Ch. 1 Introduction

Front 1

Development

Back 1

Pattern a change that begins at conception and continues through the life span. Most development involves growth, although it also includes decline brought on by age and dying.

Front 2

Lifespan perspective

Back 2

The perspective that development is lifelong, multi dimensional, multidirectional, plastic, multidisciplinary, and contextual; involves growth, maintenance, and regulation; and is constructed through biological, sociocultural, and individual factors working together.

Front 3

Normative age-graded influences

Back 3

Influences that are similar for individuals in a particular age group.

Front 4

Normative history - graded influences

Back 4

Influences that are common to people of a particular generation because of historical circumstances.

Front 5

Non normative life events

Back 5

Unusual occurrences that have a major impact on an individual's life.

Front 6

Culture

Back 6

The behavior patterns, beliefs and all other products of a group that are passed on from generation to generation.

Front 7

Cross-cultural studies

Back 7

Comparison of one culture with one or more other cultures. These provide information about the degree to which development is similar, or universal, across cultures, and the degree to which it is culture - specific.

Front 8

Ethnicity

Back 8

A characteristic based on cultural heritage, nationality characteristics, race, religion, and language.

Front 9

Socioeconomic status

Back 9

refers to the grouping of people with similar occupational, educational, and economic characteristics.

Front 10

gender

Back 10

The characteristics of people as males or females.

Front 11

Social policy

Back 11

A national government's course of action designed to promote the welfare of its citizens.

Front 12

Biological processes

Back 12

Changes in an individual's physical nature.

Front 13

Cognitive processes

Back 13

Changes in an individual's thoughts, intelligence, and language.

Front 14

Socioemotional processes

Back 14

Changes in an individual's relationships with other people, emotions and personality.

Front 15

Nature-nurture issue

Back 15

Debate about whether development is primarily influenced by nature or nurture. Nature refers to an organism's biological inheritance, nurtured to its environmental experiences.

Front 16

Scientific method

Back 16

An approach that can be used to obtain information. It includes the following steps: 1 - conceptualize the problem, 2 - collect data, 3 - draw conclusions, 4 - revised research conclusions and theory.

Front 17

Theory

Back 17

Interrelated, coherent set of ideas that helps to explain phenomena and facilitate predictions.

Front 18

Hypotheses

Back 18

Specific assumptions and predictions that can be tested to determine their accuracy.

Front 19

Psychoanalytic theories

Back 19

Theories that describe development as primarily unconscious and heavily colored by emotion. Behavior is merely a surface characteristic, and the symbolic workings of the mind to have to be analyzed to understand behavior. Early experiences with parents are emphasized.

Front 20

Erikson's theory

Back 20

Includes 8 stages of human development. Each stage consists of unique developmental task that confronts individuals with a crisis that must be resolved.

Front 21

Piaget's theory

Back 21

Theory stating that children actively construct their understanding of the world and go through four stages of cognitive development.

Front 22

Trust verses mistrust

Back 22

Experience within the first year of life. The development of trust during infancy sets the stage for a lifelong expectation that the world will be a good and pleasant place to live.

Hint 22

Erikson's first stage

Front 23

autonomy vs. shame and doubt

Back 23

This stage occurs in late infancy and toddlerhood. About 1 to 3 years old. After gaining trust and their caregivers sense of independence and autonomy . They realized their will . If infants and toddlers are restrained too much or punished too harshly, they are likely to develop a sense of shame and doubt.

Hint 23

Erikson's second step

Front 24

Initiative vs guilt

Back 24

Occurs during the preschool years. As preschool children encounter a widening social world, they face new challenges that require active, purposeful, responsible behavior. Feelings of guilt may arise, though, if the child is irresponsible and is made to feel too anxious.

Hint 24

Erikson's third stage of development

Front 25

industry vs inferiority

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Occurring approximately during elementary school years. Children now need to drag their energy towards master knowledge and intellectual skills. The negative outcome is that the child may develop a sense of inferiority - feeling incompetent and unproductive.

Hint 25

Erikson's fourth stage of development

Front 26

Identity vs identity confusion

Back 26

during the adolescent years, individuals need to find out who they are, what they are all about, and where they're going in life. If adolescence explore roles in a healthy manner and arrive at a positive path to follow in life , then they achieve a positive identity; if they do not, identity confusion reigns.

Hint 26

Erikson's 5th stage of development

Front 27

Intimacy vs isolation

Back 27

Individuals experiences stage during early adulthood. At this time, individuals face the developmental task of forming intimate relationships. If young adults form healthy friendships and in an intimate relationship with another, intimacy will be achieved, if not isolation will result.

