Week 1: Lifespan Development

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1

Ted Kaczynski

  • called the "unabomber"

  • wanted for 2 decades

  • he was born with a severe allergic reaction which made him isolated from other people

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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

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3

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

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4

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

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Development

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

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Traditional Approach

emphasizes extensive change from birth to adolescence (especially during infancy), little or no change in adulthood and decline in old age.

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Life-span Approach

emphasizes developmental change throughout adulthood as well as childhood.

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122 years

oldest age documented.

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Jeanne Louise Calment

oldest person documented.

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Life Expectancy

the average number of years that a person born in a particular year can expect to live.

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Development is Lifelong

no age or period dominated development

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Development is Multidimensional

consists of biological, cognitice, and socioeconomic dimensions.

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Cognitive Dimension

includes attention, memory, abstract thinking, speed of processing, information, and social intelligence.

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Development is Multidirectional

some dimensions and components of dimension expand and others shrink.

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Development is Plastic

plasticity means the capacity to for change

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Developmental Science is Multidisciplinary

is composed of psychologists, sociologists, anthropologists, neuroscientists, and medical researchers.

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Development is Contextual

  • setting

  • families, schools, peer groups, churches, cities, neighborhoods, university laboratories, countries.

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Normative Age-Graded Influences

includes biological processes such as puberty and menopause, sociocultural, environmental processes such as beginning formal education and retirement.

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Normative History-Graded Influences

  • common to people of a particular generation

  • long term changes in genetic and cultural makeup of a population

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Non-normative or Highly Individualized Life Events

unusual occurrences that have a major impact on the individual's life.

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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

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Ethnicity

  • rooted in culture heritage, nationality, race, religion, and language.

  • the root word of this word means nation

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Socioeconomic Status

refers to a person's position within society based on occupational, education, and economic characteristics.

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Gender

the psychological and sociocultural dimensions of being female or male.

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Social Policy

  • government's course of action designed to promote the welfare of its citizens

  • shaped by values, economics, and politics

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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.

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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

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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

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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

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Developmental Period

refers to a time frame in a person's life that is characterized by certain features.

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Prenatal Period

  • conception to birth

  • involves continuous growth from a single cell to an organism complete with a brain and behavioral capabilities.

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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

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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

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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.

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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

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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

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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

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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

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First Age

childhood and adolescence.

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Second Age

prime adulthood; twenties to fifties.

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Third Age

  • approximately 60-79 years of age

  • healthier and can lead more active, productive lives

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Fourth Age

  • approximately 80 years and older

  • health and well-being decline for many individuals

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Chronological Age

  • is the number of years that elapsed since birth

  • based on the birth date

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Biological Age

  • is a person's age in terms of biological health

  • involves knowing the functional capacities of a person's vital organs

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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

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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

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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

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Nature

refers to an organisms's biological inheritance.

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Nurture

refers to its environmental experiences.

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Extreme Environments

those that are psychologically barren or hostile can depress developments.

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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

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Continuity and Discontinuity

  • focuses on the degree to which development involves either gradual, cumulative change or distinct stages

  • qualitative and quantitative

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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

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Sigmund Freud

  • is the most famous personality for the psychoanalytical theory

  • is the founder of the psychosexual development

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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

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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

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Anal Expulsive Personality

  • results when the parents approach is too lenient

  • individual has a messy, wasteful, or destructive personality

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Anal Retentive Personality

  • results when parents are two strict or begin training too early

  • individual is stringent, orderly, rigid, and obsessive

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Phallic Stage

  • 3 to 6 years

  • child's pleasure focuses on the genitials

  • children also begin to discover the differences between males and females

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Oedipus Complex

describes the feelings of wanting to posses the mother and the desire to replace the father.

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Electra Complex

describes the feelings of wanting to posses the father and the desire to replace the mother.

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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

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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

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Erik Erikson

he is psychoanalyst and is the founder of the psychosocial theory.

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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

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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

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Autonomy vs Shame

  • 1-3 years (late infancy and toddlerhood)

  • they start to assert their sense of independency

  • they realize their will

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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

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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

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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.

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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.

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Generativity vs Stagnation

  • 40s to 50s (middle adulthood)

  • concerned with helping the younger generation to develop and lead useful lives.

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Integrity vs Despair

  • 60s onwards

  • achieved through a person's life review whether their life was well spent or not.

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Cognitive Theories

emphasizes conscious thoughts.

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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

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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

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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

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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

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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

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Lev Vygotsky

  • russian developmentalist

  • argued that children actively construct their knowledge.

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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

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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

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Robert Siegler

states that thinking is information processing - when individuals perceive, encode, represent, store, and retrieve information, they are thinking.

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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

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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

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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

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Ethological Theory

  • stresses that behavior is strongly influenced by biology, is tied to evolution, and is characterizes by critical or sensitive periods

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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

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John Bowlby

stressed that attachment to a caregiver over the first year of life has important consequences throughout the life span.

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Ecological Theory

  • emphasizes environmental factors

  • identifies five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem

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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

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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

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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

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Macrosystem

  • involves the culture in which the individual's live

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Cross-Cultural Studies

the comparison of one culture with one or more other cultures - provide information about the generality of development.

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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

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Urie Bronfenbrenner

holds that development reflects the influence of several environmental systems.

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