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PGS341 Ch.1 Vocab
| Question | Answer |
|---|---|
| Human Development | The multidisciplinary study of how people change and how they remain the same over time |
| Nature-nurture issue | The degree to which genetic or hereditary influences and experiential or environmental influences determine the kind of person you are |
| Continuity-discontinuity issue | Whether a particular developmental phenomenon represents a smooth progression throughout the life span or a series of abrupt shifts |
| Universal versus context-specific development issue | Whether there is just one path of development or several paths |
| Biological forces | Include all genetic and health-related factors that affect development |
| Psychological forces | Include all internal perceptual, cognitive, emotional, and personality factors that affect development |
| Sociocultural forces | Include all interpersonal, societal, cultural, and ethnic factors athat affect development |
| Life-cycle forces | Reflect differences in how the same event affects people of different ages |
| Biopsychosocial framework | A useful way to organize the biological, psychological, and sociocultural forces on human development |
| Theory | An organized set of ideas that is designed to explain development |
| Psychodynamic theories | Theories proposing that development is largely determined by how well people resolve conflicts they face at different ages |
| Psychosocial theory | Erikson's proposal that personality development is determined by the interaction of an internal maturational plan and external societal demands |
| Epigenetic principle | In Erikson's theory, the idea that each psychosocial strength has its own special period of particular importance |
| Operant conditioning | Learning paradigm in which the consequences of a behavior determine whether a behavior is repeated in the future |
| Reinforcement | A consequence that increases the future likelihood of the behavior that it follows |
| Punishment | A consequence that decreases the future likelihood of the behavior that it follows |
| Imitation or Observational Learning | Learning that occurs by simply watching how others behave |
| Self-efficacy | People's beliefs about their own abilities and talents |
| Information-processing theory | Theory proposing that human cognition consists of mental hardware and mental software |
| Ecological theory | Theory based on idea that human development is inseparable from the environmental context in which a person develops |
| Microsystem | The people and objects in an individual's immediate environment (ex: Parents & Child) |
| Mesosystem | Provides connections across microsystems (ex: School & friends) |
| Exosystem | Social settings that a person may not experience firsthand but that still influence development (ex: Parent's places of employment, parents' social network, government & social policy) |
| Macrosystem | The cultures and subcultures in which the microsystem, mesosystem, and exosystem are embedded (historical events, culture, ethnic group) |
| Life-span perspective | View that human development is multiply determined and cannot be understood within the scope of a single framework |
| Selective optimization with compensation (SOC) model | Model in which three processes (selection, optimization, and compensation) form a system of behavioral action that generates and regulates development and aging |
| Life-course perspective | Description of how various generations experience the biological, psychological, and sociocultural forces of development in their respective historical contexts |
| Systematic observation | Watching people and carefully recording what they do or say |
| Naturalistic observation | Technique in which people are observed as they behave spontaneously in some real-life situation |
| Structured observations | Technique in which a researcher creates a setting that is likely to elicit the behavior of interest |
| Self-reports | People's answers to questions about the topic of interest |
| Reliability | Extent to which a measure provides a consistent index of a characteristic |
| Validity | Extent to which a measure actually assesses what researchers think it does |
| Populations | Broad groups of people that are of interest to researchers |
| Sample | A subset of the population |
| Correlational study | Investigation looking at relations between variables as they exist naturally in the world |
| Correlation coefficient | An expression of the strength and direction of a relation between two variables |
| Experiment | A systematic way of manipulating the key factor(s) that the investigator thinks causes a particular behavior |
| Independent variable | The factor being manipulated |
| Dependent variable | The behavior being observed |
| Qualitative research | Method that involves gaining in-depth understanding of human behavior and what governs it |
| Longitudinal study | Research design in which the same individuals are observed or tested repeatedly at different points in their lives |
| Microgenetic study | A special type of longitudinal study design in which participants are tested repeatedly over a span of days or weeks, typically with the aim of observing change directly as it occurs |
| Cross-sectional study | Study in which developmental differences are identified by testing people of different ages |
| Cohort effects | Problems with cross-sectional designs in which differences between age groups (cohorts) may result as easily from environmental events as from developmental processes |
| Sequential design | Developmental research design based on cross-sectional and longitudinal designs |
| Meta-analysis | A tool that enables researchers to synthesize the results of many studies to estimate relations between variables |
| Stem cells | Unspecialized human or animal cells that can produce mature specialized body cells and at the same time replicate themselves |
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