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28 Cards in this Set
- Front
- Back
development theories |
organize and describe behavior |
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mechanistic |
caused by antecedent forces and events that the person/organism is passive in controlling all behavior is thought to be learned and there are no unviersals, each of us are unique because each of our lives are unique |
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organismic |
emphasizes the whole rather than the parts and how the whole gives meaning to the parts, the person/organism is active in its development changing constantly through self initiated behavior |
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contextualism |
historical act or a tapestry. proponents of this view believe that a behavior has meaning ir can be explained only in terms of its social-historical context |
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continuous development |
development is a smooth, gradual, invariant process |
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discontinuity |
development is not smooth, gradual, and continuous but happens abruptly, children change rapidly as they step up to a new level of development |
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nomothetic |
all human beings are alike and should develop in the same manner, general universal principles |
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ethnographic |
by virtue of group membership, people are more like those they share group membership with than those they do not share group membership with, group differences |
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idiographic |
there are ways in which every person is historically unique, individual differences/variations |
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adult development |
the branch of development that is concerned with change in the individual after adolescence; the period of life that begins around the end of adolescence and ends in death |
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life expectancy |
the number of years a person born in a particular year can expect to live given the societal conditions |
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identity |
the transition in adulthood |
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what two demographic trends brought more attention to the study of adulthood |
life expectancy and the baby boomers |
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what makes identity important in adolescence |
it is the first time in life that people are emotionally as well as cognitively sophisticated enough to look back at the thoughts, feelings, and emotions that we have acquired in our past and make a sound decision on retaining those beliefs, values l and feelings or challenging them with new ideals |
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phenomenological |
stresses the idea that reality as perceived by the individual is what is important |
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sociobiological perspective |
social behavior that can be explained evolutionary the development of attachment, attraction, the development of the family as an exclusive group |
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sociobiological perspective development of family |
families emerged as a way for men and women to bargain for goods, females trade reproductive capacity for male protection |
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biological perspectives |
focus on development at the anatomical level, studying biochemical and physiological changes across the the life span of the organism development is viewed as an expression of a genetic program that interacts with the environment biologists often focus on the effects of aging on body function |
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sociological persoective |
study age related changes in social roles within the social institutions of a culture, but the focus shifts from the individual to the group |
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anthropological perspective |
differences in developmental patterns across cultures; they show us the potential range of human behavior and why development may proceed differently from one culture to the next |
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Brofenbrenner microsystems |
innermost level, includes immediate setting in which the developing person interacts three main elements: activities, roles, and relationships example: person and school; person and home |
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Brofenbrenner mesosystems |
looks at the interaction between the settings the developing person participates and how the interaction of the two affects the person example: interaction of school or church to see how they affect the person |
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Brofenbrenner exosystems |
areas of the environment that the developing person does not directly participate in but affects the person indirectly example: parent's workplace; parent's social groups |
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Brofenbrenner macrosystems |
represents the widely shared beliefs and values of the society as a whole |
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with regards to Brofenbrenner theory on ecology, in Dr Garcia Coll opinion, what makes interaction in the ecological system different for people of color |
microsystems level: people of color tend to be more communalistic living and interacting in groups the child will be more attached to more than the mother |
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who first introduced stage theory in development |
Sigmund Freud |
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crisis |
refers to the adolescent's period of engagement in choosing among meaningful alternatives |
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commitment |
refers to the degree of personal investment the individual exhibits |