Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Chapter 2
Human Development
| Question | Answer |
|---|---|
| Chapter 2 | Theory and Research |
| coherent set of logically related concepts that seek to describe and explain development and to predict what kinds of behavior might occur under certain conditions | theory |
| What do theories do? | organize and explain data |
| information gathered by research | data |
| Research adds information to theoretical concepts to _. | see connections between isolated pieces of data |
| What purpose theories serve? | predict results |
| tentative explanations or predictions used to predict the outcome of research | hypotheses |
| Can research indicate whether a theory is accurate in its predictions? | yes |
| Can research conclusively show a theory to be true? | no |
| Can theories change? Why? | yes, to account for unexpected data |
| Is developmental science completely objective? Why? | no, we are human, interpretations are influenced by values and experience |
| What 3 views can influence a theorist's assumptions in human development? | 1) whether people are active or reactive in their own development, 2) whether development is continuous or occurs in stages, 3) heredity vs environment |
| Explain the relationship between theories, research and hypotheses. | research creates hypotheses (predictions based on research) and hypotheses create theories (logical concepts that explain data) |
| John Locke and Jean Jacques Rousseau had to contrasting philosophies for development. What were the two categories? | mechanistic and organism |
| model that views human development as a series of predictable responses to stimuli | mechanistic model |
| People are like machines that react to environmental input is an example of what? | mechanistic model |
| model that views human development as internally initiated by an active organism and as occurring in a sequence of qualitatively different stages | organismic model |
| People are active, growing organisms that set their own development in motion. They initiate events, not just react is an example of what? | organismic model |
| What do environmental influences do to organismic development? Cause it? | do not cause it, can speed it up or slow it down |
| development that is gradual and incremental | continuous (like a ramp) |
| development that is abrupt and uneven | discontinuous (like steps) |
| These theorists see development as continuous. | mechanistic |
| These theorists see development as discontinuous. | organismic |
| change in number or amount, such as height, weight or size of vocabulary | quantitative change |
| change in kind, structure or organization , such as from nonverbal to verbal communication | qualitative change |
| This change is largely continuous and unidirectional. | quantitative change |
| This change is discontinuous. | qualitative change |
| Mechanistic theorists deal with ¬_ change. | quantitative |
| Organismic theorists deal with _ change. | qualitative |
| Qualitative change or quantitative change: baby gains three pounds | quantitative |
| Qualitative change or quantitative change: nonverbal baby begins to speak | qualitative |
| Which theorist believes development is universal; everyone goes through the same stages in same order at varying times. | organismic |
| Contrast mechanistic and organismic models. | mechanistic- environment makes people grow, organismic- people naturally grow |
| view of development as shaped by unconscious forces that motivate human behavior | psychoanalytic perspective |
| give patients insights into unconscious emotional conflicts from buried memories | psychoanalysis |
| _ operates under the pleasure principle. | id |
| pleasure principle | immediate gratification of needs and desires |
| _operates under the reality principle | ego |
| reality principle | realistic ways to gratify the id |
| _ includes the conscious and should/should not | superego |
| Id/Ego/Superego: impulses | id |
| Id/Ego/Superego: demands | superego |
| Id/Ego/Superego: mediator | ego |
| Who proposed psychosexual development? | Freud |
| unvarying sequence of stages in childhood personality development, gratification shifts from the mouth to the anus to the genitals | psychosexual development |
| an arrest in development that can show up in the adult personality | fixation |
| When does the phallic stage occur? | early childhood |
| When does the latency stage occur? | middle childhood |
| When does the genital stage occur? | throughout adulthood |
| babies chief source of pleasure involves mouth oriented activities | oral stage (birth to 12-18 months) |
| child gets gratification from withholding and expelling feces | anal stage (12-18 months to 3 years) |
| children develop sexual attachment to opposite sex parents, aggressive toward same sex parent | phallic stage (3 to 6 years) |
| superego develops | phallic stage (3 to 6 years) |
| period of relative emotional calm and intellectual and social exploration | latency stage (6 years to puberty) |
| repressed sexual urges flow into socially approved channels, mature adult sexuality | genital stage (puberty through adulthood) |
| Are Freud’s sexual theories widely followed today? Why? | no, most are rejected for narrow mindedness |
