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Life Span Development > Chapter 1- Intro > Flashcards

Chapter 1- Intro Flashcards

1
Q

Define Development.

A

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

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2
Q

Why is studying the life-span of humans important?

A
  • Your experiences influence development

- We always want the next generation to succeed; have the upper hand

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3
Q

What is the human life-span?

A

122 years (the maximum age of life for our species; never changes)

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4
Q

What is life expectancy?

A

average number of years a person is expected to live when born in a particular year

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5
Q

Does development continue to change after childhood?

A

yes

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6
Q

What are the 9 characteristics of life span development?

A
  • lifelong
  • multidimensional
  • multidirectional
  • plastic
  • multidisciplinary
  • contextual
  • growth
  • maintenance
  • regulation of loss
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7
Q

Expand on the ‘multidimensional’ characteristic of lifespan development.

A

there are many components to life that change and interact with each other

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8
Q

Expand on the ‘multidirectional’ characteristic of lifespan development.

A

some dimensions expand and other dimensions shrink

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9
Q

Expand on the ‘plastic’ characteristic of lifespan development.

A

always evolving and adapting based on imput

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10
Q

Expand on the ‘life long’ characteristic of lifespan development.

A

always continues

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11
Q

Expand on the ‘multidisciplinary’ characteristic of lifespan development.

A

the study of lifespan affects many disciplines

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12
Q

Expand on the ‘contextual’ characteristic of lifespan development.

A

depends on surroundings

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13
Q

Expand on the ‘growth, maintenance and regulations of loss’ characteristic of lifespan development.

A

when we are young we want to grow and learn and as we age it is more about the maintaining of the things we have and prevention of loss of capability etc.

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14
Q

What are the 3 influences that context exerts?

A
  1. Normative age-graded influences
    (common to an age group)
  2. Normative history-graded influences
    ( common among a generation because of historical circumstances)
  3. Non-normative life events
    (unusual occurrences that have a major impact)
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15
Q

What is ‘normative age-graded influences’?

A

a contextual thing that is common among and age group

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16
Q

What is ‘normative history-graded influences’?

A

a contextual thing in common among a generation because of historical circumstances

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17
Q

What is a ‘non-normative life event influence’?

A

an unusual contextual occurrence that has a major impact on an individuals life experience

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18
Q

What are some contemporary concerns?

A
  • health and wellbeing
  • parenting and education
  • sociocultural contexts and diversity
    (culture, ethnicity, socioeconomic status, and gender)
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19
Q

Define sex vs gender.

A

SEX- biological meaning of male (XY) and female (XX)

GENDER- more chosen / social expectation

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20
Q

Define social policy.

A

Laws, regulations, and government programs that influence citizens’ welfare

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21
Q

What are the 3 main processes in development?

A

Biological
Cognitive
Socioemotional

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22
Q

Define biological processes.

A

BIOLOGICAL PROCESSES produce change in a persons physical nature. For ex. development of brain height and weight, nutrition, exercise

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23
Q

Define cognitive process.

A

COGNITIVE PROCESS refers to the change in a persons thought process, intelligence, and language

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24
Q

Define socioemotional process.

A

SOCIOEMOTIONAL PROCESS involve changes with individuals relationships with others, change in emotion, or change in personality

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25
Q

Define developmental time frame.

A

the time frame in ones life that is characterized by events;

  • the interplay btw biological, cognitive and socioemotional processes
  • each period with its own stresses and concerns
  • variation in capabilities of the same age individuals
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26
Q

What are the 8 periods of development?

A
  • Prenatal period (conception to birth)
  • Infancy (birth to 18-24 m)
  • Early childhood (3-5 yrs)
  • Middle and late childhood (6-10/11 yrs)
  • Adolescence (10-12 to 18-21 yrs)
  • Early adulthood (20’s and 30’s)
  • Middle adulthood (40’s and 50’s)
  • Late adulthood (60’s and 70’s)
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27
Q

What are some studies showing with age and happiness correlations?

A
  • some say no dif. btw ages and happiness
  • some found ‘U-shaped’ results
  • U.S. research found happiness increased with age
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28
Q

What are the 4 different kinds of conceptions around age?

A
  • chronological age
  • biological age
  • psychological age
  • social age
29
Q

Define chronological age.

A

number of years elapsed since birth

30
Q

Define biological age.

A

in terms of biological health or ‘fitness’

31
Q

Define psychological age.

