Study your flashcards anywhere!

Download the official Cram app for free >

  • Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

How to study your flashcards.

Right/Left arrow keys: Navigate between flashcards.right arrow keyleft arrow key

Up/Down arrow keys: Flip the card between the front and back.down keyup key

H key: Show hint (3rd side).h key

A key: Read text to speech.a key

image

Play button

image

Play button

image

Progress

1/62

Click to flip

62 Cards in this Set

  • Front
  • Back
Developement
changes that occur over and across the entire life span
physical growth
delevoplement of prenatal throught adolescence and declines and alterations that occur c advance aging
cognitive development
concept of intelligence ,aspects of our thinking processes,such as moral,language,memory and learning to read
social/emotional developement
temperament, our style to respond,personality,socialization into a particular cultural group
mulitdimensional
physical,cognitive,emotional,personality
age-graded
naming ceremonies,puberty, begining school, drivers licence, retires
history graded
events that occur during the life span depression,wars,computer era
non-normative
events that may have influence on a persons delevlopment ex.oklahoma bombing
continuity
results of gradual and cumulative changes over the entire life span
discontinuity
development occurs in discrete identifiable stages
hypothesis
testing the hypothesis,drawing conclusions,making findins available to others
naturalistic
watching people in there natural setting
field experiment
natural setting but some manipulation or control such as giving some help on a test and some not then comparing scores
controlled experiments
lab setting, greater control ex. hooked up to a monitor that records heart rate
independent variables
manipulated by the experimentor
dependent variables
outcome measures of interest, such as a score on a math test after getting special instructions
comfounding variables
things that might affect the results in unanticipated ways or not controlled for in the drseigned of the experiment
cross sectional
groups studied at one point in in time
logitudial
different times studied
sequential design
study of a group,then years later sudy of the same group
cohort differences
unique sociocultural factors to which people of different generations are exposed
data analysis
statisical procedures that are done to make sence of the findings of a study
desriptive research or correlational
varibles are related but can't say that one caused the other
descriptive statistic
includes means, medians, modes, frequencies and simple correlations
inferential statistic
determine if there is a significant different between 2 or more scores or if a score could occur just by chance
ethology
idea that behavior is largely influenced by biological factors particuarly behaviors that have developed overtime
Bowlby
infants need nuturing in the first yrs,to form attachments c others
Freud
unconscious minds contains emotionally charged memories of early life experiences psychosexual theory,sexual desires affect behavior
id
seeking pleasure and avoiding pain present at birth
ego
reality priciple starts to deveolpoe in infancy,balances demands of the id and restrictions of the superego in order to meet the realities of the situation
superego
conscience,tells what you should do or not do
conscious
info that is readily available
unconscious
only avaiable in hypnosis,
preconscious
between the two,comes out in are dreams jokes slips of the tongue
defence mechanisms
egos must defend us from daily assaults
Erikson-psychosocial
non-sexual cries,personality delevopment cont.through adulthood
Levinson
men midlife to older,achieveing a stable life structure independence
Pavlov-classical conditioning
feeding the dogs and salivating
Watson-behaviorism
small rat Little Albert
Skinner-operant conditioning
positive and negative behavior reinforcement
Thorndike
quantify the relationship among stimuli and responce
Bandura-social theory
people learn by observing and imitation
self-efficacy
study how people come to believe that they are competent or likely to succeed at different kinds of task
Piaget-cognitive development
children are active participants in their own learning
assimilation
taking in info as it is
scheme
incorporating that new knowledge into an existing framework
Accommodation
info doesn't fit any exisitng scheme or challenges an old scheme
Case-cognitive
children have limits on the amount of info they can deal with
Kohlberg-Heinz(drug for the dying wife)
development of moral reasoning
moral reasoning
the way people use cognitive processes to solve ethical dilemmas
humanistic theories
stress that people can take control over their own behavior and are not merely pawns of reinforcement or driven by genetic factors
Maslow-human needs
physical needs,emotional,met b4 a child can meet academic/cognitive tasks
self-actualized
one who is spontaneous,creative,good at solving problems and self directed
Rogers-psychotherapy
the therapist listens to the client and reflects back what the client says and allows the client to draw the conclusions rather then being advised by the therapist
Brinfenbrenner-social
focuses on the social environment of the individual
microsystem
structures that impinges on a person everyday.ex.school peers
mesosystem
how the structures intersect and interect c others
exosystem
examines the world not quite as close extend family mass media,social welfare gov.
macrosystem
attitudes and beliefs of a culture reflected in its education,legal,religion
chronosystem
pattern of events that unfold over chronological age,include history and social
Vygotsky-cognitive
zone of proximal development some tasks children can't do alone but can achieve c help
scaffolding
temporary support that adults give to children until they are able to do it on there own