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psyc308 (terms)
chapter 1
| Term | Definition |
|---|---|
| Strong- and- stress view | G. Stanley Hall's concept that adolescence is a turbulent time change with conflict and mood swings |
| Inventionist view | The view that adolescence is a sociohistorical circumstances at the beginning of the twentieth century, a time when legislation was enacted that ensured the dependency of youth and made their move into the economic sphere more manageable |
| Cohort effect | Characteristics related to a person's date of birth, era, or generation rather than to his or her actual chronological age. Millennials |
| Millennials | The generation born after 1980, the first to come of age and enter emerging adulthood in the new millennium. Two characteristics of this generation that stand out are 1. Their ethnic diversity, and their connection to technology. |
| Stereotype | A generalization that reflects our impressions and beliefs about a broad group of people. This refers to an image of what the typical member of a specific group is like. |
| Adolescent generation gap | Adelson's concept of generalizations being made about adolescents based on information regarding a limited, often highly visible group of adolescents. |
| contexts | The settings in which development occurs. These settings are infl uenced by historical, economic, social, and cultural factors. |
| social policy | A national government’s course of action designed to infl uence the welfare of its citizens. |
| development | The pattern of change that begins at conception and continues through the life span. Most development involves growth, although it also includes decay (as in death and dying). |
| prenatal period | The time from conception to birth |
| cognitive processes | Changes in an individual’s thinking and intelligence |
| biological processes | Physical changes in an individual’s body. |
| socioemotional processes | Changes in an individual’s personality, emotions, relationships with other people, and social contexts. |
| prenatal period | The time from conception to birth. |
| infancy | The developmental period that extends from birth to 18 or 24 months of age. |
| early childhood | The developmental period extending from the end of infancy to about 5 or 6 years of age; sometimes called the preschool years. |
| middle and late childhood | The developmental period extending from about 6 to about 10 or 11 years of age; sometimes called the elementary school years. |
| adolescence | The developmental period of transition from childhood to adulthood; it involves biological, cognitive, and socioemotional changes. Adolescence begins at approximately 10 to 13 years of age and ends in the late teens. |
| early adolescence | The developmental period that corresponds roughly to the middle school or junior high school years and includes most pubertal change. |
| late adolescence | The developmental period that corresponds approximately to the latter half of the second decade of life. Career interests, dating, and identity exploration are often more pronounced in late adolescence than in early adolescence. |
| early adulthood | The developmental period beginning in the late teens or early twenties and lasting through the thirties. |
| middle adulthood | The developmental period that is entered at about 35 to 45 years of age and exited at about 55 to 65 years of age. |
| late adulthood | The developmental period that lasts from about 60 to 70 years of age until death. |
| emerging adulthood | The developmental period occurring from approximately 18 to 25 years of age; this transitional period between adolescence and adulthood is characterized by experimentation and exploration. |
| resilience | Adapting positively and achieving successful outcomes in the face of significant risks and adverse circumstances. |
| nature-nurture issue | Issue involving the debate about whether development is primarily infl uenced by an organism’s biological inheritance (nature) or by its environmental experiences (nurture). |
| continuity-discontinuity issue | Issue regarding whether development involves gradual, cumulative change (continuity) or distinct stages (discontinuity). |
| early-later experience issue | Issue focusing on the degree to which early experiences (especially early in childhood) or later experiences are the key determinants of development. |
| theory | An interrelated, coherent set of ideas that helps explain phenomena and make predictions. |
| hypotheses | Specifi c assertions and predictions that can be tested. |
| psychoanalytic theories | Theories that describe development as primarily unconscious and heavily colored by emotion. Behavior is merely a surface characteristic, & the symbolic workings of the mind have to be analyzed to understand behavior. Early experiences with parents. |
| Erikson’s theory | Theory that includes eight stages of human development. Each stage consists of a unique developmental task that confronts individuals with a crisis that must be faced. |
| Piaget’s theory | A theory stating that children actively construct their understanding of the world and go through four stages of cognitive development. |
| Vygotsky’s theory | A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development. |
| information-processing theory | A theory emphasizing that individuals manipulate information, monitor it, and strategize about it. Central to this approach are the processes of memory and thinking. |
| BANDURA’S SOCIAL COGNITIVE THEORY. | Bandura’s social cognitive theory emphasizes reciprocal infl uences of behavior, environment, and person/cognitive factors. |
| social cognitive theory | The view that behavior, environment, and person/cognition are the key factors in development. |
| Bronfenbrenner’s ecological theory | A theory focusing on the infl uence of five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. |
| eclectic theoretical orientation | An orientation that does not follow any one theoretical approach but rather selects from each theory whatever is considered the best in it. |
| laboratory | A controlled setting in which many of the complex factors of the “real world” are removed. |
| naturalistic observation | Observation of behavior in real-world settings. |
| standardized test | A test with uniform procedures for administration and scoring. Many standardized tests allow a person’s performance to be compared with the performance of other individuals. |
| experience sampling method (ESM) | Research method that involves providing participants with electronic pagers and then beeping them at random times, at which point they are asked to report on various aspects of their lives. |
| case study | An in-depth look at a single individual. |
| descriptive research | Research that aims to observe and record behavior. |
| correlational research | Research whose goal is to describe the strength of the relationship between two or more events or characteristics. |
| correlation coeffi cient | A number based on a statistical analysis that is used to describe the degree of association between two variables. |
| experimental research | Research that involves an experiment, a carefully regulated procedure in which one or more of the factors believed to infl uence the behavior being studied are manipulated while all other factors are held constant. |
| independent variable | The factor that is manipulated in experimental research. |
| dependent variable | The factor that is measured in experimental research. |
| cross-sectional research | A research strategy that involves studying diff erent people of varying ages all at one time. |
| longitudinal research | A research strategy in which the same individuals are studied over a period of time, usually several years or more. |
| gender bias | A preconceived notion about the abilities of females and males that prevents individuals from pursuing their own interests and achieving their potential. |
| ethnic gloss | Use of an ethnic label such as African American or Latino in a superfi cial way that portrays an ethnic group as being more homogeneous than it really is. |
Created by:
tarat3
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