| Are Freud’s conscious theories widely followed today? Why? | yes, importance of unconscious thoughts, feelings, motivations |
| What is the chief focus of the psychoanalytic perspective? | being shaped by unconscious forces |
| What are Freud’s 5 stages of development? | oral, anal, phallic, latency, genital |
| What are Erikson’s 8 stages of development? | 1) basic trust/mistrust, 2) autonomy/shame and doubt, 3) initiative/guilt, 4) industry/inferiority, 5) identity/identity confusion, 6) intimacy/isolation, 7) generativity /stagnation, 8) integrity/despair |
| baby develops sense of whether world is good safe place | basic trust vs mistrust (birth to 12-18 months) |
| develop balance of independence and self sufficiency over shame and doubt | autonomy vs shame and doubt (12-18 months to 3 years) |
| develops initiative when trying new activities instead of guilt | initiative vs guilt (3 to 6 years) |
| learn skills of culture or face incompetence | industry vs inferiority (6 years to puberty) |
| develop sense of self or feel confusion between roles | identity vs identity confusion (puberty to young adulthood) |
| seek to make commitment to others, unsuccessful- isolation or self-absorption | intimacy vs isolation (young adulthood) |
| establish and guild next generation or feels impoverishment | generativity vs stagnation (middle adulthood) |
| accept life and death or despair over inability to relive | integrity vs despair (late adulthood) |
| Which virtue for: basic trust vs mistrust (birth to 12-18 months)? | hope |
| Which virtue for: autonomy vs shame and doubt (12-18 months to 3 years) | will |
| Which virtue for: initiative vs guilt (3 to 6 years) | purpose |
| Which virtue for: industry vs inferiority (6 years to puberty) | skill |
| Which virtue for: identity vs identity confusion (puberty to young adulthood) | fidelity |
| Which virtue for: intimacy vs isolation (young adulthood) | love |
| Which virtue for: generativity vs stagnation (middle adulthood) | care |
| Which virtue for: integrity vs despair (late adulthood) | wisdom |
| Who proposed psychosocial stages? | Erikson |
| Who proposed cognitive stages? | Piaget |
| infant gradually becomes able to organize activities in relation to environment through sensory and motor activity | sensorimotor (birth to 2 years) |
| child uses symbols to represent things, developing language and imagination, thinking is not logical | preoperational (2 to 7 years) |
| child can solve current problems logically but cannot think abstractly | concrete operations (7 to 11 years) |
| person can think abstractly, hypothetical situations, think about possibilities | formal operations (11 years through adulthood) |
| How did Erikson expand on Freud’s theory? | emphasizing the influence of society |
| socially and culturally influenced process of development of the ego | psychosocial development |
| Each of Erikson’s psychosocial stages had what to do with the personality? | a crisis in personality that need to be solved for healthy ego development |
| Each of Erikson’s stages do what? | balance a positive and negative tendency |
| Each of Erikson’s stages can only be completed successfully, how? | developing a particular virtue |
| Name two ways Erikson’s theories differ from Freud’s. | Erikson includes society’s influence, Erikson’s stages can be solved successfully with |
| changes in behavior result from experience or from adaptation to the environment | learning perspective |
| What do learning theorists seek to discover? | objective laws that govern changes in observable behavior |
| Do learning theorists focus on continuous or discontinuous development? | continuous |
| Do learning theorists focus on quantitative or qualitative change? | quantitative |
| What are the two important learning theories? | behaviorism or traditional learning theory and social learning theory |
| Is behaviorism a mechanistic or organismic theory? | mechanistic |
| This theory describes observed behavior as a predictable response to experience. | behaviorism |
| How do humans learn about the world? | reacting to conditions like things they find pleasing, painful, threatening |
| mental link is formed between two events | associative learning |
| What are the two kinds of associative learning? | classical conditioning and operant conditioning |
| Who discovered classical conditioning with dogs salivating with a bell ring? | Ivan Pavlov |
| learning based on association of a stimulus that does not ordinarily elicit a response with another stimulus that does elicit a response | classical conditioning |
| learning based on association of behavior with its consequences | operant conditioning |
| Name 2 ways operant and classical conditioning are different. | classical is associative and involuntary, operant is behavior and consequence learning and voluntary |
| Who formulated the principals of operant conditioning? | B. F. Skinner |
| the process by which a behavior is strengthened | reinforcement |
| increases the likelihood that the behavior will be repeated | reinforcement |
| the process by which a behavior is weakened | punishment |
| decreases the likelihood that the behavior will be repeated | punishment |
