1
Q
Psychoanalytic Theory
A
Sigmund Freud (1856–1939)
2
Q
View of human development as shaped by unconscious forces that motivate human behavior
A
Psychoanalytic Theory
3
Q
He believed in reactive development, as well as qualitative changes over time.
A
Psychoanalytic Theory
4
Q
Freud proposed that humans were born with a series of innate, biologically based drives such as hunger, sex, and aggression.
A
Psychoanalytic Theory
5
Q
He thought people were motivated to satisfy their urges, and that much of development involved learning how to do so in socially acceptable ways
A
Psychoanalytic Theory
6
Q
In addition, Freud believed that early experiences shaped later functioning, and he drew attention to childhood as an important precursor to adult behavior.
A
Psychoanalytic Theory
7
Q
[Psychoanalytic Theory]
View of human development as shaped by ________ forces that motivate human behavior.
A
unconscious
8
Q
[Psychoanalytic Theory]
He believed in _____________, as well as _______ changes over time.
A
reactive development
qualitative
9
Q
[Psychoanalytic Theory]
Freud proposed that humans were born with a series of innate, biologically based drives such as _____, ____, and _____.
A
hunger, sex, and aggression
10
Q
[Psychoanalytic Theory]
He thought people were motivated to_________, and that much of development involved learning how to do so in socially acceptable ways
A
satisfy their urges
11
Q
[Psychoanalytic Theory]
In addition, Freud believed that __________ shaped later functioning, and he drew attention to childhood as an important precursor to adult behavior.
A
early experiences
12
Q
In Freudian theory, an unvarying sequence of stages of childhood personality development in which gratification shifts from the mouth to the anus and then to the genitals.
A
Psychosexual development
13
Q
ORAL AGES
A
0-1
14
Q
Focus on oral activities - sucking, tasting
A
ORAL
15
Q
Addiction to smoking or eating
A
ORAL FIXATION
16
Q
ANAL AGES
A
1-3
17
Q
Focus on controlling bowels/bladder (toilet training)
A
ANAL
18
Q
Anal retentive or anal expulsive
A
ANAL FIXATION
19
Q
PHALLIC AGES
A
3-6
20
Q
Focus on genitals and differences between sexes
A
Phallic
21
Q
Vanity, envy, passivity, confused identity
A
Phallic Fixation
22
Q
LATENT AGES
A
6 - puberty
23
Q
Peer/social relationships and gender roles
A
Latent
24
Q
Critical stage to develop social skills and confidence
A
Latent Fixation
25
GENITAL AGE
Puberty - Adult
26
Sexual desires and urges directed toward others
Genital
27
Transfer of fixations from earlier stages
Genital fixations
28
Psychosocial Development Theory
Erik Erikson (1902-1994)
29
Erikson modified and extended Freudian theory by emphasizing the influence of society on the developing personality.
Psychosocial Development Theory
30
Erikson also was a pioneer in taking a life-span perspective. Note that both theorists, as they proposed stage theories, believed in qualitative change.
Psychosocial Development Theory
31
In Erikson’s eight-stage theory, the socially and culturally influenced process of development of the ego, or self was highlighted.
Psychosocial Development Theory
32
Successful resolution of each crisis puts the person in a particularly good position to address the next crisis, a process that occurs iteratively across the life span.
Psychosocial Development Theory
33
[Psychosocial Development Theory]
Erikson modified and extended Freudian theory by emphasizing the influence of ______ on the developing personality.
society
34
[Psychosocial Development Theory]
Erikson also was a pioneer in taking a ________________. Note that both theorists, as they proposed stage theories, believed in ______________
life-span perspective
qualitative change.
