Life Span Development Exam 1
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| show | Seeks to understand how and why people-- all kinds of people, everywhere, of every age-- change overtime
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| show | empirical
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| show | 1) Begin w/ curiosity
2) Develop a hypothesis
3) Test the Hypothesis
4) Draw conclusions
5) Report the results
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| A specific, testable prediction that forms the basis of a research project is called a _______. | show 🗑
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| To repeat an experiment test procedures and obtain the same results is to_______the test of the hypothesis. | show 🗑
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| The question of how much of any characteristic is the result of genes and how much is the result of experience is the______-- ____ debate. In this debate, ___refers to environmental influences and ____refers to the influences of genes that people inherit. | show 🗑
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| Genes and environment (affect/ do not affect) every aspect of development. | show 🗑
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| A time when certain things must occur for normal development is a _____ ______. At certain points there may also be a _________ ________, when a particular development occurs most easily. An example of this is _______. | show 🗑
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| What are two variables that interact to affect the likelihood that a child will commit a violent crime? | show 🗑
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| The value of an interdisciplinary approach to understanding human development can be seen in research on the origins of___in young people. | show 🗑
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| show | Aggressive; MAOA; law
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| The third crucial element in the definition of developmental science is the issue of whether individuals____or____ ____ _____ over time. | show 🗑
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| The approach that stresses fluctuation and transitions in development is the _____-_____ theory. The word _____ captures the idea that _____________________________________________________________. | show 🗑
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| Professor Cohen predicts that because "baby boomers" grew up in an era that promoted independence and assertiveness, people in their 40s and 50s will respond differently in a survey then people in their 20s and 30s. What is this prediction an example of? | show 🗑
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| Professors Stefik warns her students to be skeptical of the results of a controversial study because it has not been replicated. By this she means what? | show 🗑
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| The five developmental characteristics embodied within the life-span perspectives are that development is_________. | show 🗑
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| show | linear
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| show | continuity; discontinuity
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| The science of human development is defined as the study of_____. | show 🗑
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| show | qualitative research
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| Nature is to nurture as______. | show 🗑
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| Dynamic-systems theory emphasizes the idea(s) that_____. | show 🗑
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| show | overall environment of development
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| the science of development focuses on_______ | show 🗑
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| Brain cells that respond to actions performed by another person are called____. | show 🗑
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| show | prediction to be tested
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| show | MIcrosystem
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| Socioeconomic status is determined by a combination of variables, including | show 🗑
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| To say that development science is empirical means that it_______ | show 🗑
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| In an experiment that tests the effects of group size on individual effort in a tug-of-war task, the number of people in each group is the______ | show 🗑
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| show | the survey
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| To establish cause, which type of research study would an investigator conduct? | show 🗑
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| show | scientific observation
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| show | F; just the opposite. scientist always try to replicate other work
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| show | F; the study of david shows that both nature and nurture are necessary in affecting outcome
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| T/F: Observation usually indicates a clear relationship between cause and effect | show 🗑
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| show | F; each social context affects the way a person develops and each is affected by the others contexts
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| show | T
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| T/F: Because of limitations qualitative research is rarely used in developmental research | show 🗑
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| show | T
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| T/F: The influences between and within Bronfenbrenner's systems are unidirectional and independent. | show 🗑
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| T/F: People of different ethnic groups can all share one culture | show 🗑
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| T/F: longitudinal research is particularly useful in studying development over long age span. | show 🗑
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| T/F: the concepts of critical periods and sensitive periods do not apply to human development. | show 🗑
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| show | Microsystem, mesosystem, exosystem, macrosystem, and chronosystem
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| show | biological, cognitive, social
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| show | never physically or psychologically harm those who are involved in research
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| From ages 2 to 10, children ordinarily gain a few pounds a year. This is an example of | show 🗑
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| According to the ecological-systems approach the macrosystem would include | show 🗑
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| an idea that is built more on shared perceptions than on objective reality is | show 🗑
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| show | experimental; control
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| A cohort is defined as a group of people.... | show 🗑
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| show | experimental
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| show | people of many ethnic groups can share one culture, yet maintain their ethnic identities
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| show | correlated
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| the plasticity of development refers to the fact that | show 🗑
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| in an experiment that tests the effects of noise level on mood, mood is the | show 🗑
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| research on mirror neurons has revealed that | show 🗑
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| show | A) ethnic identity is the product of the social environment and the individual's consciousness
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| Science of Human Development- | show 🗑
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| Empirical- | show 🗑
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| show | means to repeat a test of a research hypothesis and try to obtain the same results
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| show | refers to genetically inherited traits
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| show | refers to all of the environmental influences that affect development
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| critical period | show 🗑
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| sensitive period | show 🗑
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| Dynamic-system theory | show 🗑
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| show | takes into account all phases of life and human development as multidirectional, multicultural, multidisciplinary, multi contextual, and plastic
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| show | is a group of people born within a few years of each other
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| show | is determined by a persons wealth
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| ethnic group | show 🗑
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| race | show 🗑
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| show | neurons that respond to the observed actions of others the same as if the observer had done the action themselves
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| scientific observation | show 🗑
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| show | the act of trying to realize cause and effect by manipulating one variable to observe the effect on another
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| independent variable | show 🗑
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| show | the variable that may or may not change as a result of what happened to it by the independent variable
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| survey | show 🗑
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| cross-sectional research | show 🗑
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| longitudinal research | show 🗑
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| show | follows a group of individuals that vary in age over a long period of time to combine the strengths of of the cross-sectional and longitudinal research
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| show | is when two variables are likely to be connected but does not prove cause and effect
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| show | collects data expressed w/ numbers
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| qualitative research | show 🗑
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| show | a set of moral principals that developmental psychologist work from
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| institutional review board (IRB) | show 🗑
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| show | A systematic statement of principles and generalization, for how and why people change as they grow.
