Assignment 1 - DE ANZA College in Winter 2020 PDF

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DE ANZA College in Winter 2020...

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CHAPTER 1: Understanding Life-Span Human Development Environment: set of conditions outside the person that are presumed to influence and be influenced by the individual. Learning: relatively permanent change in behavior (or behavioral potential) that results from a person’s experience or practice. Genes: hereditary material passed from parents to child at conception. Development: set of systematic changes in the individual occurring between conception and death. Maturation: set of developmental change biologically programmed by hereditary material rather than caused primarily by life experience. Growth: set of physical changes that occur from conception to maturity. Aging: to most developmentalists, collection of positive, negative, and neutral changes in the mature organism. Emerging adulthood: period of the life span extending from about age 18 to age 25 or later. Culture: system of meanings shared by a certain population that’s transmitted from one generation to the next. Rite of passage: ceremony marking a person’s movement from one life stage to another. Ethnicity: person’s classification in or affiliation with a group based on common heritage or traditions. Socioeconomic status (SES): position people hold in a community based on such factors as income, education, and occupation. Life expectancy: average number of years a newborn baby can be expected to live. Nature-nurture issue: debate over the relative roles of biological predispositions and environmental influences as determinants of human development. Evidence-based practice: research ensuring that the curricula and treatments provided have been demonstrated to be effective. Gerontology: study of aging and old age. Life-span perspective: outlook that development is a long-term, multidirectional process that is best viewed from a multidisciplinary approach. Plasticity: openness of brain cells or of the organism as a whole to positive and negative environment influence. Neuroplasticity: brain’s remarkable ability to change in response to experience throughout the life span.

Theory: set of concepts and propositions designed to organize, describe, and explain a set of observations. Hypothesis: specific prediction about what will hold true if we observe a phenomenon. Sample: group of individuals chosen to be the subjects of a study. Population: well-defined group that a researcher is interested in drawing conclusions about. Random sample: method of selecting a subgroup of study subjects in an unbiased way from a larger population. Naturalistic observation: research method in which scientists study subjects in common everyday activities in their natural habitats. Structured observation: research method in which scientists create special conditions designed to elicit the behavior of interest. Case study: in-depth examination of an individual, typically carried out by compiling and analyzing information from various sources. Experiment: research in which the investigator manipulates part of a person’s environment to measure its effect on the individual. Correlational method: research technique that involves determining whether two or more variables are related. Cross-sectional design: developmental research in which different age group are studied at the same point in time and compared. Cohort: group of people born at the same time. Longitudinal design: developmental research in which one group of subjects is studied repeatedly over months or years. Ethnocentrism: belief that one’s own cultural group is superior to others. Research ethics: set of moral principles that investigators are bound to honor to protect research participants from harm. Scientific method:

Chapter 1 Test 1/ In recent years, the media has been filled with stories about the outsize role that millennials have-for better or worse-on American society. What is the focus of these media stories? (Ans: an age grade.) 2/ Dr. Hazar recently completed data collection on an adult subject who was born with a rare birth defect. Once she completes her research, she hopes to have it published in a scientific journal to share valuable insights with others who are studying this condition. What research method did Dr. Hazar likely utilize? (Ans: case study) 3/ A researcher who is a strong proponent of the role of nature in human development would likely favor which of the following data collection methods? (Ans: physiological measurement.) 4/ If you interviewed a developmental scientist today regarding the nature-nurture debate, what opinion would they likely offer? (Ans: that nature and nurture work together) 5/ Which of the following would NOT be considered a strong guiding factor someone who supports the nature perspective of development? (Ans: parent behaviors) 6/ Agnes recently moved to a long-term care facility after seven decades on the farm where she was born, because it was unsafe for her to live there alone. From a developmental perspective, which term best describes Agnes? (Ans: biologically aging) 7/ Many people around the age of 40 experience a “midlife crisis,” in which they look at what they have accomplished, wonder if they are on the right track, and often decide to make some changes. What is the basis for this feeling of personal crisis? (Ans: social clock)

