Week 1: Lifespan Development

5.0(1)
studied byStudied by 42 people
learnLearn
examPractice Test
spaced repetitionSpaced Repetition
heart puzzleMatch
flashcardsFlashcards
Card Sorting

1/96

flashcard set

Earn XP

Description and Tags

Health

Study Analytics
Name
Mastery
Learn
Test
Matching
Spaced

No study sessions yet.

97 Terms

1
New cards
Ted Kaczynski
- called the "unabomber"
- wanted for 2 decades
- he was born with a severe allergic reaction which made him isolated from other people
2
New cards
Aileen Wuornos
- serial killer
- was sexually abused at a young age
- had an incest relationship with her brother
- thrown out of the house when she was a teenager
- became a sex worker
3
New cards
Halle Berry
- award-winning actress and former beauty queen
- first african-american to win an oscar
- product of a dysfunctional family
- was abused by her father
4
New cards
Alice Walker
- was born poor and was a victim of discrimination because she is an african-american woman
- was blinded due to an accident with her brother
- worked as a social worker, teacher, and lecturer
- took part in the 1960s civil rights movement in mississippi
- won the 1983 pulitzer prize for fiction for her novel "the color purple"
- acclaimed poet and essayist
5
New cards
Development
the pattern of movement or change that starts at conception and continues through the human life span.
6
New cards
Traditional Approach
emphasizes extensive change from birth to adolescence (especially during infancy), little or no change in adulthood and decline in old age.
7
New cards
Life-span Approach
emphasizes developmental change throughout adulthood as well as childhood.
8
New cards
122 years
oldest age documented.
9
New cards
Jeanne Louise Calment
oldest person documented.
10
New cards
Life Expectancy
the average number of years that a person born in a particular year can expect to live.
11
New cards
Development is Lifelong
no age or period dominated development
12
New cards
Development is Multidimensional
consists of biological, cognitice, and socioeconomic dimensions.
13
New cards
Cognitive Dimension
includes attention, memory, abstract thinking, speed of processing, information, and social intelligence.
14
New cards
Development is Multidirectional
some dimensions and components of dimension expand and others shrink.
15
New cards
Development is Plastic
plasticity means the capacity to for change
16
New cards
Developmental Science is Multidisciplinary
is composed of psychologists, sociologists, anthropologists, neuroscientists, and medical researchers.
17
New cards
Development is Contextual
- setting
- families, schools, peer groups, churches, cities, neighborhoods, university laboratories, countries.
18
New cards
Normative Age-Graded Influences
includes biological processes such as puberty and menopause, sociocultural, environmental processes such as beginning formal education and retirement.
19
New cards
Normative History-Graded Influences
- common to people of a particular generation
- long term changes in genetic and cultural makeup of a population
20
New cards
Non-normative or Highly Individualized Life Events
unusual occurrences that have a major impact on the individual's life.
21
New cards
Culture
- behavior, patterns, beliefs, products of a particular group of people that are passed on from generation to generation
- results from the interaction of people over the years
22
New cards
Ethnicity
- rooted in culture heritage, nationality, race, religion, and language.
- the root word of this word means nation
23
New cards
Socioeconomic Status
refers to a person's position within society based on occupational, education, and economic characteristics.
24
New cards
Gender
the psychological and sociocultural dimensions of being female or male.
25
New cards
Social Policy
- government's course of action designed to promote the welfare of its citizens
- shaped by values, economics, and politics
26
New cards
Minnesota Family Investment Program
found that an increase in the incomes of working poor parents were linked with benefits for their children - school achievement improved and behavior problems increased.
27
New cards
Biological Processes
- changes in the individual's physical nature
- e.g. genes, development of brain, height and weight gains, changes in motor skills, hormonal changes of puberty, and cardiovascular decline
28
New cards
Cognitive Processes
- changes in the individual's thought, intelligence, and language
- e.g. watching a colorful mobile swinging above the crib, putting together a two-word sentence, memorizing a poem, imagining what it would like to be a movie star, and solving a crossword puzzle
29
New cards
Socio-emotional Processes
- changes in the individual's relationship with other people, changes in emotions and changes in personality
- e.g. infant's smile in response to a parent's touch, toddler's aggressive attack on a playmate, a school-age child's development of assertiveness, adolescent's joy at the senior prom, and affection of an elderly couple
