Term
|
Definition
| a feild of study devoted to understanding constancy and change throughout the lifespan |
|
|
Term
|
Definition
| an orderly, integrated set of statements that describes, explains, and predicts behavior |
|
|
Term
|
Definition
| a process of gradually augmenting the same types of skills that were there to begin with |
|
|
Term
|
Definition
| a process in which new ways of understanding and responding to the world emerge at specific times |
|
|
Term
|
Definition
| qualitative changes in thinking, feeling, and behaving that characterizes specific periods of development |
|
|
Term
|
Definition
| unique combinations of personal and environmental circumstances that can result in different paths of change |
|
|
Term
| Nature-Nurture Controversy |
|
Definition
| question of whether genetic or environmental factors are more important |
|
|
Term
|
Definition
| Four assumptions that make of the broader view that development is 1) life long, 2) multidimensional and multidirectional, 3) highly plastic, and 4) affected by multiple, interacting forces |
|
|
Term
|
Definition
|
|
Term
|
Definition
| the complex forces of the physical and social world that influence our biological makeup and psychological experiences before and after birth |
|
|
Term
|
Definition
| that individuals who are high or low in a characteristic will remain so at later ages |
|
|
Term
|
Definition
| that change is possible and likely if new experiences support it (in terms of human characteristics and development) |
|
|
Term
| Three Domains of the Periods of Human Development |
|
Definition
| physical, cognative, emotional/social |
|
|
Term
|
Definition
| the ability to adapt effectively in the face of threats to development |
|
|
Term
|
Definition
| events that are strongly related to age and therefore predictable in when they occur and how long they last |
|
|
Term
| History-graded Influences |
|
Definition
| explain why people born around the same time -called a cohort- tend to be alike in ways that set them apart from people born at other times |
|
|
Term
|
Definition
| events that are irregular: They happen to just one person or a few people and do not fallow a predictable time table |
|
|
Term
|
Definition
| theory created by Charles Darwin that emphasized natural selection and survival of the fittest |
|
|
Term
|
Definition
| a genetically determined series of events that unfold automatically, much like the flower |
|
|
Term
|
Definition
| measures of behavior are taken on large numbers of individuals, and age realted averages are computed to represent typical development |
|
|
Term
| Stanford-Binet Intelligence Scale |
|
Definition
| first successful intelligence test |
|
|
Term
| Psychoanalytic Perspective |
|
Definition
| people move through a series of stages in which they confront conflicts between biological drives and social expectations. How the conflicts are resolved determines the person's ability to learn, to get along with others, and to cope with anxiety |
|
|
Term
|
Definition
| emphasizes that how parents manage theor child's sexual aggressive drives in the first few years is crucial for healthy personality development. (developed by Freud) |
|
|
Term
| Three Parts of the Personality (Freud's Theory) |
|
Definition
|
|
Term
|
Definition
| largest portion of the mind; source of basic bilogical needs and desires |
|
|
Term
|
Definition
| the conscious, rational part of personality, emerges in early infancy to redirect the id's impulses so they are discharged in acceptable ways |
|
|
Term
|
Definition
| conscience, develops through interactions with parents |
|
|
Term
|
Definition
| emphasized that in addition to meditating between id impulses and super-ego demands, the ego makes a positive contribution to development, acquiring attitudes and skills at each stage that make the individual an acctive, contributing memeber of society (Erikson's Theory) |
|
|
Term
|
Definition
| directly observable events-stimuli and responses- are the appropriate focus of study |
|
|
Term
|
Definition
| theory that a neutral stimulis could bring about a reflexive response, like dogs salivating at the sound of the bell (Pavlov's theory) |
|
|
Term
| Operant Conditioning Theory |
|
Definition
| theory that the frequency of behavior can be increased by following it with a wide variety of reinforcers, and decreased through punishment (Skinner's theory) |
|
|
Term
|
Definition
| emphasizes modeling, also known as imitation or observational learning, as a powerful source of development (Bandura's Theory) |
|
|
Term
|
Definition
| consists of procedures that combine conditioning and modeling to eliminate undesirable behaviors and increase desirable responses |
|
|
Term
| Cognitive-Developmental Theory |
|
Definition
| theory that children actively construct knowledge as they manipulate and explore their world (Piaget's theory) |
