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39 Cards in this Set
- Front
- Back
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Development |
Text down the pattern of movement or change that begins at conception and continues through the lifespan |
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Biological processes |
Produce changes in an individual’s body. Jeans inherited from parents, the development of the brain, height and weight gains, Acquisition of motor skills, and normal changes of puberty all reflect the role of biological processes in development |
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Cognitive processes |
Refer to changes in an individual thought intelligence and language. |
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Sociocultural processes |
Involve changes in individuals relationships with other people changes and emotion and changes in personality |
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Periods of development |
1)prenatal...The time from conception to birth 2)infancy...The period that extends from birth to about 18 to 24 months 3)early childhood...The period that extends from the end of infancy to about five or six years of age 4) middle and late childhood...The period that extends from about 6 to 11 years of age 5)Adolescence...the period of transition from childhood to early adulthood entering at 10 to 12 years and ending 18 and 19 years |
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Issues in development |
1.Nature vs.nurture: is development primarily influenced by nature(biological inheritance)or nurture(environmental experience). 2.Continuity vs. discontinuity: does development involves gradual cumulative change(continuity)or distinct stages?(discontinuity) 3. Early VS. later experience: are early experiences or later experience the key? |
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Theory |
interrelated, coherent set of ideas that helps to explain and to make predictions |
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Hypothesis |
Is a specific testable assumption or prediction commonly written as in if-then statement |
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Psychoanalytic Theory |
• describes development as primarily unconscious(Beyond awareness). • are heavily colored by emotion • emphasizes that behavior is merely a surface characteristic •A true understanding of development requires analyzing the symbolic meanings of behavior and the deep inner workings of the mind • early experiences with parents extensively shape development |
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Freud psycho analytical theory |
Oral stage: infants pleasure centers on the mouth. birth to 1 1/2 years old Anal stage: child’s pleasure focuses on the anus 1 1/2 to 3 years old Phallic stage: child’s pleasure focuses on the genitals ages 3 to 6 years old Latency stage:child represses sexual interest and develop social an intellectual skills ages six years to puberty. Genital stage a time of sexual reawakening source of sexual pleasures become someone outside the family. Puberty Onward |
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Ericksons psychosocial theory |
•We develop and psychosocial rather than a psychosexual stages • primary motivation for human behavior is social and reflects a desire to affiliate with other people. • Ericsson emphasize the developmental change occurs throughout the lifespan with eight stages of human development each posing a unique developmental crisis to be resolved |
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Ericksons eight stages |
Stage1)trust versus miss trust first year of life Stage 2) autonomy versus shame and doubt second and third years Stage 3) initiative versus guilt four through six years Stage 4) Industry vs. Inferiority six through puberty Stage 5) identity versus confusion adolescents Stage 6) intimacy versus isolation early adulthood Stage 7)generatively versus self absorption Middle adulthood Stage 8) integrity versus despair late adulthood
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Three important cognitive theories |
Piaget’s cognitive developmental theory VYGOTSKY‘S socio-cultural cognitive theory information processing theory |
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PIAGET’s cognitive developmental theory |
Children actively construct their understanding of the world We go through four stages of cognitive development Organization and adaptation underlie the four stages of development in Piaget’s theory |
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Four stages of development in Piaget’s Theory |
1.We organize our experiences 2. We separate important ideas from less important ideas 3. We connect one idea to another 4. We adapt, adjusting to new environmental demands. |
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Sensorimotor stage |
The infant Constructs an understanding of the world by coordinating sensory experiences with physical actions. An infantProgresses from three Alexis instinctual action of birth to the beginning of symbolic thought toward the end of the stage birth to two years of age |
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Preoperational stage |
Child begins to represent the world with words and images of these words and images reflect increase symbolic thinking and go beyond the connection of sensory information and physical action ages 2 to 7 |
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Concrete operational stage |
The child in our reason logically about concrete events and classify objects into different sets ages seven through 11 |
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Formal operational stage |
The adolescent reasons in more abstract idealistic and logical Waze pages 11 through adulthood |
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Piaget’s theory |
Is age related Consists of a distinct way of thinking Consist of a different way of understanding the world The child’s cognition is qualitatively different in one stage compared to another |
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VYGOTSKY‘S sociocultural cognitive |
Children actively construct their knowledge Gave social interaction and culture far more important roles in cognitive development then PIagets did Emphasize how culture and social interaction guide cognitive development Portrayed children’s development as inseparable from social and cultural activities Development of memory retention and reasoning involves learning to use the inventions of society such as language mathematical skills and memory strategy Children’s social interaction with more skilled adults and peers is indispensable to the cognitive development |
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Information processing theory |
Emphasizes the individuals manipulate monitor and strategize information Development is not stage like Individuals develop a gradually increasing capacity for processing information which allows them to require increasingly complex knowledge and skills |
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Classical conditioning |
PAVLOV’S / Learn through association |
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Operant conditioning |
Skinners/ Learn through consequences of behavior |
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Social cognitive theory |
Behavior, environment, and cognition our key factors in development |
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Ethological theory |
Stresses that behavior is strongly influenced by biology, tied to evolution, and is characterized by critical or sensitive periods |
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Imprinting |
Lorenz identified imprinting as the rapid, any learning within a limited critical period of time that involves attachment to the first moving object seen |
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John bowlby’s work |
Illustrated an important application of ethological Theory to human development he also argued that attachment to the caregiver during the first year of life as important consequences throughout the lifespan |
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Ecological theory |
Emphasizes environmental factors Created by urie bronfenbrenner Reflects the influence of several environmental systems |
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Microsystem |
Includes the persons family peers school neighborhood work |
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Mesosystem |
Relations between Microsystems |
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Exosystem |
Links between a social setting where the child does not have an active role |
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Macro system |
Individual’s culture |
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Chronosystem |
Patterning Of environmental events, life events and historical events |
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Research methods for collecting data |
Observation –trained observers systematically gather, record, and communicate observations Laboratory-controlled setting with many of the complex factors of the real world removed Naturalistic observation-observing behavior in a real-world setting Survey and interview-Often the best and quickest way to get information about people |
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Standardized testing |
Uniform procedures for administration and scoring many standardized test allow a person’s performance to be compared with the Formans of other individuals |
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Case study |
An in-depth look at a single individual Case histories provide dramatic, in-depth portrayals of peoples lives Case studies involve judgments of unknown reliability Psychologist who conduct case study is rarely check to see if other psychologists agree with your observations |
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Descriptive research |
Aims that observing and recording behavior and can reveal important information but cannot show cause and effect |
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Correlation research |
Describes the strength of the relationship between two or more events or characteristics. The more strongly the two events are correlated or related or associated the more effectively we can predict one event from the other |
