2
PSYC 520 Exam 1 with verified detailed || || || || || || ||
answers
child development - ✔✔the scientific study of processes of change and stability in children from
|| || || || || || || || || || || || || || ||
conception through adolescence || ||
what are the domains of development? - ✔✔physical, cognitive, psychosocial (socioemotional)
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physical development - ✔✔growth of the body and brain
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cognitive development - ✔✔pattern of change in mental abilities, such as learning, attention,
|| || || || || || || || || || || || ||
memory, language, thinking, reasoning, and creativity
|| || || || ||
psychosocial development - ✔✔pattern of change in emotions, personality, and social
|| || || || || || || || || || ||
relationships
what are some influences on development? - ✔✔individual differences, heredity, and
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environment
individual differences affect: - ✔✔characteristics, influence, or developmental outcomes
|| || || || || || || ||
heredity - ✔✔inborn traits or characteristics inherited from the biological parents
|| || || || || || || || || ||
environment - ✔✔totality of nonhereditary, or experiential, influences on development
|| || || || || || || || ||
what are normative influences? and what kind are there? - ✔✔characteristics of an event that
|| || || || || || || || || || || || || || ||
occurs in a similar way for most people in a group. age-graded and history-graded
|| || || || || || || || || || || || ||
, 2
what is a age-graded normative influence? - ✔✔highly similar for people in a particular age
|| || || || || || || || || || || || || || ||
group
what is a history-graded normative influence? - ✔✔significant events that shape the behavior and
|| || || || || || || || || || || || || ||
attitudes of a historical generation || || || ||
what is nonnormative influences? - ✔✔unusual events that happens to a particular person. usually
|| || || || || || || || || || || || ||
a typical event that happens at an unusual time of life
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theory - ✔✔coherent set of logically related concepts that helps to explain, organize, and predict
|| || || || || || || || || || || || || || ||
data
hypothesis - ✔✔a possible explanation for phenomena used to predict the outcome of research
|| || || || || || || || || || || || ||
reactive theory - ✔✔the developing child is a sponge that soaks up experiences and is shaped by
|| || || || || || || || || || || || || || || || ||
these experiences over time
|| || ||
active theory - ✔✔people seek to create experiences for themselves and are motivated to learn
|| || || || || || || || || || || || || || ||
about the world around them
|| || || ||
mechanistic model - ✔✔break down structures into small parts and then put it back together
|| || || || || || || || || || || || || ||
organismic model - ✔✔children are active, growing organisms that initiate events not just react
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continuous development - ✔✔gradual, incremental changes in understanding
|| || || || || || ||
discontinuous development - ✔✔abrupt change || || || ||
What did Freud believe? - ✔✔Humans are born with a series of innate, biologically based drives
|| || || || || || || || || || || || || || ||
PSYC 520 Exam 1 with verified detailed || || || || || || ||
answers
child development - ✔✔the scientific study of processes of change and stability in children from
|| || || || || || || || || || || || || || ||
conception through adolescence || ||
what are the domains of development? - ✔✔physical, cognitive, psychosocial (socioemotional)
|| || || || || || || || || ||
physical development - ✔✔growth of the body and brain
|| || || || || || || ||
cognitive development - ✔✔pattern of change in mental abilities, such as learning, attention,
|| || || || || || || || || || || || ||
memory, language, thinking, reasoning, and creativity
|| || || || ||
psychosocial development - ✔✔pattern of change in emotions, personality, and social
|| || || || || || || || || || ||
relationships
what are some influences on development? - ✔✔individual differences, heredity, and
|| || || || || || || || || || ||
environment
individual differences affect: - ✔✔characteristics, influence, or developmental outcomes
|| || || || || || || ||
heredity - ✔✔inborn traits or characteristics inherited from the biological parents
|| || || || || || || || || ||
environment - ✔✔totality of nonhereditary, or experiential, influences on development
|| || || || || || || || ||
what are normative influences? and what kind are there? - ✔✔characteristics of an event that
|| || || || || || || || || || || || || || ||
occurs in a similar way for most people in a group. age-graded and history-graded
|| || || || || || || || || || || || ||
, 2
what is a age-graded normative influence? - ✔✔highly similar for people in a particular age
|| || || || || || || || || || || || || || ||
group
what is a history-graded normative influence? - ✔✔significant events that shape the behavior and
|| || || || || || || || || || || || || ||
attitudes of a historical generation || || || ||
what is nonnormative influences? - ✔✔unusual events that happens to a particular person. usually
|| || || || || || || || || || || || ||
a typical event that happens at an unusual time of life
|| || || || || || || || || || ||
theory - ✔✔coherent set of logically related concepts that helps to explain, organize, and predict
|| || || || || || || || || || || || || || ||
data
hypothesis - ✔✔a possible explanation for phenomena used to predict the outcome of research
|| || || || || || || || || || || || ||
reactive theory - ✔✔the developing child is a sponge that soaks up experiences and is shaped by
|| || || || || || || || || || || || || || || || ||
these experiences over time
|| || ||
active theory - ✔✔people seek to create experiences for themselves and are motivated to learn
|| || || || || || || || || || || || || || ||
about the world around them
|| || || ||
mechanistic model - ✔✔break down structures into small parts and then put it back together
|| || || || || || || || || || || || || ||
organismic model - ✔✔children are active, growing organisms that initiate events not just react
|| || || || || || || || || || || || ||
continuous development - ✔✔gradual, incremental changes in understanding
|| || || || || || ||
discontinuous development - ✔✔abrupt change || || || ||
What did Freud believe? - ✔✔Humans are born with a series of innate, biologically based drives
|| || || || || || || || || || || || || || ||
