FAD 3220 Exam 1 (FSU) 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
cohort |- |VERIFIED |ANSWER✔✔-a |group |of |people |born |at |around |the |same |time |in |the |same |place; |
example |of |history-graded |influence
age-graded |influences |- |VERIFIED |ANSWER✔✔-biological |and |environmental |influences |that |are |
similar |for |individuals |in |a |particular |age |group, |regardless |of |when |or |where |they |are |raised
sociocultural-graded |influences |- |VERIFIED |ANSWER✔✔-the |social |and |cultural |factors |present |at |a |
particular |time |for |a |particular |individual, |depending |on |such |variables |as |ethnicity, |social |class, |and |
subcultural |membership
topical |areas |of |lifespan |development |- |VERIFIED |ANSWER✔✔-Physical |development, |cognitive |
development, |personality |development, |and |social |development.
physical |development |- |VERIFIED |ANSWER✔✔-development |involving |the |body's |physical |makeup, |
including |the |brain, |nervous |system, |muscles, |and |senses, |and |the |need |for |food, |drink, |and |sleep
cognitive |development |- |VERIFIED |ANSWER✔✔-study |of |how |children |acquire |the |ability |to |learn, |
think, |reason, |communicate, |and |remember
personality |development |- |VERIFIED |ANSWER✔✔-stability |and |change |in |the |characteristics |that |
differentiate |one |person |from |another |over |the |life |span
social |development |- |VERIFIED |ANSWER✔✔-the |way |in |which |individuals' |interactions |with |others |
and |their |social |relationships |grow, |change, |and |remain |stable |over |the |course |of |life
,non-normative |life |events |- |VERIFIED |ANSWER✔✔-unusual |occurrences |that |have |a |major |impact |on |
an |individual's |life
continuous |change |- |VERIFIED |ANSWER✔✔-gradual |development |in |which |achievements |at |one |level |
build |on |those |of |previous |levels
discontinuous |change |- |VERIFIED |ANSWER✔✔-development |that |occurs |in |distinct |steps |or |stages, |
with |each |stage |bringing |about |behavior |that |is |assumed |to |be |qualitatively |different |from |behavior |
at |earlier |stages
critical |period |- |VERIFIED |ANSWER✔✔-a |specific |time |in |development |when |certain |skills |or |abilities |
are |most |easily |learned
sensitive |period |- |VERIFIED |ANSWER✔✔-a |limited |phase |in |an |individual |animal's |development |in |
which |they're |particularly |susceptible |to |certain |kinds |of |stimuli |in |the |environment
theoretical |perspectives |on |lifespan |development |- |VERIFIED |ANSWER✔✔-Psychodynamic, |Behavioral |
& |Cognitive |Perspectives
psychodynamic |perspective |- |VERIFIED |ANSWER✔✔-how |behavior |springs |from |unconscious |drives |
and |conflicts
behavioral |perspective |- |VERIFIED |ANSWER✔✔-the |approach |that |suggests |that |observable, |
measurable |behavior |should |be |the |focus |of |study
cognitive |perspective |- |VERIFIED |ANSWER✔✔-modern |perspective |that |focuses |on |memory, |
intelligence, |perception, |problem |solving, |and |learning
expand |theories |within |psychodynamic |perspective |- |VERIFIED |ANSWER✔✔-- |psychoanalytic |(Freud): |
suggests |that |unconscious |forces |act |to |determine |personality |and |behavior; |ex: |desires
- |psychosocial |theory |(Erikson): |suggests |our |behavioral |development |occurs |in |8 |fixed, |similar |stages
,expand |theories |within |behavioral |perspective |- |VERIFIED |ANSWER✔✔-social-cognitive |learning |
theory: |emphasizes |learning |by |observing |the |behavior |or |another |person, |or |model
expand |theories |within |cognitive |perspective |- |VERIFIED |ANSWER✔✔-Theory |of |Cognitive |
Development |(Piaget): |suggests |that |growth |in |children's |understanding |of |the |world |could |be |
explained |by |assimilation |[people |understanding |new |experience |in |terms |of |current |stage |of |
cognitive |development] |and |accommodation |[changes |in |existing |ways |of |thinking |in |response |to |
encounters |with |new |stimuli |or |events]
concepts |of |psychoanalytic |theory |- |VERIFIED |ANSWER✔✔-- |psychosexual |development: |occurs |as |
children |pass |through |distinct |changes |in |which |pleasure, |or |gratification, |is |focused |on |a |particular |
biological |function |and |body |part
- |psychosocial |development: |refers |to |change |in |interactions |and |understandings |of |one |another
concepts |of |behavioral |theory |(social-cognitive |learning |theory) |- |VERIFIED |ANSWER✔✔-- |classical |
conditioning: |type |of |learning |that |occurs |when |organism |learns |to |respond |in |particular |way |to |
neutral |stimulus
