Newman & Newman, Chapters 1-4
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| Biological system | show 🗑
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| Psychosocial system | show 🗑
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| Societal system | show 🗑
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| show | approaches the study of human behavior by seeking casual relationships amoung factors with the goal of trying to predict outcomes.
"truth" may be captured thru research
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| Qualitative inquiry | show 🗑
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| show | 1. observation
2. construction of a theory
3. operationalize the theory (measureable concepts)
4. Test
5. Evaluate the results
6. Accept, revise, reject, or develop a new theory
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| show | Objective, repeatable, systematic, statistically significant
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| Random sampling | show 🗑
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| Stratified sampling | show 🗑
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| Matched Groups | show 🗑
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| show | participants are included from the group which volunteers
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| show | # of informants not decided in advance. Informants should have the knowledge and experience and be able to verbalize and reflect about the experiences. They are willing participants in the study.
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| show | 1. observation
2. case study
3. interview
4. surveys
5. tests
6. experimentation
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| Participant observation | show 🗑
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| show | a confirmatory approach achieved by looking at written documents about the setting, interviewing other informants, and sharing observations with other members of the research team.
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| show | statistical analysis of the strength and direction of the relationships among variables
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| interobserver reliability | show 🗑
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| self-presentaion bias | show 🗑
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| show | independent variable: factor which is manipulated. dependent variable: demension of responces or rxn's that are measured
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| Experimental v. Control groups | show 🗑
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| show | treatment was not controlled by the experimenter, but was the result of some pattern of life events
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| Retrospective study | show 🗑
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| Cross-sectional studies | show 🗑
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| show | involves repeated observations of the same participants at different times
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| Cohort sequential study | show 🗑
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| Theory | show 🗑
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| Range of applicability | show 🗑
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| Psychosocial Theory | show 🗑
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| 6 Basic Concepts of Psychosocial Theory | show 🗑
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| Erikson's 8 Stages of Development | show 🗑
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| show | Erikson. Biological plan for growth that allows each function to emerge systematically until the fully functional organism has developed. Erikson believed that it is possible to review and reinterpret earlier stages. **
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| show | prenatal, infancy, toddlerhood, early school age, middle childhood, early adolescence, later adolescence, later adolescence, early adulthood, middle adulthood, later adulthood, very old age
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| show | Havighurst. people attempt to learn the age-appropriate tasks as deemed by the society/culture to which they are adapting
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| Sensitive periods, teachable moments | show 🗑
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| show | stresses and strains which result in both a positive and negitaive pole to contributive to the person's range of adaptive capabilities
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| Prime adaptive ego qualities | show 🗑
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| show | maladaptive orientaion resulting from unsuccessful mastering of a psychosocial crisis
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| Natural Selection | show 🗑
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| Ethology | show 🗑
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| Pschosocial evolution | show 🗑
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| Psychosexual Theory | show 🗑
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| Psychosexual theory's domains of consciousness | show 🗑
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| show | Id - sexual/aggressive impulses
Ego - reality oriented functions
Super Ego - moral/ethical principles
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| Defense mechanisms | show 🗑
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| show | humans have basic needs for connection, contact, and meaningful interpersonal relationships throughout life
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| show | Piaget (individual based) Vygotsky (social context based). How "knowing" emerges and is transformed into logical, systematic capacities for reasoning and problem-solving.
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| Equilibrium (according to Piaget) | show 🗑
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| Piaget's 4 stages of cognitive development | show 🗑
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| 3 Central Concepts in Vygotsky'sTheory | show 🗑
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| Proximal Development | show 🗑
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| show | Classical conditioning (Pavlov)
Operant Conditioning (Skinner)
Social Learning (Bandura & Walters)
Cognitive Behaviorism (Tolman/Mischel)
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| 4 Basic Elements in Classical Conditioning | show 🗑
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| Social Learning | show 🗑
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| Classical Conditioning | show 🗑
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| Operant Conditioning | show 🗑
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| show | In addition to new responces, the learner acquires a mental rep. of the situation, including expectations about rewards + punish., appropriate responces, & the phys. + social settings in which they occur
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| Cultural Theory | show 🗑
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| show | culture carriers teach, model, reward, punish and use other symbolic strategies to transmit critical practices and values
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| show | when a child is given information and responsibilities that apply directly to his or her adult behavior
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| show | when a child is barred from activities that are open only to adults, or is forced to unlearn information or behaviors that are accepted in children, but unacceptable in adults
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| show | worldview in which socail behavior is guided largely by collective goals shared by a family, tribe, workgroup, etc.
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| Individualism | show 🗑
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| show | Socialization and personality development through the person's participation in increasingly diverse and complex social roles. ex. Shakespeare's As You Like It
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| Systems Theory | show 🗑
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| Open System | show 🗑
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| Microsystem | show 🗑
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| show | interrelations between two or more settings in which the developing person actively participates
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| show | The setting -- does not actively involve the developing person, but affects the development
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| show | larger beliefs/culture as a whole that the lower order exists within
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| show | individuals and the systems in which they are embedded change over time
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