dep psych u1
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| show | a developmental stage starting at puberty and ends in adulthood, ages 10-20
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| puberty | show 🗑
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| true or false - various developmental milestones are universal in timing. ie - beginning to learn language during their first year | show 🗑
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| show | finite time spans specific experiences must occur for successful development
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| what happens when necessary experiences during critical periods are unfulfilled | show 🗑
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| 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 | show 🗑
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| 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. | show 🗑
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| main goal of studying adolescent psychology | show 🗑
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| show | most widely accepted developmental approaches. development is lifelong, multidimensional, multidirectional, plastic, contextual, multidisciplinary
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| show | multidirectional
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| Normative age-graded influences | show 🗑
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| show | identity and development influenced by experiencing historical events like the great depression, world war 2 or advancements in technology
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| 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: | show 🗑
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| a researcher is interested in the ability of a certain psychotherapy to reduce a client’s anxiety. what is a testable research hypothesis. | show 🗑
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| 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. | show 🗑
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| What is true about psychoanalytical psychology? | show 🗑
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| 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? | show 🗑
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| psychodynamic approach | show 🗑
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| show | our primal needs - sex, hunger, anger
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| show | our rational and reasonable personality
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| show | ethical personality
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| show | psychosocial
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| show | continues throughout the lifespan
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| show | development is observable behavior and outside stimuli in the environment
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| suggests that the keys to understanding development are observable behavior and external stimuli in the environment | show 🗑
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| show | operant conditioning
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| show | classical conditioning
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| social learning theory | show 🗑
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| show | copying/imitating behavior we see
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| show | classsical conditioning
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| 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. | show 🗑
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| show | as long as our needs our met, we live a fulfilling life
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| 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? | show 🗑
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| show | existing framework
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| show | match it with something known
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| accommodation | show 🗑
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| scaffolding | show 🗑
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| zone of proximal development | show 🗑
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| Erikson's theory that person negotiates biological and sociocultural influences as they move through eight stages of identity vs role confusion | show 🗑
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| show | Classical conditioning
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| show | Information processing theory
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| 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. | show 🗑
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| A theory that seeks to identify behavior that is a result of our genetic inheritance from our ancestors. | show 🗑
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| 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. | show 🗑
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| 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 | show 🗑
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| show | Sociocultural theory
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| show | Bioecological systems model
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| 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. | show 🗑
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| show | Theory of cognitive development
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| show | parent, siblings, close and direct relationships
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| mesosystem | show 🗑
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| show | influenced by contex from community
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| macrosystems | show 🗑
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| chronosystem | show 🗑
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| show | tested against empirical world
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| show | empirical observations lead to new ideas
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