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
HDFS 249
Chapters 1-4 Journey n2 Adulthood
| Question | Answer |
|---|---|
| Define Developmental Psychology | The field of study that deals/w/the behavior, thoughts & emotions of individuals as they go thru the lifespan; physical & social changes |
| What is sdult development? | Fom emerging adulthood 2 the end of life -the last breath u take; |
| What is empirical research? | Scientific study of observable events that r measured/evaluated objectively, |
| stability is | the important parts of ourselves that make up a consistent core; something re. u/ur personality that will never change i.e-the love of reading |
| Change is | ? happens 2 us over X that makes us different fr. our younger/older self;opposite force of stability. Some pts of u in ur 20's will not bsame in ur 30-50's. (hopefully not stuck/stagnant in ur 20s, but u'll grow in areas) |
| What r the types of changes & define them | Continuous = slow/gradual-u may not even notice it; Stages = no progress, then abrupt change; Inner changes-i.e fall in/out of love probably a few X's in ur life-change in self perception i.e gain wisdom; Outer changes-physical-? people will notice re u |
| What influences result in change? | normative age-graded influences Normative history graded influences |
| What do u mean by Normative age-graded influences? | Common effects of age that r experienced by most adults ie. biology -women concerned/w biological clock ticking, while working on college degrees where will marriage-children fit in-social |
| What = normative history-graded influences? | Effects connected 2 historical events, & conditions that r experienced by everyone w/i a culture @ that X. ie The great Depression; Cultures/cohorts; culture = ur lgr. socialenviron.ie in China they have 1 child policy |
| What are Cohorts? | a grp. of people who shared a common historical experience @ the same stage of life; how they effect u; (See pg. 10 Table 1.1) |
| What r the sources of stability? | Genetics =Our biology @ birth = alot of who u r @ birth doesn't change; Environment -ie study of the Harvard men |
| What was demonstrated by the Grant Study of the Harvard Men re.? | Lifelong effect of early family exper. = those who grew up in warm/trusting homes were more apt to be well-adjusted adults than those from bleak homes |
| What r non-normative life events? | Aspects that influences one's life that = unique 2 that individual. ie becoming a widow/widower in ur early 20's |
| interactionist view | The idea that one's genetic traits determ. how 1 interacts w/environ.-incl.the environ itself- (the 1 u select); nature vs nurture; ie boy who avoids risks (see pg 13 text) |
| Define epigenetic | The process by which the genes one receives @ birth r modified by subsequent environmental events that occur during prenatal per. & throughout the lifespan, which explains how the environ. cn cause perm.lifelong characteristics not pt. of orig. endow. |
| Fill in the Blanks: _____ age = number of years since birth. _____ age = physical condition. _____ age = ability to deal with the environment. _____ age = timing of taking on adult roles. _____ age = how well a person is functioning | Chronological Biological Psychological Social Fuctional |
| What r the characteristics of the lifespan of Developmental Psychology? | It is lifelong, multidimensional, plastic, contexual, historical embededness, multidisciplinary & has multiple causes See page 15 Table 1 |
| Define ecological Systmes Approach | We must consider the developing person within the context of multiple environments Urie Bronfenbrenner The method of studying the developing person w/i the context ofmultiple environments See page 16, Figure 1.1 |
| Who is Urie Bronfenbrenner? | A psychologist who proposed 5 systems: Mirco-exo-macro-meso & chronosystems=the idividual & his devel. cannot be studied out of context-soc environ-fam friends-commun-broader culture-all interacting pg17 fig 1.1 |
| All research begins/w/ a_______ | Question |
| What does the researcher ask him/herself? | Should I study grps of people of different ages, or same grp of people over X, or a combination of the 2 = Research methods Meas How 2 meas. behavior,thoughts emotions studied? Research methods – should I study groups of people of different a |
| Methods: Choosing the appropriate research design is essential to the scientific study of development. Name the 3 designs | Longitudinal Cross-sectional Sequential |
| Which design is this? Include different groups of subjects at different ages. Inform about potential age differences. Do not provide direct information regarding age-related changes. Are limited by cohort effects. | Cross-Sectional |
| Which design is this? Solve many problems of cross-sectional studies. Follow the same subjects over time. | Longitudinal |
| Describe the sequential design | Family of research designs involving either multiple cross-sectional comparisons or multiple longitudinal comparisons, or both. Used to mitigate cohort and time-of-measurement effects. Time-Lag Design Time-Sequential Design Panel Studies |
| What r the advantages/disadvantages of the Cross-sectional design? | Advantages: - Relatively quick - Highlight possible age differences Disadvantages: - Age and cohort are confounded. - Cannot draw conclusions about individual consistency and change over time. |
| What r the advantages/disadvantages of the LongitudinalDesign? | Advntges:Age & cohort not cnfnded Chnges seen cn b inferd 2b real chnges Non-chnge reflects real stability Enable researcher 2 look @ chnge or stability w/i individ. Disadvan: Selctv.attrition cn wkn findngs wknd by X of measmnt. effcts smlr samples |
Created by:
njshands
Popular Science sets