Hint 27

Erikson's 6 developmental stage

Front 28

Generativity vs. Stagnation

Back 28

This stage takes place during middle adulthood. By generativity Erikson means primarily a concern for helping the younger generation to develop and lead useful lives. The feeling of having done nothing to help the next generation is stagnation.

Hint 28

Erikson's 7th stage of development.

Front 29

Integrity vs despair

Back 29

This stage takes place during late adulthood. During this stage, a person reflects on the past. If the person's life review reveals a life well spent integrity will be achieved; if not, the retrospective glances likely will you doubt or going home - the despair Erickson described.

Hint 29

Erikson's eighths developmental stage

Front 30

Sensorimotor stage

Back 30

Occurs from birth to two years old. The infant construct an understanding of the world by coordinating sensory experiences with physical actions. vincent progress is from reflexive , instinctual action at birth to the beginning of symbolic thought towards the end of this stage.

Hint 30

Piaget's is first stage

Front 31

Preoperational stage

Back 31

Occurs approximately from 2 to 7 years old. The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action.

Hint 31

Piaget's second stage

Front 32

Concrete operational stage

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Occurs approximately from 7 to 11 years of age. The child can now reason logically about concrete events and classify objects into different sets.

Hint 32

Piaget's third stage

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Formal operational stage

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Occurs between the ages of 11 and 15. The adolescent reasons in more abstract, idealistic, and logical ways.

Hint 33

Piaget's 4th stage

Front 34

Vygotsky's theory

Back 34

A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development.

Front 35

Information - processing theory

Back 35

Emphasizes that individuals manipulate information, monitor it, and strategize it. Central to this theory are the processes of memory and thinking

Front 36

Social cognitive theory

Back 36

The view of psychologist to emphasize behavior, environment, and cognition as the key factors in development.

Front 37

Bronfenbrenner's ecological theory

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Bronfenbrenner's environmental systems theory that focuses on five environmental systems: microsystem, mesosystem , exosystem , macro system, and chronosystem.

Front 38

microsystem

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Is the setting in which the individual lives. These contacts includes person's family, peers, school, and neighborhood.

Hint 38

bronfenbrenner's 1st step

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mesosystem

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Involves relationships between Microsystems and connections between contexts. Examples of the relations of family experiences to school experiences, school experiences to religious experience, family experiences to peer experiences. Example: children whose parents have rejected them may have difficulty developing positive relationships with teachers.

Front 40

exosystem

Back 40

consists of the links between a social setting in which the individual does not have an active role in the individual's immediate context. For example, a husband's or child's experience at home may be influenced by a mother's experience at work. The mother might receive a promotion that requires more travel, which might increase conflict with the husband and change patterns of interaction with the child.

Front 41

macrosystem

Back 41

Involves the culture in which individuals live. Remember from earlier in the chapter the culture refers to behavior patterns, beliefs, and all other products of a group of people that are passed on from generation to generation. Remember also that cross cultural studies - the comparison of one culture with one or more other cultures - provide information about generality of development.

Front 42

chronosystem

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Consists of the patterning of environmental events and transitions over the life course, as well as socio historical circumstances. For example, divorce is one transition.

Hint 42

bronfenbrenner's stage

Front 43

Eclectic theoretical orientation

Back 43

An orientation that does not follow anyone theoretical approach but rather selects from each theory whatever is considered the best in it.

Front 44

Laboratory

Back 44

A controlled setting in which many of the complex factors of the real world are removed.

Front 45

Naturalistic observation

Back 45

Studies that involve observing behavior in real-world settings.

Front 46

Standardized test

Back 46

A test with uniform procedures for administration and scoring. Many standardized tests allow a person's performance to be compared with the performance of other individuals.

Front 47

Case study

Back 47

An in-depth look at a single individual.

Front 48

Descriptive research

Back 48

Studies designed to observe and record behavior.

Front 49

Correlational research

Back 49

Studies in which the goal is to describe the strength of the relationship between two or more events or characteristics.

Front 50

Correlation coefficient

Back 50

A number based on statistical analyst that is used to describe the degree of association between two variables.

Front 51

Experiment

Back 51

A carefully regulated procedure in which one or more of the factors believed to influence the behavior being studied or manipulated while all other factors are held constant.

Front 52

Cross-sectional approach

Back 52

A research strategy in which individuals of different ages are compared at one time.

Front 53

longitudinal approach

Back 53

A research strategy in which the same individuals are studied over a period of time, usually several years or more.

Front 54

Cohort effects

Back 54

Effects due to a person's time of birth, era, or generation rather than a person's actual age.

Front 55

ethnic gloss

Back 55

Using an ethnic label such as African American or Latino in a superficial way to portrays and ethnic group as being more homogeneous than it really is.