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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