Chapter 2 Word Scramble
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| Question | Answer |
| Chapter 2 | Theory and Research |
| coherent set of logically related concepts that seek to describe and explain development and to predict what kinds of behavior might occur under certain conditions | theory |
| What do theories do? | organize and explain data |
| information gathered by research | data |
| Research adds information to theoretical concepts to _. | see connections between isolated pieces of data |
| What purpose theories serve? | predict results |
| tentative explanations or predictions used to predict the outcome of research | hypotheses |
| Can research indicate whether a theory is accurate in its predictions? | yes |
| Can research conclusively show a theory to be true? | no |
| Can theories change? Why? | yes, to account for unexpected data |
| Is developmental science completely objective? Why? | no, we are human, interpretations are influenced by values and experience |
| What 3 views can influence a theorist's assumptions in human development? | 1) whether people are active or reactive in their own development, 2) whether development is continuous or occurs in stages, 3) heredity vs environment |
| Explain the relationship between theories, research and hypotheses. | research creates hypotheses (predictions based on research) and hypotheses create theories (logical concepts that explain data) |
| John Locke and Jean Jacques Rousseau had to contrasting philosophies for development. What were the two categories? | mechanistic and organism |
| model that views human development as a series of predictable responses to stimuli | mechanistic model |
| People are like machines that react to environmental input is an example of what? | mechanistic model |
| model that views human development as internally initiated by an active organism and as occurring in a sequence of qualitatively different stages | organismic model |
| People are active, growing organisms that set their own development in motion. They initiate events, not just react is an example of what? | organismic model |
| What do environmental influences do to organismic development? Cause it? | do not cause it, can speed it up or slow it down |
| development that is gradual and incremental | continuous (like a ramp) |
| development that is abrupt and uneven | discontinuous (like steps) |
| These theorists see development as continuous. | mechanistic |
| These theorists see development as discontinuous. | organismic |
| change in number or amount, such as height, weight or size of vocabulary | quantitative change |
| change in kind, structure or organization , such as from nonverbal to verbal communication | qualitative change |
| This change is largely continuous and unidirectional. | quantitative change |
| This change is discontinuous. | qualitative change |
| Mechanistic theorists deal with ¬_ change. | quantitative |
| Organismic theorists deal with _ change. | qualitative |
| Qualitative change or quantitative change: baby gains three pounds | quantitative |
| Qualitative change or quantitative change: nonverbal baby begins to speak | qualitative |
| Which theorist believes development is universal; everyone goes through the same stages in same order at varying times. | organismic |
| Contrast mechanistic and organismic models. | mechanistic- environment makes people grow, organismic- people naturally grow |
| view of development as shaped by unconscious forces that motivate human behavior | psychoanalytic perspective |
| give patients insights into unconscious emotional conflicts from buried memories | psychoanalysis |
| _ operates under the pleasure principle. | id |
| pleasure principle | immediate gratification of needs and desires |
| _operates under the reality principle | ego |
| reality principle | realistic ways to gratify the id |
| _ includes the conscious and should/should not | superego |
| Id/Ego/Superego: impulses | id |
| Id/Ego/Superego: demands | superego |
| Id/Ego/Superego: mediator | ego |
| Who proposed psychosexual development? | Freud |
| unvarying sequence of stages in childhood personality development, gratification shifts from the mouth to the anus to the genitals | psychosexual development |
| an arrest in development that can show up in the adult personality | fixation |
| When does the phallic stage occur? | early childhood |
| When does the latency stage occur? | middle childhood |
| When does the genital stage occur? | throughout adulthood |
| babies chief source of pleasure involves mouth oriented activities | oral stage (birth to 12-18 months) |
| child gets gratification from withholding and expelling feces | anal stage (12-18 months to 3 years) |
| children develop sexual attachment to opposite sex parents, aggressive toward same sex parent | phallic stage (3 to 6 years) |
| superego develops | phallic stage (3 to 6 years) |
| period of relative emotional calm and intellectual and social exploration | latency stage (6 years to puberty) |
| repressed sexual urges flow into socially approved channels, mature adult sexuality | genital stage (puberty through adulthood) |
| Are Freud’s sexual theories widely followed today? Why? | no, most are rejected for narrow mindedness |