|
|
Term
|
Definition
| persective that the human maind is a symbol manipulating system through which information flows |
|
|
Term
| Developmental Cognitive Neuroscience |
|
Definition
| a new area of investigation that 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 |
|
|
Term
|
Definition
| concerned wit hthe adaptive, or survival, value of behavior and its evolutionary history |
|
|
Term
|
Definition
| refers to the limited time span during which the individual is biologically prepared to acquire certain adaptive behaviors but needs the support of an appropriately stimulating environment (Lorenz and Tinbergen) |
|
|
Term
|
Definition
| a time that is optimal for certain capacities to emerge and in which the individual is especially responsive to environmental influences; however its boundaries are les well-defined than those of a critical period. Development can occur later but it is harder to induce. |
|
|
Term
| Evolutionary Developmental Psychology |
|
Definition
| seeks to understand the adaptive value of specieswide cognitive, emotional, and social competencies as those competencies change with age |
|
|
Term
|
Definition
| focuses on how culture- the values, beliefs, customs, and skills of a social group- is transmitted to the next generation (Vygotsky's theory) |
|
|
Term
| Socially Meditated Process |
|
Definition
| cognitive development in which children depend on assistance from adults and more expert peers as they tackle new challenges |
|
|
Term
| Ecological Systems Theory |
|
Definition
| veiws the person as developing within a complex system of relationships affected by multiple levels of the surrounding environment (Bronfenbrenner's Theory) |
|
|
Term
|
Definition
| innermost level of the environment, consists of activities and interactions patterns in the person's immediate surroundings |
|
|
Term
|
Definition
| second level of Bronfenbrenner's model, encompasses connections between microsystems |
|
|
Term
|
Definition
| consists of social settings that do not contain the developing person but nevertheless affect experiences in immediate settings |
|
|
Term
|
Definition
| consists of cultural values, laws, customs, resources |
|
|
Term
|
Definition
| temporal dimension of Brofenbrenner's model; individual settings or experiences through out life |
|
|
Term
|
Definition
| a prediction about behavior drawn from a theory |
|
|
Term
|
Definition
| Going into the feild, or natural environment, and recording the behavior of interest |
|
|
Term
|
Definition
| when the investigator sets up a labratory situation that evokes the behavior of interest so that every participant has an equal oppurtunity to display the response |
|
|
Term
|
Definition
| researchers use a flexible, conversational style to probe for the participant's point of view |
|
|
Term
|
Definition
| (including tests and questionnaires), in which each participant is asked the same questions in the same way |
|
|
Term
| Clinical/Case Study Method |
|
Definition
| brings together a wide range of information on one person, including interviews, observations, and sometimes test scores. |
|
|
Term
|
Definition
| directed toward understanding a culture or a distinct a culture or distinct social group through participant observation |
|
|
Term
|
Definition
| researchers gather information on individuals, generally in natural life circumstances, without altering their experiences. Then they look at experiences between participants' characteristics and their behavior or development |
|
|
Term
|
Definition
| a number that describes how two measures, or variables, are associated with eachother |
|
|
Term
|
Definition
| permits inferences about cause and effect becuase researchers use even handed procedure to assign people to two or more treatment conditions |
|
|
Term
|
Definition
| the variable that the investigator expects to cause changes in another variable |
|
|
Term
|
Definition
| the variable the investigator expects to be influenced by the independent variable |
|
|
Term
|
Definition
| using unbiased procedure to increase that the participants' characterisitcs will be equally distributed across treatment groups |
|
|
Term
|
Definition
| assigning particpants randomly to treatment conditions in natural conditions |
|
|
Term
|
Definition
| comparing treatments that already exist |
|
|
Term
|
Definition
| participants are studied respeatedly, and changes are noted as they get older |
|
|
Term
|
Definition
| Individuals born in the same time period are influenced by a particular set of historical and cultural conditions |
|
|
Term
|
Definition
| groups of people differing in age are studied at the same point in time |
|
|
Term
|
Definition
| when several longitudinal or cross-sectional studies are conducted at varying times |
|
|