35
[Psychosocial Development Theory]
In Erikson’s eight-stage theory, the _______________ influenced process of development of the ego, or self was highlighted.
socially and culturally
36
[Psychosocial Development Theory]
Successful _______ of each crisis puts the person in a particularly good position to address the next crisis, a process that occurs iteratively across the life span
resolution
37
INFANCY AGES
0-1
38
INFANCY BASIC CONFLICT
Trust vs. Mistrust
39
INFANCY VIRTUE
Hope
40
Trust (or mistrust) that basic needs, such as nourishment and affection, will be met
Infancy
41
EARLY CHILDHOOD AGE
1-3
42
EARLY CHILDHOOD BASIC CONFLICT
Autonomy vs. shame/doubt
43
EARLY CHILDHOOD VIRTUE
Will
44
Develop a sense of independence in many tasks
Early childhood
45
PLAY AGE
3-6
46
PLAY AGE BASIC CONFLICT
Initiative vs. guilt
47
PLAY AGE VIRTUE
Purpose
48
Take initiative on some activities - may develop guilt when unsuccessful or boundaries overstepped
Play Age
49
SCHOOL AGE
7-11
50
SCHOOL AGE BASIC CONFLICT
Industry vs. Inferiority
51
SCHOOL AGE VIRTUE
Competence
52
Develop self-confidence in abilities when competent or sense of inferiority when not
School Age
53
ADOLESCENCE AGE
12-18
54
ADOLESCENCE BASIC CONFLICT
Identity vs. Confusion
55
ADOLESCENCE VIRTUE
Fidelity
56
Experiment with and develop identity and roles
Adolescence
57
EARLY ADULTHOOD AGE
19-29
58
EARLY ADULTHOOD BASIC CONFLICT
Intimacy vs. Isolation
59
EARLY ADULTHOOD VIRTUE
Love
60
Establish intimacy and relationships with others
Early Adulthood
61
MIDDLE AGE
30-64
62
MIDDLE AGE BASIC CONFLICT
Generativity vs. Stagnation
63
MIDDLE AGE VIRTUE
Care
64
Contribute to society and be part of a family
Middle Age
65
OLD AGE
65+
66
OLD AGE BASIC CONFLICT
Integrity vs. Despair
67
OLD AGE VIRTUE
Wisdom
68
Assess and make sense of life and meaning of contributions
Old Age
69
the belief that they can fulfill their needs and obtain their desires
INFANCY - HOPE
70
Maladaptive Tendency for Infancy:
Sensory Maladjustment
71
overly trusting and gullible, unrealistic, spoiled.
Maladaptive Tendency for Infancy: Sensory Maladjustment
72
Malignant Tendency for infancy:
Withdrawal
73
never trust anyone, paranoid, neurotic, depressive
Malignant Tendency for infancy: Withdrawal
74
the capacity of human beings to make decisions and act on them.
Early Childhood - Will
75
Maladaptive Tendency for Early Childhood:
Impulsiveness
76
shameless willfulness that leads to jump into things without proper consideration, reckless, inconsiderate
Maladaptive Tendency for Early Childhood: Impulsiveness
77
Malignant Tendency for early childhood:
Compulsiveness
78
perfectionism, rule follower, anal, constrained
Malignant Tendency for early childhood: Compulsiveness
79
the courage to envision and pursue goals without being unduly inhibited by guilt or fear of punishment
Play Age - Purpose
80
Maladaptive Tendency for Play Stage:
Ruthlessness
81
don’t care who they step in just to achieve their goals
Maladaptive Tendency for Play Stage: Ruthlessness
82
Malignant Tendency for Play Stage:
Inhibition
83
too much guilt to do anything so nothing would happen
Malignant Tendency for Play Stage: Inhibition
84
The confident to attain one goal and have improvement through own capacity
School Age - Competency
85
Maladaptive Tendency for School Age:
Narrow Virtuosity
86
children that aren’t allowed to “be children” and push into one area of competence
Maladaptive Tendency for School Age: Narrow Virtuosity
87
Malignant Tendency for School Age:
Inertia
88
suffer from inferiority complexes
Malignant Tendency for School Age: Inertia
89
sustained loyalty, faith, or a sense of belonging to a loved one, friends or companions
Adolescence - Fidelity
90
Maladaptive Tendency for Adolescence:
Fanaticism
91
believes that his “ways” are the only ways
Maladaptive Tendency for Adolescence: Fanaticism
92
Malignant Tendency for Adolescence:
Repudiation
93
repudiate their membership in the world of adults and, even more, they repudiate their need for an identity
Malignant Tendency for Adolescence: Repudiation
94
a mutual devotion between partners who have chosen to share their lives and have children
Early Adulthood - Love
95
Maladaptive Tendency for Early Adulthood:
Promiscuity
96
tendency to become intimate too freely, too easily
Maladaptive Tendency for Early Adulthood: Promiscuity
97
Malignant Tendency for Early Adulthood:
Exclusion
98
tendency to isolate oneself from everyone
Malignant Tendency for Early Adulthood: Exclusion
99
widening commitment to take care of persons, products, and the ideas one has learned to take care for.
