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105 Cards in this Set
- Front
- Back
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development |
pattern of movement or change that begins at conception and continues through the human life span |
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life span approach |
emphasizes developmental change througout adulthood as well as childhood |
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upper boundary |
122 |
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life spand development perspective |
paul bates |
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life span development perspective |
-lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual -involves growth, maintanance, and regulation -construced through biological, sociocultural, and individual factors working together |
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multidimensional |
biological cognitive socioemotional dimensions |
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plasticity |
capactiy for change |
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context |
setting in which development occus influenced by historical, economic, social and cultuaral factors |
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contexts exert three types of influences |
1 normative age graded influences 2 normative history graded influences 3nonnormative or environmental impact on development |
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normative age graded influences |
similar for individuals in a particular age group biological, social, environmental
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normative history graded influences |
particular generation because of historical circumstances |
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long term changes in the genetic and cultural makeup of a population are apart of |
normative historical change |
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nonnormative life events |
unusual occurances that have a major impact on the individuals life ex- winning the lottery |
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development involves baltes |
growth maintenance regulation of loss |
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sociocultural contexts four concepts |
culture ethnicity socioeconomic status gender
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culture |
enocompasses the behavior patterns,beliefs, and all other products of a particular group of people that are passed on from generation to genration |
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cross cultural studies |
compare aspects of two or more cutures |
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ethnicity |
cultural heritage, nationality, race, religion, and language |
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socioeconomic status |
position in society based on occupational, educational, and economic characteristics |
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gender |
psychological and sociocultural dimension of being female or male
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social policy |
governments course of action designed to promote the welfare of its citizens |
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two concepts for understanding an individuals development |
developmental processes and periods
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culture |
encompases the behavior partterns, beliefs, and all products of a prticular group of people; passed through generations |
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development includes |
biological cognigitv socioemotional processes
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developmental cognitive neuroscience |
explores links between development, cognitive processes, and brain |
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developmental social neuroscience |
explores connectiions between socioemotional, development, and brain |
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developmental period |
time frame in a persons life that is characterized by certain features |
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8 period sequence of development |
prenatal infancy early childhood middle and late class adolescence early adulthod middle adulthoood late adulthood |
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prenatal |
conception to birth |
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infancy |
birth to 18 or 24 months |
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early childhood |
infancy to 5 or 6 |
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middle and late class |
6-11 |
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adolecence |
10-22 puberty |
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early adulthood |
late tens-30s personal and economical independence |
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middle adulthood |
40-60 personal and social involvement |
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late adulthood |
60/70-death retirement and decreased health |
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yound old |
65-84 potential for physical and cognitive fitness retain cognitive capacity can create stratagies to cope |
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oldes oled |
85- death loss in cognitive skills increase chronci stress more frail |
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4 types of aging |
biological age psychological age social age chronological age |
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biological age |
age in terms of health capabilities of vital organs |
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psychological age |
adaptive capacities compared to others with same chronological age |
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social age |
social roles indidciuals adopt |
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nature and nurture issue |
debate about the extent which nature and nurture plays on development |
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nature |
biological inheritence |
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nurture |
environmental experiences |
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stability and change issue |
degree to which early traits and characteristics persistor change overtime |
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change |
later experiences can produce change Baltes |
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stability |
childhood=adulthood Kazynski |
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continuity and discontinuity issue |
Abrupt or nah continuity =gradual disnotinuity = ex. puberty/ first words |
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scientific method |
conceptualize a problem to be studied (theories and hypothesize) collect research info analyze data draw conclusions |
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theories |
interrelated, coherent sets of ideas to explain or predict |
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hypothesis |
specific assertions and predicitons that can be tested |
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5 theoretical orientations of development |
psychoanalytic cognitive behavioral and social cognitive ethological ecological |
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psychanalytic development is |
