Adult Development Test 1

Front 1

development theories

Back 1

organize and describe behavior

Front 2

mechanistic

Back 2

caused by antecedent forces and events that the person/organism is passive in controlling

all behavior is thought to be learned and there are no unviersals, each of us are unique because each of our lives are unique

Front 3

organismic

Back 3

emphasizes the whole rather than the parts and how the whole gives meaning to the parts, the person/organism is active in its development changing constantly through self initiated behavior

Front 4

contextualism

Back 4

historical act or a tapestry. proponents of this view believe that a behavior has meaning ir can be explained only in terms of its social-historical context

Front 5

continuous development

Back 5

development is a smooth, gradual, invariant process

Front 6

discontinuity

Back 6

development is not smooth, gradual, and continuous but happens abruptly, children change rapidly as they step up to a new level of development

Front 7

nomothetic

Back 7

all human beings are alike and should develop in the same manner, general universal principles

Front 8

ethnographic

Back 8

by virtue of group membership, people are more like those they share group membership with than those they do not share group membership with, group differences

Front 9

idiographic

Back 9

there are ways in which every person is historically unique, individual differences/variations

Front 10

adult development

Back 10

the branch of development that is concerned with change in the individual after adolescence; the period of life that begins around the end of adolescence and ends in death

Front 11

life expectancy

Back 11

the number of years a person born in a particular year can expect to live given the societal conditions

Front 12

identity

Back 12

the transition in adulthood

Front 13

what two demographic trends brought more attention to the study of adulthood

Back 13

life expectancy and the baby boomers

Front 14

what makes identity important in adolescence

Back 14

it is the first time in life that people are emotionally as well as cognitively sophisticated enough to look back at the thoughts, feelings, and emotions that we have acquired in our past and make a sound decision on retaining those beliefs, values l and feelings or challenging them with new ideals

Front 15

phenomenological

Back 15

stresses the idea that reality as perceived by the individual is what is important

Front 16

sociobiological perspective

Back 16

social behavior that can be explained evolutionary

the development of attachment, attraction, the development of the family as an exclusive group

Front 17

sociobiological perspective development of family

Back 17

families emerged as a way for men and women to bargain for goods, females trade reproductive capacity for male protection

Front 18

biological perspectives

Back 18

focus on development at the anatomical level, studying biochemical and physiological changes across the the life span of the organism

development is viewed as an expression of a genetic program that interacts with the environment

biologists often focus on the effects of aging on body function

Front 19

sociological persoective

Back 19

study age related changes in social roles within the social institutions of a culture, but the focus shifts from the individual to the group

Front 20

anthropological perspective

Back 20

differences in developmental patterns across cultures; they show us the potential range of human behavior and why development may proceed differently from one culture to the next

Front 21

Brofenbrenner microsystems

Back 21

innermost level, includes immediate setting in which the developing person interacts

three main elements: activities, roles, and relationships

example: person and school; person and home

Front 22

Brofenbrenner mesosystems

Back 22

looks at the interaction between the settings the developing person participates and how the interaction of the two affects the person

example: interaction of school or church to see how they affect the person

Front 23

Brofenbrenner exosystems

Back 23

areas of the environment that the developing person does not directly participate in but affects the person indirectly

example: parent's workplace; parent's social groups

Front 24

Brofenbrenner macrosystems

Back 24

represents the widely shared beliefs and values of the society as a whole

Front 25

with regards to Brofenbrenner theory on ecology, in Dr Garcia Coll opinion, what makes interaction in the ecological system different for people of color

Back 25

microsystems level: people of color tend to be more communalistic living and interacting in groups the child will be more attached to more than the mother

Front 26

who first introduced stage theory in development

Back 26

Sigmund Freud

Front 27

crisis

Back 27

refers to the adolescent's period of engagement in choosing among meaningful alternatives

Front 28

commitment

Back 28

refers to the degree of personal investment the individual exhibits

Front 29

identity achievement subjects

Back 29

has experienced a crisis period and is committed to an occupation and ideology, made a decision on own terms. achieved a resolution that leaves them free to act