Middle Age - Care
100
Maladaptive Tendency for Middle Age:
Overextension
101
they no longer allow themselves to relax and rest
Maladaptive Tendency for Middle Age: Overextension
102
Malignant Tendency for Middle Age:
Rejectivity
103
no longer participating or contributing in the society.
Malignant Tendency for Middle Age: Rejectivity
104
informed and detached concern with life itself in the face of death itself
Old Age - Wisdom
105
Maladaptive Tendency for Old Age:
Presumption
106
presumes ego integrity without actually facing the difficulties of old age
Maladaptive Tendency for Old Age: Presumption
107
Malignant Tendency for Old Age:
Disdain
108
contempt of life, one’s own or anyone’s
Malignant Tendency for Old Age: Disdain
109
Learning Theory
John B. Watson(1878–1958)
Burrhus Frederic Skinner (1904-1990)
110
The learning perspective maintains that development results from learning, a longlasting change in behavior based on experience or adaptation to the environment.
Learning Theory
111
Learning theorists seek to discover objective laws that govern changes in observable behavior and see development as continuous.
Learning Theory
112
[Learning Theory]
The ______________ maintains that development results from learning, a longlasting change in behavior based on experience or adaptation to the environment.
learning perspective
113
[Learning Theory]
Learning theorists seek to discover objective laws that govern changes in ___________ and see development as _________-.
observable behavior
continuous
114
Learning theory that emphasizes the predictable role of environment in causing observable behavior.
Behaviorism
115
Learning based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response
Classical conditioning (Ivan Pavlov)
116
The American behaviorist__________ applied such stimulus response theories to children, claiming that he could mold any infant in any way he chose.
John B. Watson (1878–1958)
117
In one of the earliest and most famous demonstrations of classical conditioning in human beings, he taught an 11-month-old baby known as _______ to fear furry white objects.
“Little Albert”
118
In one of the earliest and most famous demonstrations of classical conditioning in human beings, he taught an 11-month-old baby known as “Little Albert” to fear ____________
furry white objects.
119
In this study, Albert was exposed to a loud noise when he started to stroke the rat. The noise frightened him, and he began to cry. After repeated pairings of the rat with the loud noise, Albert whimpered with fear when he saw the rat.
Classical conditioning - John B. Watson
120
Learning based on association of behavior with its consequences
Operant conditioning (B.F. SKINNER)
121
The process by which a behavior is strengthened, increasing the likelihood that the behavior will be repeated
Reinforcement
122
The process by which a behavior is weakened, decreasing the likelihood of repetition
Punishment
123
Social Learning Theory or social cognitive theory
(Albert Bandura)
124
posits that behaviors are learned by observing and imitating models.
Social Learning Theory or social cognitive theory (Albert Bandura)
125
Whereas behaviorists see the environment as the chief impetus for development.
Social Learning Theory or social cognitive theory (Albert Bandura)
126
Classic social learning theory maintains that people learn appropriate social behavior chiefly by observing and imitating models—that is, by watching other people. This process is called observational learning, or modeling.
Social Learning Theory or social cognitive theory (Albert Bandura)
127
Note that this is an active process. Imitation of models is a key element in how children learn a language, deal with aggression, develop a moral sense, and learn gender-appropriate behaviors.
Social Learning Theory or social cognitive theory (Albert Bandura)
128
Observational learning can occur even if a person does not imitate the observed behavior.
Social Learning Theory or social cognitive theory (Albert Bandura)
129
[Social Learning Theory or social cognitive theory]
posits that behaviors are learned by ___________________
observing and imitating models.
130
[Social Learning Theory or social cognitive theory]
Whereas behaviorists see the environment as the ___________for development.
chief impetus
131
[Social Learning Theory or social cognitive theory]
Classic social learning theory maintains that people learn appropriate social behavior chiefly by observing and imitating models—that is, by watching other people. This process is called _______________
observational learning, or modeling.
