FAD 3220 exam 1 questions with correct
answers
lifespan |development |- |VERIFIED |ANSWER✔✔-the |field |of |study |that |examines |patterns |of |growth, |
change |and |stability |in |behavior |that |occur |throughout |the |entire |life |span; |it |involves |ways |in |which |
we |stay |the |same, |as |well |as |ways |we |grow |and |change |over |time; |topical |areas: |physical, |cognitive, |
personality |+ |social |development
physical |development |- |VERIFIED |ANSWER✔✔-involves |the |bodies |physical |makeup: |brain, |nervous |
system, |muscles, |senses
cognitive |development |- |VERIFIED |ANSWER✔✔-involves |intellectual |capacities |that |influence |a |
person's |behavior
personality |development |- |VERIFIED |ANSWER✔✔-• |: |involves |the |ways |that |enduring |characteristics |
that |differentiate |one |person |from |another
social |development |- |VERIFIED |ANSWER✔✔-• |involves |the |way |in |which |individuals' |interactions |with |
others |grow, |change |and |remain |stable
cohort |- |VERIFIED |ANSWER✔✔-a |group |of |people |born |at |around |the |same |time |in |the |same |place |
ex: |baby |boomers |(1946-1960 |born |after |WWII), |Generation |X |(1960-1980) |and |Millennials |(1980 |and |
beyond)
age-graded |influences |- |VERIFIED |ANSWER✔✔-• |biological |and |environmental |influences |that |are |
similar |for |individuals |in |particular |age |group |(e.g., |puberty, |menopause).
sociocultural |influences |- |VERIFIED |ANSWER✔✔-• |social |and |cultural |factors |present |at |particular |
time |for |a |particular |individual, |depending |on |such |variables |as |ethnicity, |social |class, |and |subcultural |
membership |(e.g., |white |and |affluent |versus |minority |group |and |impoverished).
,Non-normative |life |events |- |VERIFIED |ANSWER✔✔-: |atypical |events |that |occur |in |a |particular |person's
|life |at |a |time |when |such |events |do |not |happen |to |most |people |(e.g., |child |whose |parents |die |in |auto
|accident |at |six).
Continuous |change |- |VERIFIED |ANSWER✔✔-gradual |development |in |which |achievements |at |one |level |
build |on |those |of |previous |levels; |it |is |quantitative
discontinuous |change |- |VERIFIED |ANSWER✔✔-• |development |that |occurs |in |distinct |steps |or |stages, |
with |each |stage |bringing |about |behavior |that |is |assumed |to |be |qualitatively |diff |from |behavior |at |
previous |stages
critical |period |- |VERIFIED |ANSWER✔✔-a |specific |time |during |development |when |a |particular |event |
has |it |greatest |consequences |and |the |presence |of |certain |kinds |of |environmental |stimuli |are |
necessary |for |development |to |proceed |normally |ex: |learning |language |after |3 |yrs |(can't |do |it)
sensitive |period |- |VERIFIED |ANSWER✔✔-a |point |in |development |when |organisms |are |particularly |
susceptible |to |certain |kinds |of |stimuli |in |their |environments |but |the |absence |of |those |stimuli |does |
not |always |produce |irreversible |consequences |ex: |learning |a |language |later |in |life |(it's |possible |just |
more |difficult)
Psychodynamic |perspective |- |VERIFIED |ANSWER✔✔-• |the |approach |that |states |behavior |is |motivated |
by |inner |forces, |memories, |conflicts |that |are |generally |beyond |people's |awareness |and |control
Behavioral |perspective |- |VERIFIED |ANSWER✔✔-• |the |approach |that |suggests |that |the |keys |to |
understanding |development |are |observable |behavior |and |outside |stimuli |in |the |environment
cognitive |perspective |- |VERIFIED |ANSWER✔✔-• |the |approach |that |focuses |on |the |processes |that |
allow |people |to |know, |understand, |and |think |about |the |world
Psychoanalytic |theory |- |VERIFIED |ANSWER✔✔-• |the |theory |proposed |by |Freud |that |suggests |that |
unconscious |forces |act |to |determine |personality |and |behavior, |person |is |unaware, |has |primitive |