30
New cards
Developmental Period
refers to a time frame in a person's life that is characterized by certain features.
31
New cards
Prenatal Period
- conception to birth
- involves continuous growth from a single cell to an organism complete with a brain and behavioral capabilities.
32
New cards
Infancy
- birth to 18-24 months
- time of extreme dependence upon adults
- many psychological activities such as language, symbollic thought, sensorimotor coordinatio, and social learning are just beginning
33
New cards
Early Childhood
- 2-5 years
- also called as the "preschool years"
- learn to become more self-sufficient and to care for themselves, develop school readiness skills and spend many hours in play with peers
- first grade marks the end
34
New cards
Middle and Late Childhood
- 6-11 years
- corresponds to the elementary school years
- fundamental skills of reading, writing, and arithmetic are mastered
- achievement becomes a more central theme of the child's world and self-control increase.
35
New cards
Adolescence
- 10-12; 18-22 years
- transition from childhood to early adulthood
- begins with rapid physical changes - dramatic gains in height and weight, changes in body contour and development of sexual characteristics
- the pursuit of independence and an identity are prominent
- thought is more logical, abstractm and idealistic
36
New cards
Early Adulthood
- 20 to 30s
- time of establishing personal and economic independence, career development, and for many: selecting a mate, learning to live with someone in an intimate way, starting a family and rearing children
37
New cards
Middle Adulthood
- 40 to 50s
- time of expanding personal and social involvement and responsibility of assisting the next generation in becoming competent, mature individuals, and of reaching and maintaining satisfaction in a career
38
New cards
Late Adulthood
- 60 to 70s
- time of life review, retirement, and adjustment to new social roles involving decreasing strength and health
- longest span of any period of development
39
New cards
First Age
childhood and adolescence.
40
New cards
Second Age
prime adulthood; twenties to fifties.
41
New cards
Third Age
- approximately 60-79 years of age
- healthier and can lead more active, productive lives
42
New cards
Fourth Age
- approximately 80 years and older
- health and well-being decline for many individuals
43
New cards
Chronological Age
- is the number of years that elapsed since birth
- based on the birth date
44
New cards
Biological Age
- is a person's age in terms of biological health
- involves knowing the functional capacities of a person's vital organs
45
New cards
Psychological Age
- is an individual's adaptive capacities compared with those of other individuals of the same chronological age
- older adults who continue to learn, flexible, motivated, and think clearly are engaging in more adaptive behaviors than their chronological age-mates who do not do these things
46
New cards
Social Age
- refers to social roles and expectations related to a person's age
- consider the role of "mother" and the behaviors that accompany the roles - in predicting an adult woman's behavior, it may be more important to know that she is the mother of a 3-year-old child than to know whether she is 20 or 30 years old
47
New cards
Theory
- is an interrelated, coherent set of ideas that helps to explain the phenomena and make predictions
- suggests hypotheses which are specific assertions and predictions that can be tested
48
New cards
Nature
refers to an organisms's biological inheritance.
49
New cards
Nurture
refers to its environmental experiences.
50
New cards
Extreme Environments
those that are psychologically barren or hostile can depress developments.
51
New cards
Stability and Change
- involves the degree to which early traits and characteristics persist through life or change
- stability is the result of heredity and possibly early experiences in life
- later experiences can produce change
52
New cards
Continuity and Discontinuity
- focuses on the degree to which development involves either gradual, cumulative change or distinct stages
- qualitative and quantitative
53
New cards
Psychoanalytic Theories
- describe development as primarily unconscious and heavily colored by emotions
- behavior is merely a surface characteristic and that a true understanding of development requires analyzing the symbolic meanings of behavior and the deep inner working of the mind
- early experiences with parents extensively shape development
54
New cards
Sigmund Freud
- is the most famous personality for the psychoanalytical theory
- is the founder of the psychosexual development
55
New cards
Oral Stage
- birth to 1.5 years
- infants pleasure centers on the mouth
- infants develops a sense of trust and comfort