132
[Social Learning Theory or social cognitive theory]
Note that this is an ___________.
active process
133
[Social Learning Theory or social cognitive theory]
Imitation of _____ is a key element in how children learn a language, deal with aggression, develop a moral sense, and learn gender-appropriate behaviors
models
134
[Social Learning Theory or social cognitive theory]
Observational learning can occur even if a person does not ____the observed behavior.
imitate
135
Cognitive Theory
Jean Piaget (1896-1980)
Lev Semenovich Vygotsky (1896–1934)
136
The cognitive perspective focuses on thought processes and the behavior that reflects those processes.
Cognitive Theory
137
This perspective encompasses both organismic and mechanistically influenced theories.
Cognitive Theory
138
It includes the cognitive-stage theory of Piaget and Vygotsky’s sociocultural theory of cognitive development.
Cognitive Theory
139
It was the forerunner of today’s “cognitive revolution” with its emphasis on mental processes.
Piaget’s cognitive-stage theory
140
[Piaget’s cognitive-stage theory]
It was the forerunner of today’s “______________” with its emphasis on mental processes.
cognitive revolution
141
Piaget viewed development organismically, as the product of children’s efforts to understand and act on their world.
Piaget’s cognitive-stage theory
142
He also believed that development was discontinuous, so his theory describes development as occurring in stages.
Piaget’s cognitive-stage theory
143
Piaget’s theory that children’s cognitive development advances in a series of four stages involving qualitatively distinct types of mental operations.
Piaget’s cognitive-stage theory
144
[Piaget’s cognitive-stage theory]
The cognitive perspective focuses on thought processes and the behavior that reflects those processes. This perspective encompasses both ______-and _________ influenced theories.
organismic
mechanistically
145
[Piaget’s cognitive-stage theory]
Piaget viewed development ___________, as the product of children’s efforts to understand and act on their world.
organismically
146
[Piaget’s cognitive-stage theory]
He also believed that development was _________, so his theory describes development as occurring in stages.
discontinuous
147
Sensorimotor Age
birth - 2yo
148
Identifies object permanence, the object still exists when out of sight
Sensorimotor
149
Recognition of ability to control object and acts intentionally
Sensorimotor
150
Preoperational Age
2 - 7 yo
151
Begins to use language
Preoperational
152
Egocentric thinking difficulty seeing things from other viewpoints
Preoperational
153
Classified objects by single feature i.e. color
Preoperational
154
Concrete Operational Age
7 - 11 yo
155
Logical Thinking
Recognizes conservation of numbers, mass, and weight
Concrete Operational Age
156
Classifies objects by several features and can place them in order
Concrete Operational Age
157
Formal Operational
11 yo +
158
Logical thinking about abstract propositions
Formal Operational
159
Concerned with the hypothetical and the future
Create hypotheses and test
Formal Operational
160
Piaget’s term for the creation of categories or systems of knowledge.
Organization
161
Sensorimotor Events
Organization
Schemes
Assimilation
Accommodation
Adaptation
Equilibration
162
Piaget’s term for organized patterns of thought and behavior used in particular situations.
Schemes
163
Incorporation of new information into an existing cognitive structure
Assimilation
164
Changes in a cognitive structure to include new information
Accommodation
165
Adjustment to new information about the environment, achieved through processes of assimilation and accommodation
Adaptation
166
Piaget’s term for the tendency to seek a stable balance among cognitive elements; achieved through a balance between assimilation and accommodation
Equilibration
167
Preoperational Events
Symbolic Function
Intuitive Thought
168
Symbolic Function
▪Deferred Imitation
▪Pretend Play
169
being able to think about something in the absence of sensory or motor cues
Symbolic Function
170
Can use symbols, or mental representations such as words, numbers, or images to which a person has attached meaning
Symbolic Function
171
children imitate an action at some point after observing it
Deferred Imitation
172
fantasy play, dramatic play, or imaginary play; children use an object to represent something else
Pretend Play
173
begin to use primitive reasoning and want to know the answers to all sorts of questions.
Piaget believed that children cannot yet reason logically about causality
Intuitive Thought
174
Intuitive Thought
■ Transduction
■ Identities
■ Animism
■ Centration
■ Irreversibility
■ Egocentrism
■ Conservation
■Theory of Mind
175
they mentally link two events, especially events close in time, whether or not here is logically a causal relationship.
