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Test bank For Lifespan Development Exam (Ch.1-19) 19th Edition by John Santrock
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Test bank For Lifespan Development Exam (Ch.1-19) 19th Edition by John Santrock
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Test bank For Lifespan DevelopmentExam (Ch.1-19)19th Edition by John
Santrock
Theory - ANS-Orderly integrated set of statements found through numerous studies
- widely accepted among scientific community
-describes, predicts, & explains behavior
Continuous vs. Discontinuous - ANSGradual vs. abrupt stages
Universality vs. Context Specificity - ANS-similar from person to person and from culture to
culture vs.
-vary considerably depending on the social context?
Age-graded influences - ANSRelated to age, predictable, milestones
History-graded influences - ANS-ex. wars, epidemics, technology
-Cohort= tend to be alike, set apart from other groups
Non-normative influences - ANS• Events that are irregular; unpredictable
Resilience/risk - ANS• Ability to adapt effectively in face of threats to development
• Close relation w/ parent, community supports, etc.
Normative approach - ANS• Measures of behavior taken on large # of individuals
• Age-related averages=typical
• Elaborate questionnaires
Psychoanalytic perspective - ANS• Series of stages, conflict b/w biology & social norms,
determines ability to learn, get along w/ others, cope w/ anxiety
Erikson's psychosocial theory - ANSA set of principles that relates social & cultural environment
to personality & emotional development
Behaviorism/Learning Theory - ANS• Directly observable events
• Watson=Albert
• Classical, operant conditioning
-Pavlov
classical conditioning - ANSstimulus-response relationships, ex. Pavlov's dogs
,operant conditioning - ANSreward or punishment for behavior ex. high five
Social learning theory - ANS• Albert Bandura
• modeling/imitation/observational learning
• Important in development
• Gradually more selective in imitation
• Towards personal standards, self-efficacy
Piaget's Cognitive Developmental Theory - ANS-Children construct knowledge as they
manipulate & explore world
-Adaptation of schemes
-active construction of knowledge influenced by particular stage
-want equilibrium
- same sequence for everyone
sensorimotor - ANSbirth-2, thought primarily based in action
preoperational - ANS2-7, thought becomes symbolic
concrete operational - ANS7-11, logic can be applied in specific contexts
formal operational - ANS11+, thought is abstract & hypothetical
Information processing - ANS-Human mind viewed as symbol-manipulating system through
which info flows (computer)
-Input then output (behavioral response)
-cognition
Developmental neuroscience - ANS• Brings together psych, bio, & neurosci, Meds
• Relation b/w change in brain and developing person's cog processing and behavior patterns
• Electrical-recoding and imaging technique
Ethology - ANS• adaptive/survival value of behavior & evolutionary history
• Konrad Lorenz & Niki Tinbergen
• Imprinting
• Critical period
• Sensitive period
-NOT about development
Evolutionary development - ANS-adaptive/survival as change w/ age
-FOCUSES on developmental aspect
Vygotsky's Sociocultural theory - ANS-focuses on culture & social interaction contribute to
learning and development
, -Stagewise changes
- socially mediated/generations
Brofenbrenner's Ecological systems theory - ANS-Urie Bronfenbrenner
-person=developing w/in complex system of relationships affected by multiple levels of
surrounding enviro
-bidirectional, interdependent effects
Microsystem - ANS• Innermost
• people, groups, & institutions that most immediately & directly impact developing person
Mesosystem - ANS-Encompasses connections b/w microsystems
-ex. Academics depends on school and parents
Exosystem - ANS-Social settings w/o person but affect
-ex. Paid maternity leave helps parent, child
Macrosystem - ANS-Cultural values, laws, customs, resources
-Depend on country
Chronosystem - ANS-the temporal dimension-dynamic ever-changing nature of person or
changes in socio-historical circumstances over time
Naturalistic observation - ANS· Go into field/natural environment and record behavior of interest;
no manipulation
· Limit: not all same
Structured observations - ANS-Investigator sets up lab that evokes behaviors equal opportunity,
still just observing
Clinical interview - ANS· Flexible, conversational style probe for POV
· Limitation=accuracy, flexibility
Structured interviews - ANS· Each participant asked same questions in same way, tests big
group
· Includes tests/questionnaires
· Limit: not same depth of info
Clinical, case study method - ANS· Brings together wide range of info on one person or group
· Interviews, observations, test scores, etc.
· Helps w development (ex. Prodigies)
· Limit: theories may bias observations
Ethnography - ANS· researcher lives & participates in daily life
, · cross -culture
· Limit: can't generalize, may misinterpret
Correlational design - ANS-No manipulation
-Look @ relationships b/w characteristic and behavior/development
-Correlation coefficient
-not causation
Experimental design - ANS§ Permits inferences about cause and effect
§ Independent variable, Dependent variable
§ Random assignment
Field experiment - ANS-Assign participants randomly to treatment conditions in natural setting,
like experiments in real world
-usually animals
-no manipulation
Natural/quasi experiment - ANS- Comparing groups that already exist
-Participants chosen to be as much alike as possible
-not random assignment
o Ex. School, workplace, etc.
Longitudinal design - ANS§ Participants studied repeatedly and changes noted w age
§ Can identify patterns and examine relations b/w early and later life
§ Limit: may move away/drop out, people become aware of thoughts, increased familiarity w/
tests make easier,
Cross-sectional design - ANS§ Studying groups of people differing in age at the same point in
time
§ Limit: no evidence about the individual, cohort effects
Sequential designs - ANS§ Several similar cross-sectional or longitudinal studies
§ Clear if cohort, can make comparisons
Research ethics - ANSprotection from harm, informed consent (assent for kids), privacy,
knowledge of results, beneficial treatments; reviewed by IRB
Phenotype vs. Genotype - ANSo Directly observable characteristics
VS
o complex blend of genetic info that determines species and influences unique characteristics
Reproductive Choices - ANSgenetic counseling, prenatal diagnosis and fetal medicine,
reproductive technologies, adoption
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