Lifespan human development chapter 1

Development

Systematic changes and continuities in individuals between conception and death. These changes can be gains losses or differences and continuities are ways in which we remain the same or continue to reflect on our past self

Biological or physical development

The growth of the body and its organs. The functioning of physiological systems, including the brain, physical aging changes in motor abilities and so on

Cognitive development

Changes and continuities in perception, language learning memory, problem solving and other mental processes

Psychosocial development

Changes and carryover in personal and interpersonal aspects of development involving motives, emotions, personality traits, social skills and relationships and roles played in the family and in the larger society

Growth

The physical changes that occur from conception to maturity

Biological aging

The deterioration of organisms that leads inevitably to their death

Aging

Positive, negative and neutral changes in the mature organism; different from biological aging

Prenatal period

The period from conception to birth

Infancy

The period of the first 2 years of life

Preschool period

From age 2 to 5

Middle childhood

The period from about 6 to 10 or until the onset of puberty

Adolescence

The period from ages 10 to 18 or from puberty to Independence

Emerging adulthood

The period from ages 18 to 25. the transitional period between adolescence and adulthood

Early adulthood

The period from age 25 to 40 in which adult roles are established

Middle adulthood

The time from 40 to 65 years

Late adulthood

The time from 65 years and older. Sometimes subcategories are used

Emerging adulthood

A recent addition to periods of the lifespan . A transitional period between adolescents and full-fledged adulthood. This arose because college age you spend more years getting educated or trained. In this time. Adults explore their identities lead unstable lives, filled with job changes, new relationships and moves, are self-focused, feel in between, and believe they have limitless possibilities ahead.

Leaving home, getting a job, marriage, and having a child

What are the four traditional objective markers of adulthood?

Culture

The shared understandings and way of life of a people including shared knowledge, beliefs, values and practices. Culture can affect how we discern periods of the lifespan and can form age norms.

Age grade

A socially defined age group in a society which is assigned different statuses roles, privileges and responsibilities

Gain stability loss model

Traditionally development is seen in a blank - blank- blank model. However, psychologists have found that each stage of life comes with gains and losses

Rite of passage

A ritual that marks a person's passage from one status to another

Age norms

Expectations about what people should be doing or how they should behave at different points in their lifespan

Social clock

A person sense of when things should be done and when he or she is ahead of or behind the schedule dictated by age norms

Ethnicity

People's affiliation with the group based on common heritage or traditions. This can affect age grades and norms

Socioeconomic status

Standing in society based on prestige education and income. This can affect how people perceive age, grades and age norms

Poverty

This is very damaging to human development. Low socioeconomic status can force children to advance more quickly and take on more responsibilities. Additionally, people in poverty experience more stress and have a harder time finding safe, stable, stimulating and supportive environments.

Childhood

In the 17th century, this stage of life began to be seen distinctly as an age of Innocence .

Adolescence

In the late 19th century, this transitional period between childhood and adulthood was recognized as a distinctive phase of the lifespan as labor laws kept youth in school

Adolescence

Adolescence the transitional. Between childhood and adulthood that begins with puberty and involves significant physical, cognitive and psychosocial changes.

Middle age

In the 20th century this period became a distinct life phase as parents began to experience emptying of the nest.

Old age

This period became a period of retirement as our country developed things like social security, pensions, Medicare and other support programs and as lifespans increased

Life expectancy

The average number of years a newborn who is born now can be expected to live

Factors that affect life expectancy

Pandemics, diseases of despair, poverty, disease, wealth, access to medical technology and treatment, resources, etc. Affect how long people live

Gerontology

The studying of aging and old age

Lifespan perspective

Of perspective that views development as a lifelong multi-directional process that involves gain and loss, is it characterized by considerable plasticity, is shaped by its historical. Cultural context, has many causes, and is best viewed from a multidisciplinary perspective

Paul Baltes

A gerontologist who laid out seven key assumptions of the lifespan perspective

Development is a lifelong process

The idea that we changed throughout our lifespan and development in any period is best seen in the context of the whole lifespan

Development is multi-directional

The idea that development does not all lead in one direction towards mature functioning, different capacities show different patterns of change over time

Development involves both gain and loss

Both gain and loss are evident in each phase of the lifespan

Development is characterized by lifelong plasticity

Our development is influenced by our experiences and how we adapt to them

Plasticity

The capacity to change in response to experience both positive or negative

Neuroplasticity

The brain's remarkable ability to change in response to experience throughout the lifespan

Development is shaped by historical cultural context

Culture and historical events have impacts on development

Development is multiply influenced

Development is the product of many interacting causes both internal and external, both biological and environmental

Development must be studied by multiple disciplines

Human development is influenced by many causes so a full understanding of human development will only come when many disciplines each with its own perspective and tools of study join forces

Folk Artists

Who originally depicted development and aging as a gain, peak, loss model with heavy focus on the physical aspects of aging?

Physical Development

Traditionally, what domain of development has been the focus?

Mortality Rates

What is life expectancy based off of?

Development of vaccinations and antibiotics

What developments caused a major shift in life expectancies in the 1900s.

50 year old (they have already surpassed dangers of childhood and adolescence)

Who is likely to have a greater “grand total” for life expectancy: an infant or someone who has already lived for 50 years.

Grand Total meaning total number of years they will have lived for.

External factors

Factors like war, conflict, access to healthcare, pandemics, medical advances, hygiene practices, drug use and access to resources that affect life-expectancy.

Socioeconomic

What are factors that affect life expectancy?

Race, gender, ____________________ status

Japan

Which country has the highest life expectancy rates (for females)

False: the United States is on the low end of average

True or false: comparatively the United States has very high life expectancies.

Hispanic Males

During the pandemic which group had the lowest life expectancy by 3.7 years?