Transduction
176
the concept that people and many things are basically the same even if they change in outward form, size, or appearance
Identities
177
tendency to attribute life to objects that are not alive
Animism
178
the tendency to focus on one aspect of a situation and neglect others.
Children cannot Decenter (think about several aspects of a situation at one time) Involves on focusing on one dimension while ignoring the other
Centration
179
failure to understand that an action can go in two or more directions
Irreversibility
180
young children center so much on their own point of view that they cannot take in another’s
Egocentrism
181
the fact that two things are equal remain so if their appearance is altered, as long as nothing is added or taken away
Conservation
182
the awareness of the broad range of human mental states – beliefs, intents, desires, dreams, and so forth – and the understanding that others have their own
Theory of Mind
183
Allows us to understand and predict the behavior of others and makes the social world understandable
Theory of Mind
184
Children can now think logically because they can take multiple aspects of situations into account
Concrete Operational
185
Concrete Operational Events
▪Seriation
▪Transitive Inferences/Transivity
▪Inductive Reasoning
▪Deductive Reasoning
▪Principle of Identity
▪Principle of Reversibility
▪Decenter
186
arranging objects in a series according to one or more dimensions
Seriation
187
e.g. A < B < C
Transitive Inferences/Transivity
188
involves making observations about particular members of a class of people, animals, objects, or events, and then drawing conclusions about the class as a whole
Inductive Reasoning
189
starts with a general statement about a class and applies it to particular members of the class
Deductive Reasoning
190
Piaget believed that children in the concrete operations stage only used ____________
inductive reasoning
191
still same object even tho it has different appearance
Principle of Identity
192
can picture what would happen if he tried to roll back the clay of snake
Principle of Reversibility
193
ability to look at more than one aspect of the two objects at once
Decenter
194
Formal Operational Events
Self-Consciousness
Imaginary Audience
Personal Fable
195
adolescents can think about thinking their own and the other people’s thoughts
Self-Consciousness
196
a conceptualized “observer” who is concerned with a young person’s thoughts and behavior as he or she is.
Imaginary Audience
197
[Formal Operational]
Adolescents often assume everyone is thinking about the same thing they are thinking about: _________.
themselves
198
The Russian psychologist ___________focused on the social and cultural processes that guide children’s cognitive development.
Lev Semenovich Vygotsky (1896–1934)
198
belief that they are special, their experience is unique, and they are not subject to the rules that govern the rest of the world
Personal Fable
199
The Russian psychologist Lev Semenovich Vygotsky (1896–1934) focused on the ___________ processes that guide children’s cognitive development.
social and cultural
200
Vygotsky’s (1978) sociocultural theory, like Piaget’s theory, stresses children’s active engagement with their environment; but, whereas Piaget described the solo mind taking in and interpreting information about the world, Vygotsky saw cognitive growth as a collaborative process.
Lev Vygotsky’s Sociocultural Theory
201
[Lev Vygotsky’s Sociocultural Theory]
Vygotsky’s (1978) sociocultural theory, like Piaget’s theory, stresses children’s active engagement with their environment; but, whereas Piaget described the solo mind taking in and interpreting information about the world, Vygotsky saw cognitive growth as a ____________.
collaborative process
202
People, said Vygotsky, learn through social interaction.
They acquire cognitive skills as part of their induction into a way of life.
Lev Vygotsky’s Sociocultural Theory
203
Vygotsky placed special emphasis on language, not merely as an expression of knowledge and thought but as an essential tool for learning and thinking about the world.
Lev Vygotsky’s Sociocultural Theory
204
[Lev Vygotsky’s Sociocultural Theory]
Vygotsky placed special emphasis on _____, not merely as an expression of knowledge and thought but as an essential tool for learning and thinking about the world.
language
205
[Lev Vygotsky’s Sociocultural Theory]
Vygotsky’s term for the difference between what a child can do alone and what the child can do with help.
Zone of proximal development (ZPD)
206
[Lev Vygotsky’s Sociocultural Theory]
Temporary support to help a child master a task.