8/ The famous Framingham Heart Study has been tracking the cardiovascular health of a cohortand subsequent generations-since 1948. What type of research design does this study employ? (Ans: longitudinal) 9/ Because the changes that occur over time are patterned and orderly, human development is considered a (n)-------process. (Ans: systematic) 10/ Celia’s work is focused on programs to help toddlers develop a vocabulary that will set them up for success in kindergarten. She spends a considerable amount of time conducting research and gathering evidence to determine the---------of various program methods. (Ans: efficacy) 11/ Since she retired, Surlene has become a whiz at crossword puzzles and other word game. She just wishes her creaky old knees would still let her play volleyball like she used to. Surlene’s experience is an example of which aspect of human development? (Ans: multidirectionality.) 12/ Carol has identified a group of five-year-old boys to be studied in her cross-sectional research design. What other group will she likely include in this research? (Ans: ten-year-old boys) 13/ Which of the goals of human development could be considered solutions-based? (Ans: optimization.) 14/ Which of the following research methods offers the most perspective on a causal relationship between two factors? (Ans: experimental) 15/ After Liam graduated from a prestigious Ivy League college, he set up a clinic in a poor community in Alabama, because he believed that his esteemed Northeastern background would enable him to best understand and solve the problem of Southerners. From a developmental research perspective, which term best describes Liam? (Ans: ethnocentric) 16/ Which of the following is considered the foundation of the scientific method? (Ans: data) 17/ In mapping out the schedule for his research experiments, David adds ten minutes at the end of each session to meet with the participant. What will likely occur in this brief period? (Ans: debriefing) 18/ Seven-year-old Jerry was taken in by his loving, suburban grandparents after his mother was jailed for prostitution and selling crack cocaine. In less than a year, Jerry's reading and math scores increased by 60 percent. Which of the following played a primary role in Jerry's improved academic performance? (Ans: plasticity.) 19/ In Henrich's perspective on psychology as being the study of WEIRD people, the letter D means that these subjects are ________.(Ans: democratic) 20/ When an institutional review board is working to determine whether a particular research study is ethical, it focuses on ________(Ans: the potential risk and benefits)

Chapter 2: Theories of Human Development Proximal processes: set of recurring, reciprocal interactions between an individual and others that move development forward.

Bioecological model: theory of development emphasizing both nature and nurture as the developing person interacts with environment systems. System theories: idea that changes over the life span arise from ongoing transactions between changing organism and environment. Sociocultural perspective: Vygotsky’s theory that cognitive development grows out of children’s interactions with members of their society. Formal operations stage: Piaget’s fourth phase of cognitive development, when the individual begins to think more rationally. Concrete operations stage: Piaget’s third phase of cognitive development, when children can reason effectively about real objects and experiences. Preoperational stage: Piaget’s second phase of cognitive development, when children think at a symbolic level but not logically. Sensorimotor stage: Piaget’s first phase of cognitive development in which infants rely on their senses and actions. Constructivism: idea that children create their own understanding of the world based on their interactions with it. Self-efficacy: belief that one can effectively produce desired outcomes in a particular area of life. Vicarious reinforcement: learning in which observing consequences experienced by models affects learner’s likelihood of imitating the behavior. Latent learning: acquisition of knowledge that occurs but is not evident in behavior. Observational learning: acquisition of knowledge that results from studying the behavior of other people. Social cognitive theory: Bandura’s hypothesis that active processing of information plays a critical role in learning behavior, and development. Extinction: gradual weakening and disappearance of a learned response when it is no longer reinforced. Negative reinforcement: learning in which a response is strengthened when its consequence is removal of an unpleasant stimulus. Positive reinforcement: learning in which a response is strengthened when its consequence is a pleasant event. Operant conditioning: learning in which freely emitted acts become more or less probable depending on consequences they produce. Repression: mental process that involves removing unacceptable thoughts or traumatic memories from consciousness. Classical conditioning: learning in which a stimulus can elicit a response by association with a stimulus already eliciting the response.

