Child Developement 1, Test 1 Chp. 1- 2

Front 1

Experimental Group

Back 1

A group of participants in a research study who experience some special treatment or condition

Front 2

Experiment

Back 2

A research method in which the researcher tries to determine the cause-and-effect relationships between two variables by manipulating one (called the independent variable) and then observing and recording the resulting changes in the other (called the dependent variable)

Front 3

Ethnic Group

Back 3

People whose ancestors were born in the same region and who often share a language, culture, and religion

Front 4

Empirical

Back 4

Base on observation, experience, or experiment, not theoretical

Front 5

Ecological-Systems Approach

Back 5

The view that in the study of human development, the person should be considered in all the contexts and interactions that constitute a life

Front 6

Dynamic-Systems Approach

Back 6

A view of human development as an ongoing ever-changing interaction between the physical and emotional being and between the person and every aspect of his or her environment, including the family and society

Front 7

Discontinuity

Back 7

Signifies developments that appear quite different from those that came before.

Front 8

Difference-Equals-Deficit Error

Back 8

The mistaken belief that a deviation from some norm is necessarily inferior to behavior or characteristics that meet the standard

Front 9

Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR)

Back 9

The American Psychiatric Association's official guide to the diagnosis (not treatment) of mental disorders. (IV-TR means "fourth edition, text revision)

Front 10

Cross-Sequential Research

Back 10

A hybrid research method in which researchers first study several groups of people of different ages (a cross-sectional approach) and then follow those groups over the years (a longitudinal approach) (Also called cohort-sequential research or time-sequential research)

Front 11

Cross-Sectional Research

Back 11

A research design that compares groups of people who differ in age but are similar in other important characteristics

Front 12

Critical Period

Back 12

A time when a particular type of developmental growth (in body or behavior) must happen. If the critical period passes without that growth, the person will never grow in that particular way

Front 13

Correlation

Back 13

A number indicating the degree of relationships between two variables, expressed in terms of the likelihood that one variable causes the other, only that the two variables are related

Front 14

Continuity

Back 14

Signifies developments over time that appear to persist unchanging, from one age to the next. Parents might recognize the same personality traits in their grown children that they saw in them as infants

Front 15

Comparison Group/ Control Group

Back 15

A group of participants in a research study who are similar to the experimental group in all relevant ways but who do not experience the experimental condition (the independent variable)

Front 16

Cohort

Back 16

A group of people who were born at about the same time and thus move through life together, experiencing the same historical events and cultural shifts at about the same age

Front 17

Code of Ethics

Back 17

A set of moral principals that members of a profession or group are expected to follow

Front 18

Case Study

Back 18

A research method in which one individual is studied intensively

Front 19

Survey

Back 19

A research method in which information is collected from a large number of people by interviews, written questionnaires, or some other means

Front 20

Socioeconomic Status (SES)

Back 20

A person's position in society as determined by income, wealth, occupation, education, place of residence, and other factors

Front 21

Social Construction

Back 21

An idea that is built on shared perceptions, not on objective reality.

Front 22

Sensitive Period

Back 22

A time when a certain type of development is most likely to happen and happens most easily. If that development does not occur during that sensitive period, it could still occur later. For example, early childhood is considered a sensitive period for language learning.

Front 23

Scientific Observation

Back 23

A method of testing a hypothesis by unobtrusively watching and recording participants' behavior in a systematic and objective manner, in a natural setting, in a laboratory, or in searches of archival data.

Front 24

Quantitative Research

Back 24

Research that provides data that can be expressed with numbers, such as ranks or scales

Front 25

Scientific Method

Back 25

A way to answer questions the requires empirical research and data-based conclusions

Front 26

Science of Human Development

Back 26

A science that seeks to understand how and why people of all ages and circumstances change or remain the same over time

Front 27

Replication

Back 27

A repetition of study, using different participants.

Front 28

Race

Back 28

A group of people who are regarded by themselves or by others as distinct from other groups on the basis of physical appearance

Front 29

Qualitative Research

Back 29

Research that considers qualities instead of quantities. Descriptions of particular conditions and participants' expressed ideas are often part of qualitative studies.

