effect |
| quantitative research | collects data expressed w/ numbers |
| qualitative research | collects non-numerical descriptions of participants i.e. characteristics, behaviors |
| code of ethics | a set of moral principals that developmental psychologist work from |
| institutional review board (IRB) | is a group within an educational or medical institution whose purpose is to ensure that rules and guidelines are followed |
| Developmental Theory | A systematic statement of principles and generalization, for how and why people change as they grow. |
| Psychoanalytic theory | Grand theory,interprets human development in terms of inner drives and motives. Many irrational and unconscious. |
| Behaviorism | Grand theory,emphasizes laws and processes how behavior is learned, also called learning theory. |
| Conditioning | Learning process that occurs though association of two stimuli or positive or negative reinforcement. |
| Classical conditioning | Neutral stimulus becomes associated with a meaningful one, so both responded to same way. Also called respondent conditioning. |
| Operate conditioning | A response is gradually learned through reinforcement or punishment. Also, called instrumental conditioning. |
| reinforcement | the process in which a particular behavior is followed by something desire which makes the person or animal more likely to repeat the action |
| social learning theory | is an extension of behaviorism, and emphasizes that people often learn new behaviors through observations and imitation of other people |
| modeling | refers to the process by which we observe other people's behavior and then copy it |
| self-efficacy | is part of the social learning theory and is the belief that one is effective i.e. "I think I can so I can" |
| cognitive theory | a grand theory that emphasizes that the way people think and understand the world shapes their attitudes, beliefs, and behaviors. |
| cognitive equilibrium | in Piaget's theory, this is a state of mental glance, in which a person's thoughts about the world seem not to clash with each other or with his or her experiences |
| assimilation | in Piaget's theory this is the process by which new experiences are reinterpreted to fit into old ideas |
| accommodation | in Piaget's theory this is the process in which old ideas are reconstructed to incorporate new experiences |
| information processing | is a perspective that compares human thinking processes to the way a computer analyzes data |
| sociocultural theory | seeks to explain development as the result of a dynamic interaction between developing persons and the surrounding social and cultural forces |
| apprenticeship in thinking | in vygotsky's view, this is the process by which each person develops new competencies by learning from skilled mentors or tutors |
| Zone of proximal development | in sociocultural theory, this is the idea that developmental growth occurs when the child adapts a mentor in order to learn new skills, knowledge, and concepts that the child is close to learning but cannot master w/out help |
| Humanism | is the theory that stresses the shared basic needs of all people, and the potential of all humans for good |
| selective adaptation | is the process by which humans and other species gradually adjust to their environment. Whether a genetic trait increases or decrease over generations depends on whether it contributes to survival and reproductive ability |
| eclectic perspective | developmentalists who work from this perspective accept elements from several theories instead of adhering to only a single perspective |
| sensorimotor intelligence | Piagets stages of sensorimotor intelligence (from birth to about two years) are based upon his theory that infants think exclusively w/ their senses and motor skills |
| Primary circular reaction | in Piaget's theory these are a type of feedback loop in sensorimotor intelligence involving the infant's own body, in which infants take in experiences (such as sucking and grasping) and try to make sense of them |
| secondary circular reaction | are a type of feedback loop in sensorimotor intelligence involving the infants response to objects and other people |
| object permanence | is the understanding that objects (including people) continue to exist even when they cannot be seen, touched, or heard i.e. peek a boo |
| tertiary circular reactions | in Piaget's theory these are the most sophisticated type of infant feedback loops in sensorimotor intelligence, involving active exploration and experimentation |
| "little scientist" | is Piaget's term for the stage five toddler (12 to 18 months) who learn about the perspectives of objects in his or her own world through active experimentation |
| deferred imitation | is the ability of infants to perceive and later copy a behavior they noticed hours or days earlier |
| habituation | is the process of getting use to an object or event through repeated exposure to it |
| fMRI | (functional magnetic resonance imaging) a measuring technique in which the brains electrical excitement indicates activation anywhere in the brain |
| information processing theory | is a theory that human cognition that compares thinking to the ways in which a computer analyzes data through the process of sensory input, connections, stored memories and out put |
| affordance | are perceived opportunities for interacting with people, objects, or places in the environment. infants perceive sucking, grasping, noisemaking, and many other affordances of objects at an early age. |
| visual cliff | is an experimental apparatus that provides the illusion of a sudden drop off between one horizontal surface and another. |
| Dynamic perception | a universal principle of infant perception, is perception that is primed to focus on movement and change |
| people preference | a universal principle of infant perception, is the innate attraction that human babies have to other humans |
| reminder session | is any perceptual experience that helps people recollect an idea, a thing, or an experience |
| implicit memory | is unconscious or automatic memory that is usually stored via habits, emotional responses, routine procedures, and various sensations |
| explicit memory | is memory that is easy to retrieve on demand, usually with words |
| child-directed speech | is a form of speech used by adults when talking to infants. it is simplified it has a higher pitch, and is repetitive; it is also called baby talk or motherese |
| Babbling | which begins between 6 and 9 months of age, is characterized by the extended repetition of certain syllables (such as "ma-ma") |
| holophrase | is another characteristic of an infants speech in which a single word is used to convey a complete, meaningful thought |
| naming explosion | refers to the dramatic increase in the infant's vocabulary that begins at about 18 months of age |
| grammar | the grammar of a language includes rules of word order, verb forms, and all other methods used to communicate meaning, apart from the words themselves |
| Language acquisition device (LAD) | according to Chomsky, children possess an innate language acquisition device (LAD), which is a hypothesized mental structure that enables them to acquire language, including the basic aspects of grammar, vocabulary, and intonation |
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