Learned over a series of exposures Dacey - Chapter 02 Level: Factual Pavlovian conditioning B. Instrumental conditioning C. Latent learning D. Modeling Dacey - Chapter 02 Level: Factual Acknowledged C.
Punished or ignored D. Rewarded Dacey - Chapter 02 Level: Factual Positively or negatively reinforced B. Positively reinforced C. Negatively reinforced D. Ignored Dacey - Chapter 02 Level: Conceptual Negative reinforcement B.
Positive reinforcement C. Reward D. Shaping Dacey - Chapter 02 Level: Factual Punishment D. Extinction Dacey - Chapter 02 Level: Factual Positively reinforced only C. Negatively reinforced only D. Ignored Dacey - Chapter 02 Level: Applied Positive reinforcement B. Negative reinforcement C. Accommodation D. Scaffolding Dacey - Chapter 02 Level: Applied Positively reinforced B.
Negatively reinforced C. Punished D. Accommodated Dacey - Chapter 02 Level: Applied Kyle is late getting home, so his father grounds him for a week B. Greg studies a great deal for his algebra test, but fails anyway C. Abigail decides she doesn't like Mark anymore, so she stops seeing him D. As soon as her children begin cleaning their room, Carmen stops nagging them Dacey - Chapter 02 Level: Applied It focuses too much on genetic contributions to behavior B. It focuses too much on the role of cognitive structures in the creation of behavior C.
It dismisses the role of the biological in the nature-nurture interaction D. It dismisses the role of the social in the nature-nurture interaction Dacey - Chapter 02 Level: Factual Observational learning; operant conditioning B. Operant conditioning; observational learning C. Psychosocial stages; psychosexual stages D. Psychosexual stages; psychosocial stages Dacey - Chapter 02 Level: Factual Modeling B. Crisis resolution C.
Reinforcement D. Defense mechanisms Dacey - Chapter 02 Level: Factual Skinner B. Piaget C. Erikson D. Bandura Dacey - Chapter 02 Level: Factual We learn from watching others B. Developmental theories are tested by observing human subjects C.
All developmental theories originate from observation D. It refers to observation of research subjects in natural settings Dacey - Chapter 02 Level: Factual Lev Vygotsky C. Uri Bronfenbrenner D. Operant conditioning theory B. Social cognitive learning theory C. Vygotsky's theory of development D. Hierarchy of needs Dacey - Chapter 02 Level: Applied New responses may be acquired by passive observation B.
A person learns most effectively by being directly reinforced C. Observation of a model may cause the reappearance of responses that had been absent D.
Children learn by observing the consequences others receive based on their actions Dacey - Chapter 02 Level: Conceptual Children exposed to all of the models of aggression were more aggressive than the control group B.
Only those children exposed to the live models were more aggressive than the control group C. Only those children exposed to the filmed models were more aggressive than the control group D.
None of the groups exhibited more aggression than the control group Dacey - Chapter 02 Level: Factual A growing sense of personal identity B. The range of abilities that one demonstrates when given extra help C. Being a good role model for others D.
The belief that one's actions will achieve one's goals Dacey - Chapter 02 Level: Factual Individuation B. Self-efficacy C. A strong identity D. A sense of initiative Dacey - Chapter 02 Level: Applied Reciprocal interactions B. Observational learning C.
Cognitive structures Dacey - Chapter 02 Level: Factual Heredity only B. Environment only C. Both environment and heredity D. Neither environment nor heredity Dacey - Chapter 02 Level: Factual Uri Bronfenbrenner C. Albert Bandura D. Proximal processes B. Time C. Context D. Person Dacey - Chapter 02 Level: Applied Context B.
Person D. Observation Dacey - Chapter 02 Level: Factual Macrosystem B. Mesosystem C. Chronosystem D. Exosystem Dacey - Chapter 02 Level: Applied Exosystem B. Macrosystem C. Microsystem D. Mesosystem Dacey - Chapter 02 Level: Conceptual They all tend to be one-dimensional in their approaches B. They all integrated too many different developmental potentialities into their theories C. They all relied too heavily on subjective interpretation and were not data driven D.
None of the early theories are relevant in any fashion to the developmental process today Dacey - Chapter 02 Level: Conceptual Are too unidimensional to be of use to modern developmental psychologists B. Are valued for their insights into specific aspects of development C. Currently provide the major focus on development for most modern psychologists D. Have been debunked and are now considered to be of no value Dacey - Chapter 02 Level: Conceptual Neural B. Contextual C. Cultural D.
