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dep psych u1
| Question | Answer |
|---|---|
| adolescence | a developmental stage starting at puberty and ends in adulthood, ages 10-20 |
| puberty | releases hormones and matures sex organs and physical growth |
| true or false - various developmental milestones are universal in timing. ie - beginning to learn language during their first year | true |
| critical period | finite time spans specific experiences must occur for successful development |
| what happens when necessary experiences during critical periods are unfulfilled | permanent impairments |
| If cross-cultural research reveals that certain aspects of childhood physical development are the same and happen at the same ages in different countries, this would most likely be evidence for | the influence of nature on human development |
| Social comparisons with schoolmates begin to influence Jesse's self-esteem. The changes described here best illustrate Jesse's development in the ________ domain of human development. | psychosocial |
| main goal of studying adolescent psychology | describe, predict, and explain changes |
| lifespan perspective | most widely accepted developmental approaches. development is lifelong, multidimensional, multidirectional, plastic, contextual, multidisciplinary |
| This difference in ability involving the loss of speed but gain of caution best illustrates Baltes' principle that development is: | multidirectional |
| Normative age-graded influences | biological and environmental factors that have a strong correlation with chronological age - puberty, menopause, beginning school, retiring |
| Normative history-graded influences | identity and development influenced by experiencing historical events like the great depression, world war 2 or advancements in technology |
| This is very common in recent years in South Africa, as many adults have died due to the AIDS/HIV epidemic, leaving their children to be raised by grandparents. According to Baltes' contextual paradigm, this best exemplifies: | normative history-graded influence |
| a researcher is interested in the ability of a certain psychotherapy to reduce a client’s anxiety. what is a testable research hypothesis. | her hypothesis is that more psychotherapy sessions will be directly associated with increasingly lower ratings on a 10-point scale when the client self-reports feelings of anxiety |
| Proponents of the early school of ________ psychology argue that our thoughts, feelings, and motive are unimportant in understanding human behavior and that only observable actions should be studied. | behaviorism |
| What is true about psychoanalytical psychology? | understanding a person's unconscious or early childhood memories could help a person experiencing anxiety or depression |
| which perspective sought to identify behavior as the result of our genetic inheritance from our ancestors and suggests that children developed over their lifetime much in the same way that a species evolved throughout time? | evolutionary |
| psychodynamic approach | how our childhood has influenced our development |
| id | our primal needs - sex, hunger, anger |
| ego | our rational and reasonable personality |
| superego | ethical personality |
| Erikson proposed a ________ theory, which emphasized that society and culture influence and shape us. | psychosocial |
| Erikson's theory differs from Freud's in that Erikson believed that development ________. | continues throughout the lifespan |
| behavioral approach | development is observable behavior and outside stimuli in the environment |
| suggests that the keys to understanding development are observable behavior and external stimuli in the environment | behavioral perspective |
| A form of learning in which a voluntary response is strengthened or weakened by its association with positive or negative consequences is called ________. | operant conditioning |
| A type of learning in which an organism responds in a particular way to a neutral stimulus that normally does not bring about that type of response is called ________. | classical conditioning |
| social learning theory | social behavior is imitated when there are no negative consequences |
| observational learning | copying/imitating behavior we see |
| Emily’s mouth starts to water whenever she gets ready to eat fresh baked pizza. she noticed that she now salivates when she drives past her favorite pizza shop on the way to school even though she cannot see or smell the pizza from inside the car. | classsical conditioning |
| Last week, little Jack got a bag of cookies from the cabinet and ate them all. When his mother found out, she didn’t let him watch television that evening as punishment. Jack thinks about having cookies, but decides that it is not a great idea. | operant conditioning |
| Maslow’s Hierarchy of Needs | as long as our needs our met, we live a fulfilling life |
| Mario’s family couldn’t afford enough food to feed their family and therefore, he regularly goes to school without any breakfast. Which level of need would best describe what is going on with Mario? | physiological |
| schema | existing framework |
| assimilation | match it with something known |
| accommodation | expand the framework of knowledge |
| scaffolding | guided participation |
| zone of proximal development | child could learn cognitive skills within a certain range |
| Erikson's theory that person negotiates biological and sociocultural influences as they move through eight stages of identity vs role confusion | Psychosocial theory |
| Pavlov and Watson's theory that learning happens by the association of a response with a stimulus. | Classical conditioning |
| A theory that seeks to identify the ways individuals take in, use, and store information (sometimes compared to a computer). It is based on the idea that humans process the information they receive, rather than merely respond to stimuli. | Information processing theory |
| Bandura's theory that learning occurs in a social context; considering the relationship between the environment and a person's behavior. Learning can occur through observation. | Social cognitive theory |
| A theory that seeks to identify behavior that is a result of our genetic inheritance from our ancestors. | Evolutionary psychology theory |
| B.F. Skinner's theory that learning that occurs when a response is strengthened or weakened by its association with positive or negative consequences. Rewards and punishments can strengthen or discourage behaviors. | operant conditioning |
| Freud's theory that behavior is motivated by inner forces, memories, and conflicts that are generally beyond people's awareness and control. Emphasizes the unconscious, defense mechanisms, and influences of the id, ego, and superego | Psychosexual theory |
| Vygotsky's theory that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture. Key terms and concepts include the zone of proximal development and scaffolding. | Sociocultural theory |
| Urie Bronfenbrenner's theory stressing the importance of studying a child in the context of multiple environments, or ecological systems. microsystem, mesosystem, exosystem, macrosystem, and chronosystem. | Bioecological systems model |
| Emphasizes an individual’s inherent drive towards self-actualization and contend that people have a natural capacity to make decisions about their lives and control their own behavior. | humanistic theories |
| Piaget's stage theory about how people come to gradually acquire, construct, and use knowledge and information. It describes cognitive development through four distinct stages: sensorimotor, preoperational, concrete, and formal. | Theory of cognitive development |
| microsystems | parent, siblings, close and direct relationships |
| mesosystem | family, religion, large organizational structures |
| exosystem | influenced by contex from community |
| macrosystems | Technological trends, values, philosophy |
| chronosystem | time it occurs |
| deductive reasoning | tested against empirical world |
| inductive reasoning | empirical observations lead to new ideas |
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be11e13