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71 Cards in this Set
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development |
the pattern of movement or change that begins at conception and continues through the human lifespan |
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benefits of studying life-span development |
parent/teacher more you learn about children the better you can raise/teach them who we are? how we came to be this way? where our future will take us? |
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life-span perspective |
development is lifelong, multidirectional, multidimensional, plastic, multidisciplinary, and contextual, and as a process that involves growth, maintenance, and regulation; and that it is constructed through biological, sociocultural, and individual factors working together. |
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development is lifelong |
early adulthood is not the endpoint if development. |
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development is multidimensional |
-consists of cognitive, biological, and socioemotional dimensions. -each consists of more components. -change in one affects development in others |
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development is multidirectional |
some dimensions/components expand while others shrink |
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development is plastic |
-capacity for change -more when young less as we age |
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development is multidisciplinary |
covers multiple topics and fields |
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development is contexual |
-setting -influenced by historical, cultural, economic, and social factors |
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normative age-graded influences |
events impacting development that are similar for individuals in same age group |
puberty, menopause |
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normative history-graded influences |
events impacting development that are common to people of a certain generation |
great depression, world war 2 |
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nonnormative life events |
events impacting development that do not happen to everyone but can affect individuals differently |
teen pregnancy, death of a parent |
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development involves growth, maintenance, and regulation of loss |
mastery of life involves conflicts and competition among these 3 goals |
75 yr old may not aim to improve memory or golf swing but instead maintain his independence and continue playing golf |
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development is a co-construction of biology, culture and the individual |
we create a unique developmental path by actively choosing from the environment the. things that optimize our lives |
brain -> culture culture & experiences chosen to purse-> brain |
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concern - health and well-being |
power of lifestyles and psychological states in health and well-being |
substance abuse |
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concern - parenting and education |
impact of family structure and education level |
gay parents v straight poor school v private |
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sociocultural contexts and diversity |
culture, ethnicity, socioeconomic status and gender |
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culture |
behavior patterns, beliefs and all other products of a particular group of people that are passed on from generation to generation |
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cross-cultural studies |
compare aspects of 2 or more cultures |
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ethnicity |
cultural heritage, nationality, race, religion, and language |
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socioeconomic status(SES) |
persons position within society based on occupational, educational and economic characteristics |
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gender |
female or male conditions in which many women in the world love in are a huge concern |
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social policy ex MFIP, ascend two-generation program(aspen) |
governments course of action designed to promote welfare of its citizens MFIP- designed to move adults of welfare and into paid employment ascend two-generation program(aspen)- helps children escape poverty by improving education (mother's and child's early childhood), providing economic support and social capital |
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biological processes |
changes in individual's physical nature |
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cognitive processes |
changes in individual's thinking, intelligence and language |
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socioemotional processes |
changes in individual's relationship with other people, changes in emotion and changes inpersonality |
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3 processes that are intertwined |
biological cognitive socioemotional |
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periods of development |
-prenatal period(~9months): conception-birth -infancy(birth-18/24months): humans extremely dependent and language, thought etc all beginning -early childhood(infancy-5/6years): "preschool years" children more self sufficient and leaf school readiness skills -middle/late childhood(~6-11years): elementary years, children master fundamental skills and formally exposed to world outside family. achievement becomes central and self control increase -adolescence(early childhood-~18/22years): puberty pursuit of independence -early adulthood(->30s): establishing personal and economic independence. career and some significant other/family -middle adulthood(~40-~60): personal and social involvement. helping next generation become competent. - late adulthood(->death): potentially longest period. life review |
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chronological age |
age in numbers |
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biological age |
age in terms of biological health |
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psychological age |
individuals adaptive capacities compared to others of the same chronological age |
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social age |
connected mess to others and social roles individuals adopt |
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4 types of age |
chronological social psychological biological |
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age and happiness correlation ? |
positive correlation in general happiness increases with age |
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3 major developmental issues |
nature v nurture stability v change continuity v discontinuity |
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nature v nurture |
development influenced by biological (nature) or environmental factors (nurture) |
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stability v change |
degree which early traits and characteristics persist (stability) or change over time |
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continuity v discontinuity |
degree which development is gradual (continuity) or district stages (discontinuity) |
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scientific method |
1) conceptualize 2) collect data 3) analyze 4) conclusions |
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theory |
interrelated coherent set of ideas that helps to explain phenomena and make predictions |
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hypotheses |
specific assertions and predictions that can be tested |
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psychoanalytic theories- main theorist |
describe development primarily in terms of unconscious processes that are heavily colored by emotion.
