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
PSYCH 3110
Chapter 1
| Term | Definition |
|---|---|
| developmental psychology | scientific study of age-related changes in our bodies, behaviour, thinking, emotions, social relationships, and personalities. |
| ORIGINAL SIN | Augustine of Hippo; all humans are born with a selfish and stubborn nature. |
| ORIGINAL SIN | To reduce this, humans must seek redemption by leading a disciplined life. |
| ORIGINAL SIN | parents facilitate the child’s struggle to overcome an inborn tendency to act immorally by restraining and correcting the child’s immoral tendencies. |
| THE BLANK SLATE | John Locke; suggests that adults can mould children into whatever they want them to be. |
| Empiricism | view that humans possess no innate tendencies and that all differences among humans are attributable to experience |
| THE BLANK SLATE | differences among adults can be explained in terms of the differences in their childhood environments rather than as a result of a struggle to overcome their inborn tendencies |
| INNATE GOODNESS | Jean-Jacques Rousseau; all human beings are naturally good and seek out experiences that help them grow. |
| INNATE GOODNESS | children need only nurturing and protection to reach their full potential. |
| Good Developmental Outcome | This outcome according to Rousseau happen when a child’s environment refrains from interfering in her attempts to nurture her own development. |
| Poor Outcomes | According to Rousseau, his outcome occur when a child experiences frustration in her efforts to express the innate goodness with which she was born. |
| 1930 | Foundations of modern developmental psychology had been established and had begun to influence everyday child-rearing practices during this year. |
| Charles Darwin | kept baby biographies in the hope of finding evidence to support the theory of evolution |
| Baby Biographies | Detailed records of children’s early development. These were the first organized studies of human development. |
| work; tools | “If play is the child’s _____ then toys are the child’s ______, and appropriate toys can help children do their work well” |
| physical development | improving muscle control and eye–hand coordination |
| cognitive development | understanding about spatial and temporal relationships and fostering reasoning ability through creative expression and problem-solving |
| emotional development | acting out inner thoughts, feelings, and fantasies in a safe manner and learning persistence and mastery |
| social development | learning to share with others, practising social and cultural values and rules through make-believe |
| Small Toys/Toy Parts | Risk of this toy is babies tend to put things into their mouths and are therefore at high risk for choking. |
| Riding Toys | This toy for toddlers pose a risk because children at this age do not have well-developed coordination and this can result in a child running into objects or falling down stairs. |
| Projectile Toys | Although appealing to young children, this toy can cause a variety of injuries, especially eye injuries. |
| LEGO | This means "play well." Also referred to as "automatic building block." considered an ideal toy in that it fosters development in the four key areas of growth |
| Darwin’s theory of evolution | source of many important ideas in modern developmental psychology. |
| G. Stanley Hall | He wanted to find more objective ways to study development; used questionnaires and interviews to study large numbers of children. |
| “The Contents of Children’s Minds on Entering School” | This creation of Hall represented the first scientific study of child development |
| G. Stanley Hall | He thought that developmentalists should identify norms , or average ages at which developmental milestones are reached. |
| Norms | According to Hall, this could be used to learn about the evolution of the species as well as to track the development of individual children |
| Arnold Gesell | His research suggested the existence of a genetically programmed sequential pattern of change |
| Arnold Gesell | According to him, maturationally determined development occurred regardless of practice, training, or effort |
| Arnold Gesell | He pioneered the use of movie cameras and one-way observation devices to study children’s behaviour. |
| Norm-referenced | Gesell's findings became a basis for many __________ tests that are used today to determine whether individual children are developing normally. |
| Norm-referenced tests | This test helps early educators find ways of helping young children whose development lags behind that of others their age maximize their potential for learning important skills |
| Jean Piaget | Along with his wife, they made made detailed notes about Jacqueline’s and their two other children’s intellectual and language development |
| Logical Thinking | According to Piaget, this develops in four stages between birth and adolescence. |
| Senses; motor abilities; time; space | During the first stage, infants explore the world by using their ______ and _______. Through their actions, they develop basic concepts of _____ and ______. |
| Ability to use symbols | The ability that should be developed among young children in order to think and communicate. |
| Teenage years | During this stage, the inidividuals should have the capacity to apply logic to both abstract and hypothetical problems. |
| moral philosophy | psychology was not considered a distinct discipline but rather a branch of mental and _________. |
| William Blatz | the founder and leader of child study in Canada |
| Mary Salter Ainsworth | She established the theoretical and empirical framework through which developmentalists continue to view infant–caregiver relations. |
| development | encompasses the entire human lifespan rather than just childhood and adolescence. |
| Developmentalists | have come to understand that inborn characteristics interact with environmental factors in complex ways. |
| interdisciplinary | As interest in the lifespan has grown, developmental psychology has become more ______________ |
| Anthropologists | They provide information about culture, and sociologists explain the influence of race, socioeconomic status, and other social factors on individual development. |
| lifespan perspective | current view of develop mentalists that changes happen throughout the entire human lifespan and that changes must be interpreted in light of the culture and context in which they occur |
| lifespan perspective | important changes occur during every period of development and that these changes must be interpreted in terms of the cultures and contexts in which they occur |
| Plasticity | referred to as the capacity for positive change |
| Paul Baltes | He proposed that the capacity for positive change in response to environmental demands is possible throughout the entire lifespan |
| strategies; gains ; losses | Baltes emphasized that as human beings age, they adopt ________ that help them maximize _____ and compensate for ______ |
