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50 Cards in this Set
- Front
- Back
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the study of human development
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how and wy people change, and how and why they stay the same.
what causes us to change or not change? |
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5 ways development happens
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Multidirectional: change can happen in any direction, up or down, stable, erratic, or an improvement or decline
Multicontextual: human lives take place in many contexts Multicultural: many cultures affect how people develop Multidisciplinary: many fields contribute data to the study of development Plasticity: every individual and all their traits, can be altered at any point in the lifespan |
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dynamic-systems theory
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a view of uman development as always changing. life is ongoing interaction between the physical and emotional being and between the person and every aspect of his or her environment
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ecological-systems approach
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a vision of how human development should be studies, with the person considered in all the contexts and interactions that constitute life
microsystems: immediate surroundings exosystems: local institutions macrosystems: larger social setting chronosystem: effects the 3 mesosystem: connections between all of them |
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multidirectional development
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-gains and losses
-the butterfly effect -power of continuity: large changes seemingly have no effect |
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multicontextual development
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-historical context: cohorts
-socioeconomic context: focus on socioeconomic status (SES)... person's position in society as determined by income, wealth, occupation, education, etc. |
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ethnic group
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people whose ancestors were born in the same region and who often share a language, culture, and region
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race
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a group of people who are regarded as genetically distinct from other groups on the basis of physical appearance
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social construction
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an idea that is built more on shared perceptions than on objective reality
ex: childhood, adolescence, senior citizens |
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mirror neurons
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brain cells that respond to actions performed by someone else, as if the observer had done that action
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steps of scientific method
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-question
-develop hypothesis -test hypothesis -draw conclusions -make findings available |
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replication
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the repetition of a scientific study, using the same procedures on a similar (but not identical) group of partipants, in order to verify, refind, or dispute the original study's conclusions
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scientific observation
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method of testing hypotheses by unobtrusively watching and recording participants' behavior in a systematic and objective manner
lab or natural setting |
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independent variable vs. dependent variable
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independent variable: the one manipulated (aka experimental variable)
dependent variable: no manipulation |
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experimental group vs. control group
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experimental group: group of participants that experience inependent variable
comparison/control group: group of participants who receive no special treatment |
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3 ways to study change over time
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Cross-sectional: done once using people of different ages
Longitudinal: done several times with same people over periods of time Cross-sequential: hybrid between cross-sectional and longitudinal |
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quantitative vs. qualitative
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quantitative: research that provides data that can be expressed with numbers, suc as ranks or scales
qualitative: (think quality) research that considers qualities instead of quantities |
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3 domains of development
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BIOSOCIAL: brain and body, changes in each of them, and social influences on them
COGNITIVE: our thought processes, perceptual abilities, language, educational settings PSYCHOSOCIAL: emotions, personality, interpersonal relationships all 3 domains are important at all ages and affect each other |
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important factors in a study
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-replication
-validity -reliability/accuracy -generalizability -usefulness |
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ways to test a hypothesis
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-correlational studies
-survey -case study |
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developmental theory
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a systematic statement of principles and generalizations that provides a coherent framework for understanding how and why people change as they grow older
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types of theories
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-Grand theories
-Emergent theories -Mini theories |
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3 things theories do
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-give us a framework of ideas to help us view development
-generate new hypothesis to test -they summarize current research |
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Grand theories
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comprehensive theories of psychology, which have traditionally inspired and directed psychologists' thinking about child development
PSYCHOANALYTIC THEORY BEHAVIORISM COGNITIVE THEORY |
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Emergent theories
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theories that bring together info from many disciplines in addition to psychology and that are becoming comprehensive and systematic... not yet established and detailed enough to be considered Grand
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Mini theories
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about some part of development, perhaps only one are or domain... there are literally thousands
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Psychoanalytic theory
(Psychosexual is the last half) |