| Are Freud’s conscious theories widely followed today? Why? | yes, importance of unconscious thoughts, feelings, motivations |
| What is the chief focus of the psychoanalytic perspective? | being shaped by unconscious forces |
| What are Freud’s 5 stages of development? | oral, anal, phallic, latency, genital |
| What are Erikson’s 8 stages of development? | 1) basic trust/mistrust, 2) autonomy/shame and doubt, 3) initiative/guilt, 4) industry/inferiority, 5) identity/identity confusion, 6) intimacy/isolation, 7) generativity /stagnation, 8) integrity/despair |
| baby develops sense of whether world is good safe place | basic trust vs mistrust (birth to 12-18 months) |
| develop balance of independence and self sufficiency over shame and doubt | autonomy vs shame and doubt (12-18 months to 3 years) |
| develops initiative when trying new activities instead of guilt | initiative vs guilt (3 to 6 years) |
| learn skills of culture or face incompetence | industry vs inferiority (6 years to puberty) |
| develop sense of self or feel confusion between roles | identity vs identity confusion (puberty to young adulthood) |
| seek to make commitment to others, unsuccessful- isolation or self-absorption | intimacy vs isolation (young adulthood) |
| establish and guild next generation or feels impoverishment | generativity vs stagnation (middle adulthood) |
| accept life and death or despair over inability to relive | integrity vs despair (late adulthood) |
| Which virtue for: basic trust vs mistrust (birth to 12-18 months)? | hope |
| Which virtue for: autonomy vs shame and doubt (12-18 months to 3 years) | will |
| Which virtue for: initiative vs guilt (3 to 6 years) | purpose |
| Which virtue for: industry vs inferiority (6 years to puberty) | skill |
| Which virtue for: identity vs identity confusion (puberty to young adulthood) | fidelity |
| Which virtue for: intimacy vs isolation (young adulthood) | love |
| Which virtue for: generativity vs stagnation (middle adulthood) | care |
| Which virtue for: integrity vs despair (late adulthood) | wisdom |
| Who proposed psychosocial stages? | Erikson |
| Who proposed cognitive stages? | Piaget |
| infant gradually becomes able to organize activities in relation to environment through sensory and motor activity | sensorimotor (birth to 2 years) |
| child uses symbols to represent things, developing language and imagination, thinking is not logical | preoperational (2 to 7 years) |
| child can solve current problems logically but cannot think abstractly | concrete operations (7 to 11 years) |
| person can think abstractly, hypothetical situations, think about possibilities | formal operations (11 years through adulthood) |
| How did Erikson expand on Freud’s theory? | emphasizing the influence of society |
| socially and culturally influenced process of development of the ego | psychosocial development |
| Each of Erikson’s psychosocial stages had what to do with the personality? | a crisis in personality that need to be solved for healthy ego development |
| Each of Erikson’s stages do what? | balance a positive and negative tendency |
| Each of Erikson’s stages can only be completed successfully, how? | developing a particular virtue |
| Name two ways Erikson’s theories differ from Freud’s. | Erikson includes society’s influence, Erikson’s stages can be solved successfully with |
| changes in behavior result from experience or from adaptation to the environment | learning perspective |
| What do learning theorists seek to discover? | objective laws that govern changes in observable behavior |
| Do learning theorists focus on continuous or discontinuous development? | continuous |
| Do learning theorists focus on quantitative or qualitative change? | quantitative |
| What are the two important learning theories? | behaviorism or traditional learning theory and social learning theory |
| Is behaviorism a mechanistic or organismic theory? | mechanistic |
| This theory describes observed behavior as a predictable response to experience. | behaviorism |
| How do humans learn about the world? | reacting to conditions like things they find pleasing, painful, threatening |
| mental link is formed between two events | associative learning |
| What are the two kinds of associative learning? | classical conditioning and operant conditioning |
| Who discovered classical conditioning with dogs salivating with a bell ring? | Ivan Pavlov |
| learning based on association of a stimulus that does not ordinarily elicit a response with another stimulus that does elicit a response | classical conditioning |
| learning based on association of behavior with its consequences | operant conditioning |
| Name 2 ways operant and classical conditioning are different. | classical is associative and involuntary, operant is behavior and consequence learning and voluntary |
| Who formulated the principals of operant conditioning? | B. F. Skinner |
| the process by which a behavior is strengthened | reinforcement |
| increases the likelihood that the behavior will be repeated | reinforcement |
| the process by which a behavior is weakened | punishment |
| decreases the likelihood that the behavior will be repeated | punishment |
