Ch. 1: Lifespan Dev + DO's

lifespan development and developmental disorders

Development

the pattern of MOVEMENT or CHANGE that begins at conception and continues throughout the human lifespan

culture

behavior patterns, beliefs, and all other products of a particular group of people

ethnicity

characteristic based on cultural heritage, nationality, race, religion, and language.

plasticity

the capacity for change

libido

energy of sexual instinct that moves from different body parts as development occurs to meet specific biological needs

Sigmund Freud’s Theory

Psychoanalytical: Neo-Darwinism - instincts motivate behavior, and unconscious motivation - instincts and inner forces “drive” behavior w/o the individuals awareness (+ dreams)

instincts

an innate, complex behavior that is present without any prior learning or experience

Information Processing Theory

thinking, likens a humans mind to a computer w/ hardware and software. Focuses on fundamental processes of memory, decision making and attention

behaviorism

focuses on observable behaviors rather than speculation of emotion and cognitive

extinction

when the conditioned stimulus no longer results in a conditioned response

Reciprocal Determinism

belief of a continous interaction between an individuals self behaviors and environment; where a person is not shaped by environment, but can change, build, and choose .

Vicarious Reinforcement

humans can learn behavior by observing consequences to another, w/o experiencing the consequences themselves (Bobo the Happy Clown)

epigenesis

process of nature and nurture, genes, and environment, jointly bring form specific developmental outcomes

ethology

the study of evolved behavior of various species in their natural environments

theory

interrelated, coherent set of ideas that helps to explain phenomena and make predictions

hypotheses

specific assertions and predictions that can be tested

independent variable

manipulated by experimenter “treatment”

dependent variable

“outcome” behavior affected by independent variable

population

whole group from which the sample is drawn

placebo

fake treatment

cross-sectional design

study different ages at a single point in time and provide info concerning different age differences. no info about development of the individuals

longitudinal studies

study same individual at several different points in time and provide info concerning age changes; costly and time consuming

sequential designs

combines cross-sectional and longitudinal studies. decreases barriers of time, age and cohort effects; extremely costly and complex

ethocentrism

belief that one’s own subculture is superior

gender bias

perceived notions about the abilities, traits, interests, etc. of a person’s gender

ethnic gloss

using ethnic labels in a superficial way that portrays an ethnic group as more homogenous than they actually are

developmental stages

1. prenatal - conception to birth

2. infancy - birth to 2 year

3. toddlers - 2-3

4. preschool - 3-5

5. preschool - 4-5

6. teen - 10/12, 18 to 21

7. early adult - 20s and 30s

8. middle adult - 40s -50s (60s)

9. late adult - 60s and 70s to death

modern lifespan perspective

1. development is a lifelong process

2. development is multidimensional

3. development is multidirectional involving both gains and loses

4. development has lifelong plasticity

5. development science is multidisciplinary

6. development is shaped by its historical/cultural context

age norms vs off-time

expected processes at a particular age like a baby walking vs. unusual occurrences of age norms that typically have a major impact like periods being early

3 processes of development

1. biological - physical: height,weight, etc

2. cognitive - memory and language

3. socio-emotional - personality

6 debates of development

1. nature vs nurture

2. goodness vs badness

3. activity vs passitivty

4. continuity vs discontinuity

5. stability vs change

6. universality vs context specificity

nature vs nurture

genes/hereditary, chemistry, biological makeup VS. environment, learning, socialization, and experiences

goodness vs. badness

born good or born evil. grey area

activity vs passitivity

do humans have the ability to change and contribute to their own development vs. are humans shaped by predetermined forces that are beyond our control

continuity vs discontinuit

human development occurs in a fluid, consistent, and slow direction vs. humans development occurs in STAGES: distinct phases of life, characterized by a particular set of activities, behaviors, motivations, and emotions

stability vs change

aspects of human development seem to be predetermined and unchanging (IQ) vs. development has plasticity - the potential to adapt and change, some change is not positive

universality vs context specificity

HD can be generalized as it occurs the same for all humans vs HD is unique to environments, cultures, and individuals

G. Stanley Hall

1. 1st Prez of American Psychology Association

2. Founder of Developmental Psychology

3. Wrote “Adolescence”

4. and “Senescence”

Freud’s Psychosexual Stages

1. Oral Stage: infants pleasure on the mouth - eating (birth to 1 ½ yr)

2. Anal Stage: pleasure thru the anus - potty training (1 ½ - 3 yr)

3. Phallic Stage: pleasure focuses on genitals - gender roles (3-6 yrs)

4. Latency Stage: represses sexual interest and develops social and intellectual skills (6 yrs to puberty)

5. Genital Stage: a time of sexual re-awakening; source of sexual pleasure becomes someone outside the family (puberty onward)

Erikson’s Psychosocial Stages

1. Trust vs Mistrust: Infancy (1st year) - responsiveness to/from caregiver → emotional and secure attachment

2. Autonomy vs Shame - 1 to 3 yrs - awareness of one’s self as separate → choice “no”, “me/mine”

3. Initiatives vs Guilt: early childhood (3 to 5) - willingness to learn and try new tasks → want to try and can develop “i can’t”

4. Industry vs Inferiority - (6 to puberty) - compassion to develop self-concept, matter tasks → comparing themselves, low self-esteem, popularity

5. Identity vs Identity Confusion: Adolescence (10s - 20s) - development of personal beliefs, ideas to determine who they are and where they fit in

6. Intimacy vs Isolation: Early Adulthood (20s and 30s) - development of a long term meaningful relationship

7. Generavity vs Despair: Middle Adult (40s and 50s) - belief of success and accomplishment in life

8. Integrity vs Despair: Late Adult (60s+) - expression of satisfaction or remorse with life

Piaget’s Cognitive Dev Theory

1. Sensorimotor (birth - 2) - motor (physical actions)

2. Preoperational (2-7) - egocentrism (pretend and fantasy)

3. Concrete Operational (7-11) - master conservation; think literally and concrete abt events

4. Formal Operational (11+) - abstract, idealistic, logical ways

Watson’s Experiment

Neutral Stim- something that causes no response (mouse)

Unconditioned Stim - causes natural and unlearned response ex. loud noise

Unconditioned Response - natural response from US, crying out of fear and avoidance

Conditioned Stim: combined NS and US to cause a specific response from the subject

Conditioned Response - reaction from conditioned stimulus

4 Men of Learning Theories

1. Pavlov - Salivating Dogs / Behaviorism

2. Bandura - Bobo the Happy Clown

3. Skinner - Operant Conditioning

4. Watson - Little Albert

3 Phases of Classical Conditioning

1. Before Conditioning: Unconditioned Stim (Food) → Unconditioned Response (Salivation)

2. Before Conditioning: Neutral Stim (bell) → No Conditioned Response (No Salivation)

3. During Conditioning: US + NS (food + bell) → UR (salivation)

4. After Conditioning: CS (bell) → CR (salivation)

Operant Conditioning

Positive Reinforcement - ADDS a stim to INCREASE a behavior

Positive Punishment - ADDS a stim to DECREASE a behavior

Negative Punishment (response cost) - REMOVES a stim to DECREASE a behavior

Negative Reinforcement - REMOVES a stim to INCREASE a behavior