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Week 1 LifeSpan GPSY
| 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( nature) and experiential or environmental influences (nurture) determine the kind of person you are. |
| continuity-discontinuity issue | whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity) |
| universal versus context-specific development issue | whether there is just one path of development or several paths |
| biopsychosocial framework | a useful way to organize the biological, psychological, and sociocultural forces on human development |
| neuroscience | the study of the brain and nervous system, especially in terms of brain-behavior relationships |
| 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 period of particular importance |
| 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. |
| Erikson's Theory | proposed that personality development is determined by the interaction of an internal maturational plan and external societal demands. The life cycle has 8 stages. |
| Stage: Basic trust vs mistrust | Birth to 1 year, to develop a sense that the world is a safe, "good" place |
| Stage: autonomy vs shame and doubt | 1 to 3 years, to realize that one is an independent person who can make decisions and doubt |
| Stage: initiative vs. guilt | 3-6 years, to develop the ability to try new things and to handle failure |
| stage: industry vs. inferiority | 6 years to adolescence, to learn basic skills and to work with others |
| stage: identity vs. identity confusion | adolescence: to develop a lasting, integrated sense of self |
| stage: intimacy vs isolation | young adulthood: to commit to another in a loving relationship |
| stage: generativity vs stagnation | middle adulthood: to contribute to younger people through childrearing, child care, or other productive work |
| stage: integrity vs despair | late adulthood: to view one's life as satisfactory and worth living |
| B. F. Skinner | 1904-1990. pioneered the study of behaviorism, in which the consequences of a behavior determine whether a behavior is repeated in the future. |
| Albert Bandura | 1925- . based his social cognitive theory on how people look to others for information about appropriate behavior. "cognitive" because he believes people actively try to understand what goes on in their world; "social" others show info about the world |
| Jean Piaget | 1896-1980. Swiss psychologist who was the first to make a systematic study of the acquisition of understanding in children |
| Piaget's four stages: Sensorimotor | Birth to 18–24 months old Object permanence |
| Piaget's four stages: Preoperational | 2 to 7 years old Symbolic thought |
| Piaget's four stages: Concrete operational | 7 to 11 years old Operational thought |
| Piaget's four stages: Formal operational | Adolescence to adulthood Abstract concepts |
| information-processing theory | a theory proposing that human cognition consists of mental hardware and mental software |
| Lev Vygotsky | 1896-1934. one of the first theorists to emphasize the influence of children's sociocultural context on their thinking. because all societies want children to acquire essential cultural values and skills, a child's development must use this backdrop. |
| ecological theory | a theory based on the idea that human development is inseparable from the environmental contexts in which a person develop- all aspects of development are interconnected: no aspect can be isolated from others. |
| microsystem | the people and objects in an individual's immediate environment |
| Urie Bronfenbrenner | 1917-2005. proposed that the developing person is embedded in a series of complex and interactive systems |
| microsystems | the people and objects in an individuals immediate environment |
| mesosystem | provides connections across microsystems |
| exosystem | the social settings that a person may not experience firsthand but that still influence development |
| macrosystem | the cultures and subcultures in which the microsystem, mesosystem, and exosystem are embedded |
| competence | a persons abilities |
| environmental press | the demands put on an individual by the environment |
| life-span perspective | the view that human development is multiply determined and cannot be understood within the scope of a single framework |
| selective optimization with compensation model | the model in which three processes (selection, optimization, and compensation) form a system of behavioral action that generates and regulates development and aging |
| Paul Baltes | 1939-2006. he and his colleagues propose four features that are central to the life span perspective: Multidirectionality, plasticity, historical context, multiple causation. |
| life course perspective | the ways in which various generations experience the biological, psychological, and sociocultural forces of development in their respective historical contexts. |
| _________ organized knowledge to provide testable explanations of human behaviors and the ways in which they change over time. | Theories |
| The _____ theory proposes that personality development is determined by the interaction of an internal maturational plan and external societal demands. | psychosocial |
| According to social learning theory, people learn from reinforcements, from punishments, and through________. | imitation or observational learning |
| Piaget's theory and Vygotskys theory are examples of the ________perspective | cognitive developmental |
| According to Bronfenbrenner, development occurs in the context of the ________, mesosystem, exosystem, and macrosystem. | microsystem |
| According to the ______ perspective, human development is the multidirectional and plastic. | life-span |
| systematic observation | watching people and carefully recording what they do or say |
| naturalistic observation | a technique in which people are observed as they behave spontaneously in some real-life situation |
| structured observation | the 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 |
| physiological measures | provides a more direct measure of underlying behavior; like brain imaging. |
| reliability | the extent to which a measure provides a consistent index of a characteristic |
| validity | extent to which a measure actually assesses what researchers think it assesses |
| populations | broad groups of people that are of interest to researchers |
| sample | a subset of the population |
| correlational study | an investigation that looks 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 or factors that the investigator thinks causes a particular behavior |
| independent variable | the factor being manipulated |
| dependent variable | the behavior being observed |
| qualitative research | a method that involves gaining in-depth understanding of human behavior and what governs it |
| longitudinal study | a research design in which the same individuals are observed or tested repeatedly at different points in their lives |