- |operant |conditioning: |a |form |of |learning |in |which |a |voluntary |response |is |strengthened |or |
weakened |by |its |association |with |positive |or |negative |consequences
- |behavior |modification: |formal |technique |for |promoting |the |frequency |of |desirable |behaviors |and |
decreasing |the |incidence |of |unwanted |ones
- |reinforcement: |process |in |which |behavior |is |followed |by |stimulus |that |increases |probability |that |the |
behavior |will |be |repeated
concepts |within |Piaget's |Theory |- |VERIFIED |ANSWER✔✔-- |assimilation: |process |in |which |people |
understand |a |new |experience |in |terms |of |their |current |stage |of |cognitive |development
- |accommodation: |refers |to |changes |in |existing |ways |of |thinking |in |response |to |encounters |with |new |
stimuli |or |events |
, - |information-processing |approach: |the |model |that |seeks |to |identify |the |ways |individuals |take |in, |use, |
and |store |information
- |neo-Piagetian |theory: |considers |cognition |as |made |up |of |different |types |of |individual |skills
- |cognitive |neuroscience |approaches: |looks |at |cognitive |development |through |the |lens |of |brain |
processes
name |the |main |theorists |and |their |contributions |- |VERIFIED |ANSWER✔✔-- |Freud |(psychoanalytic |
theory): |states |the |unconscious |is |part |of |the |personality |[id: |pleasure |principle, |ego: |reality |principle, |
superego: |conscious]
- |Freud |(psychosexual |development): |pleasure |shifts |from |mouth |-> |anus |-> |genitals
- |Erikson |(psychosocial |theory): |says |growth |and |change |continue |throughout |the |lifespan |unlike |
Freud
- |Bandura |(social-cognitive |learning |theory): |proposes |learning |is |best |done |through |imitation
- |Piaget |(cognitive |development |theory): |discusses |increase |of |quality |and |quantity |of |information |in |a
|series |of |stages
humanistic |perspective |- |VERIFIED |ANSWER✔✔-- |contends |that |people |have |a |natural |capacity |to |
make |decisions |abt |their |lives |& |to |control |their |behavior; |emphasizes |free |will
- |Carl |Rogers |says |a |major |proponent |is |people's |need |for |positive |regard
contextual |perspective |- |VERIFIED |ANSWER✔✔-- |considers |the |relationship |between |individuals |and |
their |physical, |cognitive, |personality, |and |social |worlds
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
cohort |- |VERIFIED |ANSWER✔✔-a |group |of |people |born |at |around |the |same |time |in |the |same |place; |
example |of |history-graded |influence
age-graded |influences |- |VERIFIED |ANSWER✔✔-biological |and |environmental |influences |that |are |
similar |for |individuals |in |a |particular |age |group, |regardless |of |when |or |where |they |are |raised
sociocultural-graded |influences |- |VERIFIED |ANSWER✔✔-the |social |and |cultural |factors |present |at |a |
particular |time |for |a |particular |individual, |depending |on |such |variables |as |ethnicity, |social |class, |and |
subcultural |membership
topical |areas |of |lifespan |development |- |VERIFIED |ANSWER✔✔-Physical |development, |cognitive |
development, |personality |development, |and |social |development.
physical |development |- |VERIFIED |ANSWER✔✔-development |involving |the |body's |physical |makeup, |
including |the |brain, |nervous |system, |muscles, |and |senses, |and |the |need |for |food, |drink, |and |sleep
cognitive |development |- |VERIFIED |ANSWER✔✔-study |of |how |children |acquire |the |ability |to |learn, |
think, |reason, |communicate, |and |remember
personality |development |- |VERIFIED |ANSWER✔✔-stability |and |change |in |the |characteristics |that |
differentiate |one |person |from |another |over |the |life |span
social |development |- |VERIFIED |ANSWER✔✔-the |way |in |which |individuals' |interactions |with |others |
and |their |social |relationships |grow, |change, |and |remain |stable |over |the |course |of |life
,non-normative |life |events |- |VERIFIED |ANSWER✔✔-unusual |occurrences |that |have |a |major |impact |on |
an |individual's |life
continuous |change |- |VERIFIED |ANSWER✔✔-gradual |development |in |which |achievements |at |one |level |
build |on |those |of |previous |levels
discontinuous |change |- |VERIFIED |ANSWER✔✔-development |that |occurs |in |distinct |steps |or |stages, |
with |each |stage |bringing |about |behavior |that |is |assumed |to |be |qualitatively |different |from |behavior |
at |earlier |stages
critical |period |- |VERIFIED |ANSWER✔✔-a |specific |time |in |development |when |certain |skills |or |abilities |
are |most |easily |learned
sensitive |period |- |VERIFIED |ANSWER✔✔-a |limited |phase |in |an |individual |animal's |development |in |
