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131 Cards in this Set
- Front
- Back
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Growth through the lifespan
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Growth occuring at every stage of life. Conception-Old age
Take on new roles, capacities |
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Plasticity
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Capacity for adaptive reorganization @ neurological, biological, and psychological levels
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Continuity and Change
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Stability in characteristics from one period of life to another, change as well as they progress through time
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Focus on the whole person
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Focus on all aspects of the person because we function in an integrated manner, aspects influence each other and and enhance adaptive qualities
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The Importance of Context
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Behavior pattern or change should be interpreted in context of relevant settings and personal relationships (physical and social enviro.)
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The Individual Contribution
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People contribute actively to their development- Tastes, preferences, choices, goals, significant social relationships
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Psychosocial Approach
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Interaction of biological, psychological and societal system- each system can adapt and respond to enviro. demands and be modified by self-guided choices
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Biological System
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Processes need for physical function:
Genetic maturation, enviro. toxins, accidents, disease, lifestyle patterns |
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Psychological System
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Mental processes central to person's ability to make meaning of experiences:
Emotion, memory, life experience |
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Societal System
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Processes through which person becomes integrates into society: Rituals, economy, family organization
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Resilience
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Capacity to withstand stress or overcome adveristy, Inner-strength to transcend life's challenges
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Life Expectancy
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A projection of the number of years a person can expect to live
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Experiments
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Examine the systematic manipulation of variables to examine the effect on outcome, Study causal relationships
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Independent Variable
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The factor being manipulated
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Dependent Variable
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The factor in which we look for change
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Representativeness
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How well the data generalizes, representative of the population?
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Realism
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How well the data refelcts real life (external/ecological validity)
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Control
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How well experiment control for confounding variables (internal validity)- ensures that changes are the result of experimental manipulation
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Retrospective Study
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Participants report on experiences from an earlier time in their lives
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Cross-Sectional Study
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Study that compares people of different ages, social backgrounds, different schoo l or community settings
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Longitudinal Study
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Repeated observations of the same participants at different times
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Cohort sequential study
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Combines cross-sectional and longitudinal methods: 3 grps. kids @ 11, 14, 17 & every 3 yrs. grps. interviewed and new group added
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Ethical Issues of research
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Principles of conduct founded on society's moral code
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Positivism
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Approaches study of human behavior by seeking causal relationships among factors with the goal of trying to predict outcomes
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Qualitative Inquiry
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Approaches the study of human behavior by trying to understand the meanings, motives and beliefs that underlie a person's experiences
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Steps in Positivistic Inquiry
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Observe, construct theory, operationalize theory, evaluate results, review
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Elements of research design
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Sampling & Research Methods
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Sampling
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A method for choosing participants who will be included in study
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Population
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Large group to which findings of research are intended to apply
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Generalizability
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The relevance of the sample results to the larger population
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Types of sample
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Random, stratified, matched groups, volunteer samples, the qualitative approach
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Research Methods
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Approaches to collecting data
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Observation
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Naturalistic: careful observation of behavior in a setting
Participant: researcher actively engages in interactions in setting |
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Case Studies
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In-depth description of a single person, family, social group or social setting
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Interviews
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Structured or unstructured, life history/recollection
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Surveys
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Questions in standard form; face to face/phone/mail etc., large # of participants
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Tests
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Similar to survey, groups of questions or problem person is expected to answer, measure ability or characteristic
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Reliability
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Does it provide consistent results?
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Validity
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Does the test measure what it claims to?