Historical Dacey - Chapter 02 Level: Factual Reinforcement B. Cognitive structures C. Epigenesis D. Adaptation Dacey - Chapter 02 Level: Factual The interactions among genetic, neural, behavioral and environmental levels B. The role genetics plays in development C. The role behavior plays in shaping development D.
The interaction between cultural and behavioral processes Dacey - Chapter 02 Level: Factual Albert Bandura B. Richard Hernstein C. Richard Lerner D. Proximal processes in determining who we become B. Reciprocal interactions between all of an individual's characteristics and the environment C. Ultimate causation as the source of variation in individual differences D. Acknowledging the separate, if equal, contributions of genes and rearing to our growth Dacey - Chapter 02 Level: Conceptual All of an individual's characteristics function by reciprocal interactions with the environment B.
Socialization and acculturation are the main influences in development C. Developmental influences are in large part inherited D. An individual's behavior is the predominant force in his or her development Dacey - Chapter 02 Level: Factual The individual B. Behavior D. Genes Dacey - Chapter 02 Level: Factual Genetic B. Neural C. Environmental D. None of these Dacey - Chapter 02 Level: Factual Observational learning B.
Developmental contextualism C. Operational development D. Glen Elder B. Albert Bandura C. Social Ecological Theory B. Social Evolutionary Theory C. Life Course Theory D. Sociobiology Dacey - Chapter 02 Level: Conceptual Principles of Psychology B. The Behavior of Organisms C. Beyond Freedom and Dignity D. Behavioral B. Psychoanalytic C. Behaviorism D. Evolutionary psychology Dacey - Chapter 02 Level: Factual Biological psychologists B. Evolutionary psychologists C. Social psychologists D.
Developmental psychologists Dacey - Chapter 02 Level: Factual Two B. Three C. Seven Dacey - Chapter 02 Level: Factual Physiological B. Self-actualization C. Esteem D. Love and belonging Dacey - Chapter 02 Level: Factual Esteem B. Safety C. Love and belongingness D. Posted by solutions manual test bank Email This BlogThis!
No comments:. Newer Post Older Post Home. Subscribe to: Post Comments Atom. Theories help us to sort out what is important and what inferences we can derive from the data. Dacey - Chapter 02 1 Level: Factual. Dacey - Chapter 02 2 Level: Factual. Dacey - Chapter 02 3 Level: Conceptual. His hypothesis that the interaction of physiology and environment produce behavior. Dacey - Chapter 02 4 Level: Factual. Dacey - Chapter 02 5 Level: Factual.
Dacey - Chapter 02 6 Level: Factual. Dacey - Chapter 02 7 Level: Factual. Dacey - Chapter 02 8 Level: Applied. Dacey - Chapter 02 9 Level: Factual. Dacey - Chapter 02 10 Level: Conceptual. Dacey - Chapter 02 11 Level: Conceptual. Dacey - Chapter 02 12 Level: Factual. Dacey - Chapter 02 13 Level: Factual.
Dacey - Chapter 02 14 Level: Applied. Dacey - Chapter 02 15 Level: Factual. Dacey - Chapter 02 16 Level: Factual. Dacey - Chapter 02 17 Level: Applied. Dacey - Chapter 02 18 Level: Factual. Dacey - Chapter 02 19 Level: Factual. That person must skip that stage and come back at a later date to resolve it. Dacey - Chapter 02 20 Level: Factual. Dacey - Chapter 02 21 Level: Applied. Dacey - Chapter 02 22 Level: Factual.
Dacey - Chapter 02 23 Level: Factual. Dacey - Chapter 02 24 Level: Conceptual. Dacey - Chapter 02 25 Level: Factual. Dacey - Chapter 02 26 Level: Factual. Dacey - Chapter 02 27 Level: Factual. Do you think you are basically the same person you were when you were 3 years old? Or do you feel quite different?
How would you explain your answer? These questions introduce the issue of continuity versus discontinuity; that is, do developmental changes appear as the result of a slow but steady progression continuity or as the result of abrupt changes and stages discontinuity?
As a rather dramatic illustration, consider the phenomenon known as attachment in infancy. Sometime after 6 months of age, babies begin to show a decided preference for a particular adult, usually the mother.
