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Seeks to understand how and why people of all ages and circumstances change or remain the same over time

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Science of Human Development

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Traits, capacities, limitations each individual inherits genetically from parents (at conception).

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Nature

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All environmental influences that affect development (after conception).

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Nurture

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Agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm

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Teratogen

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When a particular type of development growth (in body or behavior) must happen if it is ever going to happen.

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Critical Period

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When a certain type of development is most likely, although it may still happen later.

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Sensitive Period

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A view of human development as an ongoing, ever-changing interaction between the physical and emotional being and between the person and every aspect of his or her environment, including the family and society.

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Dynamic-Systems Theory

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Study of human development that takes into account all phases of life.

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Life-span Perspective

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The view that in the study of human development, the person should be considered in all the contexts and interactions that constitute a life.

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Ecological Systems Approach

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The enduring behaviors, ideas, attitudes, and traditions shared by a large group of people and transmitted from one generation to the next.

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Culture

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People whose ancestors were born in the same region and who often share a language, culture, and religion.

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Ethnic Group

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A group of people who are regarded by themselves or by others as distinct from other groups on the basis of physical appearance. (Social scientists think race is a misleading concept.)

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Race

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Cells in an observer's brain that respond to an action performed by someone else in the same way they would if the observer had actually performed that action.

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Mirror Neurons

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Human traits can be molded (as plastic can be), yet people maintain a certain durability of identity (as plastic does).

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Plasticity

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A way to answer questions using empirical research and data-based conclusions.

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Scientific Method

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Curiosity: Raise a question

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Step 1 (Scientific Method)

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Develop Hypothesis: A prediction that can be tested

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Step 2 (Scientific Method)

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Test Hypothesis: Design and conduct research; gather empirical evidence

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Step 3 (Scientific Method)

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Draw Conclusions: Support or refute hypothesis

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Step 4 (Scientific Method)

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Report Results: Share data, conclusions, alternate explanations

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Step 5 (Scientific Method)

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A method of testing a hypothesis by unobtrusively watching and recording participants' behavior in a systematic and objective manner.

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Scientific Observation

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A research method in which information is collected from a large number of people by interviews, written questions, or some other means.

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Survey

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In an experiment, the variable that is introduced to see what effect it has on the dependent variable. (Also called experimental variable.)

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Independent Variable

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In an experiment, the variable that may change as a result of whatever new condition or situation the experimenter adds.

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Dependent Variable

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A research design that compares groups of people who differ in age but are similar in other important characteristics.

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Cross-Sectional Research

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A research design in which the same individuals are followed over time and their development is repeatedly assessed.

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Longitudinal Research

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A group defined by the shared ages of its members.

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Cohort

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A hybrid research design in which researchers first study several groups of people of different ages (a cross-sectional approach) and then follow those groups over the years (a longitudinal approach). (Also called cohort-sequential research or time-sequential research.)

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Cross-Sequential Research

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A number between +1.0 and -1.0 that indicates the degree of relationship between two variables, expressed in terms of their likelihood that one variable will (or will not) occur when the other variable does (or does not). IS NOT CAUSATION.

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Correlation

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Research data expressed with numbers, such as ranks or scales.

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Quantitative Research

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Research that considers qualities instead of quantities.

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Qualitative Research

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A set of moral and specific guidelines principles that members of a profession or group are expected to follow.

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Code of Ethics

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A group that exists within most educational and medical institutions whose purpose is to ensure that research follows established guidelines and remains ethical.

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Institutional Review Board (IRB)

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A framework for explaining patterns and problems of development

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Developmental Theories

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Irrational, unconscious drives and motives, often originating in childhood, underlie human behavior (Founders: Freud and Erikson)

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Psychoanalytic Theory

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Study of observable behavior; describes the laws and processes by which behavior is learned. (Founders: John B. Watson, Ivan Pavlov, B.F. Skinner, Albert Bandura)

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Behavioral Learning Theory

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Focus on changes in how people think over time; also thoughts shape our attitudes, beliefs, and behaviors. (Founder: Jean Piaget)

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Cognitive Theory

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Oral, Anal, Phallic, Latency, Genital

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Psychosexual Stages (Freud)

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Young adults seek companionship and love or become isolated from others because they fear rejection and disappointment