Black males

During the pandemic which group had the second lowest life expectancy drop?

White females

During the pandemic which group had the smallest drop in life expectancies?

Females

On average, who lives longer males or females?

21 years

In the zip code study done by Dwyer and Lindgren what was the gap in life expectancies between the highest and lowest zip codes?

City

Life expectancies can show discrepancies by region even within an area as small as a _______.

Socioeconomic status/Race/Ethnicity

Which factor accounted for 60% of variance in the Dwyer-Lindgren study?

Behavioral and Metabolic Risk Factors

Which factor accounted for 74% of variance in the Dwyer-Lindgren study?

Healthcare Related Factors

What factor in the Dwyer-Lindgren study accounted for 27% of variance?

Life Span

The maximum number of years an organism in a species can live or has been observed to live.

Life expectancy

Would it be more accurate to base the norm of how long people live on human life expectancies or on the human life span.

Baby Biographies

Early developmental psychology began with scholars who began to observe the growth and development of their own children and publish their findings in _____________ ___________.

Baby Biographies

Carefully recorded observations of the growth and development of children by their parents over a period; the first scientific investigations of development.

Charles Darwin

Which scientist was an influential baby biographer and a scientist who believed that understanding the development of children can offer insights into the evolution of the species.

G. Stanley Hall

Who was known as the founder of developmental psychology?

Questionnaire

G. Stanley Hall invented the _______________ to study children’s thinking.

Storm and Stress

G. Stanley Hall’s term for the emotional ups and downs and rapid changes that he believed characterize adolescence.

Theory

A set of ideas proposed to describe and explain certain phenomena.

Theories

_____________ are important because they provide needed organization, offering a lens through which researchers can interpret and explain any number of specific facts or observations. A theory also guides the collection of new facts or observations.

Falsifiable

A good scientific theory should be ___________ meaning able to be proved wrong.

Supported by data

A good theory should be ________________ __________ ___________ meaning it should be confirmed or supported by research results.

Interpreted

A theory provides guidelines for what is most important to study, what can be hypothesized or predicted about it, how it should be studied, and how findings should be _______________.

Nature-Nurture

A topic of debate in human development characterized by the question “Is development primarily the product of genes, biology, and maturation or of experience, learning, and social influences?

Continuity-Discontinuity

A topic of debate in human development characterized by the question “Do humans change gradually and in quantitative ways—or do they progress through qualitatively different stages and develop very different competencies and characteristics as they get older?”

Universal-Context specificity

A topic of debate in human development characterized by the question “Is development similar from person to person and from culture to culture—or do pathways of development vary considerably depending on the social context?”

Nature

The side of the argument that believes development is shaped by influences such as heredity, universal maturational processes guided by the genes, biologically based predispositions produced by evolution, and biological influences such as hormones, neurotransmitters, and other biochemicals.

Maturation

Developmental changes that are biologically programmed by genes rather than caused primarily by learning, injury, illness, or some other life experience.

Nurture

The side of the argument that attributes development to changes that are influenced primarily by the environment—all the physical and social conditions, stimuli, and events that can affect us

Environment

Events or conditions outside the person that are presumed to influence and be influenced by the individual.

Learning

The processes through which experience brings about relatively permanent changes in thoughts, feelings, or behavior.

Continuity-Discontinuity

The debate in developmental psychology on whether humans change gradually along a developmental path or if they change abruptly and more dramatically.

Continuity Theory

Human development is a gradual process that occurs in small steps. Changes are quantitative (change in degree or amount)

Discontinuity Theory

Development occurs with abrupt changes and changes are qualitative: a change in kind that makes the individual fundamentally different in some way.

Propose stage theories: development occurs in distinct stages

Stage Theory

A theory of development laid out in a sequence of distinct phases, each characterized by a particular set of abilities, motives, emotions, or behaviors that form a coherent pattern. Development involves transitions from one stage to another each being qualitatively different from the stage before/after.

Universal

A person who believes that development is _____________ believes that developmental changes are common to all humans. For example, a stage theorist believes all humans go through the same stages of development.

Context-Specific

A person who believes that development is ____________ ________________ thinks development is varied because it is shaped by environmental or contextual factors including culture.

Evolutionary Theories

The application of evolutionary theory and its concept of natural selection to understanding why humans think and behave as they do.

Influenced by Charles Darwin

Analyzes how characteristic and behaviors may have helped our ancestors adapt to their environments, allowing them to survive, reproduce, and therefore pass on genes associated with those adaptive qualities to their children.

Psychoanalytic Theory

The theoretical perspective associated with Freud and his followers that emphasizes unconscious motivations for behavior, conflicts within the personality, and stages of psychosexual development.

Sigmund Freud

The psychologist who developed the psychoanalytic theory and who believed that unconscious aspects like personality, psychosexual development, and defense mechanisms influenced development.

Erik Erikson

An influential follower of Freud who developed a stage theory on psychosocial development with 8 stages each defined by an inner conflict.

Learning Theories

Theories on development that believes learning is a major contributor whether through conditioning or social learning.

Operant Conditioning

The idea that people’s behavior is shaped by their learning of the consequences of their action and the consequences of a behavior will affect whether the behavior is likely to continue.

Social Learning Theory

Bandura’s social learning theory, which holds that children and adults can learn novel responses merely by observing the behavior of a model, making mental notes on what they have seen, and then using these mental representations to reproduce the model’s behavior; more broadly, a theory emphasizing the importance of cognitive processing of social experiences.

Cognitive-Developmental Theory

Piaget’s theory detailing how children advance through four stages of thinking: sensorimotor, preoperational, concrete operational, and formal operational.

Systems Theories

Theories of development holding that changes over the life span arise from the ongoing interrelationships between a changing organism and a changing environment, both of which are part of a larger, dynamic system.