Scaffolding
207
Ecological Systems Theory
Urie Bronfenbrenner (1917– 2005)
208
According to Bronfenbrenner, a person is not merely an outcome of development but is also a shaper of it.
Ecological Systems Theory
209
[Ecological Systems Theory]
According to Bronfenbrenner, a person is not merely an outcome of development but is also a _____of it.
shaper
210
People affect their development through their biological and psychological characteristics, talents and skills, disabilities, and temperament.
Ecological Systems Theory
211
[Ecological Systems Theory]
People affect their development through their ______ and _______________, ______________, ___________, and _________.
biological
psychological characteristics
talents and skills
disabilities
temperament
212
Context of Multiple Environment:
microsystem
mesosystem
exosystem
Macrosystem
Chronosystem
213
A __________ is the everyday environment of home, school, work, or neighborhood, including face-to-face relationships with spouse, children, parents, friends, classmates, teachers, employers, or colleagues.
microsystem
214
The _______ is the interlocking of various microsystems.
mesosystem
215
It may include linkages between home and school (such as parent-teacher conferences) or between the family and the peer group (such as relationships that develop among families of children in a neighborhood play group).
mesosystem
216
The _________ consists of interactions between a microsystem and an outside system or institution. Though the effects are indirect, they can still have a profound impact on a child.
exosystem
217
________ consists of overarching cultural patterns, such as dominant beliefs, ideologies, and economic and political systems.
Macrosystem
218
________ adds the dimension of time: change or constancy in the person and the environment.
Chronosystem
219
Evolutionary Theory
Edward O. Wilson (1929 – 2021)
220
Influenced by Darwin’s theory of evolution, it draws on findings of anthropology, ecology, genetics, and ethology to explain the adaptive, or survival, value of behavior for an individual or species.
Evolutionary Theory
221
[Evolutionary Theory]
Influenced by ___________, it draws on findings of anthropology, ecology, genetics, and ethology to explain the adaptive, or survival, value of behavior for an individual or species.
Darwin’s theory of evolution,
222
According to Darwin, species have developed through the related processes of survival of the fittest (Herbert Spencer) and natural selection.
Evolutionary Theory
223
[Evolutionary Theory]
According to Darwin, species have developed through the related processes of ____________ and ____________.
survival of the fittest (Herbert Spencer)
natural selection
224
Individuals with heritable traits fitted (better adapted) to their environments survive and reproduce more than those that are less fitted
Evolutionary Theory
225
[Evolutionary Theory]
Individuals with _________ fitted (better adapted) to their environments survive and reproduce more than those that are less fitted
heritable traits
226
In this way, adaptive characteristics, ultimately coded in their genes, are selected to be passed on, and the less adapted ones die out.
Evolutionary Theory
227
[Evolutionary Theory]
In this way, adaptive characteristics, ultimately coded in their _____, are selected to be passed on, and the less adapted ones die out.
genes
228
Evolved mechanisms are behaviors that developed to solve problems in adapting to an earlier environment.
Evolutionary Theory
229
[Evolutionary Theory]
______________ are behaviors that developed to solve problems in adapting to an earlier environment.
Evolved mechanisms
230
Research Methods
Quantitative research
Qualitative research
231
Researchers in human development work within two methodological traditions: _________ and ________
quantitative and qualitative
232
Each of these traditions has different goals and different ways of seeing and interpreting reality and emphasizes different means of collecting and analyzing data.
Research Methods
233
Research that deals with objectively measurable data.
Quantitative research
234
Research that focuses on nonnumerical data, such as subjective experiences, feelings, or beliefs.
Qualitative research
235
Participants are asked about some aspect of their lives; questioning may be highly structured or more flexible, self-report may be verbal or visual.
Self-report: diary, visual reports, interview, or questionnaire
236
Self-report:
diary, visual reports, interview, or questionnaire
237
Can provide firsthand infor-mation about a person's life, attitudes, or opinions.
Advantage of Self-report
238
Visual techniques (e.g.. drawing, mapping, graphing) avoid need for verbal skills.
Advantage of Self-report
239
Participant may not remember information accurately or may distort responses in a socially desirable way how question is asked or by whom may affect answer.
Disadvantage of Self-report
240
People are observed in their normal setting, with no attempt to manipulate behavior.
