Ch. 1: Study Of Human Development

Front 1

What is human development?

Back 1

the scientific study of processes of change and stability

Front 2

How did the study of human development begin?

Back 2

studies of childhood during the nineteenth century

baby biographies--journals to record the early development of a child(Darwin)

Front 3

When was adolescence considered a separate phase of development?

Back 3

20th century

Front 4

How did life span development come to be studied?

Back 4

Scientific interest in the aging process in the 20th century.

Front 5

What are the 4 goals of the scientific study of human development?

Back 5

describe
explain
predict
and modify behavior

Front 6

3 major domains of development?

Back 6

physical, cognitive, psychosocial

Front 7

What are the arbitrary 8 periods of the life span and approximate ages?

Back 7

prenatal period(conception to birth)
infancy and toddlerhood(birth to age 3)
early childhood(3 to 6 years)
middle childhood(6 to 11 years)
adolescence(11 to 20 years)
young adulthood(20 to 40 years)
middle adulthood(40 to 65 years)
late adulthood(65 plus)

Front 8

Influences on development come from both...?

Back 8

heredity
environment

Front 9

What are the most powerful neighborhood influences on SES?

Back 9

Neighborhood income
human capital

Front 10

What are the 6 principles of Baltes' life span approach?

Back 10

(1) development is lifelong,
(2) development involves both gain and loss
(3) the relative influences of biology and culture shift over the life span (4) development involves a changing allocation of resources
(5) development is modifiable
(6) development is influenced by the historical and cultural context.

Front 11

Define critical period.

Back 11

specific time when a given event, or its absence, has a specific impact on development.

Front 12

Define sensitive period.

Back 12

Times in development when a person is particularly responsive to certain kinds of experiences.

Front 13

Define normative event. What are two kinds?

Back 13

Characteristic of an event that occurs in a similar way for most people in a group.

age-graded
history-graded

Front 14

Define quantitative change. Give an example.

Back 14

Change in number or amount, such as in height, weight, or size of vocabulary.

Front 15

Define qualitative change and give an example.

Back 15

Change in kind, structure, or organization, such as the change from nonverbal to verbal communication.

Front 16

Under the care of Jean-Marc-Gaspard Itard, Victor (the Wild Boy of Aveyron. developed
A) the ability to discriminate sensory experiences.
B) age-appropriate language skills
C) empathy.
D) social responsiveness.

Back 16

A

Front 17

Which of the following is not one of the four goals of human development?
A) description
B) explanation
C) prediction
D) control

Back 17

D

Front 18

Changes in Aisha's language abilities and moral reasoning would be classified under which developmental domain?
A) physical
B) cognitive
C) psychosocial
D) cultural

Back 18

B

Front 19

The concept of adolescence
A) is universal
B) has been well established in most American Indian groups.
C) is a recent one in industrial societies.
D) has dropped in and out of existence over the history of the human species.

Back 19

C

Front 20

Henry is beginning to use symbols, such as language and pretend play. As a normal child, Henry would be in which age group?
A) one to two years old
B) two to three years old
C) three to six years old
D) five to seven years old

Back 20

B

Front 21

Rozee is having problems with her memory and her search for meaning in life has become extremely important. If Rozee is typical of other adults her age, she is in which age range?
A) 20-40
B) 40-65
C) 65 and over
D) There is not enough information to say which age group Rozee is in.

Back 21

C

Front 22

Dr. Charon is studying the effects of socioeconomic status (SES. on development. In his research in ten different neighborhoods within the United States, he is investigating the two most powerful aspects of SES of neighborhood effects on development, which are
A) ethnicity and religion.
B) family composition and income.
C) ratio of schools to number of children and average neighborhood income.
D) average neighborhood income and human capital.

Back 22

D

Front 23

Anne started school at age 5, began college at age 18, got married at age 23, and retired from a long career with a utility company at age 62. These events in Anne's life would be classified as which type of developmental influences?
A) normative age-graded
B) normative history-graded
C) nonnormative
D) typical

Back 23

A

Front 24

In his research on the effects of economic stress on development, Glen Elder found
A) families experiencing economic stress became more cohesive.
B) fathers in economically stressed families took on extra jobs to make ends meet.
C) in families experiencing economic stress, boys who got jobs were better able than girls to escape family stress.
D) adults who had experienced economic stress as adolescents tended to encourage independence in their children.

Back 24

C

Front 25

The cases of Genie and the Wild Boy of Aveyron
A) demonstrate that language must be developed during the first six years of life or it will never develop properly.
B) are too complicated to permit conclusive judgments about language development.
C) demonstrate that even if deprived of interpersonal interaction early in life, children are highly resilient and can acquire basic language skills later in life.
D) offer little help for understanding whether there is a critical period for language acquisition.

Back 25

B

Front 26

Paul Baltes and his colleagues have identified each of the following as key principles of the lifespan developmental approach except
A) development is influenced more by biological factors than by cultural context.
B) development is lifelong.
C) relative influences of biology and culture shift over the lifespan.
D) development is modifiable.

Back 26

A

Front 27

When studying human development, researchers consider both ? , or inborn characteristics, and ?, experiential influences.

Back 27

heredity
environment

Front 28

Studying the increase in Baby Jesse’s vocabulary is an example of ? change, while his movement from nonverbal to verbal communication would be an example of ? change.

Back 28

quantitative
qualitative

Front 29

? is a concept about the nature of reality, based on societally shared perceptions or assumptions.

Back 29

social construction

Front 30

With the development of speech and the ability to move about on their own, ? become increasingly self-reliant.

Back 30

toddlers

Front 31

Kai is developing his self concept as his independence, self control, and self care increase. These examples suggest ? development during the ?period of the life span.

Back 31

psychosocial
early childhood

Front 32

Six-year-old Abigail lives in the United States, and six-year-old Juana lives in Peru. Abigail is more likely to live in a ? family, and Juana is more likely to live in an ? family.

Back 32

nuclear
extended

Front 33

Today, the ? family household is becoming less typical in developing countries, and ? families are becoming more common in Western societies.

Back 33

extended
multigenerational

Front 34

? consist of people united by ancestry, religion, language, and/or national regions, which contribute to a shared identity and shared attitudes, beliefs, and values.

Back 34

Ethnic groups

Front 35

Austrian zoologist Konrad Lorenz showed that newly hatched ducklings instinctively follow the first moving object they see, a phenomenon called

Back 35

imprinting

Front 36

As Konrad Lorenz demonstrated, birds have a window of opportunity to learn such important things as imprinting during their ? periods of development; humans, who are more plastic in their development, experience ? periods, when they are especially responsive to certain types of experiences.

Back 36

critical
sensitive