Reading...
Play button
Play button
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;
48 Cards in this Set
- Front
- Back
|
T/F
Cross sectional studies compare groups of individuals of various ages at different points in time. |
False.
|
|
|
T/F
Adulthood is a time devoid of change. |
False.
|
|
|
T/F
Infancy is defined as the period between birth and 2 years. |
True.
|
|
|
T/F
Each age has the same developmental agenda. |
False.
|
|
|
T/F
Skills that were mastered in our youth may be lost in old age. |
True.
|
|
|
Longitudinal studies make several observations of _____ individuals at several points in time.
|
THE SAME
This is to examine developmental changes within the same individual over time. |
|
|
_____ is the belief that development proceeds steadily and sequentially.
|
CONTINUITY
This refers to the lasting quality of experiences. |
|
|
Even from the biological perspective, the challenge is to discover how _____ influences are altered by our experience.
|
GENETIC
While there is a wide consensus that genetics influence behavior, it still remains to be explained how life experiences alter and shape our genetic and neurological endowment. |
|
|
Bronfenbrenner's term for how these systems interact over time.
A. exosystem B. macrosystem C. chronosystem D. microsystems E. mesosystem |
C. Chronosystem
|
|
|
Bronfenbrenner's term for the final level, the blueprint of society.
A. exosystem B. macrosystem C. chronosystem D. microsystems E. mesosystem |
B. Macrosystem
|
|
|
Bronfenbrenner's term for place where developing person isn't present, but it still affects development.
A. exosystem B. macrosystem C. chronosystem D. microsystems E. mesosystem |
A. Exosystem
|
|
|
Bronfenbrenner's term for relationship among microsystems (i.e. child's school achievement)
A. exosystem B. macrosystem C. chronosystem D. microsystems E. mesosystem |
E. Mesosystem
|
|
|
Bronfenbrenner's term for deepest level of environment that affects development (i.e. home and school)
A. exosystem B. macrosystem C. chronosystem D. microsystems E. mesosystem |
D. Microsystems
|
|
|
Development is a(n) _____ process.
|
LIFELONG
Lifespan development began to emerge as a field when developmental psychologists began to realize that development doesn't stop when a person becomes an adult. |
|
|
In middle childhood, _____ becomes a major force in shaping development.
|
SCHOOL
School helps to shape all aspects of development, including physical, cognitive, and psychosocial. |
|
|
In _____ the investigators attempt to keep all of the variables constant, except one, which is the treatment.
A. descriptive studies B. manipulative experiments C. control group studies D. naturalistic experiments |
B. Manipulative Experiments
|
|
|
Time variable designs include all of the following, EXCEPT:
A. one-time, one-group studies B. multi-time, mixed-group studies C. cross-sectional studies D. longitudinal studies |
B. Multi-time, mixed group studies
|
|
|
The three data collection techniques in lifespan development include all of the following, EXCEPT:
A. descriptive study B. manipulative study C. non-transitional study D. naturalistic study |
C. non-transitional study
|
|
|
When examining the biopsychosocial model, the elements that are attributed to psychology include all of the following, EXCEPT:
A. cognitive development B. motor development C. information processing D. personality |
B. motor development
|
|
|
If you know only the facts that make up a person's cultural history, then you have a _____ understanding of that culture.
A. superficial B. intermediate C. advanced D. significant |
A. superficial
|
|
|
Lifespan development has found that development across life includes all of the following features, EXCEPT:
A. multidirectionality B. plasticity C. selectivity D. is outside of our history |
D. is outside of our history
|
|
|
According to Rutter and Rutter, all of the following influence early sexual behavior, EXCEPT:
A. a father w/ unusually early sexual experiences B. poor parent-child relationship C. family conflict, such as divorce D. activities such as drinking and delinquency |
A. a father with unusually early sexual experiences
|
|
|
According to Baltes and colleagues, lifespan development tries to specify which of the following factors that influence individual development?
A. biological factors B. psychological factors C. environmental factors D. all of the above |
B. psychological factors
|
|
|
All of the following are objectives of lifespan psychology, EXCEPT:
A. to offer an organized account of development B. to identify connections between earlier and later events C. to account for mechanisms responsible for lifespan development D. to specify only the psychological factors that shape behavior |
D. to specify only the psychological factors that shape behavior
|
|
|
The study of lifespan development should provide you with insight into your own _____ and the _____ of others.
A. families B. behavior C. psychology D. death |
B. behavior
|
|
|
treatment
|
the variable that the experimenter manipulates
|
|
|
time variable designs
|
the number of times and the number of groups studied
|
|
|
tabula rasa
|
John Locke's belief that we are born with minds that are blank slates
|
|
|
stability
|
a belief that a child's early experiences affect them for life
|
|
|
sequential (longitudinal/cross-sectional) studies
|
a cross-sectional study done at several times with the same groups of individuals
|
|
|
reciprocal interactions
|
similar to transactional model; recognizes the child's active role in its development; I do something to the child, and the child changes; as a result of the changes in the child, I change
|
|
|
proximal processes
|
reciprocal interactions between a person and the environment
|
|
|
one-time, one-group studies
|
studies carried out only once on one group of subjects
|
|
|
naturalistic experiments
|
in these experiments, the researcher acts solely as an observer and does as little as possible to disturb the environment. "nature" performs the experiment, and the researcher acts as a recorder of the results
|
|
|
microsystem
|
the home or school
|
|
|
mesosystem
|
the relationship among microsystems
|
|
|
manipulative experiments
|
the experimenter attempts to keep all variables constant except one, which is carefully manipulated
|
|
|
macrosystem
|
Bronfenbrenner's term for the blueprint of any society
|
|
|
longitudinal studies
|
the experimenter makes several observations of the same individuals at two or more times in their lives. Examples are determining the long term effects of learning on behavior, the stability of habits and intelligence, and the factors involved in memory
|
|
|
exosystem
|
environment in which the developing person isn't actually present but which nevertheless affects development
|
|
|
discontinuity
|
behaviors that are apparently unrelated to earlier aspects of development
|
|
|
descriptive studies
|
information is gathered on subjects without manipulating them in any way
|
|
|
culture
|
those values, beliefs and behaviors characteristic of a large group of people -- for example, those of Hispanic origin
|
|
|
biopsychosocial interactions
|
a term for the idea that development proceeds by the interaction of biological, psychological, and social forces
|
|
|
bioecological model
|
the belief that the interactions between person and environment are best explained by a system analysis
|
|
|
cross-sectional studies
|
this method compares groups of individuals of various ages at the same time in order to investigate the effects of aging
|
|
|
continuity
|
the lasting quality of experiences; development proceeds steadily and sequentially
|
|
|
chronosystem
|
the effect of time on development
|
