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39 Cards in this Set
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Developmental Science |
Study of constancy and change throughout the lifespan |
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Field of Developmental Science |
Scientific Applied Interdisciplinary |
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Theory |
Orderly integrated set of statements that describes, explains, and predicts behavior |
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Basic Issues in Development: Continuous or discontinuous? |
Continuous: Process of gradually augmenting the same types of skills that were there to begin with
Discontinuous: Process in which new ways of understanding and responding to the world emerge at specific times |
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Basic Issues in Development: Nature and nurture |
Nature - Hereditary information - Received from parents at conceptions
Nurture - Physical and social forces - Influences biological and psychological development |
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Stability & Plasticity |
Stability - Persistence of individual differences - Lifelong patterns established by early experiences
Plasticity - Development is open to lifelong change - Change occurs based on influential experience |
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Development as a dynamic system |
Ongoing process from conception Molded by network of influences: - Biological - Psychological - Social |
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Lifespan Perspective: Development is... |
- Lifelong - Multidimensional and multidirectional - Highly plastic - Influences by multiple, interacting forces |
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Major Domains of Development |
Physical: Changes in body size, appearance, functioning of body systems, physical health Cognitive: Changes in intellectual abilities, attention, memory, academic & general knowledge, problem solving, creativity, language Emotional & Social: Changes in emotional communication, self-understanding, interpersonal skills, friendships, relationships, moral reasoning, behavior |
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Influences on Development |
Age-graded: Events that are strongly related to age and fairly predictable in when they occur and how long they last History-graded: Explains why people born around the same time - called a cohort - tend to be alike in ways that set them apart from people born at other times Nonnormative: Events that are irregular, they happen to just one or a few people and do not follow predictable time table |
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Resilience |
Ability to adapt effectively in the face of threats to development
Factors: - Personal characteristics - Warm parental relationship - Social support outside family - Community resources and opportunities |
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Darwin: Theory of Evolution |
Natural selection Survival of the fittest |
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Hall, Gesell: Normative Approach |
Measures of behavior are taken on large numbers of individuals, and age-related averages are computed to represent typical developments
- Child study movement - Development as a maturational process |
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Binet: Mental Testing Movement |
- First successful intelligence test - In forefront of nature/nurture controversy |
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Psychoanalytic Perspective |
How conflicts between biological drives and social expectations are resolved; determines ability to learn, get along with others, and cope with anxiety
- Emphasis on individual's unique life history |
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Freud: 3 Parts of the Personality |
Id: Largest portion, present at birth - Unconscious - Source of biological needs/desires
Ego: Emerges in early infancy - Conscious, rational part of personality - Redirects id impulses in acceptable ways
Superego: 3-6 years old - The conscious - Develops through interactions with caregivers |
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Freud: Psychosexual Stages |
Oral (Birth-1 year) Anal (1-3 years) Phallic (3-6 years) Latency (6-11 years) Genital (Adolescence) |
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Erikson: Psychosocial Stages |
Basic trust vs. mistrust: Birth-1 Autonomy vs. shame/doubt: 1-3 Initiative vs. guilt: 3-6 Industry vs. inferiority: 6-11 Identity vs. role confusion: Adolescence Intimacy vs. isolation: Early adulthood Generativity vs. stagnation: Middle adulthood Integrity vs. despair: Late adulthood |
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Behaviorism |
Directly observable events - stimuli and responses - that are the appropriate focus of study |
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Social Learning Theories |
Classical conditioning: Stimulus response Operant conditioning: Reinforcers and punishments Social learning theory: Social-cognitive approach |
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Social Learning Theories: Contributions and Limitations |
Contributions - Behavior modification - Modeling, observational learning
Limitations - Narrow view of environmental influences - Underestimates individual's active role |
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Piaget's Cognitive-Developmental Theory |
Children actively construct knowledge by manipulating and exploring their world - Mental structures adapt to better fit with environment - Development moves through four broad stages |
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Piaget's Stages |
Sensorimotor (Birth-2) Preoperational (2-7) Concrete Operational (7-11) Formal Operational (11 +) |
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Information Processing |
View of the human mind as a symbol-manipulating system - Development as a continuous process - Use of rigorous research methods - Little insight into creativity or imagination |
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Developmental Cognitive Neruoscience |
Relationship of brain changes to cognitive processing and behavior patterns Brings research from: - Psychology - Biology - Neuroscience - Medicine |
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Ethology |
Adaptive value and evolutionary history of behavior
Acquisition of adaptive behaviors - Critical Period: Refers to limited tie span during which the individual is biologically prepared to acquire certain adaptive behaviors but needs the support of an appropriately stimulating environment - Sensitive Period: Time that is optimal for certain capacities to emerge and in which the individual is especially responsive to environmental influences |
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Evolutionary Developmental Psychology |
Adaptive value of cognitive, emotional, and social competencies as they change with age |
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Vygotsky: Sociocultural Theory |
Transmission to the next generation of a culture's values, beliefs, customs, and skills - Cooperative dialogues between children and more experts of society |
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Ecological Systems Theory |
Views a person as developing within a complex system of relationships affected by multiple levels of the surrounding environment |
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Layers of Ecological Systems Theory |
Microsystem: Innermost level, consists of activities and interaction patterns in the person's immediate surroundings
Mesosystem: Second level, encompasses connections between microsystems
Exosystem: Consists of local setting that do not contain the developing person but nevertheless affect experiences in immediate settings
Macrosystem: Consists of cultural values, laws, customs, and resources |
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Common Research Methods Systematic Observation - Naturalistic Observation - Structured Observation |
Naturalistic: Going into the field, or natural environment, and record the behavior of interest
Structured: Investigator sets up a laboratory situation that evokes the behavior of interest so that every participant has equal opportunity to display the response |
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Common Research Methods Self-Reports - Clinical Interview - Structured Interview/Questionnaires/Tests |
Clinical Interview: Flexible, conversational style to probe for the participant's point of view
Structured Interview: Each participant is asked the same set of questions in the same way |
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Common Research Methods Case Study |
Brings together a wide range of information on one person including interviews, observations, and test scores |
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Common Research Methods Ethnography |
Descriptive, qualitative technique; directed toward understanding a culture or a distinct social group through participant observation |
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General Research Designs: Correlational & Experimental |
Correlational - Reveals relationships between participants' characteristics and behavior - Does not permit cause-and-effect inferences
Experimental - Participants randomly assigned to treatment conditions - Detects cause-and-effect relationships - Findings may not apply in real-world conditions |
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Experimental Design: Independent Variable & Dependent Variable |
Independent - Manipulated by experimenter - Expected to cause changes in another variable
Dependent - Measured, but not manipulated, by experimenter - Expected to be influenced by independent variable |
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Random Assignment |
Unbiased procedure used to assign participants to treatment conditions - Increases chances that characteristics will be equally distributed across conditions |
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Modified Experiments: Field Experiment & Natural/Quasi-Experiment |
Field - Conducted in natural settings - Capitalizes on existing opportunities for random assignment
Natural/Quasi - Compares existing differences in treatment - participant groups matched as much as possible |
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Developmental Research Designs - Longitudinal - Cross-sectional - Sequential |
Longitudinal: Same group studied at different times
Cross-sectional: Different groups studied at the same time
Sequential: Compares similar cross-sectional or longitudinal studies (sequences) |
