Newman & Newman, Chapters 1-4
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| Biological system | show 🗑
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| Psychosocial system | show 🗑
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| Societal system | show 🗑
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| Positivism | show 🗑
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| Qualitative inquiry | show 🗑
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| Scientific process | show 🗑
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| show | Objective, repeatable, systematic, statistically significant
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| Random sampling | show 🗑
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| Stratified sampling | show 🗑
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| show | participants in one group receive treatment while the second matched group does not.
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| show | participants are included from the group which volunteers
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| Qualitative sampling | show 🗑
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| Types of Research Methods | show 🗑
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| Participant observation | show 🗑
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| show | a confirmatory approach achieved by looking at written documents about the setting, interviewing other informants, and sharing observations with other members of the research team.
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| show | statistical analysis of the strength and direction of the relationships among variables
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| interobserver reliability | show 🗑
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| show | limitation of the interview method. Participant may present themselves the way they wish the interviewer to see them
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| Experiment: independent variable v. dependent variable | show 🗑
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| show | experimental -- experiences manipulation or treatment. Control group: no treatment or manipulation
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| quasi-experimental study | show 🗑
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| Retrospective study | show 🗑
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| Cross-sectional studies | show 🗑
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| show | involves repeated observations of the same participants at different times
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| Cohort sequential study | show 🗑
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| show | a logical system of concepts that helps explain observations and contributes to the development of a body of knowledge
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| Range of applicability | show 🗑
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| Psychosocial Theory | show 🗑
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| show | 1. Stages of Development
2. Developmental Tasks
3. Psychosocial Crises
4. Central Process for resolving the crises at each stage
5. significant relationships
6. coping -- the new behavior people generate to meet new challenges
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| show | 1. Oral-sensory 2. Muscular-anal 3. Locomotor-genital 4. Latency 5. puberty & adolescence 6. Young adulthood 7. Adulthood 8. maturity
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| Epigenetic principle | show 🗑
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| 11 Stages of the lifespan | show 🗑
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| Age-graded expectations | show 🗑
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| Sensitive periods, teachable moments | show 🗑
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| Psychosocial crisis | show 🗑
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| show | basic adaptive capabilities which are formed to face & cope with psychosocial crisises
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| Core pathologies | show 🗑
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| show | Darwin. over generations species gradually change to respond to changing environment conditions
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| show | the study of the functional significance of expressive behavior in its social context from an evolutionary perspective
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| show | Huxley. Suggests a process through which contemporary patterns of knowledge gathering and transmission may alter behavior and transform of override genetically guided patterns
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| Psychosexual Theory | show 🗑
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| Psychosexual theory's domains of consciousness | show 🗑
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| Psychosexual Theory's 3 basic structures of personality | show 🗑
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| show | mental "tricks" that recast or distort the feelings so that they are more acceptable
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| relational paradigm | show 🗑
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| show | Piaget (individual based) Vygotsky (social context based). How "knowing" emerges and is transformed into logical, systematic capacities for reasoning and problem-solving.
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| Equilibrium (according to Piaget) | show 🗑
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| Piaget's 4 stages of cognitive development | show 🗑
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| 3 Central Concepts in Vygotsky'sTheory | show 🗑
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| show | distance between the actual developmental level and the level of potential development
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| Types of Learning Theories | show 🗑
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| 4 Basic Elements in Classical Conditioning | show 🗑
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| Social Learning | show 🗑
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| show | when 2 elements occur very close together in time, they acquire similiar meanings and produce similiar responces
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| show | Responces that are under voluntary control can be strengthened or eliminated depending on the consequences associated with them
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| Cognitive Behaviorism | show 🗑
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| show | Benedict. Mead. Includes Physical culture, social culture to develop a worldview.
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| Enculturation | show 🗑
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| show | when a child is given information and responsibilities that apply directly to his or her adult behavior
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| show | when a child is barred from activities that are open only to adults, or is forced to unlearn information or behaviors that are accepted in children, but unacceptable in adults
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| show | worldview in which socail behavior is guided largely by collective goals shared by a family, tribe, workgroup, etc.
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| show | Worldview in which social behavior is guided by personal goal, ambitions, pleasures which may or may not coincide with the interests of the group
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| Social Role Theory | show 🗑
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| show | "the whole is more than the sum of it's parts". The processes and relationships of those parts make for a larger, coherent entity.
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| show | structures that maintain their organization even though their parts constantly change (ex. schools, individuals, families) Use feedback mechanisms for adaptive self-regulation
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| show | acvtivities, roles, and interpersonal relations experienced by the developing person
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| Mesosystem | show 🗑
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| Exosystem | show 🗑
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| show | larger beliefs/culture as a whole that the lower order exists within
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| Chronosystem | show 🗑
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