lecture 2- intro

Question 1

behavioral perspective

Answer 1

in order to understand development, you must focus on observable behaviour and the stimuli that exist in an individual’s environment

Question 2

classical conditioning

Answer 2

watson
pavlov’s dogs
learning that occurs when an organism responds in a way to a neutral stimuli that normally does not bring about that particular response

Question 3

operant conditioning

Answer 3

skinner
skinner box
consequences of behaviour produce changes in probability of behaviour. rewards and punishments shape behaviour

Question 4

Bandura’s social cognitive theory

Answer 4

development is shaped through observational learning.
form cognitive representations of others’ behaviours.
may adopt behaviours , thoughts, and feelings accordingly.
social learning

Question 5

cognitive perspective

Answer 5

focuses upon the processes that enable individuals to think, know, and understand.
How do we acquire the skills to think critically and logically.
Piaget

Question 6

Piaget’s cognitive development theory

Answer 6

children actively construct understanding of the world.
organizing observations, connecting ideas, adapting to environmental demands.
scenes and schemas.
accommodation and assimilation

Question 7

Piaget:
sensory motor stage

Answer 7

birth- 2 years
infant constructs an understanding of the world by coordinating sensory experiences with physical actions. Infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward end of stage.

Question 8

Piaget:
preoperational stage

Answer 8

2- 7
the child begins to represent the world with words and images. these words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action

Question 9

Piaget:
concrete operational

Answer 9

7- 11
the child can now reason logically about concrete events and classify objects into different sets

Question 10

Piaget:
formal operational stage

Answer 10

11 onwards
reasons in more abstract , idealistic, and logical ways

Question 11

information processing theory

Answer 11

individuals manipulate , monitor , and strategize information.
gradually develop increasing capacity for processing information.
allows acquisition of increasingly complex knowledge and skills

Question 12

cognitive neuroscience approaches

Answer 12

investigate cognitive development by focusing upon neurological activity that is associated with thinking, speaking, problem solving, and other cognitive abilities

Question 13

left vs right hemisphere

Answer 13

verbal: left
visuospatial: right
when developed, very bilateral and then becomes more unilateral at older ages

Question 14

contextual perspective

Answer 14

considers the association between individuals and their physical , cognitive, personality, and social worlds

Question 15

bioecological approach

Answer 15

different levels of the environment simultaneously impact an individual

Question 16

Bronfenbrenner’s bioecological theory

Answer 16

development reflects the influence of several environmental systems
microsystems-> mesosystem-> ecosystem -> macrosystem -> chronosystem

Question 17

microsystem

Answer 17

Immediate surroundings and direct interactions (e.g., family, school, peers, playground).

Question 18

mesosystem

Answer 18

Connections between different microsystems (e.g., parent-teacher interactions, home-school communication).

Question 19

Exosystem

Answer 19

Settings that indirectly affect the individual (e.g., parent’s workplace, community resources).

Question 20

macrosystem

Answer 20

Broad cultural values, laws, beliefs, and societal customs.

Question 21

chronosystem

Answer 21

The dimension of time, including life transitions and historical events

Question 22

Vygotsky’s sociocultural theory

Answer 22

social interactions are critically important in building cognitive skills

Question 23

sociocultural theory

Answer 23

complex forms of thinking originate in social interactions rather than private explorations

Question 24

scaffolding

Answer 24

a process during which individuals learn new skills as a result of being guided by someone who is more skilled (ex. parent, older sibling)

Question 25

zone of proximal development

Answer 25

tasks that are too difficult for a child to complete alone, but can be accomplished with guidance

Question 26

evolutionary perspective

Answer 26

sullivan. behaviour can be understood in terms of our genetic inheritance from our ancestors

Question 27

biological preparedness theory

Answer 27

we have evolved to be much more susceptible to develop fears of things that used to be dangerous for our ancestors. ex. fear of spiders more common than fear of cars

Question 28

Ethological theory

Answer 28

Konrad Lorenz behaviour is strongly influenced by biology, tied to evolution, and characterized by critical or sensitive periods specific time frames during which the presence or absence of certain experiences have long lasting influences

Question 29

Eclectic Theoretical orientation

Answer 29

no single theory explains the complexity of life span development each theory has furthered understanding of the factors that shape development. rather than a strict following of a single approach, theoretical perspectives are compared to and contrasted in their views of development

Question 30

scientific method

Answer 30

conceptualize process or problem to be studied collect data analyze data draw conclusions

Question 31

theory

Answer 31

set of theories to explain a phenomenon and make predictions. quite broad

Question 32

hypothesis

Answer 32

specific predictions that can be tested must be both testable and falsifiable

Question 33

laboratory observation

Answer 33

controlled setting from which many complex factors of the 'real world' have been removed

Question 34

naturalistic observation

Answer 34

observed behaviour in real world settings

Question 35

survey and interview

Answer 35

standard set of questions used to obtain people's self reported attitudes or beliefs

Question 36

standardized tests

Answer 36

test w uniform procedures for administration and scoring. allows a person's performance to be compared with performance of others

Question 37

case study

Answer 37

in depth examination of a single individual

Question 38

psychophysiological measures

Answer 38

brain, bodily, and hormone changes. heart rate 'eye movement fMRI

Question 39

descriptive research

Answer 39

aim to observe and record behaviour

Question 40

correlational research

Answer 40

strives to describe the strength of the relationship between two or more events/ characteristics. prediction based on strength of relationship. correlational coefficient (+1.00 to -1.00)

Question 41

experimental research

Answer 41

used to determine if one factor causes another. experiment uses carefully related procedures in which one or more factors are manipulated while all other factors are held constant

Question 42

Independent vs Dependent Variable

Answer 42

IV: factor changed by experimenter DV: measured by experimenter

Question 43

experimental group vs control group

Answer 43

EG: group whose experience is manipulated by researcher CG: used for comparison purposes to experimental group

Question 44

cross sectional approach

Answer 44

research strategy that simultaneously compares individuals of different ages

Question 45

random assignment

Answer 45

used to determine if participants placed in experimental or control group.

Question 46

longitudinal approach

Answer 46

research strategy in which the same individuals are studied over a long period of time. provides info about stability and change

Question 47

sequential studies

Answer 47

a number of different age groups are studied over many time points. combines longitudinal and cross sectional approaches