Human Development

Front 1

lifespan development-field of
study that examines patterns of growth, change, and stability in behavior throughout the entire life span.

Back 1

PSYCHOANALYTIC THEORY-UNCONSCIOUS forces act to determine personality and behavior.
1)id-unconscious, pleasure principle.
2)ego-rational and reasonable.
Reality principle.
3)superego-person's conscious,
right and wrong.

Front 2

lifespan takes a scientific approach. Lifespan development focuses on human development.

Back 2

PSYCOSOCIAL DEVELOPMENT-Erickson-changes in our interactions with and understandings of one another as well as in our knowledge and understanding of us as members of society.

Front 3

physical development-emphasizes how brain, nervous system, muscles, sensory capabilities, needs for food, drink, and sleep affect behavior.

Back 3

BEHAVORIAL PERSPECTIVE-observable behavior and outside stimuli in the environment.

Front 4

cognitive development-emphasizes intellectual abilities, including learning,
memory, problem solving, and intelligence.

Back 4

BEHAVIOR MODIFICATION-promoting the frquency of desirable behaviors and decreasing the incidence of unwanted ones.

Front 5

personality development-emphasizes enduring characteristics that differentiate one person from another.

Back 5

SOCIAL-COGNITIVE LEARNING THEORY-learning observed the behavior of another person, called a model.

Front 6

social development-how interactions with others and social relationships grow and change over time.

Back 6

COGNITIVE PERSPECTIVE-Piaget-
focuses on the processes that
allow people to know, understand and think about the
world.

Front 7

Biological approach-different levels of the environment simultaneously influence individuals.
1)microsystem-immediate environment in which children lead their daily lives. Homes, friends, teachers.
2)mesosystem-provides connections between the various aspects of the microsystem. Children to parents, students to teachers.
3)exosystem-represents broader
influences-social institutions
such as local government,community.
4)macrosystem-larger cultural influences on an individual. Attitudes and ideologies of the culture.
5)chronosystem- underlies each of the previous systems. Involves the way the passage of time including
historical events and more gradual changes.

Back 7

INFORMATION PROCESSING APPROCHES-identify the ways individuals take in, use, and store information.

Front 8

individualism-emphasizes personal identity, uniqueness,
freedom, and the worth of the individual.

Back 8

SOCIOCULTURAL THEORY- emphasizes how cognitive development proceeds as a result of social interactions between members of a culture.

Front 9

collectivism-well-being of the group is more important
than that if the individual.

Back 9

HUMANISTIC PERSPECTIVE-people
have a natural capacity to make decisions about their lives and control their behavior.

Front 10

COHORT-group of people born at
around the same timein the same place. Similiat characteristics.

Back 10

COGNITIVE NEUROSCIENCE APPROACHES- examines cognitive development through
the lens of brain processes.

Front 11

continuous change-change is gradual. Achievements at one level build on previous level.
discontinous change-occurs in
steps. Behavior and processes
are qualitatively different at different stages.

Back 11

EVOLUTIONARY PERSPECTIVE- seeks to identify behavior that is the result of our genetic inheritance from our ancestors.

Front 12

Critical periods-certai enviromental stimuli are necessary for normal development.
SENSITIVE PERIODS-people are
susceptible to certain enviromental stimuli, but consequences of absent stimuli are reversible.

Back 12

SCIENTIFIC METHOD-process of posing and answering questions using careful, controlled techniques that include systematic, orderly observation and the collection
of data.

Front 13

LIFESPAN APPROACH-emphasize growth and change throughout life relatedness of different periods.
FOCUS ON PARTICULAR PERIODS-
infancy and adolescence emphasized by early developmentalists as most important periods.

Back 13

HYPOTHESIS-prediction stated in a way that permits it to be tested.

Front 14

NATURE(genetic factors)
discovering inherited genetic traits and abilities.
NURTURE(enviromental factors)
enviromental influences that affect a person's development.

Back 14

CORRELATIONAL REASEARCH- seeks to identify whether an association or relationship between two factors exists.

Front 15

THEORIES-broad, organized explanations and predictions
concerning phenomena of interest.

Back 15

EXPERIMENTAL REASEARCH-designed to discover casual relationship between various factors.

Front 16

lifespan development-field of
study that examines patterns of growth, change, and stability in behavior throughout the entire life span.

Back 16

PSYCHOANALYTIC THEORY-UNCONSCIOUS forces act to determine personality and behavior.
1)id-unconscious, pleasure principle.
2)ego-rational and reasonable.
Reality principle.
3)superego-person's conscious,
right and wrong.

Front 17

lifespan takes a scientific approach. Lifespan development focuses on human development.

Back 17

PSYCOSOCIAL DEVELOPMENT-Erickson-changes in our interactions with and understandings of one another as well as in our knowledge and understanding of us as members of society.

Front 18

physical development-emphasizes how brain, nervous system, muscles, sensory capabilities, needs for food, drink, and sleep affect behavior.

