FCS 324/Psych 370

Chapter 1 Review Items

ANSWER KEY

(Exploring Lifespan Development, 4thed.)

  1. a field of study devoted to understanding constancy and change throughout the lifespan, p. 3
  1. an orderly, integrated set of statements that describes, explains, and predicts behavior, p. 3
  1. qualitative = fundamentally different; more mature and organized way of functioning between time periods

quantitative = quantifiable changes; gradually augmenting the same types of skills, p. 4 and lecture

  1. 2, 3, 6, 1, 4, 5, pp. 4-5
  1. A.physical – changes in body size, proportions, appearance, functioning of body systems, perceptual and motor capacitates, and physical health

B.cognitive – intellectual abilities, including attention, memory, academic and everyday knowledge, problem solving, imagination, creativity, and language

C.emotional and social – intrapersonal and interpersonal; emotional understanding, self-understanding, p. 7

  1. A.prenatal: conception – birth

B.infancy and toddlerhood: birth – 2 years

C.early childhood: 2-6 years

D.middle childhood: 6-11 years

E.adolescence: 11-18 years

F.early adulthood: 18-40 years

G.middle adulthood: 40-65 years

H.late adulthood: 65 years – end of life, p. 6

7. flexible, adaptable, able to change, p. 6

  1. age-graded; independent walking and first words around 1 year (are examples), p. 7
  1. history-graded; groups are called cohorts, e.g., include wars, technological advances, p. 7
  1. events that are irregular or just happen to one person or a few people and do not follow a predictable schedule, e.g., winning the lottery, a bad accident, p. 7
  1. the ability to adapt effectively in the face of threats to development, p. 8
  1. A.personal characteristics

B.a warm parental relationship

C.social support outside the immediate family

D.community resources and opportunities, p. 8

  1. saw the ego as making a positive contribution to development, acquiring attitudes and skills that make the individual an active, contributing member of society; also expanded across the lifespan, p. 12

14.6, 4, 5, 7, 2, 8, 3, 1

5, 2, 7, 1, 4, 3, 6, 8, p. 12

  1. behaviorism, p. 13

16.classical conditioning involves the association of neutral stimulus with a reflexive response

operant conditioning involves using reinforcers or punishment to increase or decrease the repetition of a response, p. 13

17.emphasizes modeling; also know as imitation or observational learning, p. 13

18.structures of the mind develop to better fit with, or represent, the external world, p. 14

19.2, 3, 1, 4

3, 1, 4, 2, p. 15

20.view of the human mind as a symbol manipulating system through which information flows; often depicted as a flow chart or computer, p. 16

21.adaptive, or survival, value of behavior and its evolutionary history, pp. 17-18

22.critical period is a limited time span during which the individual is biologically prepared to acquire certain adaptive behaviors but needs the support of a stimulating environment

sensitive period is a time that is optimal for certain capacities to emerge and in which the individual is especially responsive to environmental influences, pp. 17-18

23.focuses on how culture is transmitted from one generation to the next; emphasizes social interaction, pp. 18-19

24.3, 4, 1, 2, pp. 19-21

25.it brings together researchers from psychology, biology, neuroscience and medicine to study the relationship between the brain and development, p. 17