Ch 1 Dev Psych

development

the pattern of movement or change that begins at conception and continues through the human life span

life-span perspective

a view that development is lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual, and as a process that involves growth, maintenance, and the regulation of loss (Paul Bates)

lifelong

Early adulthood is not the endpoint of development; rather, no age period dominates development. Development is _________.

multidimensional

Development consists of biological, cognitive, and socioemotional dimensions. Even within each of those dimensions, there are many components. Changes in one dimension affect development in others. Development is ____________.

multidirectional

Throughout life, some dimensions or components of a dimension expand and others shrink. Development is ______________.

plastic

Capable of change. Development is _________.

multidisciplinary

psychologists, sociologists, anthropologists, neuroscientists, and medical researchers all share an interest in unlocking the mysteries of development through the life span. Development is _________.

context

the setting in which development occurs, which is influenced by historical, economic, social, and cultural factors

Contextual

All development occurs within a context, or setting. Contexts include families, schools, peer groups, churches, cities, neighborhoods, university laboratories, countries, and so on. Each of these settings is influenced by historical, economic, social, and cultural factor. Development is ___________.

Normative age-graded influences

Influences similar for individuals in a particular age group. Includes puberty and menopause

Normative history-graded influences

Influences common to people of a particular generation because of historical circumstances

Nonnormative life events

unusual occurrences that have a major impact on the individual’s life. Don’t happen to all people, and when they do occur they can influence people in different ways

growth, maintenance, and regulation of loss

The three goals of human development according to Baltes

culture

encompasses the behavioral patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation

cross-cultural studies

compare the aspects of two or more cultures. Comparison provides information about the degree to which development is similar, or universal, across cultures or is instead culture-specific

ethnicity

rooted in cultural heritage, nationality, race, religion, and language

Socioeconomic status

refers to a person’s position within society based on occupational, educational, and economic characteristics. Implies certain inequalities

gender

the characteristics of people as females and males, is another important aspect of sociocultural contexts

social policy

a government’s course of action designed to promote the welfare of its citizens. Values, economics, and politics all shape a nation’s social policy

Minnesota Family Investment Program

a program designed in the 1990s primarily to influence the behavior of adults - specifically to move adults off welfare rolls and into paid employment

biological processes

produce changes in an individual’s physical nature. Genes inherited from parents, the development of the brain, height and weight gains, changes in motor skills, nutrition, exercise, the hormonal changes of puberty, and cardiovascular decline are all examples of biological processes that affect development

cognitive processes

changes in an individual’s thinking, intelligence, and language

Socioemotional processes

changes in the individual’s relationships with other people, changes in emotions, and changes in personality.

prenatal period

the time from conception to birth. tremendous growth - from a single cell to a complete organism with a brain and behavioral capabilities. 9 month period

infancy

the developmental period from birth to 18 or 24 months when humans are extremely dependent on adults. During this period, many psychological activities - language, symbolic thought, sensorimotor coordination, and social learning are just beginning

early childhood

the developmental period from the end of infancy to age 5 or 6. This period is sometimes called the “preschool years.” During this time, young children learn to become more self-sufficient and to care for themselves. They also develop school readiness skills, such as the ability to follow instructions and identify letters, and they spend many hours playing with peers. First grade typically marks the end of early childhood.

middle and late childhod

the developmental period from about 6 to 11 years of age, approximately corresponding to the elementary school years. During this period, children master the fundamental skills of reading, writing, and arithmetic. They are formally exposed to the world outside the family and to the prevailing culture. Achievement becomes a more central theme of the child’s world, and self-control increases

adolescence

the transition from childhood to early adulthood, entered at approximately 10 to 12 years of age and ending at 18 to 22 years of age. Adolescence begins with rapid physical changes—dramatic gains in height and weight, changes in body contour, and the development of sexual characteristics such as enlargement of the breasts, growth of pubic and facial hair, and deepening of the voice. At this point in development, the pursuit of independence and an identity are prominent themes. Thought is more logical, abstract, and idealistic. More time is spent outside the family.

emerging adulthood

from 18 to 25 years of age and is a time of considerable exploration and experimentation, especially in the areas of identity, careers, and lifestyles.

early adulthood

the developmental period that begins in the late teens or early twenties and lasts through the thirties. For young adults, this is a time for establishing personal and economic independence, becoming proficient in a career, and for many, selecting a mate, learning to live with that person in an intimate way, starting a family, and rearing children

middle adulthood

the developmental period from approximately 40 years of age to about 60. It is a time of expanding personal and social involvement and responsibility; of assisting the next generation in becoming competent, mature individuals; and of achieving and maintaining satisfaction in a career.

late adulthood

the developmental period that begins in the sixties or seventies and lasts until death. It is a time of life review, retirement from the workforce, and adjustment to new social roles involving decreasing strength and health. Usually the longest of the periods of development

Chronological age

the number of years that have elasped since birth

biological age

age in terms of biological health

psychological age

an individual’s adaptive capacities compared with those of other individuals of the same chronological age

social age

connectedness with others and the social roles individuals adopt. Individuals who have better social relationships with others are happier and tend to live longer than individuals who are lonely

normal aging

most individuals, for whom psychological functioning often peaks in early middle age, remains relatively stable until the late fifties to early sixties, and then shows a modest decline through the early eighties

pathological aging

individuals who show greater than average decline as they age through the adult years

succesful aging

characterizes individuals whose positive physical, cognitive, and socioemotional development is maintained longer, declining later in old age than is the case for most people

nature-nurture issue

concerns the extent to which development is influenced by nature and nurture

nature

an orgnaism’s biological inheritance

nurture

an organisms environmental experiences

stability-change issue

the degree to which early traits and characteristics persists or change over time

continuity-discontinuity issue

focuses on the degree to which development involves either gradual, cumulative change (continuity) or distinct changes (discontinuity)

theory

an interrelated, choherent set of ideas that helps to explain phenomena and make predications

hypotheses

specific assertions and predictions that can be tested

psychoanalytic theories

theories that describe development primarily in terms of unconscious processes that are heavily colored by emotion. Behavior is merely a surface characteristic and a true understanding of development requires analyzing the symbolic meanings of behavior and the deep inner workings of the mind SIGMUND FREUD EW