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Intimacy vs. Isolation (Adulthood)

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Middle-aged adults contribute to the next generation through meaningful work, creative activities, and/or raising a family, or they stagnate

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Generativity vs. Stagnation (Adulthood)

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(60's and up) Reflecting on his or her life, an older adult may feel a sense of satisfaction or failure

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Integrity vs. Despair (Adulthood)

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Babies either trust that others will care for their basics needs including nourishment, warmth, cleanliness, and physical contact, or develop mistrust about the care of others

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Trust vs. Mistrust (Birth - 1 year)

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Children either become self-sufficient in many activities including toileting, feeding, walking, exploring, and talking or doubt their own abilities

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Autonomy vs. Shame and Doubt (1 - 3 years)

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Children either want to undertake many adultlike activities or internalize the limits and the prohibitions set by parents. They feel either adventurous or guilty

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Initiative vs. Guilt (3 - 6 years)

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Children busily learn to be competent and productive in mastering new skills or feel inferior, unable to do anything as well as they wish they could

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Industry vs. Inferiority (6 - 11 years)

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Adolescents try to figure out "Who am I?" They estabilish sexual, political, religious, and vocational identities or are confused about what roles to play

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Identity vs. Role Confusion (Adolescents)

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The study of observable behavior, and the theory (learning theory) explaining the acquisition of habits and competencies.

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Behaviorism

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The learning process by which a natural (unconditioned) response (e.g. fear when seeing a lion out of a cage) becomes triggered by a formerly neutral stimulus by repeatedly pairing it with the stimulus that naturally triggers that response.

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Classical Conditioning (Respondent Conditioning)

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The learning process by which a particular action is followed by something desired (which makes the person or animal more likely to repeat the action) or by something unwanted (which makes the action less likely to be repeated.)

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Operant Conditioning (Instrumental Conditioning)

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An extension of behaviorism that emphasizes the influence that other people have over a person's behavior. Even without specific reinforcement, every individual learns many things through observation and imitation of other people.

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Social Learning Theory

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A technique for conditioning behavior in which that behavior is followed by something desired.

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Reinforcement

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is a combination of nature and nurture. Children grow by maturation as well as by learning through interacting/playing with the environment. is not one continuous progression of change. Children make leaps in cognitive abilities from one stage of development to the next.

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Jean Piaget's beliefs on cognitive development (stages)

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stage lasts from birth to about age 2. In this stage, infants gain knowledge of the world through their senses and their motor activities. DEVELOPMENTAL PHENOMENA: stranger anxiety and object permanence./ maybe math

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Sensorimotor stage

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this develops during sensorimotor stage; the awareness that things/objects do not cease to exist when not perceived

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Object permanence

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about 2 to age 6 or 7 years old. In this stage, language development is quick, but the child in not able to understand the mental operations of concrete logic. DEVELOPMENTAL PHENOMENA: pretend play and egocentrism

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preoperational stage

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the difficulty that children have in considering another person's viewpoint. "ego" means "self" and "centrism" means "in the center"; the preoperational child is "self-centered". DEVELOPS IN PREOPERATIONAL STAGE "I am the world" stage

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Egocentrism

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principle that properties such as number, volume, and mass remain constant despite changes in the forms of objects. DEVELOPS IN CONCRETE OPERATIONAL STAGE

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Conservation

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age 12- adult, abstract reasoning and logic, potential for more adult reasoning.

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Formal Operational Stage

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(up to age 9): "Follow the rules because if you don't, you'll get in trouble; if you do, you might get a treat." - type of morality

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preconventional morality

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early adolescence): "Follow the rules because we get along better if everyone does the right thing."- type of morality

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conventional morality

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(later adolescence and adulthood): "Sometimes rules need to be set aside to pursue higher principles." - type of morality

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postconventional morality

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A perspective that compares human thinking processes, by analogy, to computer analysis of data

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Information Processing

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The ability to concentrate on some stimuli while ignoring others.

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Selective Attention

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Development results from the dynamic interaction of each person with the surrounding social and cultural forces.

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Sociocultural Theory

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Process by which genes that enhance survival and reproductive ability are selected and, over generations, become more frequent.

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Selective Adaptation

Developmental Psychology: Chapter 1 (The Science of Human Development) – Flashcards

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