Myers' Psychology for AP
2nd EditionDavid G Myers
900 solutions
Social Psychology
10th EditionElliot Aronson, Robin M. Akert, Samuel R. Sommers, Timothy D. Wilson
525 solutions
Social Psychology
10th EditionElliot Aronson, Robin M. Akert, Timothy D. Wilson
525 solutions
Child Development
3rd EditionJoyce Munsch, Laura E. Levine
465 solutions
Figure 9.1 How have you changed since childhood? How are you the same? What will your life be like 25 years from now? Fifty years from now? Lifespan development studies how you change as well as how you remain the same over the course of your life. (credit: modification of work by Giles Cook)
Chapter Outline
Welcome to the story of your life. In this chapter we explore the fascinating tale of how you have grown and developed into the person you are today. We also look at some ideas about who you will grow into tomorrow. Yours is a story of lifespan development (Figure 9.1), from the start of life to the end.
The process of human growth and development is more obvious in infancy and childhood, yet your development is happening this moment and will continue, minute by minute, for the rest of your life. Who you are today and who you will be in the future depends on a blend of genetics, environment, culture, relationships, and more, as you continue through each phase of life. You have experienced firsthand much of what is discussed in this chapter. Now consider what psychological science has to say about your physical, cognitive, and psychosocial development, from the womb to the tomb.
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22 Cards in this Set
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The capacity to learn from experience, to think rationally, and to do deal effectively with the environment. | Intelligence | |
The knowledge and skills gained from experience. | Achievement | |
The psychologist who suggested that intelligence consists of general intelligence and specific intelligence. | Charles Spearman | |
The psychologist who identified nine mental abilities that make up intelligence. | Howard Gardner | |
The psychologist who identified seven different and separate kinds of intelligence. | Louis Thurstone | |
The psychologists who proposed a three-level model of intelligence consisting of analytic, creative, and practical parts. | Robert Sternberg | |
The psychologist who proposed the idea of emotional intelligence, which he considered important to job success. | Daniel Goleman | |
The intellectual level, in years, at which a child is function. | Mental Age | |
A number that reflects the relationship between a child's mental age and his or her chronological age. | Intelligence Quotient | |
The first modern intelligence test, which provides an intelligence quotient (IQ). | Stanford-Binet Intelligence Scale | |
The intelligence test that includes several subtests and measures both verbal and nonverbal abilities. | Weschler Adult Intelligence Scale | |
The testing criterion that results in a test yielding highly similar scores for the same person every time it is used. | Reliability | |
The testing criterion that results in a test measuring what is supposed to measure. | Validity | |
A characteristic of a test that gives an advantage to a particular group, reflecting a problem with the test. | Culturally Biased | |
The condition of having an IQ score ranging from 35 to 49. | Moderate Retardation | |
The condition of having an IQ score ranging from 50 to 70. | Mild Retardation | |
The condition of having an IQ score of above 130. | Gifted | |
The ability to invent new solutions to problems. | Creativity | |
Type of study that examines genetic influence on intelligence by studying IQ scores of related people. | Kinship Study | |
The extent to which variations in a trait from person to person can be explained by genetic factors. | Heritability | |
Type of study that examines genetic influence on intelligence by studying the IQ scores of adopted children and those of their biological parents. | Adoptee Study | |
A program designed to provide young children with enriched early experiences, thereby developing intelligence. | Head Start |