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Life-Span Psych
Ch 1
| Term | Definition |
|---|---|
| the pattern of movement or change that begins at conception and continues through the human life span. | development |
| emphasizes developmental change throughout adulthood as well as during childhood. | life span perspective |
| According to Baltes, the life span perspective views development as a process that involves what? | growth , maintenance, and regulation of growth |
| Development has what intersecting dimensions? | biological, cognitive, and socioemotional |
| the capacity for change: for example, can you still improve your intellectual skills when you are in your 70s or 80s? | plasticity |
| Development occurs within a setting, or context. Context exert three types of influences: | normative age graded, normative history graded, and nonnormative life events |
| Influences that are similar for individuals in a particular age group. | normative age graded influences |
| Influences that are common to people of a particular generation because of historical circumstances. | normative history graded influences |
| Unusual occurrences that have a major impact on an individual’s life. | nonnormative life events |
| Baltes asserts that achieving mastery of life often involves conflicts and competition among three goals of human development: | growth, maintenance, and regulation of loss |
| As people age into middle/late adulthood, the maintenance and regulation of loss in their capacities shift their attention where? | away from growth |
| The behavior, patterns, beliefs, and all other products of a group of people that are passed on from generation to generation. | culture |
| Comparisons of one culture with one or more other cultures. These provide information about the degree to which development is similar, or universal, across cultures, and the degree to which it is culture-specific. | cross-cultural studies |
| Categorization of an individual based on cultural heritage, nationality characteristics, race, religion, and language. | ethnicity |
| Classification of a person’s position in society based on occupational, educational, and economic characteristics. | socioeconomic status (SES) |
| Characteristics related to femininity and masculinity based on social and cultural norms. | genders |
| Refers to individuals who adopt a gender identity that differs from the one assigned to them at birth. | transgender |
| A government’s course of action designed to promote the welfare of its citizens | social policy |
| What is the US rank among industrialized nation in the treatment of children? | at or near the lowest |
| A study revealed that the more yrs children spend living in poverty, the higher their physiological ___. | indices of stress |
| Individual factors (like good intellectual functioning) and social context (like positive parenting) are key attributes of children who show ___ in the face of adversity. | resilience |
| What are some key concerns regarding the well-being of older adults? | controlling health care costs and access to quality health care |
| Processes that produce changes in an individual’s physical nature. | biological processes |
| Processes that involve changes in an individual’s thought, intelligence, and language. | cognitive processes |
| Processes that involve changes in an individual’s relationships with other people, emotions, and personality. | socioemotional processes |
| Explores links b/w development, cognitive processes, and the brain. | developmental cognitive neuroscience |
| Examines connections b/w socioemotional processes, development, and the brain. | developmental social neuroscience |
| A time frame in a person's life that is characterized by certain features. | developmental period |
| Prenatal period: | conception to birth |
| Infancy: | birth to 18-24 months |
| Early childhood: | 3-5 years |
| Middle/Late childhood: | 6-11 years |
| Adolescence: | 10-12 to 18-21 years |
| Early adulthood: | 20s and 30s |
| Middle adulthood | 40s and 50s |
| Late adulthood: | 60s-70s to death |
| Period involving tremendous growth: | prenatal period |
| Period where language, symbolic thought, sensorimotor coordination, and social learning are beginning. | infancy |
| Period where children learn to become more self-sufficient, to care for themselves, develop school readiness skills, and spend time with peers. | early childhood |
| Period where fundamental skills of reading, writing, and arithmetic are masted. Achievement becomes a more central theme and self control increases. | middle/late childhood |
| Period marked by rapid physical changes: gains in height and weight, changes in body contour, and the development of sexual characteristics. Pursuit of independence and an identity are prominent. More time is spent outside the family. | adolescence |
| Time of establishing personal and economic independence, pursuing career development, selecting a mate, learning to live with someone intimately, starting a family, and rearing children. | early adulthood |
| Time of expanding personal and social involvement and responsibility; of assisting the next generation in becoming competent individuals; and of reaching/maintaining satisfaction in a career. | middle adulthood |
| Time of life review, retirement from employment, and adjustment to new social roles involving decreasing strength and health. | late adulthood |
| Period between adolescence and adulthood characterized by experimentation and exploration. | emerging adulthood |
| The number of years that have elapsed since birth. | chronological age |
| Person's age in terms of biological health. | biological age |
| This age reflects an individual's adaptive capacities compared with those of other individuals of the same chronological age. | psychological age |
| This age refers to connectedness with others and the social roles individuals adopt. | social age |
| Debate about whether development is primarily influenced by nature or nurture. Nature refers to an organism’s biological inheritance, nurture to its environmental experiences. | nature-nurture issue |
| States that development reflects an ongoing, bidirectional interchange b/w genes and the environment. | epigenetic view |
| Debate as to whether and to what degree we become older renditions of our earlier selves (stability) or whether we develop into someone different from who we were at an earlier point in development (change). | stability-change issue |
| Debate that focuses on the extent to which development involves gradual, cumulative change (continuity) or distinct stages (discontinuity). | continuity-discontinuity issue |