unconcsious processes colored by emotion analyze symbolic meaning o behavior and deep working of unconcious relates to parents and childhood -Frued was said that this theory over emphasized sex |
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Erik Erikson |
psychosocial 8 steps of life |
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erik eriksons psychosocial model |
trust vs mistrust autonomy vs shame and doubt initiative vs guilt industry vs inferiority indentity vs id confusion intimacy vs isolation generativity vs stagnation integrity vs despair |
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trust vs mistrust |
infancy trust in caregiver is either met or the child experiences mistrust |
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autonomy vs shame and doubt |
early childhood 2-3 ex. toilet training child needs to feel control over bodily functions |
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initiative vs guilt |
preschool 3-5 child shows initiative and power |
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industry vs inferiority |
school age 6-11 children need to cope with new social and academic demands |
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idnetity vs id confusion |
adolescence 12-18 teens need to create an identity for themselves to stay true to yourself |
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intimacy vs isolation |
young adulthood 19-40 young adults need to form strong intimate relationships |
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genrativity vs stangation |
middle adulthood 40-65 parenthood and work |
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integrity vs despair |
maturity 65-death looks back on life and must feel acomplished or feels despair |
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psycholoanalytic theories |
unconcious |
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congintive theories |
concious |
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cognitive theories |
piagets operational vygotskys sociocultural informationa process theory |
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piagets cognitive development theory |
sensorimotor preoperational- 2-7 concrete opreational 7-11 formal operational some never experience -abstract thinking 11-15 |
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cygotskys sociocultural cognitive theory |
childrens interaction with skilled adults is important to cognitive development |
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info processing cognitive theory |
maniuplate info, monitor it, and strategize about it -gradual |
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stegler said that |
learning good stratagies for processing info is important |
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behavioral and social cognitive theories |
behaviors learned through experiences and interactions continuity |
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behavioral and social cognitive theories |
skinners operant conditioning banduras social cognitive theory |
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skinners operant conditioning |
states that rewards and punishments increase or decrease the likely hood of a reinforcement |
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banduras social cognitive theory |
says that behavior, enviornment, and cognition factors are key factors in development
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early reseach focuses |
observational learning |
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bandura proposes that |
-bandura proposes that people cognitively represent behavior of others and sometimes adopt this behavior themselves |
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banduras model of social cognitive |
behavior / \ / \ person/cognition - ------------ environment |
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ethological thoery |
behavior is strongly influenced by biology tied to evolution and characterized by critical periods - says that there are frames of time that have long influences on you |
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ethology |
study of animals in their natural habitat |
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konrad lorenz |
geese brought importance to imprinting |
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imprinting |
rapid, innate learning that involves atachment to the first object moving seen |
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bowlby |
attachment to a care giver over first year of life impacts you through life |
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critical period |
when attachment should occur for healthy state |
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ecologiccal theory |
environmental factors |
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brefenbrenners ecological theory |
development reflects the influence of several enviornmental systems |
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5 environmental systems |
microsystem mesosystem exosystem macrosystem chronosystem |
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microsystem |
setting where organism lives contexts- school, family, neighborhood (most direct) |
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mesosystem |
relationships between microsystems or connections between contexts ex- school experiences to church |
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exosystem |
links between social setting in which the indidvidual does not have an active role and individuals immediate context ex/ mom and dad fight = child neglected |
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macrosystem |
culture where individuals live |
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chronosystem |
patterning of enviornmental events and transitions over the life course; sociohistorical conditions |
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theories that adept at examining the enviornmental deteminants of development |
behavior and social cognitive and |
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eclectic theortical orientation |
approach that selects and uses whatever is consdiered the best in many theoriesm |
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methods for collecting data |
lav and naturalistic observation survey and interview |
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physiological methods |
analyze blood samples |
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fmris |
functional magnetic resonance imagery -electro magnetic waves are used to construct images of braint tissue and biochemical activity |
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reseach designs |
decriptive correlational experimental |
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descriptive research |
observe and record |
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correlational |
relation between two |
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experimental |
controlled and experimental groups independant and dependant variables |
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as you manipulate the independant you |
study the dependant |
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time span of research |
cross secitonal longitudinal |
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cross sectional |
indidviduals of different agesl |
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cohort effect |
effects due to generation but not age |
