chapter 1
Help!
|
|
||||
|---|---|---|---|---|---|
| Developmental Science | Field of study devoted to understanding consistency and change throughout the lifespan
🗑
|
||||
| theory | an orderly, integrated set of statements that describes, explains, and predicts behavior
🗑
|
||||
| continuous | process of gradually augmenting the same type of skills that where there to begin with
🗑
|
||||
| discontinuous | process where new ways of understanding and responding to the world emerge at specific times
🗑
|
||||
| stages | qualitative changes in thinking, feeling, and behaving that characterize specific periods of development
🗑
|
||||
| contexts | unique combinations of personal and environmental circumstances that can result in different paths of change
🗑
|
||||
| nature-nurture controversy | disagreement among theorists about whether genetic or environmental factors are more important influences on development
🗑
|
||||
| lifespan perspective | 4 assumptions 1) lifelong 2)multidimensional and multidirectional 3) highly plastic 4) affected by multiple interacting forces
🗑
|
||||
| age graded influences | events strongly related to age and fairly predictable in when they occur and how long they last
🗑
|
||||
| history- graded influence | explains why people born around the same time are alike that are different from people born at different times
🗑
|
||||
| nonnormative- influences | irregular events
🗑
|
||||
| psychoanalytic perspective | people advance through series of stages where they confront conflicts between biological drives and social expectations
🗑
|
||||
| psychosexual theory | emphasizes how parents manage child's sexual and aggressive drives the first few years are curtail for personality development
🗑
|
||||
| psychosocial theory | Erikson emphasized in addition to meditating between id impulses and superego demands the ego makes a positive contribution to development, acquiring attitudes and skills at each stage
🗑
|
||||
| Behaviorism | directly observable events, stimuli and responses
🗑
|
||||
| social learning theory | emphasizes modeling also known as imitation or observable learning
🗑
|
||||
| Behavioral modification | procedures combining conditioning and modeling to limit unwanted behaviors
🗑
|
||||
| cognitive developmental theory | children actively construct knowledge as they manipulate and explore their world
🗑
|
||||
| information processing | human mind might also be viewed as a symbol - manipulation system through which information flows
🗑
|
||||
| developmental cognitve neuroscience | brings together researchers from psychology, biology, neuroscience, and medicine to study the relationship between changes in the brain and the developing person's cognitive processing and behavior patterns
🗑
|
||||
| ethology | concerned with the adaptive or survival value of behavior and its evolutionary history
🗑
|
||||
| sensitive period | optimal time for certain capacities to emerge and where the individual is responsive to environmental influences
🗑
|
||||
| evolutionary developmental psychology | understands adaptive value of species wide cognitive, emotional, and social competencies as they change with age
🗑
|
||||
| socioculture theory | how value, beliefs, customs, and skills of a social group is transmitted to next generation
🗑
|
||||
| Ecological systems theory | views the person as developing with in a complex system of relationships
🗑
|
||||
| microsystem | innermost level of environment consists of activities and interaction patterns in persons immediate surroundings
🗑
|
||||
| mesosystem | encompasses connections between microorganism
🗑
|
||||
| exosystem | social settings that don't contain developing person but affect experiences in immediate surroundings
🗑
|
||||
| macrosystem | temporal dimensions of Bronfenbernner life changes can be imposed externally or with in person
🗑
|
||||
| naturalistic observation | go into fields and record behavior of intrest
🗑
|
||||
| structured observations | investigator sets up lab situation that shows behavior of interest
🗑
|
||||
| clinical interview | researchers use flexible,conversational style to probe for the participants point of view
🗑
|
||||
| structured interviews | participant asked some set of questions in same way
🗑
|
||||
| clinical or case study method | groups wide range of info on one person including observations, interviews, and test scores
🗑
|
||||
| ethonography | method borrowed from the field of anthropology descriptive, qualitative technique directed towards understanding a culture or a distict social group through participant observation
🗑
|
||||
| correlation design | researchers gather info on individuals, generally in natural life circumstances, without altering their experiences
🗑
|
||||
| correlation coefficient | a number that describes how two measures or variables are associated with each other
🗑
|
||||
| experimental design | permits inferences about cause and effect because researchers use an evenhanded procedure to assign people to two or more treatment conditions
🗑
|
||||
| independent variable | one that the investigator expects to cause changes in another variable
🗑
|
||||
| dependent variable | the one the investigator expects to be influenced by the independent variable
🗑
|
||||
| random assignment | participants to treatment conditions by using an unbiased procedure such as drawing numbers out of a hat or flipping a coin investigators increase the chances that participants characteristics will be equally distributed across treatment groups
🗑
|
||||
| longitudinal design | participants are studied repeatedly and changes are noted at they age
🗑
|
||||
| cohort effects | people born around the same time period are influenced by a particular set of historical and cultural conditions
🗑
|
||||
| cross-sectional design | groups of people differing in age are studied at the same point in time
🗑
|
||||
| sequential designs | investigators conduct several similar cross-sectional or longitudinal studies at varying times
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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
Created by:
brookevaughan
Popular Science sets