HD santrock ch1

• URIE BRONFENBRENNER (ECOLOGICAL) • Jean Piaget. • Konrad Lorenz. • B. F. Skinner.

"Development is best thought of as being strongly influenced by the *ENVIRONMENT, especially the various social and cultural contexts with which one interacts*. To understand development, psychologists must analyze an individual's interactions within and between these different contexts." This statement would most likely come from:

• NORMATIVE AGE-GRADED INFLUENCE ON DEVELOPMENT • nonnormative life event. • multidirectional influence on development. • nonnormative age-graded influence on development

*By age* 50, many people need reading glasses or bifocals to improve their vision. This physiological change is a good example of a ___________.

NORMATIVES - 3 different types of contexts

*Normative Age-Graded* - things that happen to everyone at a certain age *Normative History-Graded* - things that happen to a certain group of people because of the time period *Non-Normative* - things that only happen to a specific person. Tragedies that impact your development.

FREUD (PSYCHOSEXUAL) vs. ERIKSON (PSYCHOSOCIAL)- One of the differences between Sigmund Freud and Erik Erikson is that:

*• Erik Erikson saw that development occurred throughout the life span*. • Erik Erikson believed that development lasted only until the age of 10 • Erik Erikson built his theory from his own philosophy and not from case studies • Erik Erikson said that sexuality played a key role in the life-span development of the individual

VYGOTSKY (SOCIOCULTURAL) vs. PIAGET (COGNITIVE) - Whereas Jean Piaget emphasized the biological processes of cognitive development, Lev Vygotsky emphasized the effects of __________ on development

*• SOCIAL INTERACTION & CULTURE* • learned behaviors • the unconscious • operations (internalized mental actions)

PAUL BALTES claimed that NONNORMATIVE life events could provide an important context for life-span development. With this concept, the term "nonnormative" refers to an event that:

*• is not likely to happen to very many people.* • happens to younger children but not to older adults. • used to happen to everyone but no longer occurs very much today. • happens to almost everyone regardless of when or where they live

PSYCHOANALYTICAL PERSPECTIVE - all of the following are contributions, EXCEPT:

*• this perspective includes child, adolescent, and adult developmental stages.* • family relationships are a central aspect of development. • an emphasis on a developmental framework. • emphasizing unconscious aspects of the mind.

• PSYCHOSOCIAL • psychobiological • psychoeducational • psychoanatomical

- the theory that was created by *ERIK ERIKSON* is known as the __________ theory of development - primary motivation is *social and reflects desire to affiliate with others* - *8 STAGES* *• Trust vs. Mistrust* - infancy (1st year) *• Autonomy vs. Shame & Doubt* - infancy (1-3yrs) *• Initiative vs. Guilt* - early kidhood (preschool yrs, 3-5yrs) *• Industry vs. Inferiority* - middle & late kidhood (elementary school, 6yrs-puberty) *• Identity vs. Identity Confusion* - adolescence (10-20yrs) *• Intimacy vs. Isolation* - early adulthood (20s-30s) *• Generativity vs. Stagnation* - middle adulthood (40s-50s) *• Integrity vs Despair* - late adulthood (60s's onward)

• NATURE; NURTURE • nurture; nature • maturation; nature • nature; maturation

Biology is to __________ as environment is to _________.

• NURTURE • maturation • change • nature

Dr. Borthwick-Duffy believes people are *primarily influenced by the environment and learned experiences*, so she believes __________ plays a more powerful role in human development.

• MULTIDIMENSIONAL. • lifelong. • multidirectional. • plastic.

Dr. Tepper-Harmon believes that *life-span development* cannot be studied without considering *biological, socioemotional, and cognitive dimensions.* Dr. Tepper-Harmon believes that development is:

• IMPRINTING • impressing • imparting • immobilizing

In ETHOLOGICAL THEORY, the term __________ is defined as *innate learning within a short period* of time that involves a newborn's becoming *attached to the first moving thing* the newborn sees.

• NORMATIVE HISTORY-GRADED • normative age-graded • normative life • nonnormative stressful

Levi was in New York on the day that the World Trade Center was destroyed by terrorists. He is now afraid to fly. This is an example of how a __________ event can influence a person's development.

• LIFESPAN • contemporary • tabula rasa • traditional

On your first day of class, Professor Red-Elk claims that for too long we have focused on the development of only young children. She argues that the *development of adults and elderly people is just as important*. This professor is articulating a __________ view

• SOCIOECONOMIC STATUS • ethnic group. • poverty rate. • subculture group.

People with *similar occupational, educational, and economic characteristics* are said to share the same:

• MULTIDISCIPLINARY • multidirectional • cultural • multidimensional

Researchers from *many different fields of study* examine human development in an effort to better understand how humans develop. This makes human development a __________ field of study

• CHANGE • stability • maturation • continuity

Tingfeng We was a *victim of child abuse as a young boy, but he did not grow up to become an abuser*. Instead, he leads a fulfilling family life. This is an example of which characteristic of development?