- a person who is fixated at this stage may be over dependent on other and may seek oral stimulation through smoking, drinking, or eating
56
New cards
Anal Stage
- 1.5 to 3 years
- child's pleasure focuses on the anus
- major conflict is toilet training - the child learns to control his/her bodily needs (sense of accomplishment and independence)
- positive experiences during these stage served as the basis for people to become competent, productive, and creative adults
57
New cards
Anal Expulsive Personality
- results when the parents approach is too lenient
- individual has a messy, wasteful, or destructive personality
58
New cards
Anal Retentive Personality
- results when parents are two strict or begin training too early
- individual is stringent, orderly, rigid, and obsessive
59
New cards
Phallic Stage
- 3 to 6 years
- child's pleasure focuses on the genitials
- children also begin to discover the differences between males and females
60
New cards
Oedipus Complex
describes the feelings of wanting to posses the mother and the desire to replace the father.
61
New cards
Electra Complex
describes the feelings of wanting to posses the father and the desire to replace the mother.
62
New cards
Latency Period
- 6 years to puberty
- child represses sexual interests and develops social and intellectual skills
- the stage begins around the time that children enter school and become more concerned with peer relationships, hobbies, and other interests
- this stage is important in the development of social and communication skills and self-confidence
63
New cards
Genital Stage
- puberty onwards
- time of sexual reawakening: source of sexual pleasure becomes somebody outside the family
- interest in the welfare of others grows during this stage
- the goal of this stage is to establish a balance between the various life areas
- if this stage along with the other stages have been completed successfully, the individual should now be well-balanced, warm, and caring
64
New cards
Erik Erikson
he is psychoanalyst and is the founder of the psychosocial theory.
65
New cards
Erikson's Psychosocial Theory
- were developed in psychosocial stages, rather than in psychosexual stages
- according to him the primary motivation for human behavior is social in nature and reflects a desire to affiliate with other people
- he also said that developmental change occurs throughout the life span
66
New cards
Trust vs Mistrust
- in the first year of life
- trust in infancy sets the stage for a lifelong expectation that the world will be a good and pleasant place to live
67
New cards
Autonomy vs Shame
- 1-3 years (late infancy and toddlerhood)
- they start to assert their sense of independency
- they realize their will
68
New cards
Initiative vs Guilt
- 3-5 years (early childhood and preschool years)
- as preschool children encounter a widening social world, they face new challenges that require active, purposefully, responsible behavior
69
New cards
Industry vs Inferiorly
- 6 years to puberty (middle and late childhood; elementary school years)
- children now need to direct their energy toward mastering knowledge and intellectual skills
70
New cards
Identity vs Identity Confusion
- 10-20 years (adolescence)
- if adolescent explore roles in a healthy manner and arrive at a positive path to follow in life, then they achieve a positive identity.
71
New cards
Intimacy and Isolation
- 20s to 30s (early adulthood)
- at this time, individuals face the developmental task of forming intimate relationships
- young adults form healthy friendships and an intimate relationship with another.
72
New cards
Generativity vs Stagnation
- 40s to 50s (middle adulthood)
- concerned with helping the younger generation to develop and lead useful lives.
73
New cards
Integrity vs Despair
- 60s onwards
- achieved through a person's life review whether their life was well spent or not.
74
New cards
Cognitive Theories
emphasizes conscious thoughts.
75
New cards
Piaget's Cognitive Developmental Theory
- states that children go through four stages of cognitive development as they actively construct their understanding of the world
- two processes underlie this cognitive construction of the world: organization and adaptation
76
New cards
The Sensorimotor Stage
- lasts from birth to about 2 years of age
- infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical and motoric actions
77
New cards
The Preoperational Stage
- lasts from approximately 2-7 years of age
- children begin to go beyond simply connecting sensory information with physical action and represent the world with words, images, and drawings
- preschool children still lack the ability to perform what he calls operations, which are internalized mental actions that allow children to do mentally what they previously could only do physically
78
New cards
The Concrete Operational Stage
- lasts from approximately 7-11 years
- children can perform operations that involve objects, and they can reason logically when the reasoning can be applied to specific or concrete examples