| If a response is no longer reinforced, what will happen? | it will extinguish, return to original level |
| operant conditioning used to eliminate bad behavior, reinforce good behavior | behavior modification |
| Who developed the principals of social learning theory? | Albert Bandura |
| behaviors are learned by observing and imitating models | social learning theory |
| bidirectional forces that affect development, “the person acts on the world as the world acts on the person” | reciprocal determinism |
| learning through watching the behavior of others | observational learning |
| updated version of social learning theory, greater emphasis on cognitive processes as central development | social cognitive theory |
| sense of one’s capability to master challenges and achieve goals | self-efficacy |
| What are the chief concerns of the learning perspective? | development results from learning and people having predictable responses and learned responses |
| Contrast reinforcement and punishment. | reinforcement strengthens and encourages, punishment weakens and discourages |
| Compare behaviorism and social learning theory | environment causes observable behavior |
| thought processes are central to development | cognitive perspective |
| Contrast behaviorism and social learning theory. | behaviorism- world acts on person, social learning theory- act on each other |
| thought processes are central to development | cognitive perspective |
| Who is the founder of the cognitive-stage theory? | Jean Piaget |
| theory that children's cognitive development advances in a series of four stages involving qualitatively distinct types of mental operations | cognitive-stage theory |
| research method combining observation and flexible questioning | clinical method |
| How does cognitive development begin? | with an inborn ability to adapt to the environment |
| According to Piaget, cognitive growth occurs through which 3 interrelated processes? | organization, adaptation, equilibration |
| creation of categories or systems of knowledge | organization |
| organized patterns of thought and behavior used in particular situations | schemes |
| Give an example of organization. | four legged animal becomes dog or cat |
| Give an example of a scheme. | sucking becomes at a bottle or a thumb |
| adjustment to new information about the environment | adaptation |
| Through what two processes does adaptation occur? | assimilation, accommodation |
| incorporating new information into existing cognitive structures | assimilation |
| changes in cognitive structure to include new information | accommodation |
| Contrast assimilation and accommodation. | assimilation information fits in, accommodation cognitive structure changes |
| Give an example of assimilation. | baby who goes from bottle to sucking on sippy cup (old scheme, new situation) |
| Give an example of accommodation. | baby who goes from bottle to sucking on sippy cup then modifies old scheme for sucking |
| seek a stable balance among cognitive elements (assimilation and accommodation) | equilibration |
| _ dictates the shift from assimilation to accommodation | equilibration (equilibrium) |
| What are the stages in Piaget's cognitive development? | |
| Are Piaget's cognitive development stages qualitative or quantitative? | qualitative |
| How do mental operations evolve from infancy through adolescence? | go from simple sensory to and motor activity to logical and abstract thinking |
| Who has Piaget's theories helped? | parents and educators |
| What is 3 problems with Piaget's theories? | underestimated abilities of infants, distinct stages that may be more gradual, not account for practical problem solving |
| What are Piaget's 3 principals of growth? | organization, adaptation, equilibration |
| Which scientist founded the sociocultural theory? | Lev Semenovich Vygotsky |
| Did Piaget or Vygotsky 's theory describe solo-minded taking in and interpretation of information in the world? | Piaget, cognitive stage theory |
| Did Piaget or Vygotsky's theory describe children learning through social interaction? | Vygotsky, sociocultural theory |
| According to Vygotsky, what importance does language hold? | an essential means of learning and thinking about the world AND expression of knowledge and thought |
| According to Vygotsky, what must adults help a child do to develop? Why? | direct and organize a child's learning, so the child can master and internalize it |
| difference between what a child can do alone and what the child can do with help | zone of proximal development (ZPD) |
| temporary support to help a child master a task | scaffolding |
| approach to the study of cognitive development by observing and analyzing mental processes involved in perceiving and handling information | information processing approach |
| Is the information processing approach a single theory or the frame work for many theories? | frame work for many theories |
| How is the information processing approach like a computer? | sensory impressions go in, behavior comes out |
| flowcharts that analyze specific steps that people go through to gather, store, retrieve and use information | computational models |
