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Unit Quiz 1
HDFS 213
| Question | Answer |
|---|---|
| What is development? | A process of age related changes that begin at conception and continue throughout the lifespan |
| Why study development? | to understand ourselves and others, to understand human nature (good and bad), and to foster development and improve well being |
| What is a theory? | A theory is an orderly, integrated set of statements that describes, explains, and predicts behavior and/or development. |
| Organismic theories | more of a "nature" view of development; change stimulated from within the organism; organism actively involved in own development |
| Mechanic theories | more of a "nurture" view of development; change stimulated by environment; organism more passive in own development |
| Continuous development | building on previous material, adding on more |
| Discontinuous or stage development | new understanding are emerging |
| Freud's premise | relations between three components of the personality determine |
| Erikson's psychosocial theory | 8 stages characterized by unique developmental tasks and/or challenges |
| How does Erikson differ from Freud | psychosocial vs psychosexual, more focus on the ego than on the id, development viewed as a lifelong process |
| Strengths of the psychoanalytic theories | importance of early experiences, family relationships, unconscious processes, lifespan development |
| Qeaknesses of the psychoanalytic theories | difficult to empirically test, over reliance on retrospective self reports, Freud's theory too sexually focused, too negative, too culture and gender biased |
| Bronfenbrenner's ecological systems theory | people develop within a multi-layered system of relationships |
| Microsystem | family, school, day care center, peers, neighborhood play area, church group, health services |
| Mesosystem | interactions between different environments |
| Exosystem | extended family, neighbors, legal services, school board, community social services, work place, mass media, friends of family |
| Macrosystem | attitudes and ideologies of the culture |
| Six assumptions of life span perspective | development is lifelong, multidimensional, multidirectional, highly plastic, embedded in normative age graded and history graded influences, embedded in non-normative influences, involves growth, maintenance, and regulation of loss |
| Objectivity | descriptions should not be biased by investigators' preconceptions |
| Reliability | results should be consistent or repeatable across time and across observers |
| Validity | the behavior being studied is actually a reflection of the underlying processes that the research claims it is |
| Replicability | other researchers using the same procedures should obtain the same result- importance of cross validation |
| Representative sample | needs to represent the larger population in order for your findings to have generalizability |
| Ethics | if a research procedure may be harmful to a person, it should not be done |
| Informed consent | know what participation involves and what the risks are |
| Confidentiality | data must be kept private |
| Debriefing | when study is done, participants should be informed of its purpose and the methods used |
| Deception | cannot be harmful |
| Cross sectional designs | multiple age groups- one time point, much less time consuming and expensive |
| Longitudinal desings | single age group- multiple time points, can explore the continuity of development |
| Age effects | changes which occur due to |
| Cohort effects | born in one historical context, changes due to differences in society, disadvantages of cross sectional designs |
| Historical effects | time of measurement effects, takes place at time of data collection, disadvantage of longitudinal designs |
| Sequential designs | a combination of cross sectional and longitudinal designs, can help disentangle age effects, cohort effects, and historical effects |
| Correlational | helps to determine if two or more variables are related, study of people who already have had different experiences, no structuring or manipulating of the environment |
| Experimental | studies in which the investigator introduces a change in the individual's experience and then measures the effect of that change |
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