• STABILITY • change • maturation • discontinuity

Winona was found to have childhood depression; she goes on to have depression for the rest of her adult life. This is an example of which characteristic of development?

LIFESPAN vs LIFE EXPECTANCY - the upper limit of the human life span is approximately _____ years of age.

• 78 • 83 *• 122* • an unlimited number of

BEHAVIORAL THEORY - which of the following is a criticism?

• It is too scientific. • It is not empirically supported. *• It places too LITTLE EMPHASIS on COGNITIVE factors* • It places too much emphasis on personal factors

Which of the following statements best describes the relationship among BIOLOGICAL development, COGNITIVE development, and SOCIAL development?

• The three are processes which are independent of one another. *• The three are INTERTWINED processes THROUGHOUT THE LIFE SPAN.* • The three are less important than culture when studying development. • The three differ in their importance at different points in the life cycle

BEHAVIORAL THEORISTS studying development believe that only behavior must be observed because it:

• allows inferences about underlying cognitive processes. *• is the only direct and measurable indication we have of development.* • allows us to understand better the biology that causes our development. • indicates the way in which we have resolved prior crises during development. *BEHAVIORSM* - can study scientifically only what can be directly observed & measured *2 VERSIONS* 1) SKINNER - operant conditioning 2) BANDURA - social cognitive theory - observational learning (imitation/modeling)

DEVELOPMENT is best defined as a pattern of movement that:

• begins at birth and continues throughout childhood. • begins at conception and continues until the person is fully grown. • begins at birth and ends when the person begins to decline due to age. *• begins at conception and continues throughout the human life span*

LIFESPAN DEVELOPMENT - The key developmental processes include all of the following EXCEPT:

• cognitive processes. • biological processes. • socioemotional processes. *• physical/sensory processes.*

LIFE SPAN PSYCHOLOGISTS generally agree that:

• continuity correctly characterizes development; discontinuity does not. • discontinuity correctly characterizes development; continuity does not. • development cannot be characterized as either continuous and discontinuous. *• developmental change can be both CONTINUOUS OR DISCONTINUOUS.*

ECLECTIC THEORY of development assumes that:

• development is a dynamic and variable process. *• no single theory can account for all of human development.* • the different developmental theories are all correct and complete within their own contexts. • the more contemporary theories are more accurate than those created before 1950.

TRADITIONAL & LIFESPAN perspectives are contrasting views of developmental change. According to the life-span perspective, when do developmental changes occur?

• during infancy and early childhood • during adolescence and early adulthood • during middle and late adulthood *• during childhood and adulthood*

B.F. SKINNER (BEHAVIORAL) - Nellie bangs her head against the wall repeatedly throughout the day. Skinner would say that the best way to solve this problem is to:

• explore experiences from Nellie's early childhood and see how they have affected her current behavior. • interview Nellie to determine her current level of cognitive functioning. • determine how Nellie's expectations about success have led her to develop this behavior. *• REWARD Nellie when she does not bang her head, and PUNISH the head-banging behavior.*

DISCONTINUITY - This concept is characterized by all of the following, EXCEPT:

• qualitative change. *• QUANTITATIVE change.* • sequence of stages. • distinct change.

JEAN PIAGET (COGNITIVE) - according to him, each developmental stage is:

• quantitatively the same as the previous stage. • qualitatively the same as the previous stage. • quantitatively different from the previous stage. *• qualitatively different from the previous stage.*

LIFE EXPECTANCY increased during the 20th century because of improvements in:

• sanitation. • nutrition. • medicine. *• all of the above.*

TRADITIONAL vs LIFESPAN VIEW - Two developmental psychologists are having a conversation. One believes in the traditional view of developmental change; the other believes in the life-span view. Most likely, they would DISAGREE about:

• the scientific methods used to study development. • whether the tabula rasa or innate goodness positions were correct. *• whether most developmental change occurs in infancy and early childhood or in LATER PHASES of development.* • whether the earlier theorists, such as Freud and Jung, were correct or whether the later theorists, such as Piaget and Skinner, were correct *TRADITIONAL* - extensive change from birth to adolescence, little or no change in adulthood, and decline in old age *LIFESPAN* - developmental change throughout adulthood as well as childhood - 5 parts: [MMMPC] 1) MULTIDIMENSIONAL - Physical, Cognitive, Socio-emotional 2) MULTIDIRECTIONAL - physically, some things increase as others decrease. 3) MULTIDISCIPLINARY - many different fields contribute to what we know about development 4) PLASTICITY - Our amazing capacity for change. 5) CONTEXTUAL - everything happens within context

JOHN BOWLBY'S work in ATTACHMENT showed that an infant's attachment to a caregiver has important influence over the life span. Bowlby further suggested that attachment should take place

• within the first 2 years. • immediately after birth. • over the first 6 months. *• over the first year.*