which |they're |particularly |susceptible |to |certain |kinds |of |stimuli |in |the |environment
theoretical |perspectives |on |lifespan |development |- |VERIFIED |ANSWER✔✔-Psychodynamic, |Behavioral |
& |Cognitive |Perspectives
psychodynamic |perspective |- |VERIFIED |ANSWER✔✔-how |behavior |springs |from |unconscious |drives |
and |conflicts
behavioral |perspective |- |VERIFIED |ANSWER✔✔-the |approach |that |suggests |that |observable, |
measurable |behavior |should |be |the |focus |of |study
cognitive |perspective |- |VERIFIED |ANSWER✔✔-modern |perspective |that |focuses |on |memory, |
intelligence, |perception, |problem |solving, |and |learning
expand |theories |within |psychodynamic |perspective |- |VERIFIED |ANSWER✔✔-- |psychoanalytic |(Freud): |
suggests |that |unconscious |forces |act |to |determine |personality |and |behavior; |ex: |desires
- |psychosocial |theory |(Erikson): |suggests |our |behavioral |development |occurs |in |8 |fixed, |similar |stages
,expand |theories |within |behavioral |perspective |- |VERIFIED |ANSWER✔✔-social-cognitive |learning |
theory: |emphasizes |learning |by |observing |the |behavior |or |another |person, |or |model
expand |theories |within |cognitive |perspective |- |VERIFIED |ANSWER✔✔-Theory |of |Cognitive |
Development |(Piaget): |suggests |that |growth |in |children's |understanding |of |the |world |could |be |
explained |by |assimilation |[people |understanding |new |experience |in |terms |of |current |stage |of |
cognitive |development] |and |accommodation |[changes |in |existing |ways |of |thinking |in |response |to |
encounters |with |new |stimuli |or |events]
concepts |of |psychoanalytic |theory |- |VERIFIED |ANSWER✔✔-- |psychosexual |development: |occurs |as |
children |pass |through |distinct |changes |in |which |pleasure, |or |gratification, |is |focused |on |a |particular |
biological |function |and |body |part
- |psychosocial |development: |refers |to |change |in |interactions |and |understandings |of |one |another
concepts |of |behavioral |theory |(social-cognitive |learning |theory) |- |VERIFIED |ANSWER✔✔-- |classical |
conditioning: |type |of |learning |that |occurs |when |organism |learns |to |respond |in |particular |way |to |
neutral |stimulus
- |operant |conditioning: |a |form |of |learning |in |which |a |voluntary |response |is |strengthened |or |
weakened |by |its |association |with |positive |or |negative |consequences
- |behavior |modification: |formal |technique |for |promoting |the |frequency |of |desirable |behaviors |and |
decreasing |the |incidence |of |unwanted |ones
- |reinforcement: |process |in |which |behavior |is |followed |by |stimulus |that |increases |probability |that |the |
behavior |will |be |repeated
concepts |within |Piaget's |Theory |- |VERIFIED |ANSWER✔✔-- |assimilation: |process |in |which |people |
understand |a |new |experience |in |terms |of |their |current |stage |of |cognitive |development
- |accommodation: |refers |to |changes |in |existing |ways |of |thinking |in |response |to |encounters |with |new |
stimuli |or |events |
, - |information-processing |approach: |the |model |that |seeks |to |identify |the |ways |individuals |take |in, |use, |
and |store |information
- |neo-Piagetian |theory: |considers |cognition |as |made |up |of |different |types |of |individual |skills
- |cognitive |neuroscience |approaches: |looks |at |cognitive |development |through |the |lens |of |brain |
processes
name |the |main |theorists |and |their |contributions |- |VERIFIED |ANSWER✔✔-- |Freud |(psychoanalytic |
theory): |states |the |unconscious |is |part |of |the |personality |[id: |pleasure |principle, |ego: |reality |principle, |
superego: |conscious]
- |Freud |(psychosexual |development): |pleasure |shifts |from |mouth |-> |anus |-> |genitals
- |Erikson |(psychosocial |theory): |says |growth |and |change |continue |throughout |the |lifespan |unlike |
Freud
- |Bandura |(social-cognitive |learning |theory): |proposes |learning |is |best |done |through |imitation
- |Piaget |(cognitive |development |theory): |discusses |increase |of |quality |and |quantity |of |information |in |a
|series |of |stages
humanistic |perspective |- |VERIFIED |ANSWER✔✔-- |contends |that |people |have |a |natural |capacity |to |
make |decisions |abt |their |lives |& |to |control |their |behavior; |emphasizes |free |will
- |Carl |Rogers |says |a |major |proponent |is |people's |need |for |positive |regard
contextual |perspective |- |VERIFIED |ANSWER✔✔-- |considers |the |relationship |between |individuals |and |
their |physical, |cognitive, |personality, |and |social |worlds