A

ones adaptive capacity

32
Q

Define social age.

A

social role and expectations related to ones age

33
Q

What are some developmental issues in regards to debate?

A
  • Nature vs Nurture
    (inherent or environment)
  • Stability vs change
    (the degree to which traits and characteristics persist through life or change)
  • Continuity (gradual, cummulitive changes) vs Discontinuity (distinct stages)
34
Q

What does stability vs change refer to?

A

the degree to which trait and characteristics persist through life or change

35
Q

What does continuity vs discontinuity refer to?

A
  • continuity refers to gradual cummulative changes in development
  • discontinuity refers to more abrupt changes in development
36
Q

Define a theory.

A

interrelated sets of ideas that help to explain data, make predictions

37
Q

Define hypotheses.

A

assertions or predictions often derived from theories that can be tested

38
Q

What are psychoanalytic theories on development?

A
  • development is primarily unconscious, heavy with emotion
  • behaviour is surface characteristics of development
  • analyze symbolic meaning of behaviour and deep inner workings of the mind for true meaning of development
  • stressed the importance of early childhood experiences (age 1-5)
39
Q

What was freud’s theory of psychosexual development?

A

Stages where pleasure is focused on…

  • Oral stage (birth to1.5 yrs)
  • Anal Stage (1.5 to 3 yrs)
  • Phallic (genitals) Stage (3 to 6 yrs)
  • Latency Stage (6 to puberty) repress sexuality, develop socially, and intellectually
  • Genital stage (Puberty onward) source of sexual awakening
40
Q

What are a few main ideas that came from freud?

A
  • Id, ego, and superego create personality
  • defence mechanisms and repression
  • anxiety and defence mechanisms
  • psychosexual developmental theory
41
Q

What is Erikson’s psychosocial theory?

A
  • Primary human behaviour is social
  • Experience developmental changes through out life span
  • Experiences at all ages are different
  • Criticisms: stages have positive/ negative poles, crisis in each stage needs resolution
42
Q

What are Erikson’s 8 life span stages?

A
  1. Trust vs mistrust (infancy first yr)
  2. Autonomy vs. shame and doubt (infancy 2-3yrs)
  3. Initiative vs guilt (early childhood 3-5yrs)
  4. Industry vs inferiority (6 yrs to puberty)
  5. Identity vs Identity confusion (adolescence)
  6. Intimacy vs isolation (20’s and 30’s)
  7. Generativity vs stagnation (40’s and 50’s)
  8. Integrity vs dispair (60’s onward)
43
Q

Expand on trust vs mistrust in Erikson’s life span stages.

A

Trust vs mistrust (infancy first yr) if they develop trust then they will believe the world is good to live in

44
Q

Expand on autonomy vs. shame and doubt (infancy 2-3yrs) in Erikson’s life span stages.

A

Autonomy vs. shame and doubt (infancy 2-3yrs) if punished too harshly then the person may avoid trying new things

45
Q

Expand on initiative vs guilt (early childhood 3-5yrs) in Erikson’s life span stages.

A

Initiative vs guilt (early childhood 3-5yrs) more social demand and demand for responsible behaviour. If the child is irresponsible feelings of guilt may arise.

46
Q

Expand on Industry vs inferiority (6 yrs to puberty)

in Erikson’s life span stages.

A

Industry vs inferiority (6 yrs to puberty) more demands for intellect in school. Some thrive and feel purposeful while others begin to feel inferior or unproductive

47
Q

Expand on identity vs Identity confusion (adolescence) in Erikson’s life span stages.

A

Identity vs Identity confusion (adolescence) if adolescence explore roles in a healthy manner and arrive at a positive path they achieve positive identity; if they do not then identity confusion reigns

48
Q

Expand on intimacy vs isolation (20’s and 30’s) in Erikson’s life span stages.

A
  1. Intimacy vs isolation (20’s and 30’s) if you make health relationships as an adolescent intimacy can be achieved; if not isolation occurs
49
Q

Expand on generativity vs stagnation (40’s and 50’s) in Erikson’s life span stages.

A

Generativity vs stagnation (40’s and 50’s) generaticity is the feeling that they have helped the next generation and stagnation is when they have not

50
Q

Expand on integrity vs dispair (60’s onward) in Erkison’s life span stages.

A

Integrity vs dispair (60’s onward) the person reflects on their life and if they are happy integrity prevails and if not despair

51
Q

Describe the emphasis of the 3 major cognitive theories of development.