Front 30

Plasticity

Back 30

The idea that abilities, personality, and other human traits can change over time. Plasticity is particularly evident during childhood, but even older adults are not always "set in their ways."

Front 31

Nurture

Back 31

A general term for all the environmental influences that affect development after an individual is conceived

Front 32

Nature

Back 32

A general term for the traits, capacities, and limitations that each individual inherits genetically from his or her parents at the moment of conception

Front 33

Mirror Neurons

Back 33

Brain cells that respond to actions performed by someone else in the same way they would if the observer had done that action.

Front 34

Longitudinal Research

Back 34

A research design in which the same individuals are followed over time and their development is repeatedly assessed.

Front 35

Independent Variable

Back 35

In an experiment, the variable that is introduced to see what the effect it has on the dependent variable.

Front 36

Hypothesis

Back 36

A specific prediction that is stated in such a way that it can be tested and either confirmed or refuted

Front 37

Zone of Proximal Development

Back 37

In sociocultural theory, a metaphorical area, or "zone," surrounding a learner that includes all the skills, knowledge, and concepts that the person is close to acquiring but cannot yet master without help.

Front 38

Sociocultural Theory

Back 38

An emergent theory that holds that the development results from the dynamic interaction of each person with the surrounding social and cultural forces.

Front 39

Social Learning Theory

Back 39

An extension of behaviorism that emphasizes the influence that other people have over a person's behavior. Even without specific reinforcement, every individual learns many things through observation and limitation of other people.

Front 40

Self-Efficacy

Back 40

In social learning theory, the belief of some people that they are able to change themselves and effectively alter the social context.

Front 41

Selective Adaptation

Back 41

The process by which humans and other species gradually adjust to their environment. This process is based on the frequency with which a particular genetic trait in a population increases or decreases over generations; that frequency depends on whether or not the trait contributes to the survival and reproductive ability of members of that population.

Front 42

Reinforcement

Back 42

A technique for conditioning behavior in which that behavior is followed by something desired, such as food for a hungry animal or a welcoming smile for a lonely person

Front 43

Psychoanalytic Theory

Back 43

A grand theory of human development that holds that irrational, unconscious drives and motives, often originating for childhood, underlie human behavior.

Front 44

Operant Conditioning

Back 44

The learning process by which a particular action is followed by something desired (which makes the person or animal more likely to repeat the action) or by something unwanted (which makes the action less likely to be repeated). Also called instrumental conditioning.

Front 45

Modeling

Back 45

The central process of social learning, by which a person observes the actions of others and then copies them.

Front 46

Guided Participation

Back 46

In sociocultural theory, a technique in which skilled mentors help novices learn not only by providing instruction but also by allowing direct, shared involvement in the activity. Also called apprenticeship thinking.

Front 47

Epigenetic Theory

Back 47

An emergent theory of development that considers both the genetic origins of behavior (within each person and within each species) and the direct, systematic influence that environmental forces have, over time, on genes.

Front 48

Eclectic Perspective

Back 48

The approach taken by most developmentalists, in which they apply aspects of each of the various theories of development rather than adhering exclusively to one theory.

Front 49

Developmental Theory

Back 49

A group of ideas, assumptions, and generalizations that interpret and illuminate the thousands of observations that have been made about human growth.Provides a framework fro explaining the patterns and problems of development.

Front 50

Conditioning

Back 50

According to behaviorism, the process by which responses become linked to particular stimuli and learning takes place. It's used to emphasize the importance of repeated practice, as when an athlete conditions his or her body to preform well by training for a long time.

Front 51

Cognitive Theory

Back 51

A grand theory of human development that focuses on changes in how people think over time. According to this theory, our thoughts shape our attitudes, beliefs, and behaviors.

Front 52

Cognitive Equilibrium

Back 52

In cognitive theory, a state of mental balance in which people are not confused because they can use their existing thought processes to understand current experiences and ideas.

Front 53

Classical Conditioning

Back 53

The learning process in which a meaningful stimulus (such as the smell of food to a hungry animal) is connected with a neutral stimulus (such as the sound of a bell) that had no special meaning before conditioning. Also called respondent conditioning.

Front 54

Behaviorism

Back 54

A grand theory of human development that studies observable behavior. Is also called learning theory because it describes the laws and processes by which behavior is learned.