Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
59 Cards in this Set
- Front
- Back
|
developmental scientist |
researchers who study the lifespan |
|
|
lifespan development |
the scientific study of human growth throughout life |
|
|
child development |
the study of a childhood and teenage years |
|
|
Gerontology |
the scientific study of aging |
|
|
adult development |
the scientific study of the adult part of life |
|
|
normative transititons |
predictable life changes that occur during development |
|
|
non-normative transitions |
unpredictable life changes that occur during development |
|
|
contexts of development |
fundemental markers: including cohort, socioeconomic status, cultural and gender, that shape how we develop throughout our lifespan |
|
|
cohort |
the age group with whom we travel through life |
|
|
baby boom cohort |
the huge age group born between 1946 and 1964 |
|
|
emerging adulthood |
the phase of life that begins after high school, tapers off towards the late 20s, and is devoted to constructing an adult life |
|
|
average life expectancy |
a persons 50/50 chance at birth of living to a given age |
|
|
20th century life expectancy revolution |
The dramatic increase in average life expectancy that occurred during the first half of the both century in the developed world |
|
|
maximun lifespan |
the biological limit of the human life (105) |
|
|
young-old |
people in their 60 and 70s |
|
|
old-old |
people in their late 60s and older |
|
|
social networking sites |
internet sites whose goal is to forge personal connections between users |
|
|
great recession of 2008 |
dramatic loss of jobs that began with the bursting of U.S. household bubble in late 2007 |
|
|
income inequality |
the gap between the rich and the poor |
|
|
socioeconomic status (ses) |
a basic marker referring to the status on education-especially-income rungs |
|
|
developed world |
the most affluent countries in the world |
|
|
developing world |
the most impoverished countries in the world |
|
|
collectivist cultures |
Societies that prize social harmony, obedience, and close family connectedness over individual achievement |
|
|
individualistic cultures |
societies that prize independence, competition , and personal success |
|
|
theory |
any perpestive explaining why people act the way they do. allow us to predict behavior and also suggest how to intervene to improve behavior |
|
|
nature |
biological or genetic causes of development |
|
|
nurture |
enviromental causes of development |
|
|
traditional behaviorism |
the original behavior worldview that focused on charting and modifying objective visible behavior |
|
|
opperant behaviorisn |
the law of learning that determines an voluntary response because we are reinforced for acting the way we do |
|
|
reinforcment |
behavioral term for reward |
|
|
cognitive behaviorism |
emphasizes that people learn by watching others and that our thoughts about the reinforcers determine our behavior. these behaviorist focus on charting and modifying peoples thoughts |
|
|
modeling |
learning by watching or imitating others |
|
|
self efficacy |
according to cognitive behaviorism and internal belief on out competence that predicts whether we initiate activities or persist in the face of failures and predicts the goals we set |
|
|
attachment theory
|
survival of human being closely connected to a caregiver during early childhood and being attached to a significant other during the other half of life
|
|
|
evolutionary psychology
|
highlighting the role that inborn species specific behaviors play in human development and life
|
|
|
behavioral genetics
|
determining the role that hereditary forces play in determining individual differences in behavior
|
|
|
twin study
|
designed to determine the genetic contribution of a given trait, that involves comparing identical twins with fraternal twins
|
|
|
adoption study
|
designed to determine the genetic contribution to a given trait that involved comparing adopted children with biological and adoptive parents
|
|
|
twin/adoptive study
|
comparing the similarities of the identical twin pairs adopted into different families to determine the genetic contribution to a given trait
|
|
|
evocative forces
|
that our genetic temperamental tendencies evoke or produce or evoke certain responcesfrom other people
|
|
|
directionality
|
the crucial principle that people affect one another or that interpersonal influences flow in both directions
|
|
|
active forces
|
that our genetic temperamental tendencies and predispositions cause us to actively choose to put ourselves into specific envioments
|
|
|
person-environment fit
|
the extent in which the environment is tailored in out biological tendencies and talents, in developing science fostering that fit between our talents and the wider world is an important goal
|
|
|
epigenetics
|
exploring how early life events alter of our DNA, producing lifelong changes in health and behavior
|
|
|
Erikson psychosocial tasks
|
each challenge we must face as we travel through the eight stages of lifespan
|
|
|
piagets cognitive developmental theory |
from infancy to adolescence children progress through four qualitatively different stages of intellectual growth
|
|
|
assimulation
|
first step promoting mental growth, fitting environmental input into out existing capasites |
|
|
accomodation
|
enlarging our mental capacities to fit input from the wider world
|
|
|
developmental systems perspective
|
outlook on development that stresses the need to embrace a variety of theories and the idea that all systems and processes interrelate
|
|
|
correlational study
|
a research strategy that involves relating two or more variables
|
|
|
representative sample
|
a group that reflects the characteristic of the overall population
|
|
|
naturalistic observation
|
a measurement strategy that involves directly watching and coding behaviors
|
|
|
self- report strategy
|
a measurement having people report on their feelings and activities through questionaries'
|
|
|
true experiment
|
can determine that something causes something else, involves random assigning and people to different treatments and then looking at the outcome
|
|
|
cross-sectional study
|
involves testing different age groups at the same time
|
|
|
longitudinal study
|
involves testing an age group repeatedly over many years
|
|
|
quantitative research
|
involves testing groups of people using numerical scales and statistics
|
|
|
qualitative research
|
involves interviewing people to obtain information that can not be quantified on a numerical scale
|
|
|
|
|
