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28 Cards in this Set
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- Back
- 3rd side (hint)
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lifespan development |
age related changed that occur from birth throughout a person's life into old age |
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infancy (stages of lifespan development) |
birth - 2 years - dependent on adults - developing perceptual abilities, ways of thinking, use of language and social skills |
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childhood (stages of lifespan development) |
2- 10 years - become more independent and in self-control - skills of reading, writing, maths - social skills and moral conscience develop |
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adolescence (stages of lifespan development) |
10 - 12 years continues until 20 - 24 years - puberty starts earlier for females than males - seek independence from parents and developing one's identity - friends become important - greater capacity to reason, problem solve and understand abstract concepts |
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early adulthood (stages of lifespan development) |
20 - 40 years - establishing personal and financial independence - finding a career - finding a partner and starting a family |
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middle age (stages of lifespan development) |
40 - 65 years - expanding social and personal involvements and responsibilities - supporting offspring |
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older age (stages of lifespan development) |
65 + - end of life - retirement from work - decreasing stamina, strength and health - death of relatives and friends - not many day to day responsibilities
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physical or biological development (areas of lifespan development) |
the development of the brain, the nervous system, bones, muscles, motor skills (movement), hormonal changes |
e.g growth and height |
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social development (stages of lifespan development) |
changes in an individual's relationships and their skills in interacting with others and maintaining friendships |
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cognitive development (stages of lifespan development) |
changes in an individual's mental abilities like processing information through perception, learning, language, moral reasoning, problem solving and decision making |
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emotional development (stages of lifespan development) |
changes in how an individual feels and experiences feelings and how they are expressed, dealt with and interpreted e.g anger expressed by a two year old, fifteen year old and a sixty year old |
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continuous vs discontinuous development |
continuous development: involves gradual and ongoing changes
discontinuous development: involves distinct and separate stages |
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sequential nature of development |
a sequence of changes e.g developing social play - from playing alone to playing with others |
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quantitative changes |
variations in the amount of a thought, feeling or behaviour e.g the number of works spoken in relation to age |
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qualitative changes |
vary in quality, kind or type e.g growth in understanding concepts like honesty |
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heredity (nature) and environment (nurture) |
heredity: biological characteristics
environment: all the experiences were are exposed to |
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nature vs nurture |
both heredity and environmental factors shape human development |
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maturation |
the orderly and sequential development of changes that occur in our bodily structures controlled by our genes e.g language development |
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principle of readiness |
unless the necessary bodily systems are sufficiently mature, then no amount of practice will produce particular behaviour |
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sensitive period |
a period of time when an individual is more responsive or sensitive to certain influences from their ENVIRONMENT |
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biological perspective (perspectives of developmental psychology) |
focuses on how heredity and other biological factors influence development |
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behavioural perspective (perspectives of developmental psychology) |
focuses on how behaviour is acquired or changes as a result of environmental factors, especially learning |
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cognitive perspective (perspectives of developmental psychology) |
focuses on changes in how we acquire, process, remember and use information |
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socio-cultural perspective (perspectives of developmental psychology) |
emphasises the roles of social and cultural influences on development |
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longitudinal study |
long-term investigation that follows the same group of people over an extended period of time and looks for changes in their thoughts, feelings and behaviour at different ages
- provide info to help understand long-term changes - takes a long time - participants can lose interest |
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cross-sectional study |
selects and compares groups of participants of different ages over a short period of time
- easy and not time consuming - generational influence: measure behaviours of people born at different times |
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twin studies: monozygotic and dizygotic twins |
monozygotic: twins formed when a single egg splits into two
dizygotic: develop when two separate eggs are produces and fertilized
twin studies looks at how the genes and environmental factors affect the twins |
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adoption studies |
examine the similarities and differences between the child's biological and adopted parents which leads to heredity and environmental factors |
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