We then say that the infant has attached to the mother. During any time of stressanxiety, illness, appearance of strangersthe baby will move to the preferred adult. With regard to continuity or discontinuity, does attachment appear suddenly as completely new and different behavior, or do subtle clues signal its arrival? For an excellent summary of current research, see Thompson, Continuities and discontinuities appear in all our lives because the term development implies change.
Puberty, leaving home, marriage, and career all serve to shape psychological functioning. Continuities occur, however, because our initial experiences, our early learning, and our temperaments remain with us. The form of the behavior may change over the years, but the underlying processes remain the same. For example, the conduct disorders of childhood stealing, fighting, truancy may become the violence of adulthood theft, spousal abuse, child abuse, murder, personality disorders.
Other behaviors in our lives, however, seem to be quite different from those that preceded them; for example, walking and talking. We also negotiate transitions at appropriate times in our lives, such as leaving home, beginning a career, getting married, adjusting to the birth of children. Events such as these have caused some developmental psychologists, such as Michael Lewis , to note that accidents, wars, famines, disease, and chance encounters have always been our bedfellows.
Consequently, Lewis believes that the study of developmental change is actually the study of complex, often random, and certainly unpredictable conditions.
Most developmental psychologists now believe that both continuity and discontinuity characterize development. As Lerner notes , p. Nature versus Nurture An enduring issue in developmental psychology has been the question of which exercises a greater influence on development, our inborn tendencies nature or our surrounding world nurture?
Again, most developmental psychologists lean toward an interplay between these two forces in shaping development. We the authors would argue strongly that the interaction between genes and environment explains the individual developmental path each of us follows through our lifespan.
Lerner , p. Nature and nurture are both involved in the production of behavior. Consequently, they cannot function in isolation from each other but must interact.
The resulting interaction implies that both nature and nurture are completely intertwined. Perhaps Bjorklund , p. It is how they interact that produces a particular pattern of development. These issues help to identify lifespan psychology as a dynamic discipline, one with great theoretical and practical implications. But, as fascinating as these issues are, we cant forget the integrated nature of development. With these ideas in mind to use as we interpret developmental data, we turn now to those research techniques that developmental psychologists use in resolving questions about the lifespan.
Developmental psychologists are mainly interested in change occurs. Those who believe that developmental change occurs because of a slow and. Todays developmental psychologists interpret the influence of nature and nurture as one of an between the two.
Today we use many approaches to understanding human behavior. Each has its strengths and weaknesses; none is completely reliable. Most developmental psychologists employ one of three data collection methods: 1 descriptive studies, 2 manipulative experiments, and 3 naturalistic experiments.
In the first type, information is gathered on subjects without manipulating them in any way. In the second two, an experiment is performed before the information is gathered. Developmental psychologists also use one of four time-variable designs: one-time, one-group studies; longitudinal studies; cross-sectional studies; and a combination of the last two, called sequential studies. Each type of study varies according to the effect of time on the results. Data Collection Techniques The three data collection techniques are described and explained in the following sections.
Descriptive Studies descriptive studies Gather information on subjects without manipulating them in any way. Descriptive studies are quite common. Most are numerically descriptive; for example, how many year-olds versus year-olds think the government is doing a good job? How much money does the average year-old woman have to spend. Probably for the rest of your career, you will be reading researcharticles, chapters in books, monographs, and so on.
When should you decide that a reference is too old to be credible any longer? As with so many aspects of social science, the answer is it all depends. Guidelines exist, however, so lets try to understand them by looking at several references. Before reading our decision, you might try to guess what a good judgment would be. Department of Health, Education, and Welfare, Since eating habits of adolescents are likely to change with the times depending, among other things, on the economic condition of the country , this statistic is unreliable, because about 30 years have passed since the data were collected.
Although the average number of homosexuals who are contracting AIDS each year is decreasing, homosexuals are still the most vulnerable group U. National Center for Health Statistics, This study is much more recent, but it too is suspect because we know that the AIDS epidemic is changing very rapidly. In fact, heterosexual females are now experiencing the greatest rate of increase per capita. Noise-induced hearing loss is recognized as the second most common cause of irreversible hearing loss in older persons Surjan et al.
Here is another study that is quite dated, but because there is no known reason to believe that aging factors have changed much over the years, if the study was well designed, we may still accept the results. The major crisis in the first year and one-half of human life is the establishment of basic trust Erikson, This statement is not a research finding but rather represents Eriksons belief as reflected in his psychosocial theory of human development.
