PSY 210 Midterm exam with verified answers
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lifespan |development |- |ANSWER-An |examination |of |the |biological, |cognitive/psychological, |and |social |
changes |that |occur |over |the |course |of |a |human |life |is:
Protective |- |ANSWER-factors |are |events |or |characteristics |that |influence |our |lives |in |positive |ways.
biopsychosocial |- |ANSWER-An |examination |of |all |the |many |influences |on |an |individual's |development |
is |the |__________ |approach.
conception, |death |- |ANSWER-Lifespan |psychology |refers |to |a |process |beginning |at |____________ |and |
ending |at |__________.
age |- |ANSWER-Your |text |warns |specifically |against |reliance |on |____ |alone |to |explain |development.
Shifted |from |childhood |to |adulthood
Studying |adulthood |is |just |as |important |- |ANSWER-What |is |the |current |view |on |studying |adulthood |in
|development?
Current |prevailing |view |of |childhood |- |ANSWER-What |determines |the |interpretation |of |childhood?
Culture |- |ANSWER-_________ |is |defined |as |the |customs, |values, |and |traditions |of |one's |environment.
significant |- |ANSWER-Int |the |example |of |the |study |of |Hawaiian |children, |the |dichotomy |from |the |
classroom |to |the |home |environment |showed |the |importance |of |understanding |culture |at |the |
_________ |level.
id |- |ANSWER-If |a |child |is |stomping |their |feet |and |wailing |because |they |can't |have |candy, |Freud |would
|say |this |type |of |behavior |is |driven |by |their |_____.
, 5 |stages |- |ANSWER-How |many |development |stages |did |Freud |propose?
Erikson |- |ANSWER-__________ |is |the |theorist |who |wasmost |influenced |by |Freud.
play |- |ANSWER-Erikson |maintained |that |____ |was |particularly |important |as |a |symbolic |way |of |dealing |
with |the |world |for |children |4-5.
identity |confusion |- |ANSWER-If |someone |does |NOT |successfully |transition |through |the |period |of |
adolescence, |Erikson |said |they |would |developa |sense |of |_________ |__________.
crisis |- |ANSWER-For |Erikson, |each |stage |was |marked |by |some |____.
cognitive |mechanisms |- |ANSWER-Piaget's |greatest |legacy |is |thought |to |be |the |attention |he |brought |to
|the |role |of |__________ |__________ |in |development.
Object |permenance |- |ANSWER-__________ |_____________ |refers |to |the |realization |that |objects |
continue |to |exist |even |if |they |are |removed |from |sight.
assimilation, |accomodation |- |ANSWER-According |to |Piaget, |human |beings |adapt |to |their |environment |
through |__________ |and |______________.
little |scientists, |experimenting |and |testing |- |ANSWER-To |Piaget, |children |are |______ |___________ |so |
they |learn |about |the |world |through |____________________________.
intra |- |ANSWER-If |a |child |is |talking |to |themselves |while |figuring |out |what |to |do |Vygotky |would |say |
they |are |relying |on |______ |psychological |processes.
speech |- |ANSWER-In |Vygotsky's |perspective, |the |most |powerful |tool |we |use |is |_______. |this |is |how |
we |figure |out |what |the |next |step |should |be.
zone |of |proximal |development |- |ANSWER-The |_________________ |refers |to |what |a |child |can |do |on |
their |own |versus |what |they |can |accomlish |with |the |assistance |of |an |adult.
| | | | | |
lifespan |development |- |ANSWER-An |examination |of |the |biological, |cognitive/psychological, |and |social |
changes |that |occur |over |the |course |of |a |human |life |is:
Protective |- |ANSWER-factors |are |events |or |characteristics |that |influence |our |lives |in |positive |ways.
biopsychosocial |- |ANSWER-An |examination |of |all |the |many |influences |on |an |individual's |development |
is |the |__________ |approach.
conception, |death |- |ANSWER-Lifespan |psychology |refers |to |a |process |beginning |at |____________ |and |
ending |at |__________.
age |- |ANSWER-Your |text |warns |specifically |against |reliance |on |____ |alone |to |explain |development.
Shifted |from |childhood |to |adulthood
Studying |adulthood |is |just |as |important |- |ANSWER-What |is |the |current |view |on |studying |adulthood |in
|development?
Current |prevailing |view |of |childhood |- |ANSWER-What |determines |the |interpretation |of |childhood?
Culture |- |ANSWER-_________ |is |defined |as |the |customs, |values, |and |traditions |of |one's |environment.
significant |- |ANSWER-Int |the |example |of |the |study |of |Hawaiian |children, |the |dichotomy |from |the |
classroom |to |the |home |environment |showed |the |importance |of |understanding |culture |at |the |
_________ |level.
id |- |ANSWER-If |a |child |is |stomping |their |feet |and |wailing |because |they |can't |have |candy, |Freud |would
|say |this |type |of |behavior |is |driven |by |their |_____.
, 5 |stages |- |ANSWER-How |many |development |stages |did |Freud |propose?
Erikson |- |ANSWER-__________ |is |the |theorist |who |wasmost |influenced |by |Freud.
play |- |ANSWER-Erikson |maintained |that |____ |was |particularly |important |as |a |symbolic |way |of |dealing |
with |the |world |for |children |4-5.
identity |confusion |- |ANSWER-If |someone |does |NOT |successfully |transition |through |the |period |of |
adolescence, |Erikson |said |they |would |developa |sense |of |_________ |__________.
crisis |- |ANSWER-For |Erikson, |each |stage |was |marked |by |some |____.
cognitive |mechanisms |- |ANSWER-Piaget's |greatest |legacy |is |thought |to |be |the |attention |he |brought |to
|the |role |of |__________ |__________ |in |development.
Object |permenance |- |ANSWER-__________ |_____________ |refers |to |the |realization |that |objects |
continue |to |exist |even |if |they |are |removed |from |sight.
assimilation, |accomodation |- |ANSWER-According |to |Piaget, |human |beings |adapt |to |their |environment |
through |__________ |and |______________.
little |scientists, |experimenting |and |testing |- |ANSWER-To |Piaget, |children |are |______ |___________ |so |
they |learn |about |the |world |through |____________________________.
intra |- |ANSWER-If |a |child |is |talking |to |themselves |while |figuring |out |what |to |do |Vygotky |would |say |
they |are |relying |on |______ |psychological |processes.
speech |- |ANSWER-In |Vygotsky's |perspective, |the |most |powerful |tool |we |use |is |_______. |this |is |how |
we |figure |out |what |the |next |step |should |be.
zone |of |proximal |development |- |ANSWER-The |_________________ |refers |to |what |a |child |can |do |on |
their |own |versus |what |they |can |accomlish |with |the |assistance |of |an |adult.