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| show | Grand theory,interprets human development in terms of inner drives and motives. Many irrational and unconscious.
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| show | Grand theory,emphasizes laws and processes how behavior is learned, also called learning theory.
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| Conditioning | show 🗑
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| Classical conditioning | show 🗑
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| show | A response is gradually learned through reinforcement or punishment. Also, called instrumental conditioning.
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| reinforcement | show 🗑
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| show | is an extension of behaviorism, and emphasizes that people often learn new behaviors through observations and imitation of other people
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| modeling | show 🗑
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| show | is part of the social learning theory and is the belief that one is effective i.e. "I think I can so I can"
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| cognitive theory | show 🗑
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| cognitive equilibrium | show 🗑
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| show | in Piaget's theory this is the process by which new experiences are reinterpreted to fit into old ideas
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| show | in Piaget's theory this is the process in which old ideas are reconstructed to incorporate new experiences
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| information processing | show 🗑
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| show | seeks to explain development as the result of a dynamic interaction between developing persons and the surrounding social and cultural forces
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| show | in vygotsky's view, this is the process by which each person develops new competencies by learning from skilled mentors or tutors
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| show | in sociocultural theory, this is the idea that developmental growth occurs when the child adapts a mentor in order to learn new skills, knowledge, and concepts that the child is close to learning but cannot master w/out help
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| show | is the theory that stresses the shared basic needs of all people, and the potential of all humans for good
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| show | is the process by which humans and other species gradually adjust to their environment. Whether a genetic trait increases or decrease over generations depends on whether it contributes to survival and reproductive ability
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| eclectic perspective | show 🗑
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| show | Piagets stages of sensorimotor intelligence (from birth to about two years) are based upon his theory that infants think exclusively w/ their senses and motor skills
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| show | in Piaget's theory these are a type of feedback loop in sensorimotor intelligence involving the infant's own body, in which infants take in experiences (such as sucking and grasping) and try to make sense of them
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| secondary circular reaction | show 🗑
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| show | is the understanding that objects (including people) continue to exist even when they cannot be seen, touched, or heard i.e. peek a boo
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| tertiary circular reactions | show 🗑
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| show | is Piaget's term for the stage five toddler (12 to 18 months) who learn about the perspectives of objects in his or her own world through active experimentation
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| deferred imitation | show 🗑
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| habituation | show 🗑
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| show | (functional magnetic resonance imaging) a measuring technique in which the brains electrical excitement indicates activation anywhere in the brain
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| show | is a theory that human cognition that compares thinking to the ways in which a computer analyzes data through the process of sensory input, connections, stored memories and out put
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| affordance | show 🗑
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| show | is an experimental apparatus that provides the illusion of a sudden drop off between one horizontal surface and another.
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| Dynamic perception | show 🗑
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| show | a universal principle of infant perception, is the innate attraction that human babies have to other humans
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| reminder session | show 🗑
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| implicit memory | show 🗑
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| show | is memory that is easy to retrieve on demand, usually with words
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| show | is a form of speech used by adults when talking to infants. it is simplified it has a higher pitch, and is repetitive; it is also called baby talk or motherese
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| show | which begins between 6 and 9 months of age, is characterized by the extended repetition of certain syllables (such as "ma-ma")
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| show | is another characteristic of an infants speech in which a single word is used to convey a complete, meaningful thought
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| naming explosion | show 🗑
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| grammar | show 🗑
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| Language acquisition device (LAD) | show 🗑
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