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Child Lifespan and Development > Chapter 1 > Flashcards

Chapter 1 Flashcards

1
Q

Development

A

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

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2
Q

Life-span perspective of human development views development as

A

lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual

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3
Q

Development is lifelong

A

It continues into old age

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4
Q

Development is multidimensional

A

Consists of biological, cognitive, and socioemotional dimensions (components within these dimensions)

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5
Q

Development is multidirectional

A

some dimensions grow and others shrink (ex: learning a language as a kid is easier than as an adult)

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6
Q

Development is plastic

A

look at how much plasticity people have in various dimensions at diff. points in development

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7
Q

Plasticity

A

capacity for change

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8
Q

developmental science is multidisciplinary

A

experts look at development in intelligence and social relationships and how that changes with age. Does health and heredity affect diff. dimensions of development?

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9
Q

Development is contextual

A

development occurs in the context of families, schools, peer groups, churches, cities, neighborhoods, univeristy laboratories, countries, etc

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10
Q

Contexts are constantly changing like individuals. So contexts exert three types of influences

A
  1. normative age-graded influences
  2. normative history-graded influences
  3. non-normative/ highly individual life events
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11
Q

Normative age-graded influences

A

for individuals at a certain age group (ex: puberty, menopause, beginning school, retirement)

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12
Q

Normative history-graded influences

A

common for a certain generation (being alive during JFK assassination, WWII, 9/11, social media etc.)

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13
Q

Normative life events

A

individual unique occurrences that affect a persons life

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14
Q

Development involves growth, maintenance, and regulation of loss

A

as development occurs, there is internal conflict between growth, maintenance, and regulation of loss (ex: middle age people try to maintain and regulate loss so there’s less emphasis on growth)

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15
Q

Development is a co-construction of biology, culture, and individual development

A

Development comes from biological, cultural, and individual factors influencing each other

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16
Q

Culture

A

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

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17
Q

Factors that influence people as they go through the human lifespan

A

cultural and socioeconomic backgrounds, ethnicity, and gender

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18
Q

Biological processes

A

produce changes in an individual’s physical nature (ex: genes, brain development, height, weight, nutrition, exercise, hormonal changes, cardiovascular decline)

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19
Q

Cognitive processes

A

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

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20
Q

Socioemotional processes

A

involve changes in an individual’s relationships with other people, in emotional regulation, and in personality

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21
Q

Prenatal developmental period

A

time from conception to birth (9 months)

22
Q

Infancy developmental period

A

from birth to 18 or 24 months

23
Q

Early childhood developmental period

A

end of infancy to age 5 or 6

24
Q

Middle and late childhood developmental period

A

age 6 to age 11

25
Q

Adolescence developmental period

A

from age 10/12 to 18/22

26
Q

Emerging adulthood developmental period

A

from 18 to 25 years old

27
Q

Early adulthood developmental period

A

late teens / twenties to early thirties

28
Q

middle adulthood developmental period

A

from 40 to 60 years old

29
Q

late adulthood developmental period

A

60s/70s to death

30
Q

stability-change issue

A

debate about the degree to which early traits and characteristics persist through life or change

31
Q

nature-nurture issue

A

debate about extent to which development is influenced by nature and my nurture. nature refers to a organism’s biological inheritance, nurture to its environmental experiences

32
Q

continuity-discontinuity issue

A

debate about extent to which development involves gradual, cumulative change (continuity), or distinct stages (discontinuity)

33
Q

Scientific method

A
  1. conceptualize a process or problem to be studied
  2. collect data
  3. analyze data
  4. draw conclusions
34
Q

theory

A

interrelated coherent set of ideas that helps to explain phenomena and make predictions

35
Q

hypothesis

A

specific assertions and predictions that can be tested

36
Q

Psychoanalytic theories

A

theories that say development depends primarily on the unconsious mind and is heavily couched in emotion, that behavior is merely a surface characteristic, that it is important ot analyze the symbolic meanings of behavior, and that early experiences are important in development

37
Q

Erikson’s theory

A

psychoanalytic theory in which 8 stages of psychosocial development unfold throughout the life span. Each stage consists of unique developmental task that confronts individuals with a crisis that must be faced

38
Q

Piaget’s cognitive developmental theory

A

theory that children construct their understanding of the world and go through four stages of cognitive development

39
Q

Vygotsky’s theory

A

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

40
Q

information-processing theory

A

theory emphasizing that individuals manipulate information, monitor it, and strategize about it. The processes of memory and thinking are central

41
Q

Behavioral and social cognitive theories

A

theories holding that development can be described in terms of the behaviors learned through interactions with the environment

42
Q

Social cognitive theory

A

holds that behavior, environment, and person/cognitive factors are the key factors in development

43
Q

Ethology

A

approach stressing that behavior is strongly influenced by biology, tied to evolution, and characterized by critical or sensitive periods

44
Q

Bronfenbrenner’s ecological theory

A

holds that development reflects the influence of several environmental systems (5 environmental systems: microsystem, mesosystem, exosystem, macrosystem, chronosystem

45
Q

eclectic theoretical orientation

A

an approach that selects and uses whatever is considered the best in many theories

46
Q

naturalistic observation

A

observation in real-world without any attempt to manipulate the situation

47
Q

Descriptive research

A

aims to observe and record behavior

48
Q

Correlational research

A

goal is to describe the strength of the relationship between two or more events/ characteristics

49
Q

Cross-sectional approach

A

research strategy where individuals of diff. ages are compared at one time

50
Q

Longitudinal approach

A

research strategy where the same individuals are studied over a period of time usually several years or more

51
Q

Cohort effects

A

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

Child Lifespan and Development (3 decks)

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