ch 1: what is development?

development

pattern of movement/change throughout lifespan

age (what is development?)

never the causal factor for development, but contributes to amount of experiences

orderly (what is development?)

development occurs sequentially

cumulative (what is development?)

experiences build on one another. there is a directionality to development (controversial)

intraindividual

change that occurs within a single individual

interindividual

differences seen between individuals

crystallized intelligence

knowledge of facts. grows as you age though it plateaus in adulthood

fluid intelligence

ability to integrate info on the spot. grows through childhood and adolescence, then declines through adulthood

normative age graded developmental context

biological and similar for all individuals of the same age

normative history graded developmental context

same for a whole age cohort (eg covid, war, political climate)

nonnormative developmental context

factors unique to each individual and unpredictable on a grand scheme

Microsystems

who you directly interact with (bronfenbrenner)

mesosystem + think of 1 example

relations between different microsystems (bronfenbrenner)

exosystem + think of an example.

system you aren’t directly a part of but it influences you still. (bronfenbrenner)

macrosystem + think of an example

Attitudes and ideologies of the culture (bronfenbrenner)

chronological conception of age

years counted from birth

biological conception of age

counts biomarkers

psychological conception of age

considers adaptive mental capacities

social conception of age

counts connectedness with others and social roles

continuous change

consists of gradual accumulation of small changes (continuum theory)

discontinuous change

a series of transformations (stages) distinguished by qualitative changes

critical period

time window in which specific environmental or biological events MUST occur if development is to proceed normally

sensitive period

time window where if a specific environmental or biological experience occurs it has more of an effect than if it occurred at a different time

preformatism

belief that a human is created at the instant of conception fully formed and just grows bigger from there

john locke emphasized the role of what?

experience. believed in learning through repetition and imitation (behaviourism)

jean-jacques rousseau emphasized what?

kids having a natural biological timeframe and that if we don’t interfere they will grow into strong autonomous beings

haeckel’s idea of recapitulation

a human in utero develops in a sequence that models evolution. early theory in lifespan dev

when did developmental psych as a discipline start? what was it inspired by?

in the late 19th century inspired by darwinism and diary entries by parents

Erikson’s theory

inspired by freud. proposes that each developmental period is characterized by a crisis or conflict between a positive and negative pole

erikson infancy stage? developed ego strength?

basic trust vs mistrust. developed ego strength: hope

erikson’s toddlerhood stage? developed ego strength?

autonomy vs shame and doubt. developed ego strength: willpower

erikson’s early childhood stage? developed ego strength?

initiative vs guilt. developed ego strength: purpose

erikson’s middle childhood stage? developed ego strength?

industry vs inferiority. developed ego strength: competence

erikson’s adolescent stage? developed ego strength?

identity vs role confusion. developed ego strength: fidelity

diachronic identity

internal sense of continuity over time

synchronic identity

internal sense of unity across situations at a single point in time

erikson’s young adulthood stage? developed ego strength?

intimacy vs isolation. developed ego strength: love

erikson’s adulthood stage? developed ego strength?

generativity vs self absorption and isolation. developed ego strength: care

erikson’s old age stage? developed ego strength?

ego integrity vs despair. developed ego strength: wisdom

biological maturation framework

theories where the major factor for development is nature. emphasizes stage-like change

environmental learning framework

theories where the major factor of development is nurture (learning.) emphasizes continuous, qualitative change

constructionivist framework

theories where the child actively contributes (mediates) their own development and nurture and nature play an equal, reciprocal role

cultural-context framework

theories where nature and nurture play an equal role in dev but they are both mediated by culture