| An interrelated, coherent set of ideas that helps to explain phenomena and make predictions. | theory |
| Specific assumptions and predictions that can be tested to determine their accuracy. | hypotheses |
| Theories that describe development as primarily unconscious and colored by emotion. Behavior is merely a surface characteristic, and the symbolic workings of the mind must be analyzed to understand behavior. Early experiences with parents are emphasized. | psychoanalytic theories |
| According to Freud, the primary motivation for human behavior is ___ in nature. | sexual |
| According to Erikson, the primary motivation for human behavior is ___ in nature and reflects a desire to affiliate with others. | social |
| Freud claims that our basic personality is shaped in the first __ years of life. | five |
| Erikson thinks developmental change occurs when? | throughout lifespan |
| Theory that proposes eight stages of human development. Each stage consists of a unique developmental task that confronts individuals with a crisis that must be resolved. | Erikson's Theory |
| Integrity vs despair occurs when | late adulthood |
| Generativity vs stagnation occurs when | middle adulthood |
| Intimacy vs isolation occurs when | early adulthood |
| Identity vs identity confusion occurs when | adolescence |
| Initiative vs inferiority occurs when | middle/late childhood |
| Initiative vs guilt occurs when | early childhood |
| Autonomy vs shame and doubt occurs when | infancy (1-3 yr) |
| Trust vs mistrust occurs when | infancy (1st yr) |
| Theory stating that children actively construct their understanding of the world and go through four stages of cognitive development. | Piaget's Theory |
| In the 1st Piagetian stage, infants construct an understanding of the world by coordinating sensory experiences with physical, motoric actions. | sensorimotor stage |
| In the 2nd Piagetian stage, children begin to go beyond simply connecting information with physical action and represent the world w/ words, images, and drawings. | preoperational stage |
| In the 3rd Piagetian stage, children can perform operations that involve objects, and they can reason logically when the reasoning can be applied to specific or concrete examples. They can't do stuff like imagine the steps for an algebraic equation. | concrete operational stage |
| In the 4th Piagetian stage, individuals move beyond concrete experiences and think in abstract and more logical terms. | formal operational stage |
| Sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development. | Vygotsky's theory |
| Theory emphasizing that individuals manipulate information, monitor it, and strategize about it. Central to this theory are the processes of memory and thinking. | Information-processing theory |
| Skinner thinks the key aspect of development is ___, not thoughts and feelings. | behavior |
| Skinner emphasized that development consists of the pattern of behavioral changes that are brought about by ___. | rewards and punishments |
| Theoretical view that behavior, environment, and cognition are the key factors in development. | Social cognitive theory (Bandura) |
| Theory stressing that behavior is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods. | Ethology |
| the rapid, innate learning that involves attachment to the first moving object that is seen. | Imprinting |
| theory that focuses on five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. | Bronfenbrenner's ecological theory |
| The microsystem is the ___ in which the individual lives. Is the person's family, peers, school, and neighborhood. | setting |
| The mesosystem involves relations between ___. | microsystems |
| The exosystem consists of links b/w the individual's ___ and a social setting in which they don't play an active role. For example, their mom's experiences at work. | immediate context |
| The macrosystem incolves the ___ in which individuals live. | culture |
| Consists of the patterning of environmental events, transitions over life course, and sociohistorical circumstances. | chronosystem |
| Psychoanalytic theory best describes the workings of the ___. | unconscious mind |
| Erikson's theory best describes the changes that occur in ___. | adult development |
| Piaget's, Vygotsky's, and the info-processing views provide the most complete description of ___. | cognitive development |
| The behavioral, social cognitive, and ecological theories are most adept at examining ___. | environmental development |
| The ethological theories have highlighted ___'s role and the importance of sensitive periods in development. | biology |
| An orientation that does not follow any one theoretical approach but rather selects from each theory whatever is considered best in it. | eclectic theoretical orientation |
| A controlled setting from which many of the complex factors of the “real world” have been removed. | laboratory |
| Observing behavior in real-world settings | naturalistic observation |
| A test with uniform procedures for administration and scoring. Can be compared with other individuals, thus providing info about individual differences among people. | standardized test |
| An in-depth look at a single individual. | case study |
| A type of research that aims to observe and record behavior. | descriptive research |
| A type of research that strives to describe the strength of the relationship between two or more events or characteristics. | correlational research |
| A number based on a statistical analysis that is used to describe the degree of association between two variables. | correlation coefficient |
| The higher the correlation (whether + or -), the ___ the association b/w the two factors. | stronger |
| A correlation of 0 means: | no association |
| Carefully regulated procedure in which one or more factors believed to influence the behavior being studied are manipulated while all other factors are held constant. | experiment |
| A research strategy in which individuals of different ages are compared at one time. | cross-sectional approach |
| A research strategy in which the same individuals are studied over a period of time, usually several years or more. | longitudinal approach |
| a group of people who are born at a similar point in history and share similar experiences as a result | cohort |
| Characteristics attributable to a person’s time of birth, era, or generation but not to actual age. | cohort effects |
| Use of an ethnic label such as African American or Latino in a superficial way that portrays an ethnic group as being more homogeneous than it really is. | ethnic gloss |
Created by:
yulist820