| How are information processing theorists like Piaget? | see people as active thinkers about their world |
| How are information processing theorists different from Piaget? | information processing theorists do not propose stages of development, but view it as continuous |
| How can the information processing approach be used in practical application? Name 3 ways. | help children learn better, test/diagnose/treat problems, estimate an infant’s later intelligence |
| How is Vygotsky’s theory different from Piaget’s? | Piaget– solo minded learning about the world, Vygotsky – children learn through social interaction |
| What do information processing researchers do? | infer what happens between a stimulus and a response |
| What do neo-piagetian theorists suggest? | children develop cognitively by becoming more efficient at processing information |
| Tell how the neo-piagetian theory draws from both Piaget and the information processing approach. | focus on specific concepts and comparisons such as more or less in skills and strategies |
| view of human development that sees the individual as inseparable from the social context | contextual perspective |
| Who was the founder of the bioecological theory? | Urie Bronfenbrenner |
| understanding processes and contexts of human development that identifies five levels of environmental influence from very intimate to very broad | bioecological theory |
| Name the five levels of environmental influence according to the bioecological theory, from smallest to largest. | microsystem, mesosystem, exosystem, macrosystem, chronosystem |
| _ system is the everyday environment of home, school, work, etc., including face to face relationships with close people | microsystem |
| _ system is the interlocking of various microsystems (link between home and work or school and neighborhood) | mesosystem |
| _ system contains links between microsystem and the outside systems that affect a person indirectly (transit system affects job opportunities) | exosystem |
| _ system consists of overarching cultural patterns (such as dominant beliefs and political systems) | macrosystem |
| _ system adds the dimension of time: change or constancy in the person and environment (change in family structure or economic cycles) | chronosystem |
| According to Bronfenbrenner, is a person an outcome of development or a shaper of it? | both |
| State the chief assumptions of the contextual perspective. | there are 5 levels of influence on people |
| view of human development that focuses on evolutionary and biological bases of behavior | evolutionary/sociobiological perspective |
| Who founded the evolutionary/sociobiological perspective? | E. O. Wilson |
| behaviors that are developed to solve problems in adapting to an earlier environment | evolved mechanisms |
| study of distinctive adaptive behaviors of species of animals that have evolved to increase survival of the species | ethology |
| What do ethologists seek to identify? | which behaviors are universal and which are specific to a particular species or are modified by culture |
| applies Darwin principals to individual behavior | evolutionary psychology |
| According the evolutionary psychology, what do people unconsciously strive for? | for personal survival AND perpetuate their genetic legacy |
| _ approach views human development as the outcome of a dynamic process of bidirectional interaction between person and environment. | developmental systems approach |
| What do evolutionary psychologists study? | how people adapt to and develop from the environment |
| How does Darwin’s theory of evolution underlie the evolutionary/sociobiological perspective? | people’s behavior adapts to their environment, the strongest genes survive |
| What perspectives do current day developmental scientists favor? | biological and evolutionary bases of behavior AND continuity in development rather than abrupt stages |
| What is a bidirectional influence? | people change their world even as it changes them |
| research that deals with objectively measureable data | quantitative research |
| research that focuses on non-numerical data, such as subjective experiences | qualitative data |
| Quantitative or qualitative research: a standardized test to measure fear before surgery. | quantitative |
| Quantitative or qualitative research: describe emotions before a surgery. | qualitative |
| _ research is based on the scientific method. | quantitative |
| system of established principals and processes of scientific inquiry | scientific method |
| Name the 6 steps of scientific method. | 1) identify problem to study, 2) formulate hypothesis, 3) collect data, 4) analyze data, 5) form tentative conclusions, 6) disseminate findings so others can test |
| _ research is open-minded and exploratory. | qualitative |
| group of participants chosen to represent the entire population under study | sample |
| Why do researchers not test an entire population? | too costly, too time consuming |
| applied to the population as a whole | generalized |
| selection of a sample so that each person in a population has an equal and independent chance of being chosen | random selection |
| The result of random selection is _. | random sample |
| Is a random sample of a large population difficult or easy to obtain? | difficult |