theorists emphasize that behavior is a surface characteristic and true understanding of develop enemy requires analyzing the symbolic meanings of behavior and the deep inner workings of the mind. sigmund freud |
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freud's theory |
psychoanalysis 5 stages of psycho sexual development and how they are resolves determines our adult personality 1) oral (birth-1.5yr) pleasure centers in mouth 2) anal (1.5-3yr) pleasure centers in anus 3) phallic (3-6yr) pleasure center in genitals 4) latency (6-puberty) repressed sexual interest and develops social and intellectual skills 5) genital (puberty--->) sexual reawakening pleasure centers in person outside of the family |
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Erikson's theory |
psychosocial 8 stages of development and a unique developmental task "crisis" must be resolved. success or failure shapes development 1) trust v mistrust (infancy) 2) autonomy v shame and doubt (1-3yrs) 3) initiative v guilt (preschool yrs) 4) industry v inferiority (6- puberty) 5) identity v identity confusion (adolescence) 6) intimacy v isolation (20s,30s) 7) generativity v stagnation (40s,50s) 8)integrity v despair (60s-->)
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cognitive theories and 3 main theorists |
emphasize conscious thought
piaget, vygotsky, information processing theory includes a positive view of development and emphasis on the active construction of understanding little attention paid to individual variations and skepticism about pureness of piagets stages |
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piaget's theory |
4 stages of cognitive development - 2 processes organization and adaptation 1)sensorimotor (birth-2yrs) thoughts based on senses 2) preoperational (2-7yrs) thoughts based on words and images 3) concrete operational (7-11yrs) thoughts more logical and can classify 4) formal operational (11-->) thoughts abstract realistic and logical |
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vygotsky's theory |
sociocultural theory emphasizes how social and cultural interactions guide cognitive development ex one child might learn to count with a computer another night learn with beads |
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information-processing theory- main theorist |
emphasizes that individual's manipulate information monitor and strategize about it . individuals develop and gradually increasing capacity for processing information which allows them to acquire more complex knowledge Robert siegler - thinking is information processing. microgenetic method |
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behavioral and social cognitive theories |
development can be described in terms of behaviors learned through interactions with our surroundings.
can only study scientifically only what can be directly observed and measured.
development is observable behavior learned through experiance with the environment.
continuous development emphasis on scientific research and environmental determinants of behavior. too little emphasis on cognition and little attention to developmental changes |
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skinner's operant conditioning |
consequences of a behavior produce changes in the probability of the behaviors recurrence |
rewards->more punishments-less |
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bandura's theory |
social cognitive
holds that behavior, environment, and person/cognitive factors are the key factors in development
cognitive processes have important links with the environment and behavior
observational learning - learning that occurs through observing what others do. |
parents aggressive -> children aggressive to others |
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ethological theory |
study of the behavior of animals in their natural habitat.
influenced by biology and characterized by critical periods focus on biological and evolutionary basis of development and careful observation in naturalistic settings. too much emphasis on biological foundation and critical periods may be too rigid |
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lorenz's research with greylag geese |
Imprinting - rapid innate learning that involves attachment to the first moving object seen |
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bowlby |
attachment to a caregiver over the first year has important consequences throughout the lifespan |
positive attachment -> positive development negative attachment -> development not optimal |
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ecological theory |
stresses environmental factors systematic examination of macro and micro dimensions of environmental systems and its attention to connections between environmental systems. and emphasis on range of social contexts beyond the family inadequate biological and cognitive factors |
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bronfenbrenner's theory |
holds development reflects the influence of several environmental systems microsystem- setting individual lives mesosystem- relations between micro systems or connections between contexts exosystem- links between a social setting individual doesn't have an active role and one that is an immediate context macrosystem- culture in which individual's live chronosystem- patterning of environmental events and transitions over the life course and sociohistorical circumstances |
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eclectic theoretical orientation |
represents the study of development as it exists - different theories make different assumptions, stressing different problems, different strategies to discover information |
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naturalistic observation |
observing behavior in the real world without manipulating or controlling the situation |
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survey & interview |
quick way to obtain information. interview people directly or administer a survey |
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standardized test |
uniform procedures for administration and scoring provides information about individual differences among people |
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case study |
in depth look at a single individual used mainly by mental health professionals |
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case study |
in depth look at a single individual used mainly by mental health professionals |
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functional magnetic resonance imaging (fMRI) |
electromagnetic waves used to construct images of a person's brain tissue and biochemical activity |
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experimental research |
carefully regulated procedure in which one or more factors believed to influence the behavior being studied are manipulated while all factors are held constant |
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independent variables |
manipulated factor possible cause |
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dependent variable |
change in an experiment affected by the independent variable |
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random assignment |
participants are assigned to experimental and control groups by chance |
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cross sectional |
compares individual's of different ages fast and cheap no data on change of an individual |
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longitudinal |
same individual's are studied over time slow and expensive and the longer it is the more people with drop out shows data about stability and change in development and importance of early experience for later development |
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cohort |
group of people born at as similar point in history and share similar experiences as a result effects due to persons time of birth rather than age -> can powerfully affect dependent measures concerned with age |
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ethics in research |
1) informed consent- full disclosure of study 2)confidentiality- zero disclosure 3)debriefing- informed of purpose and methods after study 4)deception |
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