drives |such |as |hunger, |sex, |aggression, |and |irrational |impulses
, Psychosocial |theory |- |VERIFIED |ANSWER✔✔-• |according |to |Erikson, |development |that |encompasses |
changes |in |understanding |individuals |have |of |themselves |as |members |of |society
psychosexual |theory |- |VERIFIED |ANSWER✔✔-• |according |to |Freud, |a |series |of |stages |that |children |
pass |through |in |which |pleasure |or |gratification, |is |focused |on |a |particular |biological |function |and |body
|part
social |cognitive |learning |theory |- |VERIFIED |ANSWER✔✔-• |learning |by |observing |the |behavior |of |
another |person, |called |a |model
Neo-Piagetian |theory |- |VERIFIED |ANSWER✔✔-suggests |that |cognitive |development |proceeds |quickly |
in |certain |areas |and |more |slowly |in |others
Classical |conditioning |- |VERIFIED |ANSWER✔✔-• |a |type |of |learning |in |which |an |organization |responds |
in |a |particular |way |to |a |neutral |stimulus |that |normal |does |not |bring |about |that |type |of |response
Operant |conditioning |- |VERIFIED |ANSWER✔✔-• |a |form |of |learning |in |which |voluntary |response |is |
strengthened |or |weakened |by |its |association |w/ |positive |or |negative |consequences
Behavior |modification |- |VERIFIED |ANSWER✔✔-• |a |formal |technique |for |promoting |the |frequency |of |
desirable |behaviors |and |decreasing |the |incidence |of |unwanted |ones
Information- |processing |approaches |- |VERIFIED |ANSWER✔✔-• |the |model |that |seeks |to |identify |the |
ways |individuals |take |in, |use, |and |store |information
Cognitive |neuroscience |approaches |- |VERIFIED |ANSWER✔✔-• |the |approach |that |examines |cognitive |
development |thru |the |lens |of |brain |processes
Freud |- |VERIFIED |ANSWER✔✔-• |he |was |a |Viennese |physician |who |created |the |psychodynamic |
perspective, |psychoanalytic |theory |and |psychosexual |development; |he |believed |that |the |personality |
has |3 |aspects: |id, |ego |+ |superego
answers
lifespan |development |- |VERIFIED |ANSWER✔✔-the |field |of |study |that |examines |patterns |of |growth, |
change |and |stability |in |behavior |that |occur |throughout |the |entire |life |span; |it |involves |ways |in |which |
we |stay |the |same, |as |well |as |ways |we |grow |and |change |over |time; |topical |areas: |physical, |cognitive, |
personality |+ |social |development
physical |development |- |VERIFIED |ANSWER✔✔-involves |the |bodies |physical |makeup: |brain, |nervous |
system, |muscles, |senses
cognitive |development |- |VERIFIED |ANSWER✔✔-involves |intellectual |capacities |that |influence |a |
person's |behavior
personality |development |- |VERIFIED |ANSWER✔✔-• |: |involves |the |ways |that |enduring |characteristics |
that |differentiate |one |person |from |another
social |development |- |VERIFIED |ANSWER✔✔-• |involves |the |way |in |which |individuals' |interactions |with |
others |grow, |change |and |remain |stable
cohort |- |VERIFIED |ANSWER✔✔-a |group |of |people |born |at |around |the |same |time |in |the |same |place |
ex: |baby |boomers |(1946-1960 |born |after |WWII), |Generation |X |(1960-1980) |and |Millennials |(1980 |and |
beyond)
age-graded |influences |- |VERIFIED |ANSWER✔✔-• |biological |and |environmental |influences |that |are |
similar |for |individuals |in |particular |age |group |(e.g., |puberty, |menopause).
sociocultural |influences |- |VERIFIED |ANSWER✔✔-• |social |and |cultural |factors |present |at |particular |
time |for |a |particular |individual, |depending |on |such |variables |as |ethnicity, |social |class, |and |subcultural |
membership |(e.g., |white |and |affluent |versus |minority |group |and |impoverished).
,Non-normative |life |events |- |VERIFIED |ANSWER✔✔-: |atypical |events |that |occur |in |a |particular |person's
|life |at |a |time |when |such |events |do |not |happen |to |most |people |(e.g., |child |whose |parents |die |in |auto
|accident |at |six).