Freud and Erikson
-terms in DRIVE AND MOTIVES (sexual) -unconscious as to why we're driven... many are irrational 5 stages: oral, anal, phallic, latency, genital |
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5 stages of psychoanalytic theory
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ORAL: (birth to 1.5 years)
-focus is on the mouth and oral gratification ANAL: (1.5 years to 3/4 years) -focus is on the bowels/bladders PHALLIC: (3/4 to about 5/6) -focus in differences in sexual area LATENCY: (4/5 to 12/13) -all sexual ideas are latent GENITAL: (puberty to adulthood) -focus on genitalia each stage has it's own crisis and can be resolved healthily, or possibly cause problems if not |
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Psychosocial theory
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the second psychoanalytic theory, by Erik Erikson
believed in 8 stages of development social ENVIRONMENT is key to development 8 stages of development |
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8 stages of psychosocial theory
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1. Trust vs. Mistrust (birth to first year)
2. Autonomy vs. Shame and Doubt (1-2 years) 3. Initiative vs. Guilt (3-5 years) 4. Competence vs. Inferiority (6-puberty) 5. Identity vs. Role confusion (puberty-early 20's) 6. Intimacy vs. Isolation (late teens-early 20's/40's) 7. Generativity vs. Stagnation (middle adulthood-40's/60's) 8. Integrity vs. Despair (late 60's-death) |
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Behaviorism
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second grand theory
-not a stage theory of development -believes we should focus on objective and scientific behavior in studying development -believe in CONDITIONING, which is a learned response Pavlov: classical conditioning Skinner: operant conditioning |
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Harlow's monkeys
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disproved behaviorists' idea of reinforcement being the most important
disproved psychoanalytic idea of oral gratification being the most important proved that touch is the most important part of attachment |
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social learning theory
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an extension of behaviorism that emphasizes the influence that other people have over a person's behavior
even w/o specific reinforcement, every individual learns many things through observation MODELING: central process of social learning theory, by which a person observes the actions of others and then copies them SELF-EFFICACY: the belief of some people that they are able to change themselves and effectively alter the social context |
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Cognitive theory
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-third grand theory
-focuses on our thought processes as they develop -PIAGET -four stages of development |
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4 stages of cognitive development
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1. Sensorimotor (birth-2 years)
-focus is on senses and action 2. Preoperational (2-6 years) -focus is on words and images -thought is not logical 3. Concrete operational (7-11 years) -focus in on logical thinking -can do math operations 4. Formal operational (12-adulthood) -abstract thought |
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Cognitive equillibrium
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... what Piaget believed all people strived for
if they don't have it, they achieve it by assimilation or accomodation assimilation: make the new experiences fit in existing framework accomodation: changing framework to fit new experiences |
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focus of each theory
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Psychoanalytic: emotions
Behavioism: actions Cognitive: thoughts |
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Lev Vygotsky and sociocultural theory
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-believes cognition is due to society and the cultural influence
-the social context you're in is very important -"Apprenticeship in thinking"... the society is guiding you Guided participation: when a tutor engages the learner in joint activities Zone of Proximal development: the zone surrounding a learner that includes all the skills, knowledge, and comcepts that the person is close to acquiring but cannot yet mater without help |
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epigenetic theory
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an emergent theory that considers both the genetic origins of behavior and the direct, systematic influence that environmental forces have, over time, on genes
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selective adaptation
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the process by which humans and other organisms gradually adjust to their environment
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eclectic perspective
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approach taken by most developmentalists, in which they apply aspects of each of the various theories of development rather than adhering exclusively to one theory
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4 building blocks of our genetic code
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DNA: molecular basis of heredity
Chromosome: carrier of genes, every cell has one Genome: full set of chromosomes, makes up genetic material of an organism Gene: tells the form, location, and function of each body cell |
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number of chromosomes
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23 pairs from mother
23 pairs from father total of 46 |
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Conception
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-happens when sperm penetrates the ovum (egg) and genetic material combines
-creates a zygote for the first 2 weeks of existance (1 cell creation, then begins to multiply) |
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Genotype
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-genetic inheritance.. all genes an organism has inherited
-the genetic potential or an organism |
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determining the sex
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-the last pair (23rd) or chromosomes determines the sex
-male: last pair is XY -female: last pair is XX -the father determines the sex of the child because females don't have the Y chromosome |
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gamete
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a reproductive cell; a sperm or ovum, that can produce a new individual if combines with a gamete from the other sex to make a zygote
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natural sex ration
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really close to 50-50
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allele
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a slight, nomal variation of a particular gene
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spontaneous abortion
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the naturally occuring termination of a pregnancy before the embryo or feturs is fully developed (aka miscarriage)
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