A
  • emphasizes conscious thought
  • has 3 major theories (piaget’s cognitive development, vygotsky’s sociocultural cognitive theory, and information processing theory
52
Q

Descibe Piaget’s cognitive developmental theory.

A

Piaget’s cognitive developmental theory…

  • children actively construct their knowledge
  • 4 stages
    • SEMISENSORY stage begins understanding of the world through sensory experience and physical action
    • PREOPERATIONAL stage child begins to rep the world with words and images; reflective of symbolic thinking
    • CONCRETE OPERATIONAL child can now reason logically
    • FORMAL OPERATIONAL stage the adolescent begins to reason in a more abstract idealistic and logical way
53
Q

In Piaget’s cognitive developmental theory describe the SEMISENSORY stage.

A

SEMISENSORY stage begins understanding of the world through sensory experience and physical action

54
Q

In Piaget’s cognitive developmental theory describe the PREOPERATIONAL stage.

A

PREOPERATIONAL stage child begins to rep the world with words and images; reflective of symbolic thinking

55
Q

In Piaget’s cognitive developmental theory describe the CONCRETE OPERATIONAL stage

A

CONCRETE OPERATIONAL child can now reason logically

56
Q

In Piaget’s cognitive developmental theory describe the FORMAL OPERATIONAL stage.

A

FORMAL OPERATIONAL stage the adolescent begins to reason in a more abstract idealistic and logical way

57
Q

Describe Vygotsky’s sociocultural cognitive theory.

A
  • children actively construct their knowledge
  • culture and social interactions guide cognitive development
    (learning to use inventions of society, learning from social interactions, interactions help you adapt to culture)
58
Q

Describe information processing theory.

A

INFORMATION PROCESSING THEORY emphasizes that we manipulate information, analyze it, and strategize it; gradual increase of capacity rather then stages

  • brain is compared to computer hardware
  • cognition is viewed as computer software
  • Thinking; perceive, encode, represent, store, and retrieve info
  • good strategies for info processing are important for development
59
Q

Describe behavioural and social cognitive theories.

A
  • behaviourism: scientific studies can only be based on direct observations and measures
  • human development is observable behaviour (learned from experience and environment; development is continual not in stages)
60
Q

Describe skinners operant conditioning.

A

Consequences, rewards and punishment, shape behaviour (no emphasis on thought and feeling)
- development is pattern of behavioural changes (modify environment to produce change)

61
Q

Describe Bandura’s cognitive theory.

A
  • Behaviour, environment, and cognition are key to development
  • Behaviour is learned through observation and imitating (modelling)
  • Behaviour of others is cognitively evaluated, strategies created for successful learning
62
Q

Describe the ethological theory of development over all as well as the two main ethological theorists ideas.

A

emphasis on biology and evolution, sensitive periods of development, and careful observations

  • Lorenz; imprinting ( animals rapid innate learning process involves attachment and is a critical period in life)
  • Bowlby; work off lorenz and believed attachment determines development; meaning if there is positive attachment there will be security and if there is negative attachment there will be insecurity
63
Q

What are the 5 environment systems in Bronfenbrenner’s ecological theory.

A

Microsystem- context of where individual lives
Mesosystem- envolves relationship btw
microsystem and connections btw context
Exosystem- link btw individuals immediate context
and social setting in which the individual does
not play an active role
Macrosystem- Culture in which the individual lives
Chronosystem- pattern of environmental events and transitions over the course of life

64
Q

What is the eclectic theoretical approach to development?

A

Claims that life span developments complex and you need to incorporate each theory to understand development

65
Q

What are some methods to collecting data?

A

Observation
Survey and interview
Standardized testing
Case studies
Physiological measures
Discriptive research (observe and record)
Correlational research (predict based on strength of
relationship but difficult to find cause and effect)
Experimental research

66
Q

What kind of time spans can you research?

A
  • Cross-sectional approach (compares dif. ages at the same time)
  • Longitudinal approach (same grp over long period)
  • Cohort effects (time of birth, gen., era)
67
Q

How do you organize a scholarly journal?

A

Abstract, intro, method, results, discussion, references

68
Q

When conducting ethical research what do you need to keep in mind?

A
  • need to follow APA guidelines (informed consent, confidentiality, debriefing, and deception
  • minimize bias

Life Span Development (6 decks)

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