| If a response is no longer reinforced, what will happen? | it will extinguish, return to original level |
| operant conditioning used to eliminate bad behavior, reinforce good behavior | behavior modification |
| Who developed the principals of social learning theory? | Albert Bandura |
| behaviors are learned by observing and imitating models | social learning theory |
| bidirectional forces that affect development, “the person acts on the world as the world acts on the person” | reciprocal determinism |
| learning through watching the behavior of others | observational learning |
| updated version of social learning theory, greater emphasis on cognitive processes as central development | social cognitive theory |
| sense of one’s capability to master challenges and achieve goals | self-efficacy |
| What are the chief concerns of the learning perspective? | development results from learning and people having predictable responses and learned responses |
| Contrast reinforcement and punishment. | reinforcement strengthens and encourages, punishment weakens and discourages |
| Compare behaviorism and social learning theory | environment causes observable behavior |
| thought processes are central to development | cognitive perspective |
| Contrast behaviorism and social learning theory. | behaviorism- world acts on person, social learning theory- act on each other |
| thought processes are central to development | cognitive perspective |
| Who is the founder of the cognitive-stage theory? | Jean Piaget |
| theory that children's cognitive development advances in a series of four stages involving qualitatively distinct types of mental operations | cognitive-stage theory |
| research method combining observation and flexible questioning | clinical method |
| How does cognitive development begin? | with an inborn ability to adapt to the environment |
| According to Piaget, cognitive growth occurs through which 3 interrelated processes? | organization, adaptation, equilibration |
| creation of categories or systems of knowledge | organization |
| organized patterns of thought and behavior used in particular situations | schemes |
| Give an example of organization. | four legged animal becomes dog or cat |
| Give an example of a scheme. | sucking becomes at a bottle or a thumb |
| adjustment to new information about the environment | adaptation |
| Through what two processes does adaptation occur? | assimilation, accommodation |
| incorporating new information into existing cognitive structures | assimilation |
| changes in cognitive structure to include new information | accommodation |
| Contrast assimilation and accommodation. | assimilation information fits in, accommodation cognitive structure changes |
| Give an example of assimilation. | baby who goes from bottle to sucking on sippy cup (old scheme, new situation) |
| Give an example of accommodation. | baby who goes from bottle to sucking on sippy cup then modifies old scheme for sucking |
| seek a stable balance among cognitive elements (assimilation and accommodation) | equilibration |
| _ dictates the shift from assimilation to accommodation | equilibration (equilibrium) |
| What are the stages in Piaget's cognitive development? | |
| Are Piaget's cognitive development stages qualitative or quantitative? | qualitative |
| How do mental operations evolve from infancy through adolescence? | go from simple sensory to and motor activity to logical and abstract thinking |
| Who has Piaget's theories helped? | parents and educators |
| What is 3 problems with Piaget's theories? | underestimated abilities of infants, distinct stages that may be more gradual, not account for practical problem solving |
| What are Piaget's 3 principals of growth? | organization, adaptation, equilibration |
| Which scientist founded the sociocultural theory? | Lev Semenovich Vygotsky |
| Did Piaget or Vygotsky 's theory describe solo-minded taking in and interpretation of information in the world? | Piaget, cognitive stage theory |
| Did Piaget or Vygotsky's theory describe children learning through social interaction? | Vygotsky, sociocultural theory |
| According to Vygotsky, what importance does language hold? | an essential means of learning and thinking about the world AND expression of knowledge and thought |
| According to Vygotsky, what must adults help a child do to develop? Why? | direct and organize a child's learning, so the child can master and internalize it |
| difference between what a child can do alone and what the child can do with help | zone of proximal development (ZPD) |
| temporary support to help a child master a task | scaffolding |
| approach to the study of cognitive development by observing and analyzing mental processes involved in perceiving and handling information | information processing approach |
| Is the information processing approach a single theory or the frame work for many theories? | frame work for many theories |
| How is the information processing approach like a computer? | sensory impressions go in, behavior comes out |
| flowcharts that analyze specific steps that people go through to gather, store, retrieve and use information | computational models |
| How are information processing theorists like Piaget? | see people as active thinkers about their world |
