Human Development - Human Development Slides

Human development definition

scientific study of processes of change and stability throughout the lifespan; from womb to tomb

what are some goals of human development research?

description, explanation, prediction, intervention

what are the three domains of development

physical, cognitive, and psychosocial

physical development definition

growth of body and brain, including patterns of change in sensory capacities, motor skills, and health

cognitive development

pattern of change in mental abilities, such as learning, attention, memory, language, thinking reasoning, and creativity.

psychosocial development

pattern of change in emotions, personality, and social relationships

social construction

a concept or practice that may appear natural and obvious to those who accept it; an invention of a particular culture or society

age range for prenatal period

conception to birth

age range for infancy and toddlerhood

birth to age 3

early childhood age range

ages 3 to 6

middle childhood age range

ages 6 to 11

adolescence age period

age 11 to 20

emerging and young adulthood age range

age 20 to 40

middle adulthood age range

age 40 to 65

late adulthood age range

age 65 and over

what are 3 reasons why individuals vary in rate and timing of development?

heredity, environment, and maturation

heredity

inborn traits or characteristics inherited from the biological parents

environment

totality of nonhereditary, or experiential, influences on development

maturation

unfolding of a natural sequence of physical and behavioral changes

nuclear family

two-generational kinship, economic, and household unit consisting of one or two parents and their biological children, adopted children, or stepchildren

extended family

multigenerational kinship network of parents, children, and other relatives, sometimes living together in an extended-family household

socioeconomic status (ses)

combination of economic and social factors describing an individual or family, including income, education, and occupation

risk factors

conditions that increase the likelihood of a negative developmental outcome

culture

societies or a group’s total way of life; customs/traditions, laws, beliefs/values

normative

characteristic of an event that occurs in a similar way for most people in a group

two types of normative influences

age-graded influences and history-graded influences

normative age-graded influences are highly similar for people in a _____________________________.

particular age group

normative history-graded influences are ___________ _________ that shape the behavior and attitudes of a __________ _____________.

significant events, historical generation

historical generation

a group of people strongly influenced by a major historical event during their formative period.

cohort

a group of people born at about the same time

nonnormative

characteristic of an unusual event that happens to a particular person or a typical event that happens at an unusual time of life

nonnormative influences are those that have a major impact on _____________ lives.

individual

what viewpoint does Konrad Lorenz have on imprinting?

imprinting is the result of a predisposition toward learning during a brief critical period

critical period

specific time when a given event, or its absence has a specific impact on development

plasticity

range of modifiability of performance

sensitive periods

times in development when a person is particularly open to certain kinds of experiences

there is growing evidence that there are ____________________________________ of responses to events

individual differences in plasticity

What are the seven key principles that Balte’s and colleagues identified that serve as a conceptual framework for the study of life-span development?

1. development is lifelong

2. development is multidimensional

3. development is multidirectional

4. relative influences of biology and culture shift over the life span

5. development involves changing resource allocations

6. development shows plasticity

7. development is influenced by the historical and cultural context

theory

set of logically related concepts that seek to:

• organize, explain, and predict data, the information gathered by research

• theoretical concepts help see connectionss between isolated pieces of data

hypotheses

possible explanations of phenomena, used to predict the outcome of research

What does Locke believe a young child is?

a tabula rasa - a blank slate

Rousseau believes children are born ___________ ___________.

noble savages (due to heredity/environmental influences).

mechanistic model

model that views human development as a series of predictable responses to stimuli.

organismic model

model that views human development as internally initiated by an active organism and as occuring in a sequence of qualitatively different stages

mechanist theories see development as ______________.

continous (occuring in small incremental stages).

organismic theorists are proponents of _________ ___________ in which development is seen as occuring in a series of distinct stages.

stage theories

quantitative change

changes in number or amount, such as in height, weight, size of vocabulary, or frequency of communication.

qualitative change

discontinous changes in kind, structure, or organization

five major perspectives that underlie a lot of influential theory and research on human development

psychoanalytic, learning, cognitive, contextual, evolutionary/sociobiological

psychoanalytic theory/perspective

a view of human development as shaped by unconscious forces that motivate human behavior.

much of development involves learning how to satisfy urges in socially acceptable ways. early experiences shape later functioning. childhood is the precursor to adult behavior.

psychosexual development - list stage, age, unconscious conflict

oral - birth to about 15 months - sucking and feeding

anal - 12 to 18 months to 3 years - potty training

phallic - 3 to 6 years - attachment to parents

latency - 6 years to puberty - socialization

genital - puberty to adult - mature adult sexuality

what are the 3 hypothetical parts of the personality according to freud?

id - newborn behavior and operates on the pleasure principle

ego - represents reason, develops gradually in early life and operates under the reality principle

superego - develops later in childhood and includes the conscience

psychosexual development

in Freudian theory, an unvarying sequence of stages of childhood personality development in which gratification shifts from the mouth to the anus and then to the genitals

psychosocial development

in Erikson’s eight-stage theory, the socially and culturally influenced process of development of the ego, or self.

each stage involves a major pyschological challenge or issue that must be satisfactorily resolved for healthy development

erik erikson psychosocial development - list stage, age, virtue

basic trust vs. mistrust - birth to 12 to 18 months - hope

autonomy vs. shame and doubt - 12 to 18 months to 3 years - will

initiative vs. guilt - 3 to 6 years - purpose

industry vs. inferiority - 6 years to puberty - skill

identity vs. identity confusion - puberty to young adulthood - fidelity

intimacy vs. isolation - young adulthood - love

generativity vs. stagnation - middle adulthood - care

integrity vs. despair - late adulthood - wisdom

learning perspective

view of human development that holds that changes in behavior result from experience or from adaptation to the environment. behavior is the focus because it is observable/countable.

behavorism

learning theory that emphasizes the predictable role of environment in causing observable behavior. focuses on associative learning between two events. examples include classical conditioning and operant conditioning.

classical conditioning

learning based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response.

operant conditioning

learning based on association of behavior with its consequences. unlike classical conditioning, it involves voluntary behavior.

reinforcement (B.F. Skinner)

the process by which a behavior is strengthened, increasing the likelihood that the behavior will be repeated

punishment (B.F. Skinner)

the process by which a behavior is weakened, decreasing the likelihood of repetition