| Compare quantitative and qualitative research. | they are both research methods focused on obtaining information |
| What is the purpose of random selection? | to gather a sample of people from a population in a way that gives everyone an equal chance |
| What is a main characteristic of self report data collection? | participants are asked about an aspect of their lives by diary, interview or questionnaire |
| What is a main characteristic of naturalistic observation data collection? | people are observed in their normal setting with no attempt to manipulate behavior |
| What is a main characteristic of laboratory observation data collection? | people are observed in a laboratory with no attempt to manipulate behavior |
| What is a main characteristic of behavioral and performance measures data collection? | participates are measured on abilities, skills, knowledge, competency or physical responses |
| What is an advantage of self-report data collection? | can provide firsthand information about person’s life |
| What is an advantage of naturalistic observation data collection? | provides good description of behavior, unnatural settings to not distort behavior |
| What is an advantage of laboratory observation data collection? | provides good description of behavior, greater control than naturalistic, all participants observed under same conditions |
| What is an advantage of behavioral and performance measures data collection? | provides objectively measureable data, avoids subjective distortions |
| What is a disadvantage of self-report data collection? | participate may not remember information accurately or may distort responses, how asked or by whom may affect answer |
| What is a disadvantage of naturalistic observation data collection? | lack of control, observer bias |
| What is a disadvantage of laboratory observation data collection? | observer bias, controlled situation may be artificial |
| What is a disadvantage of behavioral and performance measures data collection? | cannot measure attitudes |
| What are the 4 major methods for gathering data? | self report, naturalistic observation, laboratory observation, behavioral and performance measures |
| research method in which behavior is studied in natural settings without intervention or manipulation | naturalistic observation |
| research method in which all participants are observed under the same controlled conditions | laboratory observation |
| What is a problem with observation data collection as a whole? | it does not explain why people behave the way they do |
| a researcher’s tendency to interpret data to fit expectation or to emphasize some aspects and minimize others | observer bias |
| What is a way to make naturalistic observation more accurate and objective? | digital recorders |
| A test has to be _ to measure the abilities it claims to measure. | valid |
| A test has to be _ for the results to be reasonably constant from one time to another. | reliable |
| definition stated solely in terms of the operations or procedures used to produce or measure a phenomenon | operational definition |
| study of links between neural processes and cognitive abilities | cognitive neuroscience |
| What are four basic designs used in developmental research? | case studies, ethnographic studies, correlation studies, experiments |
| a plan for conducting a scientific investigation, including questions to be asked, how participants are selected, how data is collected and interpreted, how conclusions drawn | research design |
| What is a main characteristic of a case study in research design? | in-depth study of single individual |
| What is a main characteristic of an ethnographic study in research design? | in-depth study of a culture or subculture |
| What is a main characteristic of a correlational study in research design? | attempt to find a positive or negative relationship between variables |
| What is a main characteristic of an experiment in research designs? | controlled procedure in which an experimenter controls the independent variable to determine its effect on the dependant variable, in lab or field |
| What is an advantage of a case study in research designs? | flexibility, detailed picture of behavior/development, can generate hypotheses |
| What is an advantage of an ethnographical study in research designs? | can overcome culturally based biases in theory and research, can test universality of developmental phenomena |
| What is an advantage of a correlational study in research designs? | enables predication of one variable on basis of another |
| What is an advantage of an experiment in research designs? | establishes cause and effect relationships, highly controlled, can be repeated |
| What is an advantage of a case study in research designs? | may not generalize to others, conclusions not directly testable, cannot establish cause and effect |
| What is an advantage of an ethnographical study in research designs? | subject to observer bias |
| What is an advantage of a correlational study in research designs? | cannot establish cause and effect |
| What is an advantage of an experiment in research designs? | findings may not generalize situations |