| How are information processing theorists different from Piaget? | information processing theorists do not propose stages of development, but view it as continuous |
| How can the information processing approach be used in practical application? Name 3 ways. | help children learn better, test/diagnose/treat problems, estimate an infant’s later intelligence |
| How is Vygotsky’s theory different from Piaget’s? | Piaget– solo minded learning about the world, Vygotsky – children learn through social interaction |
| What do information processing researchers do? | infer what happens between a stimulus and a response |
| What do neo-piagetian theorists suggest? | children develop cognitively by becoming more efficient at processing information |
| Tell how the neo-piagetian theory draws from both Piaget and the information processing approach. | focus on specific concepts and comparisons such as more or less in skills and strategies |
| view of human development that sees the individual as inseparable from the social context | contextual perspective |
| Who was the founder of the bioecological theory? | Urie Bronfenbrenner |
| understanding processes and contexts of human development that identifies five levels of environmental influence from very intimate to very broad | bioecological theory |
| Name the five levels of environmental influence according to the bioecological theory, from smallest to largest. | microsystem, mesosystem, exosystem, macrosystem, chronosystem |
| _ system is the everyday environment of home, school, work, etc., including face to face relationships with close people | microsystem |
| _ system is the interlocking of various microsystems (link between home and work or school and neighborhood) | mesosystem |
| _ system contains links between microsystem and the outside systems that affect a person indirectly (transit system affects job opportunities) | exosystem |
| _ system consists of overarching cultural patterns (such as dominant beliefs and political systems) | macrosystem |
| _ system adds the dimension of time: change or constancy in the person and environment (change in family structure or economic cycles) | chronosystem |
| According to Bronfenbrenner, is a person an outcome of development or a shaper of it? | both |
| State the chief assumptions of the contextual perspective. | there are 5 levels of influence on people |
| view of human development that focuses on evolutionary and biological bases of behavior | evolutionary/sociobiological perspective |
| Who founded the evolutionary/sociobiological perspective? | E. O. Wilson |
| behaviors that are developed to solve problems in adapting to an earlier environment | evolved mechanisms |
| study of distinctive adaptive behaviors of species of animals that have evolved to increase survival of the species | ethology |
| What do ethologists seek to identify? | which behaviors are universal and which are specific to a particular species or are modified by culture |
| applies Darwin principals to individual behavior | evolutionary psychology |
| According the evolutionary psychology, what do people unconsciously strive for? | for personal survival AND perpetuate their genetic legacy |
| _ approach views human development as the outcome of a dynamic process of bidirectional interaction between person and environment. | developmental systems approach |
| What do evolutionary psychologists study? | how people adapt to and develop from the environment |
| How does Darwin’s theory of evolution underlie the evolutionary/sociobiological perspective? | people’s behavior adapts to their environment, the strongest genes survive |
| What perspectives do current day developmental scientists favor? | biological and evolutionary bases of behavior AND continuity in development rather than abrupt stages |
| What is a bidirectional influence? | people change their world even as it changes them |
| research that deals with objectively measureable data | quantitative research |
| research that focuses on non-numerical data, such as subjective experiences | qualitative data |
| Quantitative or qualitative research: a standardized test to measure fear before surgery. | quantitative |
| Quantitative or qualitative research: describe emotions before a surgery. | qualitative |
| _ research is based on the scientific method. | quantitative |
| system of established principals and processes of scientific inquiry | scientific method |
| Name the 6 steps of scientific method. | 1) identify problem to study, 2) formulate hypothesis, 3) collect data, 4) analyze data, 5) form tentative conclusions, 6) disseminate findings so others can test |
| _ research is open-minded and exploratory. | qualitative |
| group of participants chosen to represent the entire population under study | sample |
| Why do researchers not test an entire population? | too costly, too time consuming |
| applied to the population as a whole | generalized |
| selection of a sample so that each person in a population has an equal and independent chance of being chosen | random selection |
| The result of random selection is _. | random sample |
| Is a random sample of a large population difficult or easy to obtain? | difficult |