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Developmental Stages
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Period of life characterized by a specific underlying organization
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Developmental Tasks
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Contribute to increased mastery over environment (phys.,social,cog,emotional)
Age-graded expectations, sensitive periods and teachable moments |
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Psychosocial Crisis
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Psychological efforts to to adjust to demands of social environment at each stage of development- discrepancy between person's developmet competencies
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Radius of Sigificant Relationships
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Age-related demands on individuals are communicated through their significant social relationships
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Coping behavior
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Conscious, adaptive efforts people use to manage stressful events or emotions assoicated with stressors
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Problem focused coping
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Challenging or managing demand
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Emotion focused coping
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Managing pressure-associated emotions
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Prime Adaptive Qualities
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Qualities that develop from resolution of a crisis (hope, will, purpose)
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Core Pathologies
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May develop as a result of unresolved crisis, negatively balanced (withdrawal, compulsion, inhibition)
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Central Process
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The way a person makes sense of cultural expectations and adapts- how psychosocial crisis is resolved (mutuality, imitation, identification)
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External social and internal psycho. factors
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Influence of society's demands on the individual, Individual's meaning of the experience
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Cumulative nature of development
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Skills gained at each stage build on each other and help to get though next dev. stage
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Stage Specific Crises
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At each stage, encounter crisis to work through before moving out of the stage
(mistrust vs. trust, initiative vs. guilt) |
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Resoulution of stage: Person & Environment
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Enviro. demands, bio. development and psycho developmetn balance to create crisis resolution
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Longterm impact of unresolved crises
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Person may return to early behaviors
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Epigenetic Principle
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Biological Plan for growth, each function emergres until organism develops
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Potential for self-resolution
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Possibility of resolving past crises
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Domains of consciousness
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Preconscious, Conscious, Unconscious
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Structure of Personality
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Id, ego, superego
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Psychosexual stages
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Pregenital (birth-6: oral, anal, phallic)
Latency (6-12) Genital (12+) |
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Defense Mechanisms
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Such as repression, denial, projection
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Implications for development
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Individual shaped by enviro., early experience is critical, significance of unconscious, recognition of role of infantile sexuality
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Links to Psychosocial Theory
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Both are stage theories, Erikson's individual is more active, Erikson incorporates relational paradigm, Erikson expanded beyond childhood
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Cognition
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Process of organizing and making meaning of experience
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Equilibrium
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Balance of organized structures: motor, sensory, cognitive
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Adaptation
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Modify existing schemes and operations in order to take into account changes or discrepancies between what s known and experienced
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Assimilation
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Tendency to interpret new experiences in terms of existing schemes
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Accomodation
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Modify familiar schemes in order to account for new dimensions of object or event
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Piaget's Stages
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Sensorimotor: birth-18mos.
Preoperational: Lang. development-5 or 6 yrs. Concrete Operational: 6-11/12 yrs. Formal Operational: adolescence-adulthood |
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Piaget's links to development
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Knowledge derived from action
Discrepancies provoke development Infants can problem solve Each age group thinks differently Concrete Operational allows systematic exploration Thinking about social world is same process of exploration as thinking about concrete world |
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Lev Vgotsky
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Development understood within social framework, "person in activity in a setting"
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Culture as a mediator
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Cognitive development is understood in context of culture: what kids are taught to think about, what is valued, what is paid attn. to, skills encouraged
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Movement from Intermental to Intramental
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High-level mental functions begin with external activity and are developed through relationship with caregiver:
infant reaches for ball, caregiver recognizes request and satisfies request, child's reaching is now meaningful gesture, Intermental coordination between child and caregiver, results in intramental process for infant |
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Zone of Proximal Development
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Distance between actual developmental level and potential developmental level determined by problem solving with adult support
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Vgotsky's links to development
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Mental structures of people raised in different cultures will be different, individual cog. development can be promoted by interactions with others
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Links to Psychosocial Theory
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Development depends on psychosocial crisis, discrepancies ot disequilibrium
-Each theory describes a series of stages -Piaget and Vgotsky focus on cognition -Erikson focuses on identity and self |
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Principles of the Learning Theory
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Most of what we think is the result of past experience
-Learning not arbitrary, follows specific principles -Behavior is problem, not symbol of problem |
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Classical Conditioning
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Neutral Stim: Bell
Unconditioned Stim: food Unconditioned Response:drools at food Conditioned Stim: Bell Conditioned Response: dog drools at bell |
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Thorndike's Law of Effect
(Operant Conditioning) |
Behaviors are strengthened when followed by positive consequences
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The focus of Operant Conditioning
-B.F. Skinner |
The modification of voluntary behavior through consequences
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Reinforcement
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Any stimulus that makes repetition of desired response more likely
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Elements of operant conditioning
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-Positive and negative reinforcement
-Punishment -Reinforcement shedules (continuous and intermittent) -Extinction |
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Bandura: Social Learning Theory
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Changes in behavior can occur w/o being linked to a specific pattern of positive or negative reinforcement
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Elements of Social Learning Theory
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-Observational Learning
-Vicarious Reinforcement -Social Cognition -Self efficacy |
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Cognitive Behaviorism
