Psych 357 Exam 1 Questions With Correct
Answers
Plasticity |- |CORRECT |ANSWER✔✔-Development |is |plastic |at |all |ages
Aging |is |not |an |eventual |"shipwreck"
Development |becomes |gradually |less |plastic
the |brain's |capacity |to |achieve |lasting |structural |changes |in |response |to |environmental |demands |that |
are |not |fully |met |by |the |organism's |current |functional |capacity
cohorts |- |CORRECT |ANSWER✔✔-People |born |around |the |same |time |(ex. |Cell |phone |babies |or |great |
depression |era)
cohort |effects |- |CORRECT |ANSWER✔✔-Individuals |born |in |the |same |time |period |are |influenced |by |a |
particular |set |of |historical |and |cultural |conditions. |Results |based |on |one |cohort |may |not |apply |to |
people |developing |at |other |times.
age |graded |influences |- |CORRECT |ANSWER✔✔-Events |that |are |strongly |related |to |age |and |therefore |
predictable |in |when |they |occur |and |how |long |they |last |(ex. |Starting |school |at |6 |and |driving |at |16)
history |graded |influences |- |CORRECT |ANSWER✔✔-Explain |why |people |born |around |the |same |time |- |
called |a |"cohort" |tend |to |be |alike |in |ways |that |set |them |apart |from |people |born |at |other |times
operant |conditioning |- |CORRECT |ANSWER✔✔-a |type |of |learning |in |which |behavior |is |strengthened |if |
followed |by |a |reinforcer |or |diminished |if |followed |by |a |punisher
classial |conditioning |- |CORRECT |ANSWER✔✔-a |form |of |learning |in |which |the |conditioned |stimulus |or |
CS, |comes |to |signal |the |occurrence |of |a |second |stimulus, |the |unconditioned |stimulus |or |US. |(Pavlov's |
training |of |dogs |to |salivate |at |the |sound |of |a |bell.)
,baby |albert |-- |loud |scary |noise |every |time |he |pet |the |furry |animal, |he |became |afraid |of |all |furry |
animals
Sociocultural |Theory |(Vygotsky) |- |CORRECT |ANSWER✔✔-the |approach |that |emphasizes |how |cognitive |
development |proceeds |as |a |result |of |social |interactions |between |members |of |a |culture
focuses |on |how |culture |(values/beliefs/customs/skills |of |a |social |group) |is |transmitted |to |the |next |
generation. |Dialogue |with |more |knowledgeable |members |of |society |is |important |for |children |to |
acquire |ways |of |thinking |and |behaving |that |make |up |a |community's |culture.
vygotsky |- |CORRECT |ANSWER✔✔-zone |of |proximal |development/sociocultural |theory
Adults |and |more |experted |peers |help |children |master |culturally |meaningful |activities
Children |undergo |stagewise |changes |(acquiring |language |→ |participate |in |dialogue)
**social |transmission |of |knowledge |over |biological
ecological |systems |theory |- |CORRECT |ANSWER✔✔-views |the |person |as |developing |within |a |complex |
system |of |relationships |affected |by |multiple |levels |of |the |surrounding |environment
microsystem |- |CORRECT |ANSWER✔✔-the |people |and |objects |in |an |individual's |immediate |
environment
All |relationships |are |bidirectional |(adults |affect |children's |behavior |but |also |children |affect |adults |
behavior)
mesosystem |- |CORRECT |ANSWER✔✔-relations |between |microsystems
(a |child's |academic |success |depends |on |parent |involvement |in |school |life)
, (how |well |someone |functions |as |a |spouse |is |affected |by |relationships |at |work)
exosystem |- |CORRECT |ANSWER✔✔-social |settings |that |a |person |may |not |experience |firsthand |but |
that |still |influence |development
(extended |family, |workplace, |friends |and |neighbors, |community |health |areas)
macrosystem |- |CORRECT |ANSWER✔✔-consists |of |cultural |values, |laws, |customs, |and |resources
(more |successful |if |countries |have |high |standards |for |child |care |and |retirement)
chronosystem |- |CORRECT |ANSWER✔✔-life |changes |can |be |imposed |externally |or |can |arise |from |
within |the |person, |since |individuals |shape |many |of |their |own |settings |and |experiences.
**people |are |both |products |and |producers |of |their |environment: |the |person |and |the |environment |
form |a |network |of |interq |effects
General |research |designs |for |human |behavior |- |CORRECT |ANSWER✔✔-correlation |and |experimental
correlation |design |- |CORRECT |ANSWER✔✔-researchers |gather |info |on |individuals, |generally |in |natural
|life |circumstances, |without |changing |experiences
Looks |at |relationships |between |participants |characteristics |and |behavior/development
Correlation |coefficient: |a |number |that |describes |how |two |measures |or |variables |are |associated |with |
each |other.