| Compare quantitative and qualitative research. | they are both research methods focused on obtaining information |
| What is the purpose of random selection? | to gather a sample of people from a population in a way that gives everyone an equal chance |
| What is a main characteristic of self report data collection? | participants are asked about an aspect of their lives by diary, interview or questionnaire |
| What is a main characteristic of naturalistic observation data collection? | people are observed in their normal setting with no attempt to manipulate behavior |
| What is a main characteristic of laboratory observation data collection? | people are observed in a laboratory with no attempt to manipulate behavior |
| What is a main characteristic of behavioral and performance measures data collection? | participates are measured on abilities, skills, knowledge, competency or physical responses |
| What is an advantage of self-report data collection? | can provide firsthand information about person’s life |
| What is an advantage of naturalistic observation data collection? | provides good description of behavior, unnatural settings to not distort behavior |
| What is an advantage of laboratory observation data collection? | provides good description of behavior, greater control than naturalistic, all participants observed under same conditions |
| What is an advantage of behavioral and performance measures data collection? | provides objectively measureable data, avoids subjective distortions |
| What is a disadvantage of self-report data collection? | participate may not remember information accurately or may distort responses, how asked or by whom may affect answer |
| What is a disadvantage of naturalistic observation data collection? | lack of control, observer bias |
| What is a disadvantage of laboratory observation data collection? | observer bias, controlled situation may be artificial |
| What is a disadvantage of behavioral and performance measures data collection? | cannot measure attitudes |
| What are the 4 major methods for gathering data? | self report, naturalistic observation, laboratory observation, behavioral and performance measures |
| research method in which behavior is studied in natural settings without intervention or manipulation | naturalistic observation |
| research method in which all participants are observed under the same controlled conditions | laboratory observation |
| What is a problem with observation data collection as a whole? | it does not explain why people behave the way they do |
| a researcher’s tendency to interpret data to fit expectation or to emphasize some aspects and minimize others | observer bias |
| What is a way to make naturalistic observation more accurate and objective? | digital recorders |
| A test has to be _ to measure the abilities it claims to measure. | valid |
| A test has to be _ for the results to be reasonably constant from one time to another. | reliable |
| definition stated solely in terms of the operations or procedures used to produce or measure a phenomenon | operational definition |
| study of links between neural processes and cognitive abilities | cognitive neuroscience |
| What are four basic designs used in developmental research? | case studies, ethnographic studies, correlation studies, experiments |
| a plan for conducting a scientific investigation, including questions to be asked, how participants are selected, how data is collected and interpreted, how conclusions drawn | research design |
| What is a main characteristic of a case study in research design? | in-depth study of single individual |
| What is a main characteristic of an ethnographic study in research design? | in-depth study of a culture or subculture |
| What is a main characteristic of a correlational study in research design? | attempt to find a positive or negative relationship between variables |
| What is a main characteristic of an experiment in research designs? | controlled procedure in which an experimenter controls the independent variable to determine its effect on the dependant variable, in lab or field |
| What is an advantage of a case study in research designs? | flexibility, detailed picture of behavior/development, can generate hypotheses |
| What is an advantage of an ethnographical study in research designs? | can overcome culturally based biases in theory and research, can test universality of developmental phenomena |
| What is an advantage of a correlational study in research designs? | enables predication of one variable on basis of another |
| What is an advantage of an experiment in research designs? | establishes cause and effect relationships, highly controlled, can be repeated |
| What is an advantage of a case study in research designs? | may not generalize to others, conclusions not directly testable, cannot establish cause and effect |
| What is an advantage of an ethnographical study in research designs? | subject to observer bias |
| What is an advantage of a correlational study in research designs? | cannot establish cause and effect |
| What is an advantage of an experiment in research designs? | findings may not generalize situations |