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Mental activities that influence behavior
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Cognitive Map
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Internal mental representation of learning environment
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Situational Influences on behavior
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Encodings, expectations, affect, goals and values, cognitive competencies, self-regulatory plans
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Learning Theory: Implications for development
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classical conditioning: underlies importance of stimulus-response mechanism, building blocks of learning
operant conditioning: underlines the importance of consequences as an opportunity for shaping behavior social learning theory: highlights importance of vicarious learning through imitation cognitive behaviorism: individual's outlook and complexity of that outlook in mediating experience |
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Learning Theory: Links to Psychosocial Theory
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-this theory looks at individual, detailed mechanisms of making associations where as PS Theory explores broad changes over lifespan
-Detailed principles of learning from each model play into psychosocial dev. at each stage |
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Cultural Theory/Culture
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Learned systems of meanings and patterns of behaviors shared by group of ppl. and transmitted through generations
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Cultural Determinism
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Individual Psychological Experiences are shaped by our cultural context
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Enculturation
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Process: carriers teach, model, punish, reward, and use other symbolic strategies to transmit critical practices and values
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Continuity
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Gradual adoption of adult roles
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Discontinuity
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Abrupt graduation to adult roles: child barred from adult activities, unlearn acceptable childlike behaviors
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Collectivism/Individualism
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Worldview guided by needs of group or of individual
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Cultural Theory: Implications for development
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Underlines importance of cultural context
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Cultural Theory: PS THEORY
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-Culture central to psychosocial development
-Individual development is reciprocal process |
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The Social Context: Social Role and Systems Theory
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-Life Roles important to development
-Social Identity important in developing self -Role integration and management is important as role responsibility increases |
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Gene Pool
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All the genetic information that comes to us as members of human species
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Ancestry
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Characteristics transmitted though heredity: hair/skin color, height
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Individual Differences
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Make up 1% of all DNA
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Gene
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Fundamental physical unit of heredity
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Chromosomes
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(23) located in nucleus of every cell, store and transmit genetic material
23rd pair determines sex |
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Alleles
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Each gene has at least 2 possible states or conditions- alleles are alternative states
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Genotype
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Genetic Info. about a trait, though not necessarily expressed (genetic info that encodes skin color)
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Phenotype
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The observed characteristic: actual skin color
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Cumulative Relationship
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When more than one pair of alleles influences the trait
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Co-dominance
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pattern of inheritance in which both genes are expressed
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Dominance
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When one allele's characteristics are always observed
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Nature and Nurture
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The study of family relationships, twins, for example
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Reaction Range
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Range of possible responses to environmental conditions, limits determined by genotype
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Zygote
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Cell produced when sperm and egg unite and fertilization occurs
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Monozygotic Twins
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Zygote divides in two and separates, identical twins
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Dizygotic twins
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When multiple ovulations and fertilizations occur
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Infertility and alt. means of reproduction
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-Ethical and legal questions
-Making rather than having baby? changes perspective -Potential impact on family relationships, PS Development EX: surrogate, In Vitro, Artificial insemination |
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Germinal Phase
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-First 8 Weeks
-Zygote(12-14 days) after fert. egg divides -Embryo (next 6 weeks): egg makes contact with lining of uterus -Support System: amniotic sac, hormones, placenta -Rapid Cell differentiation -Early formation of internal organs -Beginnings of Nervous S. |
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Placenta
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Exchange Station
-receiving nutrients, acting as filter, removes waste products |
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Teratogens
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Agents that can produce malformations in fetus
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Fetal Phase
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-10th week after last period-end of preg.
- 3 inches - Begins to move -Assumes fetal position -Responsive to touch -Sex organs differentiated |
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Second Trimester
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-Sucking and Swallowing
-Eye Movements -Responds to sound |
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Viability
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-By 24 weeks fetus can survive outside uterus
-30 weeks survival certain |
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Third Trimester
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-10 to 20 inches
-Maturing CNS -Coordinated sucking/swallowing |
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Importance of Fetal Behavior
(Hepper) |
-Practice makes perfect
-Forming joints and muscles -Ready for breast -Attachment -Language Acq. and brain dev. |
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Stages of Labor
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-Contractions-dilation of cervix
-Full dilation-delivery of baby -Delivery of baby-expulsion of placenta |
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Apgar Score
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Evaluation:
Heart Rate, Respiration, Musle Tone, Response to stim., Skin Color -Twice w/in 5 minutes |
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Impact of mother on fetus
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poverty, mother's age, drug use, teratogens, diet
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First Trimester for Mother
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hormonal change, nausea, fatigue, potential miscarriage
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Second Trimester for Mother
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Reality of growing life inside her, QUICKENING: first awareness of baby moving
Developing bond with child |
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Third Trimester
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Increasing size and symptoms, dependance on partner, anticipation, planning, anxiety
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The Birth Experience
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Pregnancy safer but more "medicalized"
Natural childbirth alternative |
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Impact of fetus on mother
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-Change social role and status
-Physical and emotional change -Change in relationship with partner |
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Role of Father
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-Partnering in events of pregnancy
-Economic pressures -Nature of relationship -Family history, expectations |