Can |range |from |-1 |to |1
Answers
Plasticity |- |CORRECT |ANSWER✔✔-Development |is |plastic |at |all |ages
Aging |is |not |an |eventual |"shipwreck"
Development |becomes |gradually |less |plastic
the |brain's |capacity |to |achieve |lasting |structural |changes |in |response |to |environmental |demands |that |
are |not |fully |met |by |the |organism's |current |functional |capacity
cohorts |- |CORRECT |ANSWER✔✔-People |born |around |the |same |time |(ex. |Cell |phone |babies |or |great |
depression |era)
cohort |effects |- |CORRECT |ANSWER✔✔-Individuals |born |in |the |same |time |period |are |influenced |by |a |
particular |set |of |historical |and |cultural |conditions. |Results |based |on |one |cohort |may |not |apply |to |
people |developing |at |other |times.
age |graded |influences |- |CORRECT |ANSWER✔✔-Events |that |are |strongly |related |to |age |and |therefore |
predictable |in |when |they |occur |and |how |long |they |last |(ex. |Starting |school |at |6 |and |driving |at |16)
history |graded |influences |- |CORRECT |ANSWER✔✔-Explain |why |people |born |around |the |same |time |- |
called |a |"cohort" |tend |to |be |alike |in |ways |that |set |them |apart |from |people |born |at |other |times
operant |conditioning |- |CORRECT |ANSWER✔✔-a |type |of |learning |in |which |behavior |is |strengthened |if |
followed |by |a |reinforcer |or |diminished |if |followed |by |a |punisher
classial |conditioning |- |CORRECT |ANSWER✔✔-a |form |of |learning |in |which |the |conditioned |stimulus |or |
CS, |comes |to |signal |the |occurrence |of |a |second |stimulus, |the |unconditioned |stimulus |or |US. |(Pavlov's |
training |of |dogs |to |salivate |at |the |sound |of |a |bell.)
,baby |albert |-- |loud |scary |noise |every |time |he |pet |the |furry |animal, |he |became |afraid |of |all |furry |
animals
Sociocultural |Theory |(Vygotsky) |- |CORRECT |ANSWER✔✔-the |approach |that |emphasizes |how |cognitive |
development |proceeds |as |a |result |of |social |interactions |between |members |of |a |culture
focuses |on |how |culture |(values/beliefs/customs/skills |of |a |social |group) |is |transmitted |to |the |next |
generation. |Dialogue |with |more |knowledgeable |members |of |society |is |important |for |children |to |
acquire |ways |of |thinking |and |behaving |that |make |up |a |community's |culture.
vygotsky |- |CORRECT |ANSWER✔✔-zone |of |proximal |development/sociocultural |theory
Adults |and |more |experted |peers |help |children |master |culturally |meaningful |activities
Children |undergo |stagewise |changes |(acquiring |language |→ |participate |in |dialogue)
**social |transmission |of |knowledge |over |biological
ecological |systems |theory |- |CORRECT |ANSWER✔✔-views |the |person |as |developing |within |a |complex |
system |of |relationships |affected |by |multiple |levels |of |the |surrounding |environment
microsystem |- |CORRECT |ANSWER✔✔-the |people |and |objects |in |an |individual's |immediate |
environment
All |relationships |are |bidirectional |(adults |affect |children's |behavior |but |also |children |affect |adults |
behavior)
mesosystem |- |CORRECT |ANSWER✔✔-relations |between |microsystems
(a |child's |academic |success |depends |on |parent |involvement |in |school |life)
, (how |well |someone |functions |as |a |spouse |is |affected |by |relationships |at |work)
exosystem |- |CORRECT |ANSWER✔✔-social |settings |that |a |person |may |not |experience |firsthand |but |
that |still |influence |development
(extended |family, |workplace, |friends |and |neighbors, |community |health |areas)
macrosystem |- |CORRECT |ANSWER✔✔-consists |of |cultural |values, |laws, |customs, |and |resources
(more |successful |if |countries |have |high |standards |for |child |care |and |retirement)
chronosystem |- |CORRECT |ANSWER✔✔-life |changes |can |be |imposed |externally |or |can |arise |from |
within |the |person, |since |individuals |shape |many |of |their |own |settings |and |experiences.
**people |are |both |products |and |producers |of |their |environment: |the |person |and |the |environment |
form |a |network |of |interq |effects
General |research |designs |for |human |behavior |- |CORRECT |ANSWER✔✔-correlation |and |experimental
correlation |design |- |CORRECT |ANSWER✔✔-researchers |gather |info |on |individuals, |generally |in |natural
|life |circumstances, |without |changing |experiences
Looks |at |relationships |between |participants |characteristics |and |behavior/development
Correlation |coefficient: |a |number |that |describes |how |two |measures |or |variables |are |associated |with |
each |other.
Can |range |from |-1 |to |1