| study of a single subject, such as individual or family | case study |
| in-depth study of culture which uses a combination of methods including participant observation | ethnographic study |
| research method in which the observer lives with people or participates in the activity being observed | participant observation |
| research design intended to discover whether a statistical relationship between variables exists | correlational study |
| An ethnographic study seeks to describe what? | the pattern of relationships, customs, beliefs, technology, arts and traditions that make up a society’s way of life |
| Correlations are expressed in terms of _ and _. | direction (positive or negative) and magnitude (degree) |
| To what degree can a correlation be positive or negative? | -1 to +1 |
| Are correlations a hypothesis? | yes |
| Do strong correlations show cause and effect? no, but we can be sure they are related | |
| rigorously controlled, replicable procedure in which the researcher manipulates variables to assess the effect of one on the other | experiment |
| Why is cross cultural research important? | to help eliminate bias from Western culture “norms” |
| in an experiment, the group of people receiving the treatment under study | experimental group |
| in an experiment, the group of people not receiving the treatment under study | control group |
| study in which neither participants nor experimenters know who is receiving the treatment | double blind study |
| a “fake” drug used as a control drug | placebo |
| in an experiment, the condition over which the experimenter has direct control | independent variable |
| in an experiment, the condition that may or may not change as a result of changes in the independent variable | dependent variable |
| When a researcher has variables, he changes the _ variable. | independent |
| When a researcher has variables, he does not change the _ variable, it changes on its own | dependent |
| assignment of participants in an experiment to groups in such a way that each person has an equal chance of being placed in any group | random selection |
| How does random assignment differ from random selection? | random selection determines who gets in the full sample, random assignment sorts people into groups |
| What can contaminate an experiment group? | not a large enough sample, not enough difference in people, such as by age, gender or height |
| The control necessary for establishing cause and effect is most easily achieved in _. | laboratory experiment |
| a controlled study conducted in an everyday setting | field experiment |
| In what two ways do laboratory and field experiments differ? | degree of control, degree the findings can be generalized after the study |
| experiment that compares people who have been accidentally assigned to separate groups by circumstances of life | natural experiment |
| Name 2 advantages that experiments have over other research designs. | can establish cause-effect relationship, permit replication |
| Name 2 disadvantages that experiments have over other research designs. | too artificial, too narrowly focused |
| Why can only a controlled experiment establish casual relationships? | because they are controlled and everything except for one variable is the same |
| What are the two most common research strategies used to study development? | cross-sectional and longitudinal |
| _ studies show similarities and differences among age groups. | cross sectional |
| _ studies reveal how people stay the same or change as they get older. | longitudinal |
| What is the procedure of cross-sectional study? | data collected from people of different ages at the same time |
| What is the procedure of longitudinal study? | data collected from the same people over a period of time |
| What is the procedure of sequential study? | data collected from successive cross-sectional or cross |
| What is the advantage of cross-sectional study? | can show similarities and differences among age groups, speedy, economical, no problem of repeated testing |
| What is the advantage of longitudinal study? | can show age related change, continuity, avoids confusing age with cohort effects |
| What is the advantage of sequential study? | can avoid drawbacks of both cross-sectional and longitudinal designs |
| What is the disadvantage of cross-sectional study? | cannot establish age effects, masks individual differences, can be confused with cohort effects |
| What is the disadvantage of longitudinal study? | time-consuming, expensive, have to repeat, bias in sample, results may only be valid for person studied |
| What is the disadvantage of sequential study? | large amount of time and effort, analysis of complex data |
| study designed to assess age-related differences, in which people of different ages are assessed on one occasion | cross-sectional study |
| study designed to assess age changes in a sample over time | longitudinal study |
| study design that combines cross-sectional and longitudinal techniques | sequential study |
| In a cross-sectional study, can the researcher see whether any change in thinking occurs? | no |
| What ethical problems may arise in research on humans? | embarrassment, physical harm, emotional trauma |