Continuous |change |- |VERIFIED |ANSWER✔✔-gradual |development |in |which |achievements |at |one |level |
build |on |those |of |previous |levels; |it |is |quantitative
discontinuous |change |- |VERIFIED |ANSWER✔✔-• |development |that |occurs |in |distinct |steps |or |stages, |
with |each |stage |bringing |about |behavior |that |is |assumed |to |be |qualitatively |diff |from |behavior |at |
previous |stages
critical |period |- |VERIFIED |ANSWER✔✔-a |specific |time |during |development |when |a |particular |event |
has |it |greatest |consequences |and |the |presence |of |certain |kinds |of |environmental |stimuli |are |
necessary |for |development |to |proceed |normally |ex: |learning |language |after |3 |yrs |(can't |do |it)
sensitive |period |- |VERIFIED |ANSWER✔✔-a |point |in |development |when |organisms |are |particularly |
susceptible |to |certain |kinds |of |stimuli |in |their |environments |but |the |absence |of |those |stimuli |does |
not |always |produce |irreversible |consequences |ex: |learning |a |language |later |in |life |(it's |possible |just |
more |difficult)
Psychodynamic |perspective |- |VERIFIED |ANSWER✔✔-• |the |approach |that |states |behavior |is |motivated |
by |inner |forces, |memories, |conflicts |that |are |generally |beyond |people's |awareness |and |control
Behavioral |perspective |- |VERIFIED |ANSWER✔✔-• |the |approach |that |suggests |that |the |keys |to |
understanding |development |are |observable |behavior |and |outside |stimuli |in |the |environment
cognitive |perspective |- |VERIFIED |ANSWER✔✔-• |the |approach |that |focuses |on |the |processes |that |
allow |people |to |know, |understand, |and |think |about |the |world
Psychoanalytic |theory |- |VERIFIED |ANSWER✔✔-• |the |theory |proposed |by |Freud |that |suggests |that |
unconscious |forces |act |to |determine |personality |and |behavior, |person |is |unaware, |has |primitive |
drives |such |as |hunger, |sex, |aggression, |and |irrational |impulses
, Psychosocial |theory |- |VERIFIED |ANSWER✔✔-• |according |to |Erikson, |development |that |encompasses |
changes |in |understanding |individuals |have |of |themselves |as |members |of |society
psychosexual |theory |- |VERIFIED |ANSWER✔✔-• |according |to |Freud, |a |series |of |stages |that |children |
pass |through |in |which |pleasure |or |gratification, |is |focused |on |a |particular |biological |function |and |body
|part
social |cognitive |learning |theory |- |VERIFIED |ANSWER✔✔-• |learning |by |observing |the |behavior |of |
another |person, |called |a |model
Neo-Piagetian |theory |- |VERIFIED |ANSWER✔✔-suggests |that |cognitive |development |proceeds |quickly |
in |certain |areas |and |more |slowly |in |others
Classical |conditioning |- |VERIFIED |ANSWER✔✔-• |a |type |of |learning |in |which |an |organization |responds |
in |a |particular |way |to |a |neutral |stimulus |that |normal |does |not |bring |about |that |type |of |response
Operant |conditioning |- |VERIFIED |ANSWER✔✔-• |a |form |of |learning |in |which |voluntary |response |is |
strengthened |or |weakened |by |its |association |w/ |positive |or |negative |consequences
Behavior |modification |- |VERIFIED |ANSWER✔✔-• |a |formal |technique |for |promoting |the |frequency |of |
desirable |behaviors |and |decreasing |the |incidence |of |unwanted |ones
Information- |processing |approaches |- |VERIFIED |ANSWER✔✔-• |the |model |that |seeks |to |identify |the |
ways |individuals |take |in, |use, |and |store |information
Cognitive |neuroscience |approaches |- |VERIFIED |ANSWER✔✔-• |the |approach |that |examines |cognitive |
development |thru |the |lens |of |brain |processes
Freud |- |VERIFIED |ANSWER✔✔-• |he |was |a |Viennese |physician |who |created |the |psychodynamic |
perspective, |psychoanalytic |theory |and |psychosexual |development; |he |believed |that |the |personality |
has |3 |aspects: |id, |ego |+ |superego