| Physical, Cognitive, and Social | 3 Domains of Development |
| Domains of Development | Used by scientists to classify age-related changes across the lifespan to classify the changes. |
| physical domain | changes in the size, shape, and characteristics of the body; changes in how individuals sense and perceive the physical world |
| cognitive domain | Changes in thinking, memory, problem-solving, and other intellectual skills; ways in which individual differences among children and adults |
| social domain | changes in variables that are associated with the relationship of an individual to others. |
| nature–nurture controversy | debate about the relative contributions of biological processes and experiential factors |
| THE INTERACTIONIST MODEL OF DEVELOPMENT | considers development to be the result of complex reciprocal interactions between multiple personal and environmental factors. |
| Vulnerabilities; Resilience/Protective Factors | Each child is born with ________ and _____________ according to interactionist model of development. |
| interactionist model | the theory that development results from complex reciprocal interactions between multiple personal and environmental factors |
| continuity–discontinuity issue | key issue in the study of human development |
| universal changes, group-specific changes, and individual differences . | age-related changes can be classified by using these three categories: |
| UNIVERSAL CHANGES | common to every individual in a species and are linked to specific ages; happen because we are all biological organisms subject to a genetically programmed maturing process. |
| Social Clock | shapes all (or most) lives into shared patterns of change; defines a sequence of normal life experiences |
| ageism | set of prejudicial attitudes about older adults, analogous to sexism or racism. |
| GROUP-SPECIFIC CHANGES | shared by all individuals who grow up together in a particular group. |
| Culture | describes some system of meanings and customs, including values, attitudes, goals, laws, beliefs, moral guidelines, and physical artifacts of various kinds |
| Culture | shapes not only the development of individuals, but also our ideas about what normal development is. |
| INDIVIDUAL DIFFERENCES | changes resulting from unique, unshared events. |
| concept of a critical period . | proposes that there may be specific periods in development when an organism is especially sensitive to the presence (or absence) of some particular kind of experience |
| sensitive period | span of months or years during which a child may be particularly responsive to specific forms of experience or particularly influenced by their absence. |
| Atypical Development | development that deviates from the typical developmental pathway |
| on-time and off-time events | The idea is that experiences occurring at the expected times for an individual’s culture or cohort will pose fewer difficulties for her than will off-time experiences |
| Describe, Explain, Predict, and Influence human dev't from conception to death. | Four Goals of DevPsych |
| Describe | to state what happens |
| Explain | involves telling why a particular event occurs; reliance on theories |
| theories | —sets of statements that propose general principles of development. |
| Cross-sectional design | Participants of different ages studied at one time; quick access to age differences data; ignores individual differences and cohort effects |
| Longitudinal design | Participants in one group studied several times; tracks dev'l changes in individuals and groups; time consuming |
| Sequential Design | Combines longitudinal and cross-sectional; relevant to same hypothesis; time-consumingl different attrtition accross groups |
| Cross-sectional design | cannot tell us anything about sequences of change with age or about the consistency of individual behaviour over time, because each participant is tested only once. |
| Cross-sectional design | can be done relatively quickly and can reveal possible age differences or age changes. |
| LONGITUDINAL DESIGNS | seem to solve the problems presented by cross-sectional designs, because they follow the same individuals over a period of time. |
| practice effects | may distort the measurement of any underlying developmental changes. |
| variables | characteristics that vary from person to person, such as physical size, intelligence, and personality. |
| DESCRIPTIVE METHODS | |
| Case Study | in-depth examinations of single individuals; extremely useful in making decisions about individuals; frequently the basis of important hypotheses about unusual developmental events |
| naturalistic observation | observing people in their normal environments |
| Observer Bias | weakness of naturalistic observation |
| Blind Observers | To overcome observer bias, naturalistic observation uses __________ |
| CORRELATIONS | relationship between two variables that can be expressed as a number ranging from –1.00 to +1.00. |
| zero correlation | there is no relationship between those variables |
| They do not indicate causal relationships. | Major limitation of correlations |
| EXPERIMENTS | study that tests a causal hypothesis. |
| experimental group | the group in an experiment that receives the treatment the experimenter thinks will produce a particular effect |
| control group | the group in an experiment that receives either no special treatment or a neutral treatment |
| independent variable | the presumed causal element in an experiment |
| dependent variable | the characteristic or behaviour that is expected to be affected by the independent variable |
| independent variable | presumed causal element in the experiment |
| dependent variable | characteristic or behaviour that the independent variable is expected to affect |
| quasi-experiments | This methods compare groups without assigning the participants randomly; an example is a cross-sectional study |
| ethnographic method | borrowed from anthropology; creates a detailed description of a single culture or context based on extensive observation. |
| RESEARCH ETHICS | guidelines researchers follow to protect the rights of animals used in research and humans who participate in studies. |
| PROTECTION FROM HARM | unethical to do research that may cause participants permanent physical or psychological harm |
| INFORMED CONSENT | inform participants of any possible harm and have them sign a consent form stating that they are aware of the risks of participating |
| CONFIDENTIALITY | Researchers must keep the identities of participants confidential and must report their data in such a way that no particular piece of information can be associated with any specific participant |
| KNOWLEDGE OF RESULTS | Participants, their parents, and the administrators of institutions in which research takes place have a right to a written summary of a study’s results |
Created by:
hellennn
Popular Psychology sets