Chapter 1 Flashcards
Lifespan developmental perspective
views development as lifelong, multidimensional, plastic, multidisplinary, contextual, and as a process that involves growth, maintenance, and regulation of loss thru biological, sociocultural, and individual factors
lifelong
part of lifespan perspective; development is lifelong
multidimensional
part of lifespan perspective; development has biological, sociocultural, and cultural dimensions; w/ components in each dimension (memory, attention, etc)
plastic
part of lifespan perspective; capacity for change, we may possess less plasticity as we grow older
multidisciplinary
part of lifespan perspective; psychologists, sociologists, anthropologists, neuroscientists, and medical researchers all share interest in development
contextual
part of lifespan perspective; all development occurs within a context/setting
development
the pattern of movement or change that begins at conception and continues through the human life span;
Development involves growth, decline, and dying.
biological processes
produce changes in an individual’s physical nature; genes, development of brain, etc.
cognitive processes
changes in the individual’s thought process, intelligence, + language; memorizing a poem, learning new words, imagining what it would be like to be a movie star, etc.
socioemotional processes
change in the individual’s relationships w/ other people, changes in emotion, + changes in personality; infants smile in response to parents touch, toddlers aggressive attack on a playmate, a teenagers joy at prom, etc.
What are the 8 main developmental periods?
Prenatal, infancy, early childhood, middle to late childhood, adolescence, early adulthood, middle adulthood, late adulthood
chronological age
the # of years that have gone by since birth
biological age
person’s age in terms of biological health
psychological age
individual’s adaptive capacities compared w/ those of other individuals of the same chronological age
social age
connectedness w/ others + the social roles individuals adopt
Nature-nurture issue
extent to which development is influenced by nature & by nurture
stability-change issue
the degree to which early traits and characteristics persist or change as a person matures;
Stability- believes traits are due to heredity + early experiences
Change- traits change with later experiences
continuity-discontinuity issue
degree to which development involves gradual, cumulative change (continuity) or distinct stages (discontinuity)
trust vs. mistrust
Erikson psychosocial theory; Infancy; trust is important for lifelong expectation that the world is a good + pleasant place to live
autonomy vs. shame and doubt
Erikson psychosocial theory; Late infancy to toddlerhood; discover that their behavior is their own; assert independence + autonomy; if punished or shamed too harshly, they will likely develop shame + doubt
initiative vs. guilt
Erikson psychosocial theory; Preschool; widening social world, new challenges + responsibilities; guilt may arise if child is irresponsible + made to feel too anxious
industry vs. inferiority
Erikson psychosocial theory;
Elementary school; mastering knowledge + intellectual skills; children may feel inferiority
identity vs. identity confusion
Erikson psychosocial theory; Adolescence; finding identity; if adolescents explore roles in healthy way, they will achieve a positive identity, if they don’t, identity confusion remains
intimacy vs. isolation
Erikson psychosocial theory; Early adulthood; forming intimate relationships
generativity vs. stagnation
Erikson psychosocial theory; Middle adulthood; concern for helping younger generation = generativity; feeling of having done nothing to help next generation = stagnation
integrity vs. despair
Erikson psychosocial theory; Late adulthood; person reflects on past; if life review was well spent, integrity is achieved, if not, despair occurs
Sensorimotor stage
Piaget’s theory; birth to 2 yrs, coordinate sensory experiences with physical motoric actions
preoperational stage
Piaget’s theory; 2-7 yrs, represent world w/ words, images, drawings, but still lack ability to perform “operations” aka internalized mental actions that allow children to do mentally what they could only do physically
concrete operational stage
Piaget’s theory; 7-11 yrs, perform operations that involve objects, reason logically with specific/concrete examples
formal operational stage
Piaget’s theory; 11-15 yrs to adulthood, move beyond concrete experiences + think in abstract, logical terms
Piaget’s theory
children go thru 4 stages of cognitive development as they construct understanding of the world; they organize experiences and adapt to new ones
Vygotsky’s sociocultural theory
emphasizes how culture & social interaction guide cognitive development
> Saw children’s development as inseparable from social + cultural activities
> Argued that cognitive development involves learning the use of inventions in society (language, math, memory strategies, etc.)
> Children’s social interaction w/ adults & older kids is crucial to cognitive development
information processing theory
emphasizes that individuals manipulate info, monitor it, + strategize about it
> Does not describe development as stage-like; people develop gradually increasing capacity for processing info
Ethology theory
stresses that behavior is strongly influenced by biology, tied to evolution, & has critical/sensitive periods
○ Konrad Lorenz goose imprinting
○ Imprinting must occur in specific period (critical/sensitive period)
Ecological theory
stresses environmental factors; development reflects the influence of several environmental systems
microsystem
ecological theory; Setting the individual lives; school, peers, neighborhood
mesosystem
ecological theory; Relations between microsystems or connections between contexts; (ex: relationship of family experiences to school experiences, children with parents who rejected them may find it hard to have pos. relationships w/ teachers)
exosystem
ecological theory; Links between individual’s immediate context + social setting
macrosystem
ecological theory; Culture the individual lives in
chronosystem
ecological theory; Patterning of environmental events + transitions over the life course (ex: divorce, womens rights)
descriptive research
aims to observe and record behavior
correlational research
can predict how people will behave, goal is to describe strength of relationship between 2 or more variables
experimental research
carefully regulated procedure; IV + DV