Behaviorism: perspective that conclusions about human development should be based on controlled observations of overt actions. Psychosocial stages: Erikson’s set of eight phases of development, emphasizing social influences more than biological urges. Regression: mental process that involves retreating to an earlier, less traumatic stage of development. Defense mechanism: mental process used to ward off anxiety caused by conflict between the impulse and social demands. Fixation: mental process whereby part of the sex drive remains tied to an early stage of development. Psychosexual stages: Freud’s set of five phases of development, associated with biological maturation and shifts in erotic desires. Libido: Freud’s term for the biological energy of the sex drive. Superego: psychoanalytic term for the component of the personality that consists of the individual’s internalized moral standards. Ego: psychoanalytic term for the rational component of the personality. Id: psychoanalytic term for the inborn component of the personality that is driven by selfish urges. Unconscious motivation: Freud’s term for feeling and experiences that influence someone’s thinking even though they cannot be recalled. Instinct: inborn biological force assumed to motivate a particular response or class responses. Psychoanalytic theory: idea that emphasize unconscious motivations for behavior, conflicts within the personality, and stages of psychosexual development. Developmental stage: period characterized by a set of abilities, motives, or emotions that form a coherent pattern. Macrosystem: In Bronfenbrenner’s bio ecological approach, larger cultural or subcultural context of development. Microsystems: In Bronfenbrenner’s bio ecological approach, immediate setting in which a person functions. Mesosystem: In Bronfenbrenner’s bioecological approach, set of interrelationships between microsystems or immediate environments.

Chapter 3: Genes, Environment, and Development. Ultrasound: method of examining physical organs by scanning them with sound waves. Amniocentesis: method of extracting fluid from a pregnant woman to test for genetic defects. Chorionic villus sampling (CVS): prenatal testing in which a catheter is inserted through the cervix to withdraw fetal cells. Maternal blood sampling: noninvasive method of prenatal diagnosis involving testing for substances in the mother’s blood. Preimplanatation genetic diagnosis: prenatal testing to determine if chromosomal disorders are present in embryos produced through in vitro fertilization. Natural selection: evolutionary principle that individuals with characteristics advantageous for survival are most likely to survive and reproduce. Cultural evolution: change in species through learning and passing on to the next generation new ways of adapting. Conception: moment of fertilization, when a sperm penetrates an ovum, forming a zygote. Chromosome (hinh): threadlike structure made up of genes. Meiosis: process whereby germ cells divide, producing sperm or ova containing half the parent cell’s original chromosomes. Mitosis: process in which a cell duplicates its chromosomes and divides into two genetically identical daughter cells. DNA: double helix molecule whose chemical code makes up chromosomes and services as our genetic endowment. Human Genome Project: government-sponsored effort to decipher the sequence of chemical units that make up strands of deoxyribonucleic acid. Identical twins: two offspring who develop from a single zygote that later divides to form two genetically identical individuals. Fraternal twins: two offspring who develop when two ova are released roughly simultaneously, fertilized by different sperm. X chromosome: longer of the two sex chromosomes; normal females have two, whereas normal males have only one. Y chromosome: shorter of the two sex chromosomes; normal males have one, whereas females have none. Karyotype: chromosomal portrait created by staining and photographing chromosomes, and arranging them into a predetermined pattern. Genotype: genetic endowment that an individual inherits.

Phenotype: way in which a person’s genetic endowment is expressed in observable or measurable characteristics. Dominant gene: relatively powerful unit of heredity that is expressed phenotypically and masks less powerful unit of heredity. Recessive gene: less powerful unit of heredity not expressed phenotypically when paired with a more powerful heredity unit. Mutation: change in the structure or arrangement of one or more genes that produces a new phenotype. Down syndrome: chromosomal abnormality where the child inherits an extra 21st chromosome and is therefore intellectually disabled. Carrier: individual with a recessive gene associated with a disease who can transmit the gene to offspring. Behavioral genetics: study of how much genetic and environmental differences are responsible for differences in individual’s traits. Heritability: amount of variability in a population on some trait attributable to genetic differences among those individuals. Concordance rate: probability that if one number of a pair display a trait, the other does too. Temperament (hinh 2 em be): genetically based pattern of tendencies to respond in predictable ways. Diathesis stress model: view that psychopathology results from interaction of one’s predisposition to psychological problems and experiencing difficult events. Differential susceptibility hypothesis: concept that some people’s genetic makeup makes them more reactive to environmental influences. Active gene environment correlation: phenomenon in which children’s genotypes influence the kinds of environments they seek out and therefore experience. Epigenesis: process through which nature and nurture jointly bring forth development in ways difficult to predict....