| study of a single subject, such as individual or family | case study |
| in-depth study of culture which uses a combination of methods including participant observation | ethnographic study |
| research method in which the observer lives with people or participates in the activity being observed | participant observation |
| research design intended to discover whether a statistical relationship between variables exists | correlational study |
| An ethnographic study seeks to describe what? | the pattern of relationships, customs, beliefs, technology, arts and traditions that make up a society’s way of life |
| Correlations are expressed in terms of _ and _. | direction (positive or negative) and magnitude (degree) |
| To what degree can a correlation be positive or negative? | -1 to +1 |
| Are correlations a hypothesis? | yes |
| Do strong correlations show cause and effect? no, but we can be sure they are related | |
| rigorously controlled, replicable procedure in which the researcher manipulates variables to assess the effect of one on the other | experiment |
| Why is cross cultural research important? | to help eliminate bias from Western culture “norms” |
| in an experiment, the group of people receiving the treatment under study | experimental group |
| in an experiment, the group of people not receiving the treatment under study | control group |
| study in which neither participants nor experimenters know who is receiving the treatment | double blind study |
| a “fake” drug used as a control drug | placebo |
| in an experiment, the condition over which the experimenter has direct control | independent variable |
| in an experiment, the condition that may or may not change as a result of changes in the independent variable | dependent variable |
| When a researcher has variables, he changes the _ variable. | independent |
| When a researcher has variables, he does not change the _ variable, it changes on its own | dependent |
| assignment of participants in an experiment to groups in such a way that each person has an equal chance of being placed in any group | random selection |
| How does random assignment differ from random selection? | random selection determines who gets in the full sample, random assignment sorts people into groups |
| What can contaminate an experiment group? | not a large enough sample, not enough difference in people, such as by age, gender or height |
| The control necessary for establishing cause and effect is most easily achieved in _. | laboratory experiment |
| a controlled study conducted in an everyday setting | field experiment |
| In what two ways do laboratory and field experiments differ? | degree of control, degree the findings can be generalized after the study |
| experiment that compares people who have been accidentally assigned to separate groups by circumstances of life | natural experiment |
| Name 2 advantages that experiments have over other research designs. | can establish cause-effect relationship, permit replication |
| Name 2 disadvantages that experiments have over other research designs. | too artificial, too narrowly focused |
| Why can only a controlled experiment establish casual relationships? | because they are controlled and everything except for one variable is the same |
| What are the two most common research strategies used to study development? | cross-sectional and longitudinal |
| _ studies show similarities and differences among age groups. | cross sectional |
| _ studies reveal how people stay the same or change as they get older. | longitudinal |
| What is the procedure of cross-sectional study? | data collected from people of different ages at the same time |
| What is the procedure of longitudinal study? | data collected from the same people over a period of time |
| What is the procedure of sequential study? | data collected from successive cross-sectional or cross |
| What is the advantage of cross-sectional study? | can show similarities and differences among age groups, speedy, economical, no problem of repeated testing |
| What is the advantage of longitudinal study? | can show age related change, continuity, avoids confusing age with cohort effects |
| What is the advantage of sequential study? | can avoid drawbacks of both cross-sectional and longitudinal designs |
| What is the disadvantage of cross-sectional study? | cannot establish age effects, masks individual differences, can be confused with cohort effects |
| What is the disadvantage of longitudinal study? | time-consuming, expensive, have to repeat, bias in sample, results may only be valid for person studied |
| What is the disadvantage of sequential study? | large amount of time and effort, analysis of complex data |
| study designed to assess age-related differences, in which people of different ages are assessed on one occasion | cross-sectional study |
| study designed to assess age changes in a sample over time | longitudinal study |
| study design that combines cross-sectional and longitudinal techniques | sequential study |
| In a cross-sectional study, can the researcher see whether any change in thinking occurs? | no |
| What ethical problems may arise in research on humans? | embarrassment, physical harm, emotional trauma |
