Psy 202 Chapter 1

Front 1

Ageism

Back 1

a prejudicail view that characterizes older adults in a negative way

Front 2

Atypical development

Back 2

development that deviates from the typical developmental pathway that is harmful to the person

Front 3

Cognitive domain

Back 3

changes in thinking, memorym and other intellectual skills

Front 4

cross-sectional design

Back 4

groups of people of different ages are compaired

Front 5

Ethnography

Back 5

a detailed description of a single culture

Front 6

Lifespan Perspective

Back 6

important changes occur throughtout the entire human lifespan and that these changes must be interpreted in terms of the culture and context in which they occur

Front 7

longitudinal design

Back 7

people in a single group are studied at different times in their lives

Front 8

maturation

Back 8

all peope are genetically programmed to do certain things at certain time. Todlers do not have to be taught how to walk they will do it on their own anyway

Front 9

Nature vs. Nurture

Back 9

debate about the relative contributions of biological processes and experiential factors to development

Front 10

physical domain

Back 10

changes in size, shape. and characteristics of the body

Front 11

qualitative change

Back 11

change in kind or type

Front 12

quantative change

Back 12

change in amount

Front 13

sequential design

Back 13

combines cross sectional and longitudinal examinations of development

Front 14

social domain

Back 14

changes that are associated with social skills and personalites

Front 15

Innate Goodness

Back 15

Philosopher Jean Jacques Rousseau- claimed all humans have innate goodness. All human beings are naturally good and seek out experiences that help them grow. Children have everything in them they need to grow up to be moral adults.

Front 16

The Blank State

Back 16

Philosopher John Locke- Proposed that the mind of a child is a blank state. This suggests that adults can mold children into whatever they want them to be.

Front 17

Positive aspects of advanced age

Back 17

Paul Baltes ( Positive changes are also called plasticity )

Front 18

Inborn Biases

Back 18

Children are born with tendencies to respond in certain ways. (Babies come equipped with a set of apparently instinctive behaviors that entice others to care for them, including crying)

Front 19

Internal Models of Experience

Back 19

The effect of some experience depends not on any objective properties of the experience but rather on the individual’s interpretation. Interpretations of experience are not random or governed by temporary moods but rather are organized into models, which can be thought of as organized sets of assumptions about oneself or others.

Front 20

origins of delinquency

Back 20

Gerald Patterson-His studies show that parents who use poor discipline techniques and poor monitoring are more likely to have noncompliant children.

Front 21

Vulnerability and Resilience

Back 21

Garmezy-• Each child is born with certain vulnerabilities (physical, emotional, allergies etc.)
• Each child is also born with some protective factors such as high intelligence good physical coordination

Front 22

psychanalytic theories

Back 22

developmental change happens because of the influence of internal drives and emotions on behavior

Front 23

libido

Back 23

intrinctual drive for physical pleasure present at birth and forming the motivating force behind virtually all human behavior

Front 24

id

Back 24

par of the personality that comprises a person's basic sexual and aggressive impulses contains the libido and motivates a person to seek pleasure and avoid pain

Front 25

ego

Back 25

the thinking element of personality

Front 26

superego

Back 26

part of personality that is the moral judge

Front 27

defense mechanisms

Back 27

strategies for reducing anxiety

Front 28

psychosexual stages

Back 28

five stages of personality development thru wich children move in a fixed sequence determined by maturation

Front 29

psychosocial stages

Back 29

Erickson's 8 stages of personality development in which inner instincts interact with outer cultural demands

Front 30

behaviorism

Back 30

behavior changes are caused by enviromental influences

Front 31

learning theories

Back 31

development results from an accumulation of experiences

Front 32

classical conditioning

Back 32

learning results from the association of stimuli

Front 33

operant conditioning

Back 33

liarning to repeat or stop behaviors because of their consquences

Front 34

reinforcement

Back 34

anything that follows a behavior and causes it to be repeated

Front 35

punishment

Back 35

anything that follows a behavior and causes it to stop

Front 36

extinction

Back 36

gradual eliminaltion of a behavior throught repeated nonreirnforcement

Front 37

shaping

Back 37

the reinforcement of intermediate steps until an individual learns a complex behavior

Front 38

observational learning/ modeling

Back 38

learning that resaults from seeing a model reinforced or punished for a behavior

Front 39

cognitive theories

Back 39

emphasize mental processes in development such as logic and memory

Front 40

scheme

Back 40

Piaget's theory- internal cognitive structure that provides an individual with a procedure to use in a specific circumstance

Front 41

assimilation

Back 41

process of using a scheme to make sense of an event or experience

Front 42

accommodation

Back 42

changing a scheme as a result of some new information

Front 43

equilibration

Back 43

process of balancing assimilation and accomodation to create schemes that fit the environment

Front 44

information-processing theory

Back 44

uses the computer as a model to explian how the mind manages information

Front 45

neo-piagetian theory

Back 45

approach that uses information-processing principles to explain the developmental stages identified by Piaget

Front 46

nativism

Back 46

human beings possess unique genetic traits that will be manifested in all members of the species, regardless of differences in enviroments

Front 47

ethology

Back 47

genetically determined survival behaviors presumed to have evolved throught natural selection

Front 48

sociobiology

Back 48

study of society using the methods and concepts of biology

Front 49

behavior genetics

Back 49

the study of the role of heredity in individual differences

Front 50

sociocultural theory

Back 50

Vygotsky's view that complex forms of thing have their origins in social interations rather than in an individual's private explorations

Front 51

ecological theory

Back 51

Bronfenbrenner- explains development in terms of relationship between individuals and their environments

Front 52

preconventional morality

Back 52

Kohlberg- the level of moral reasoning in which judgements are based on authorities outside the self

Front 53

conventional morality

Back 53

Kohlberg- level of moral reasoning in which judgements are based on rules of a group to which the person belongs

Front 54

postconventional morality

Back 54

Kohlberg- level of moral reasoning in which judgements are based on an integration of individual rights and the needs of society

Front 55

role-taking

Back 55

the ability to look at a situation from another person's perspective

Front 56

delinquency

Back 56

antisocial behavior that includes law-breaking

Front 57

eclecticism

Back 57

use of multiple theorectical perspectives to explain and study human development