| cross-sectional study | a 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 environment events as from developmental processes |
| sequential design | a developmental research design based on cross sectional and longitudinal designs |
| In ______, people are observed as they behave spontaneously in real life setting | naturalistic observation |
| a _____ is a group of individuals thought to represent some larger population of interest | sample |
| The ____ variable is measured in an experiment to evaluate the impact of the variable that was manipulated. | dependent |
| Problems of longitudinal studies include the length of time to complete the work, loss of research participants over time, and ___. | influence of repeated testing on a persons performance |
| Human development researchers must submit their plans for research to a review panel that determines whether the research ____ | preserves the rights of research participants. |
| chromosomes | threadlike structures in the nuclei of cells that contain genetic materials |
| autosomes | the first 22 pairs of chromosomes |
| sex chromosomes | the 23 rd pair of chromosomes, which determines the sex of the child |
| deoxyribonucleic acid (DNA) | the molecule that composes one chromosome, making it the biochemical basis of heredity |
| gene | a group of compounds that provides a specific set of biochemical instructions |
| genotype | the complete set of genes that makes up a person's heredity |
| phenotype | physical, behavioral, and psychological features that result from the interaction between an individual's genes and the enviroment |
| alleles | variations of genes |
| homozygous | alleles in a pair of chromosomes that are the same |
| heterozygous | alleles in a pair of chromosomes that differ from each other |
| dominant | the allele whose chemical instructions are followed |
| recessive | the allele whose instructions are ignored in the presence of a dominant allele |
| polygenic inheritance | phenotypes are the result of the combined activity of many separate genes |
| monozygotic twins | the result of a single fertilized egg splitting to form two new individuals; also called identical twins |
| dizygotic twins | the result of two separate eggs fertilized by two sperm; also called fraternal twins |
| niche picking | the process of deliberately seeking environments that are compatible with one's genetic makeup |
| nonshared environmental influences | forces within a family that make siblings different from one another |
| The first 22 pairs of chromosomes are called _____. | autosomes |
| ____ reflects the combined activity of a number of distinct genes | polygenic inheritance |
| Individuals with ____ have an extra 21st chromosome | Down Syndrome |
| Nonshared environmental influences tend to make siblings ________> | different from one another. |
| prenatal development | the many changes that turn a fertilized egg into a newborn human |
| zygote | the fertilized egg |
| germ disc | small cluster of cells near the center of the zygote that eventually develop into a baby |
| placenta | a structure through which nutrients and wastes are exchanged between the pregnant woman and the developing child |
| implantation | the zygote burrows into the uterine wall and establishes connections with a woman's blood vessels |
| embryo | the name for the zygote after it is completely implanted in the uterine wall |
| amnion | the inner sac in which the developing child rests |
| amniotic fluid | the fluid that surrounds the fetus |
| umbilical cord | the structure containing veins and arteries that connects the developing child to the placenta |
| period of the fetus | the longest period of prenatal development, extending from the 9th until the 38th week after conception |
| age of viability | the age, typically 22-28 weeks after conception, at which a fetus can survive if born because most of its bodily systems function adequately. |
| The period of the zygote ends ____> | 2 weeks after conception (when the zygote is completely in the wall of the uterus) |
| Body structures and internal organs are created during the period of the ____. | embryo |
| ____ is called the age of viability because this is when most body systems function well enough to support life. | between 22 and 28 weeks |
| In the last few months of prenatal development, the fetus has regular periods of activity and _____which are the first signs of fetal behavior | the senses work, |
| teratogen | an agent that causes abnormal prenatal development |
| fetal alcohol spectrum disorder | a disorder affecting babies whose mothers consumed large amounts of alcohol while they were pregnant |
| ultrasound | a prenatal diagnostic technique that uses sound waves to generate an image of the fetus |
| amniocentesis | a prenatal diagnostic technique that uses a syringe to withdraw a sample of amniotic fluid through the prenant woman's abdomen |
| chorionic villus sampling | a prenatal diagnostic technique that involves taking a sample of tissue from part of the placenta |
| fetal medicine | a field of medicine concerned with treating prenatal problems before birth. |
| General risk factors in pregnancy include a woman's nutrition, ______, and her age. | prolonged stress |
| ____ are some of the most dangerous teratogens because a pregnant woman is often unaware of their presence | environmental hazards |
| during the period of the zygote, exposure to a teratogen typically results in______. | spontaneous abortion of the fertilized egg |
| two techniques used to determine whether a fetus has a hereditary disorder are amniocentesis and _____. | CVS |
| hypoxia | a birth complication in which umbilical blood flow is disrupted and the infant does not receive adequate oxygen |
| preterm | babies born before the 36th week after conception |
| low birth weight | newborns who weigh less than 2500 grams 5.5 pounds |
| very low birth weight | newborns who weigh less than 3.3 pounds |
| extremely low birth weight | newborns who weigh less than 2.2 pounds |
| infant mortality rate | the percentage of infants who die before their first birthday |
| In the third stage of labor and delivery, the _____ is delivered | placenta |
| Mothers of young babies who are irritable, have low feelings of self worth, and are apathetic are suffering from _____. | postpartum depression |
| When the supply of oxygen to the fetus is disrupted because the umbilical cord is squeezed shut, ____ results | hypoxia |
| in vitro fertilization | the process by which sperm and an egg are mixed in a petri dish to create a zygote, which is then placed in a womans uterus |
| eugenics | the effort to improve the human species by letting only people whose characteristics are valued by a society mate and pass along their genes |
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mcr71852
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