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57 Cards in this Set
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development theories |
organize and describe behavior |
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mechanistic |
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 |
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organismic |
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 |
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contextualism |
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 |
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continuous development |
development is a smooth, gradual, invariant process |
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discontinuity |
development is not smooth, gradual, and continuous but happens abruptly, children change rapidly as they step up to a new level of development |
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nomothetic |
all human beings are alike and should develop in the same manner, general universal principles |
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ethnographic |
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 |
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idiographic |
there are ways in which every person is historically unique, individual differences/variations |
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adult development |
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 |
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life expectancy |
the number of years a person born in a particular year can expect to live given the societal conditions |
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identity |
the transition in adulthood |
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what two demographic trends brought more attention to the study of adulthood |
life expectancy and the baby boomers |
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what makes identity important in adolescence |
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 |
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phenomenological |
stresses the idea that reality as perceived by the individual is what is important |
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sociobiological perspective |
social behavior that can be explained evolutionary the development of attachment, attraction, the development of the family as an exclusive group |
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sociobiological perspective development of family |
families emerged as a way for men and women to bargain for goods, females trade reproductive capacity for male protection |
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biological perspectives |
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 |
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sociological persoective |
study age related changes in social roles within the social institutions of a culture, but the focus shifts from the individual to the group |
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anthropological perspective |
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 |
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Brofenbrenner microsystems |
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 |
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Brofenbrenner mesosystems |
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 |
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Brofenbrenner exosystems |
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 |
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Brofenbrenner macrosystems |
represents the widely shared beliefs and values of the society as a whole |
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with regards to Brofenbrenner theory on ecology, in Dr Garcia Coll opinion, what makes interaction in the ecological system different for people of color |
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 |
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who first introduced stage theory in development |
Sigmund Freud |
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crisis |
refers to the adolescent's period of engagement in choosing among meaningful alternatives |
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commitment |
refers to the degree of personal investment the individual exhibits |
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identity achievement subjects |
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 |
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identity diffusion subjects |
may or may not have experienced a crisis period; lack of commitment. has not decided on an occupation and is not concerned with it |
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moratorium subjects |
currently in crisis period with commitments rather vague; distinguished from the identity diffusion by the appearance of an active struggle to make commitments. |
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foreclosure subjects |
distinguished by not having a crisis, yet expressing commitment. he is becoming what others have prepared or intended for him to become as a child. |
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life expectancy and birth control have |
provided new opportunities for generatively behavior |
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collectivistic societies |
societies concerned about and live for the group; mostly eastern societies |
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individualistic societies |
societies in which group members are not as group oriented but instead focus more on personal gain: mostly western societies, capitalistic societies, and industrialized societies |
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who was the first contributor to the study of the self |
William James |
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i self |
active observer; knower |
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me self |
observer; what is known about me |
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self concept |
knowledge you have about yourself |
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self esteem |
global overall feel and assessment about your self worth |
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self efficacy |
belief in your ability |
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looking glass self |
the idea that our sense of self is largely derived from our evaluation of social feedback from others |
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generalized self |
extension of the role of social input, we eventually take the perspective for society and its values and expectations in judging ourselves |
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anorexia |
an eating disorder in which young people starve themselves because of a fear of getting fat |
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bulimia |
young people eat and exercise then vomit deliberatively with purging of laxatives |
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voluntary minorities |
immigrants who chose to come here for a better life |
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involuntary minorities |
those brought to a place by slavery or colonization |
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are voluntary or involuntary minorities more likely to assimilate and why |
voluntary because they are taking on the values of being American voluntarily |
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Jean Finney ethnically diffuse |
think race is irrelevant or have not given the role of race and thought in there life |
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Jean Finney foreclosure |
have committed to an ethnic identity but have not searched for themselves |
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Jean Finney moritorium |
in an active search but have not committed yet |
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Jean Finney achieved |
searched on there own and have come to a comfortable decision of who they are comfortable with owning there heritage |
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Robert Sellers salience |
what does being black mean to me right now (tied to a person's experiences and the particular situation they are in) |
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Robert Sellers centrality |
in general, how important is race (being black, brown, or asian) to me overall |
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salience feeds centrality |
the experiences you have feed into how important being black, brown, white, ir asian mean to you |
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sexual orientation |
a person's sexual identity in relation to the gender they are attracted to |
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sexual orientation falls along a continuum |
someone does not have to be exclusively homosexual or heterosexual but can be both |