Chapter 1 The Science of Human Development Flashcards
human development is a
science
development seeks to udnerstand
how and why people of all ages change and remain the same over time
nature vs nurture
- nature
genes
nature vs nurture
- nurture
environmental influences
human development is complex and is 4 things
multidirectional
multi contextual
multicultural
plastic
multidirectional
change in every direction
development is not linear
critical vs sensitive peroid
critical is when certain things must occur for normal development
EX: development of arms
sensitive is when particular development occurs most easily
EX: speaking
do humans have a lot of critical peroids
no
multi contextual
different contexts in which we operate and each influences our development
- social
- economic
- family
microsystem
immediate direct influences
EX: family, school, neighborhood, peer group
exosystem
a little more remote than microsystem
EX: educational system, reglious values, transportation
macrosystem
societal factors
EX: cultural patterns, politics, economic polices
cohort
persons born within a few years of one another
EX: Gen X
SES Socioeconomic status
income, wealth, occupation, education, and neighborhood
culture
shared beliefs, norms, behaviors, and expectations
multicultural who came up with that
vygotsky
difference-equals-deficit error
different traits are appropriate in different settings, not one is bad or good, it depends on the context
multicultural
we are the product of our communities, family, etc
ethnic group
share ancestors
ethnicity
social construction affected by social context
race
social construct that is more affected by history
intersectionality
various identities need to be combined
- ethnicity
- socioecominic status
- nationality
- gender
- sexual orientation
what is important in determining if discrimination occurs
intersectionality
plastic
not set in stone, changing over time
future development depends I part on what has already happened
- people can be molded and are durable
dynamic systems approach
development is ongoing ever changing interaction between body and mind
psychoanalytic
freud
psychodynamic
eriksons
behavioral
pavlov, skinner, bandura
cognitive
piaget
evolutionary
darwin
frued believes
development stopped after puberty
eriksons emphasized
family and culture
Piaget, humans seek cognitive equilibrium
mental balance and achieve through assimilation
behaviorism focuses on
observable behavior
classical conditioning
pavlov
operant conditioning
skinner
social learning theory
bandura (bobo doll)
classical condition is when
neutral stimuli becomes conditioned response
operant condiitoning learning occurs through
reinforcement and punishment
social learning occurs through
modeling what others do
sensorimotor age
birth to 2
sensorimotor
understanding of himself or herself and reality through interactions with environment
do not have concept of reality
assimilation
organization of information and absorbing it into existing schema
EX: only knowing dogs and cats and seeing a rabbit and putting it in the category of cats
accommodation
when an object cannot be assimilated and the schemata have to be modified to include the object
ex: only knowing cat and dog and then seeing a rabbit and having to create a new category of animals
pre operational age
2-4
pre operational
not yet able to conceptualize abstractly, needs concrete physical situations
concrete age
7-11
concrete
begins to think abstractly, creating logical structures
formal operation
no longer requires concrete objects to make rational judgments
species need to do two things
survive and reproduce
five steps to scientific method
be curious/question
hypothesis
test it through reasrech
analyze data/draw conculsions
report resultts
3 common scientific methods in developmental science
scientific observation
experiments
surveys or self reports
scientfic observation
record behavior systemically and objectavliy in a natural setting or lab
expiemiments
researcher controls/manipulates a variable (Independent) to see if it has an effect on a. second variable (deponent)
ex: medication on appetite suppression, independent is medication and dependent is on appetite levels
groups in an experiment
experimental: exposed to independent variable
control/comparison : not exposed to independent
surveys and observation allows us to understand
correlation (relationship between two variables)
experiment is the only factor that allows us to understand
if one factor causes another
surveys
large number, through interview and questionnaire
cross sectional research
one age compared with people of another age
EX: reading between 2, 5, 8 year olds
longitudinal reaserhc
following the same individuals as they age
cross sequential
studying groups of people at different ages and following then over years
correlation
this exists between two variables if one variable is more of less likely to occur when the other does
positive correlation
both increase/decrease together
negative correlation
one increases while other decreases
zero correltaion
no correlation evident
correlation is not
causation
qualitative
open ended q’s
not numners
quantitative
numbers
ethics
participation is voluntary, confidential, harmless
understand research procedures and risks
promote honesty and truthfulness