As such, it is accurate because that is exactly what Erikson said. Can you think of other factors that influence the timeliness of research references?
Can you think of other criteria for judging them? How many pregnant teenage girls were or were not using birth control? How happily or unhappily does the average year-old man view his sex life? Some studies called self-report studies ask people their opinions about themselves or other people. These studies may use interviews or questionnaires. Other studies called observational studies describe people simply by counting the number and the types of their behaviors.
A third type of study, the case study, presents data on an individual or individuals in great detail, in order to make generalizations about a particular age group. After Viviennes death, the researchers obtained the familys permission to read her diary, poems, and letters. They also interviewed her relatives, friends, and teachers to shed light on her thinking as she came closer and closer to committing this tragic act.
Although their findings may explain the suicide of only this one person, the researchers hope was to discover the variables that caused such a decision. A more recent case-study approach is of the biographical type. From these four cases, he built a new theory about creative innovation.
Descriptive studies have the advantage of generating a great deal of data. Because the sequence of events is not under the observers control, however, causes and effects cannot be determined; that is, just because two variables are associated does not mean that one causes the other. Typically, the association between variables is established through a statistical technique known as correlation. This technique provides a numerical evaluation of how great the degree of association is between any two variables.
For instance, height and weight are associated with each other, but not perfectly. The taller people are, the more they weigh, but this is not always true; the correlation between height and weight for a typical sample of people is moderately high. Although there is a definite association, we would not say the height causes weight, or vice versa they are simply correlated.
We examine the correlation between variables to see how high they are. If high, we may want to set up experiments to further examine the relationship. Manipulative Experiments manipulative experiments The experimenter attempts to keep all variables all the factors that can affect a particular outcome constant except one, which is carefully manipulated.
In the quest for the causes of behavior, psychologists have designed many manipulative experiments. In these, the investigators attempt to keep all variables all the factors that can affect a particular outcome constant except one, which they carefully manipulate; this is called a treatment. If differences occur in the results of the experiment, they can be attributed to the variable that was manipulated in the treatment.
The experimental subjects must respond to some test the investigator selects to determine the effect of the treatment. Figure 1. In the figure, E is the experimental group and C is the control group, which receives no special treatment; x stands for the treatment; and the lowercase b and a refer to measurements done before and after the experiment. The two groups must have no differences between them, either before or during the experiment except the treatment.
Otherwise, the results remain questionable. An example would be a study in which 6th- and 7th-grade inner-city students were taught relaxation techniques as part of a conflict prevention program Dacey,.
Most students benefited from the instruction, but boys were much more apt to use the physiological relaxation technique taught in the program, whereas girls were more likely to employ the cognitive method that was taught. Though manipulative experiments often can lead us to discover what causes what in life, they have some problems.
How do you know your results are reliable? Was the treatment similar to normal conditions? Do subjects see themselves as special because you picked them and thus react atypically? For these reasons, researchers may turn to naturalistic experiments. Naturalistic Experiments naturalistic experiments The researcher acts solely as an observer and does as little as possible to disturb the environment.
Nature performs the experiment, and the researcher acts as a recorder of the results. In naturalistic experiments, the researcher acts solely as an observer and does as little as possible to disturb the environment.
Note: Do not confuse these experiments with descriptive studies that are done in a natural setting, such as a park; those are not experiments. An example is the study of the effects of the Northeast blizzard of by Nuttall and Nuttall These researchers compared the reactions of those people whose homes were destroyed with the reactions of people whose homes suffered only minor damage.
Only with a naturalistic experiment do we have any chance of discovering causes and effects in real-life settings. The main challenges with this technique are that it requires great patience and objectivity, and it is impossible to meet the strict requirements of a true scientific experiment. Time-Variable Designs In the following sections, well describe the four time-variable designs.
One-Time, One-Group Studies one-time, one-group studies Studies carried out only once on one group of studies. As the name implies, one-time, one-group studies are those that are carried out only once on one group of subjects. Thus investigating causes and effects is impossible because the sequence of events cannot be known.
Longitudinal Studies longitudinal studies The experimenter makes several observations of the same individuals at two or more times in their lives.
Examples are determining the longterm effects of learning on behavior; the stability of habits and intelligence; and the factors involved in memory. The longitudinal study, which makes several observations of the same individuals at two or more times in their lives, can answer important questions. Examples are determining the long-term effects of learning on behavior; the stability of habits and intelligence; and the factors involved in memory. A good example of a longitudinal growth study is that of Werner and Smith , who investigated the long-term effects of birth problems.