79
New cards
The Formal Operational Stage
- appears between the ages of 11 and 15 and continues through adulthood
- individuals move beyond concrete experiences and think in abstract and more logical terms
- as part of thinking more abstractly, adolescents develop images of ideal circumstances
- in solving problems, they become more systematic, developing hypotheses about why something is happening the way it is and then testing these hypotheses
80
New cards
Lev Vygotsky
- russian developmentalist
- argued that children actively construct their knowledge.
81
New cards
Vygotsky's Sociocultural Cognitive Theory
- emphasizes how culture and social interaction guide cognitive development
- maintained that cognitive development involves learning to use the inventions of society, such as language, mathematical systems, and memory strategies
82
New cards
Information-Processing Theory
- emphasizes that individuals manipulate information, monitor it, and strategize about it
- individuals develop a gradually increasing capacity for processing information, which allows them to acquire increasingly complex knowledge and skills
- emphasizes that an important aspect of development is learning good strategies for processing information
83
New cards
Robert Siegler
states that thinking is information processing - when individuals perceive, encode, represent, store, and retrieve information, they are thinking.
84
New cards
Behavioral and Social Cognitive Theories
- behaviorism essentially holds that we can study scientifically only what can be directly observed and measured
- development is observable behavior that can be learned through experience with the environment
- emphasize continuity in development and argue that development does not occur in stage-like fashion
85
New cards
Skinner's Operant Conditioning
- through this, the consequences of a behavior produce changes in the probability of the behavior's occurrence
- a behavior followed by a rewarding stimulus is more likely to recur, whereas a behavior followed by a punishing stimulus is less likely to recur
- the key aspect of development is behavior, not thoughts and feelings
- he emphasized that developmet consists of the pattern of behavioral changes that are brought about by rewards and punishments
86
New cards
Bandura's Social Cognitive Theory
- emphasizes that cognitive processes have important links with the environment and behavior
- his early research program focused heavily on observational learning (also called imitation or modeling), which is learning that occurs through observing what others do
- most recent model of learning and development includes three elements: behavior, the person/cognition, and the environment
87
New cards
Ethological Theory
- stresses that behavior is strongly influenced by biology, is tied to evolution, and is characterizes by critical or sensitive periods
88
New cards
Konrad Lorenz
- studied the behavior graylag geese, which will follow their mothers as soon as they hatch
- called the process imprinting, the rapid innate learning that involves attachment to the first moving object seen
89
New cards
John Bowlby
stressed that attachment to a caregiver over the first year of life has important consequences throughout the life span.
90
New cards
Ecological Theory
- emphasizes environmental factors
- identifies five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem
91
New cards
Microsystem
- setting in which the individual lives
- includes the person's family, peers, school, and neighborhood
- most direct interactions with social agents take place - with parents, peers, and teachers
- the individual is not a passive recipient of experiences in these settings, but someone who helps to construct the setting
92
New cards
Mesosystem
- involves relations between microsystems or connections between contexts
- examples are the relation of family experiences to school experiences, school experiences to religious experiences, and family experiences to peer experiences
93
New cards
Exosystem
- consists of links between a social setting in which the individual does not have an active role and the individual's immediate context
- for example, a husband's or child's experience at home may be influenced by a mother's experiences at work
94
New cards
Macrosystem
- involves the culture in which the individual's live
95
New cards
Cross-Cultural Studies
the comparison of one culture with one or more other cultures - provide information about the generality of development.
96
New cards
Chronosystem
- consists of the patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances
- for example, divorce is one transition
- researchers have found that the negative effects of divorce on children often peak in the first year after the divorce
97
New cards
Urie Bronfenbrenner
holds that development reflects the influence of several environmental systems.