Sigmund Freud

This person developed psychoanalysis and believed peoples' problems were the result of experiences early in life. Five stages of psychosexual development; oral, anal, phallic, latency, and genital. CRITICIZED FOR OVEREMPHASIZING SEUAL INSTINCTS

Erik Erikson

A person who believed Freud misjudged some aspects of development. Believed motivation is social and reflects a desire to affiliate with other people. Personality changes throughout life span

Erkison’s theory

eight stages of development unfold as we go through life. At each stage there is a crisis that needs to be resolved for development to occur

trust vs mistrust

the first psycho social stage, which is experienced in the first year of life. Trust during infancy sets that stage for a lifelong expectation that the world will be a good and pleasant place to live

autonomy vs shame and doubt

second stage that occurs in late infancy and toddlerhood (1-3). After gaining trust in caregivers, infant begin to discover that their behavior is their own. The start to assert their sense of independence or autonomy. They realize their will. If infants and toddlers are restrained too much or punished too harshly, they are likely to develop a sense of shame and doubt

initiative vs guilt

third stage during preschool years. children face new challenges that require active, purposeful, responsible behavior. Feelings of guilt may arise, though, if the child is irresponsible and is made to feel too anxious

industry vs inferiority

4th stage in elementary school. Children now need to direct their energy toward mastering knowledge and intellectual skills. The negative outcome is that the child may develop a sense of inferiority

identity vs identity confusion

5th stage during adolesents. ppl face finding out who they are, what they are all about, and where they are going in life

intimacy vs isolation

6th stage that occurs in early adulthood

faced with forming intimate relationships. If young adults form healthy friendships and an intimate relationship w a partner, intimacy will be achieved; if not, isolation will result

generatively vs stagnation

7th stage during middle adulthood

the primary concern is helping younger generation develop and lead useful lives. The feeling of having done nothing to help the next generation is stagnation

integrity vs despair

8th and final stage in late adulthood. person reflects on the past. integrity is a life well spent which despair is gloom

Piaget’s Theory

theory that children go through 4 stages of cognitive development as they understand the world

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sensorimotor stage

brith to 2 yr age

infants construct an understanding of the world by coordinating sensory experiences with physical, motor actions

preoperational stage

2-7 yr of age

children are able to represent the world with words, images, and drawings. But children still lack the ability to perform operations, or internalized mental actions that allow children to do mentally what could only be done physically

concrete operational stage

7-11 yr age

children can perform operations that involve objects, and they can reason logically about specific or concrete examples. They cant imagine the stems to complete an algebraic equation bc doing so would be abstract

formal operational stage

11-15 to adulthood

move beyond concrete experiences and think in abstract and more logical terms. develop images of ideal circumstances

Vygotsky’s theory

a sociocultural theory that emphasizes how culture and social interaction guide cognitive development.

information-processing theory

individuals manipulate info, monitor it, and strategize about it. Does not describe info as stage-like. Individuals develop a gradually increasing capacity for processing information, which allows them to acquire increasingly complex knowledge and skills

behavioral and social cognitive theories

theories that hold that development can be described in terms of behaviors learned through interactions with out surroundings. must be observable

operant conditioning

the consequences of a behavior produce changes in the probability of the behavior’s recurrence. Ex: Behavior followed by a rewarding stimulus is more likely to occur SKINNER

Social cognitive theory

behavior, environment, and person/ cognitive factors are the key factors in development BANDURA and observational learning

ethology

the study of the behavior of animals in their natural habitat. Ethological theory stresses that behavior is strongly influenced by bio LORENZ

imprinting

the rapid, innate learning that involves attachment to the first moving object seen

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Brofenbrenner’s ecological theory

the theory that development reflects the influence of several environmental systems; microsystem, mesosystem, ecosystem, macrosystem, and chronosystem

microsystem

the setting in which an individual lives. family, peers, school, and neighborhood. most direct interactions w social agents

mesosystem

relations between microsystems or connections btwn contexts. ex relation of family experiences to school experiences

exosystem

links btwn a social setting in which the individuals does not have an active role and the individual’s immediate context. husband influenced by mothers experience at work

macrosystem

the culture in which individuals live

chronosystem

the patterning of environmental events and transition over the life course as well as sociohistorical circumstances

eclectic theoretic orientation

does not follow any one theoretical approach but rather presents what are considered the best features of each theory

laboratory

controlled setting where many of the complex factors of the “real world” are absent

naturalistic observation

observing behavior in real-world settings and making no effort to manipulate or control the situation

standardized test

uniform procedures for administration and scoring

case study

in-depth look at a single individual

descriptive research

research that aims to observe and record behavior

correlational research

research that aims to describe the strength of the relationship between two or ore events or characteristics

correlation coefficient

a number baed on statistical analysis that is used to describe the degree of association between two variables

experiment

a carefully regulated procedure in which one or more factors believed to influence the behavior being studied are manipulated while all other factors are held constant

cross-sectional approach

research approach that compares individuals of different ages

longitudinal approach

approach where the same individuals are studied over time

cohort effects

effects due to a person’s time of birth, era, or generation but not to actual age