They found that, even when the problems were of a serious nature, some children proved to be remarkably resilient. The chief advantage of the longitudinal method is that it permits the discovery of lasting habits and of the periods in which they appear. A second advantage is the possibility of tracing those adult behaviors that have changed since early childhood.
Longitudinal research, however, has many problems. It is expensive and often hard to maintain because of changes in availability of researchers and subjects. Changes in the environment can also distort the results. For example, if you began in to study changes in political attitudes of youths from 10 to 20 years of age, you would probably have concluded that adolescents become more and more radical as they grow older.
But the war in Vietnam would surely have had much to do with this finding. The results of the same study done between and would probably not show this trend toward the left. And today the data would show something else again. Crosssectional yearolds yearolds yearolds Longitudinal yearolds yearolds yearolds yearolds yearolds yearolds Cross-Sectional Studies cross-sectional studies Compare groups of individuals of various ages at the same time in order to investigate the effects of aging.
Cross-sectional studies compare groups of individuals of various ages at the same time to investigate the effects of aging. For example, if you want to know how creative thinking changes or grows during adolescence, you could administer creativity tests to groups of , , , , and year-olds and check on the differences of the average scores of the five groups.
Jaquish and Ripple did this, but their subjects ranged in age from 10 to 84! As with each of the other research designs, a problem occurs with this method. Although careful selection can minimize the effects of cultural change, it is possible that the differences you may find may be due to differences in age cohort, rather than maturation.
Age cohorts are groups of people born at about the same time. Each cohort has had different experiences throughout its history, and this fact can affect the results as well as the actual differences in age. When a cross-sectional study is done at several times with the same groups of individuals such as administering creativity tests to the same five groups of youth, but at three different points in their lives , the problems mentioned before can be alleviated. Table 1.
Although sequential research is complicated and expensive, it may be the only type that is capable of answering important questions in the complex and fast-changing times in which we live. For each of the cells in this table, a number of actual studies could serve as examples.
Can you see where each study mentioned in this section would go? Many of these articles present the results of an experiment that reflects the scientific method. The typical research article contains four sections: the Introduction, the Method section, the Results section, and Discussion Moore, In the study by Bronson and associates, the subjects were 2nd-grade children who had been in an early education program and other children who had not been in the preschool program.
The outcome measure was a classroom observation instrument. The authors then explained in considerable detail how they observed the pupils. The Results Section In the results section, the results gathered on the subjects is presented, together with the statistics that help us to interpret the data. Nam no nonumes volumus quaerendum, cu meis graeci audiam vis.
In ullum ludus evertitur nec. Solum mentitum quo et, no ancillae legendos mel. Quo verear neglegentur et. Novum utroque atomorum te eos. Epicuri ullamcorper necessitatibus ut cum, postea percipitur temporibus an sea. Sustainability d. Internal analysis b. Gap analysis c. External analysis d. Which of the following is true with regard to SWOT analysis? A SWOT analysis represents the strategy believed to be the best alternative to achieve the company goals.
A SWOT analysis is typically conducted in the strategic training and development initiatives step of the strategic training and development process. A SWOT analysis provides a company the information needed to generate several alternative business strategies and make a strategic choice. Answer: d Difficulty: medium Learning objective: 2 2. SWOT analysis b. BCG matrix d. Concentration strategy b.
Staffing strategy c. External growth strategy d. Which of the following is not one of the major business strategies discussed in the text? Internal growth b. External growth c. Divestment d. Product differentiation Answer: d Difficulty: medium Learning objective: 4 2. Which of the following positions is characterized by high value and low uniqueness?
Lab technician b. Scientist c. Secretarial staff d. Legal adviser Answer: a Difficulty: medium Learning objective: 3 2. Which of the following is true of centralized training? A centralized training function helps drive stronger alignment with business strategy. Training and development programs, resources, and professionals are housed in a number of different locations. A centralized training function hinders the development of a common set of metrics or scorecards.
A centralized training function is largely ineffective during times of change. Answer: a Difficulty: medium Learning objective: 5 2. Which of the following is true of the business-embedded BE learning function?
The BE function is customer-focused. A BE training function views trainees as marketers. A BE training function does not guarantee that training will improve performance. Training functions organized by the BE model do not involve line managers.
0コメント