Develop. Psych. Chp. 1

Development

the process by which individuals grow & change as well as the ways in which they stay the same over time

Prenatal Period

• conception - birth

• single cell is formed & it multiplies repeatedly to form the newborn parts

Infancy & Toddlerhood

• Birth - 2 yrs

• senses & early learning abilities enable them to adapt

• major physical, motor, perceptual, and intellectual growth

• begin to use language & form emotional bonds

Early Childhood

• 2 - 6 yrs

• muscles strengthen & become more coordinated

• thinking, language, & self-regulation improve → establish ties w/ peers & make-believe play

Middle Childhood

• 6 - 11 yrs

• memory & reasoning improve → learn academic skills

• cognitive & social experience advancement → self-understanding & self-control improves

• friendships develop & become complex

Adolescence

• 11 - 18 yrs

• puberty → physical & sexual maturity

• thinking becomes complex & abstract

• peers become more important

• driven to learn abt themselves, become independent, & define their values

Cohort

group of ppl of the same age who are exposed to similar historical events and cultural & societal influences

What method distinguishes cohort effects?

cross-sectional research

Cohort Effect

group that grows up together will influence the accuracy of the results

Theory

observations to explain how something works

Hypothesis

proposed explanation for a phenomenon that can be tested

Why does context & culture matter?

context encompasses many aspects of the physical & social environment & in order to understand development you must understand the context of the individual
*culture is a broad aspect of context

Scientific Method

process of forming & answering question using systematic observations & gathering information

Basic Issues in Development

1. Nature vs. Nurture

2. Active vs. Passive

3. Continuous vs. Discontinuous

Nature vs. Nurture

debate regarding whether development is caused by nature (genetics/heredity) or nature (the physical & social environment)

Active vs. Passive

children are manufacturers in their own development

Continuities vs. Discontinuities

1. Continuous Change = development unfolds slowly over time (quantitative)

2. Discontinuous Change = development occurs by abrupt change (qualitative)

Case Study

in depth examination of an individual

• info. from many sources

Correlational Method

examine relations between/t 2 things

• can NOT infer cause & effect

• valence = direction of relationship

• number = strength of relationship (ex. 0 - no relationship)

Naturalistic Observation Method

collecting data by real life observation

• reactivity could be a problem

Structured/Unstructured Interview Method

where subject answers questions

• open ended = conversational style

• structure = same set of questions to each child

Surveys/Questionnaires

set of questions

• used with large samples

3 Domains of Development

1. Cognitive

2. Physical

3. Social-Emotional (psychosocial)

Cognitive

maturation of mental processes & tools individuals use to obtain knowledge, think, & solve problems

Physical

body maturation, including body size, proportion, appearance, health, & perceptual abilities

Socioemotional

maturation of social & emotional functioning, which includes changes in personality, emotions, personal perceptions, social skills, & interpersonal relationships

Descriptive Methods

1. Case Study

2. Correlational

3. Naturalistic Observation

4. Structured/Unstructured Interview

5. Surveys/Questionnaires

Methods for Studying Development

1. Cross-Sectional

2. Longitudinal

3. Cross-Sequential

Cross-Sectional

compares ppl of different ages at a single point in time

*problem - can’t speak to change

Cross-Sequential

multiple cohorts over time

*differentiates b/t cohort & age effects

Longitudinal

same ppl across time

*problem - cohort effect

Quasi-Experiments

test cause-&-effect relationships w/o using random assignment

Beneficence & Non-Maleficence

ethical principle that requires researchers to adhere to the dual responsibilities to do good & to avoid doing harm

Responsibility

ethical principle that requires researchers to act in adherence to professional standards of conduct & clarifying their obligations & roles to others

Integrity

ethical principle that requires that scientists be accurate, honest, & truthful in their work

Respect for Autonomy

ethical principle that states researchers have a special obligation to respect participants’ autonomy

Informed Consent

participants informed, rational, & voluntary agreement to participate in a study

Child Assent

child’s agreement to participate in a study