| consent freely given with full knowledge of what the research entails | informed consent |
| Name 6 requirements for study according to the American Psychological Association. | informed consent, avoidance of deception, protection from harm and loss of dignity, guarantee privacy and confidentiality, right to decline or withdraw at any time, correct undesirable effects |
| obligation to maximize potential benefits and minimize harm | beneficence |
| When resolving ethical dilemmas, researches have to follow 3 principals. What are they? | beneficence, respect, justice |
| What purposes do theories serve? | to organize and explain data and generate hypotheses that can be tested by research |
| What are two basic theoretical issues on which developmental scientists differ? | active or reactive character, existence of continuity or discontinuity in development |
| What are the two contrasting models of human development? | mechanistic or organismic |
| What are the five theoretical perspectives on human development? | psychoanalytic, learning, cognitive, contextual, evolutionary/sociobiological |
| What is the psychoanalytic perspective of development? | development is motivated by unconscious emotional drives and conflicts |
| Which two people have psychoanalytic theories for development? | Freud and Erickson |
| What is the learning perspective of development? | result of learning based experience |
| What is Freud's psychoanalytic development theory? | psychosexual development |
| What is Erikson's psychoanalytic development theory? | psychosocial development |
| Which three people have learning theories for development? | Watson, Skinner, Bandura |
| What is Watson's learning development theory? | behaviorism |
| What is Skinner's learning development theory? | behaviorism |
| What is Bandura's learning development theory? | social learning theory |
| What is the cognitive perspective of development? | thought processes between birth and adulthood |
| Which three people have cognitive theories for development? | Piaget, Vygotsky, Neo-Paigetian |
| What is Piaget's learning development theory? | cognitive stage theory |
| What is Vygotsky's learning development theory? | sociocultural theory |
| What is Neo-Paigetian's learning development theory? | information-processing theory |
| What is the contextual perspective of development? | individual in a social context |
| Which person has a contextual theory for development? | Bronfenbrenner |
| What is Bronfenbrenner's contextual development theory? | bioecological theory |
| What is the evolutionary/sociobiological perspective of development? | evolution, adaptiveness in behavior development |
| Which person has a evolutionary/sociobiological theory for development? | Bowlby |
| What is Bowlby's learning development theory? | attachment |
| What methods do developmental scientists use to study people? | self report, naturalistic observation, laboratory observation, behavioral and performance measures |
| What research designs do developmental scientists use to study people? | case study, ethnographical study, correlation study, experiment |
| What is quantitative research? | research by what you can measure |
| What is qualitative research | research by how participant feels |
| How do quantitative researchers arrive at sound conclusions? | by using the scientific method |
| What can random selection of a research sample ensure? | generalizability |
| What is a research design? | a plan for conducting research |
| What are the two qualitative designs used in developmental research? | case study, ethnographical study |
| What are the two quantitative designs used in developmental research? | correlation study, experiment |
| What can cross-cultural research help determine? | if an aspect of development is universal or culturally influenced |
| Which research design is the only one that can establish causal relationships? | experiments |
| Why must experiments be rigorously controlled? | to ensure valid and replicable |
| What does random assignment of participants in an experiment ensure? | validity |
| Which experiment setting is easiest to control? What is the problem with this setting? | laboratory, it is less generalizable |
| Why are natural experiments sometimes used? | because the true experiment would be impractical or unethical |
| What are the two most common designs used to study age-related development? | cross-sectional, longitudinal |
| What do cross-sectional studies access? | age related differences among participants |
| What do longitudinal studies access? | continuity or change in the same participants |
| What ethical problems may arise in research on humans? | mental, emotional or physical injury |
| What three ethical principals are used in research on humans? | beneficence, respect, justice |
| What rights do participants have in research studies? | informed consent, quit at any time, avoidance of deception, protection from harm/loss of dignity/self-esteem, guarantee privacy/confidentiality |
| What is the standard for protection of children in research studies? | informed parental consent, protection from harm or jeopardy to the child's well being |
Created by:
love_fire_roses
Popular Psychology sets