Naturalistic Observation
241
Provides good description of behavior, does not subject people to unnatural settings that may distort behavior.
Advantage of Naturalistic Observation
242
Lack of control; observer bias.
Disadvantage of Naturalistic Observation
243
Participants are observed in the laboratory, with no attempt to manipulate behavior.
Laboratory observation
244
Provides good descriptions; offers greater control than naturalistic observation because all participants are observed under same controlled conditions.
Advantage of Laboratory observation
245
Observer bias, controlled situation can be artificial.
Disadvantage of Laboratory observation
246
Participants are tested on abilities, skills, knowledge, competencies, or physical responses.
Behavioral and performance measures
247
Provides objectively
measurable information;
avoids subjective distortions.
Advantage of Behavioral and
performance measures
248
Cannot measure attitudes or other nonbehavioral phenomena, results may be affected by extraneous factors.
Disadvantage of Behavioral and
performance measures
249
A ___________ is a plan for conducting a scientific investigation: what questions are to be answered, how participants are to be selected, how data are to be collected and interpreted, and how valid conclusions can be drawn.
research design
250
A research design is a plan for conducting a ______________: what questions are to be answered, how participants are to be selected, how data are to be collected and interpreted, and how valid conclusions can be drawn.
scientific investigation
251
Four basic designs used in developmental research:
1 case studies, (quali)
2 ethnographic studies, (quali)
3 correlational studies, (quanti)
4 experiments (quanti)
252
In-depth study of single individual.
Case Study
253
Flexibility, provides detailed picture of one person's behavior and development; can generate hypotheses.
Advantage of Case Study
254
May not generalize to others; conclusions not directly testable; cannot establish cause and effect.
Disadvantage of Case Study
255
In-depth study of a culture or subculture.
Ethnographic study
256
Can help overcome culturally based biases in theory and research; can test universality of developmental phenomena.
Advantage of Ethnographic study
257
Subject to observer bias.
Disadvantage of Ethnographic study
258
Attempt to find positive or negative relationship between variables.
Correlational study
259
Enables prediction of one variable on basis of another, can suggest hypotheses about causal relationships.
Advantage of Correlational study
260
Cannot establish cause and effect.
Disadvantage of Correlational study
261
Controlled procedure in which an experimenter controls the independent variable to determine its effect on the dependent variable; may be conducted in the laboratory or field.
Experiment
262
Establishes cause-and-effect relationships; is highly controlled and can be repeated by another investi-gator, degree of control greatest in the laboratory experiment.
Advantage of Experiment
263
Findings, especially when derived from laboratory experiments, may not generalize to situations outside the laboratory.
Disadvantage of Experiment
264
Data are collected on people of different ages at the same time.
Cross-sectional
265
Can show similarities and differences among age groups, speedy, economical; presents no problem of attrition or repeated testing.
Advantage of Cross-sectional
266
Cannot establish age effects; masks individual differences; can be confounded by cohort effects.
Disadvantage of Cross-sectional
267
Data are collected on same person or persons over a period of time.
Longitudinal
268
Can show age-related change or continuity, avoids confounding age with cohort effects.
Advantage of Longitudinal
269
Is time-consuming, expensive; presents problems of attrition, bias in sample, and effects of repeated testing; results ma be valid only for cohort tested or sample studied.
Disadvantage of Longitudinal
270
Data are collected on successive cross-sectional or longitudinal samples.
Sequential
271
Can avoid drawbacks of both cross-sectional and longitudinal designs.
Advantage of Sequential
272
Requires large amount of time and effort and analysis of very complex data.
Disadvantage of Sequential
273
PAP
(Psychological association of the Philippines)
274
PAP (Psychological association of the Philippines) General Principle:
I. Respect for Dignity of Persons and People
II. Competent Caring for the Well-being of Persons and People
III. Integrity
IV. Professional and Scientific
275
- Respect for all human beings, diversity, culture, beliefs
- Free and Informed consent
I. Respect for Dignity of Persons and People
276
- working for their benefit and do no harm
II. Competent Caring for the Well-being of Persons and People
277
– honesty, truthfulness, open and accurate communication
III. Integrity
278
- contributing knowledge about human behavior
IV. Professional and Scientific
DEV PSYCH
flashcards
Decks in class (8)
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