| consent freely given with full knowledge of what the research entails | informed consent |
| Name 6 requirements for study according to the American Psychological Association. | informed consent, avoidance of deception, protection from harm and loss of dignity, guarantee privacy and confidentiality, right to decline or withdraw at any time, correct undesirable effects |
| obligation to maximize potential benefits and minimize harm | beneficence |
| When resolving ethical dilemmas, researches have to follow 3 principals. What are they? | beneficence, respect, justice |
| What purposes do theories serve? | to organize and explain data and generate hypotheses that can be tested by research |
| What are two basic theoretical issues on which developmental scientists differ? | active or reactive character, existence of continuity or discontinuity in development |
| What are the two contrasting models of human development? | mechanistic or organismic |
| What are the five theoretical perspectives on human development? | psychoanalytic, learning, cognitive, contextual, evolutionary/sociobiological |
| What is the psychoanalytic perspective of development? | development is motivated by unconscious emotional drives and conflicts |
| Which two people have psychoanalytic theories for development? | Freud and Erickson |
| What is the learning perspective of development? | result of learning based experience |
| What is Freud's psychoanalytic development theory? | psychosexual development |
| What is Erikson's psychoanalytic development theory? | psychosocial development |
| Which three people have learning theories for development? | Watson, Skinner, Bandura |
| What is Watson's learning development theory? | behaviorism |
| What is Skinner's learning development theory? | behaviorism |
| What is Bandura's learning development theory? | social learning theory |
| What is the cognitive perspective of development? | thought processes between birth and adulthood |
| Which three people have cognitive theories for development? | Piaget, Vygotsky, Neo-Paigetian |
| What is Piaget's learning development theory? | cognitive stage theory |
| What is Vygotsky's learning development theory? | sociocultural theory |
| What is Neo-Paigetian's learning development theory? | information-processing theory |
| What is the contextual perspective of development? | individual in a social context |
| Which person has a contextual theory for development? | Bronfenbrenner |
| What is Bronfenbrenner's contextual development theory? | bioecological theory |
| What is the evolutionary/sociobiological perspective of development? | evolution, adaptiveness in behavior development |
| Which person has a evolutionary/sociobiological theory for development? | Bowlby |
| What is Bowlby's learning development theory? | attachment |
| What methods do developmental scientists use to study people? | self report, naturalistic observation, laboratory observation, behavioral and performance measures |
| What research designs do developmental scientists use to study people? | case study, ethnographical study, correlation study, experiment |
| What is quantitative research? | research by what you can measure |
| What is qualitative research | research by how participant feels |
| How do quantitative researchers arrive at sound conclusions? | by using the scientific method |
| What can random selection of a research sample ensure? | generalizability |
| What is a research design? | a plan for conducting research |
| What are the two qualitative designs used in developmental research? | case study, ethnographical study |
| What are the two quantitative designs used in developmental research? | correlation study, experiment |
| What can cross-cultural research help determine? | if an aspect of development is universal or culturally influenced |
| Which research design is the only one that can establish causal relationships? | experiments |
| Why must experiments be rigorously controlled? | to ensure valid and replicable |
| What does random assignment of participants in an experiment ensure? | validity |
| Which experiment setting is easiest to control? What is the problem with this setting? | laboratory, it is less generalizable |
| Why are natural experiments sometimes used? | because the true experiment would be impractical or unethical |
| What are the two most common designs used to study age-related development? | cross-sectional, longitudinal |
| What do cross-sectional studies access? | age related differences among participants |
| What do longitudinal studies access? | continuity or change in the same participants |
| What ethical problems may arise in research on humans? | mental, emotional or physical injury |
| What three ethical principals are used in research on humans? | beneficence, respect, justice |
| What rights do participants have in research studies? | informed consent, quit at any time, avoidance of deception, protection from harm/loss of dignity/self-esteem, guarantee privacy/confidentiality |
| What is the standard for protection of children in research studies? | informed parental consent, protection from harm or jeopardy to the child's well being |
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