Back 18

BEHAVORIAL PERSPECTIVE-observable behavior and outside stimuli in the environment.

Front 19

cognitive development-emphasizes intellectual abilities, including learning,
memory, problem solving, and intelligence.

Back 19

BEHAVIOR MODIFICATION-promoting the frquency of desirable behaviors and decreasing the incidence of unwanted ones.

Front 20

personality development-emphasizes enduring characteristics that differentiate one person from another.

Back 20

SOCIAL-COGNITIVE LEARNING THEORY-learning observed the behavior of another person, called a model.

Front 21

social development-how interactions with others and social relationships grow and change over time.

Back 21

COGNITIVE PERSPECTIVE-Piaget-
focuses on the processes that
allow people to know, understand and think about the
world.

Front 22

Biological approach-different levels of the environment simultaneously influence individuals.
1)microsystem-immediate environment in which children lead their daily lives. Homes, friends, teachers.
2)mesosystem-provides connections between the various aspects of the microsystem. Children to parents, students to teachers.
3)exosystem-represents broader
influences-social institutions
such as local government,community.
4)macrosystem-larger cultural influences on an individual. Attitudes and ideologies of the culture.
5)chronosystem- underlies each of the previous systems. Involves the way the passage of time including
historical events and more gradual changes.

Back 22

INFORMATION PROCESSING APPROCHES-identify the ways individuals take in, use, and store information.

Front 23

individualism-emphasizes personal identity, uniqueness,
freedom, and the worth of the individual.

Back 23

SOCIOCULTURAL THEORY- emphasizes how cognitive development proceeds as a result of social interactions between members of a culture.

Front 24

collectivism-well-being of the group is more important
than that if the individual.

Back 24

HUMANISTIC PERSPECTIVE-people
have a natural capacity to make decisions about their lives and control their behavior.

Front 25

COHORT-group of people born at
around the same timein the same place. Similiat characteristics.

Back 25

COGNITIVE NEUROSCIENCE APPROACHES- examines cognitive development through
the lens of brain processes.

Front 26

continuous change-change is gradual. Achievements at one level build on previous level.
discontinous change-occurs in
steps. Behavior and processes
are qualitatively different at different stages.

Back 26

EVOLUTIONARY PERSPECTIVE- seeks to identify behavior that is the result of our genetic inheritance from our ancestors.

Front 27

Critical periods-certai enviromental stimuli are necessary for normal development.
SENSITIVE PERIODS-people are
susceptible to certain enviromental stimuli, but consequences of absent stimuli are reversible.

Back 27

SCIENTIFIC METHOD-process of posing and answering questions using careful, controlled techniques that include systematic, orderly observation and the collection
of data.

Front 28

LIFESPAN APPROACH-emphasize growth and change throughout life relatedness of different periods.
FOCUS ON PARTICULAR PERIODS-
infancy and adolescence emphasized by early developmentalists as most important periods.

Back 28

HYPOTHESIS-prediction stated in a way that permits it to be tested.

Front 29

NATURE(genetic factors)
discovering inherited genetic traits and abilities.
NURTURE(enviromental factors)
enviromental influences that affect a person's development.

Back 29

CORRELATIONAL REASEARCH- seeks to identify whether an association or relationship between two factors exists.

Front 30

THEORIES-broad, organized explanations and predictions
concerning phenomena of interest.

Back 30

EXPERIMENTAL REASEARCH-designed to discover casual relationship between various factors.

Front 31

LONGITUDINAL RESEARCH-a study
is measured as they age.

Back 31

MONOZYGOTIC TWINS-twins who are identically

Front 32

CROSS_SECTIONAL RESEARCH-people of different ages are
compared at the same point in time.

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DIZYGOTIC twins-twins who are produced when two seperate ova are fertilized bytwo seperate sperm at the same time

Front 33

ETHICS AND RESEARCH-
1)protect participants from harm
2)informed consent of participants
3)limits on the use of deception
4)maintain privacy.

Back 33

GENOTYPE-underlying combination of genetic material present(not outwardly visible) in an organism.

Front 34

THEORIES-broad explanations of facts or phenomena, based on systematic integration of prior findings and therories.

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PHENOTYPE-obseveable trait

Front 35

HYPOTHESIS-theory-based predictions that can be tested.

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POLYGENIC INHERITANCE-inheritance in which a combination of multiple gene pairs is responsible for the production of a particular trait.

Front 36

SCIENTIFIC METHOD-process of posing and answering questions systematically

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BEHAVIORALGENETICS-study of effects of behavior and psycological characteristics.

Front 37

CORRELATIONAL RESEARCH-to determine if two factors are associated.

Back 37

DOWN SYNDROME-presence of extra chromosome on the 21st pair.

Front 38

EXPERIMENTAL RESEARCH-discover
cause-effect relationship.

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GENETIC COUNSR