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Lifespan Development > Chapter one > Flashcards

Chapter one Flashcards

1
Q

Development

A

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

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2
Q

goals

A
  1. describe: to establish norms
  2. explain: why and how changes are occurring
  3. understand: anticipate and prepare
  4. modify/influence: to initiate positive changes for optimal development.
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3
Q

Characteristics of Life-Span Perspective

A
  • development is lifelong
  • Development is multidimensional
  • development is Plastic
  • Development is contextual
  • development involves growth, maintenance, and regulation of loss
  • development is a Co-Construction of Biology, Culture, and the Individual
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4
Q

Development is multidimensial

A

Three dimensions
a. biological/physical - growth, what’s the average growth, skills, nutrition, health factors
b. cognitive - intelligence, changes in thought, factors influence, language development
c. socioemotional - changes in relationships, personality, emotions
interdependency among the areas - they influence each other

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5
Q

development is plastic

A

has the capacity for change

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6
Q

development is contextual

A

context at which development is happening

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7
Q

development involves growth, maintenance, and regulation of loss

A

growth until about middle adulthood, after which maintenance

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8
Q

development is a co-construction of Biology, culture, and the individual

A

interaction of all those working together

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9
Q

nature and nurture

A

biological inheritance vs. environmental experiences

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10
Q

stability and change

A

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

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11
Q

continuity and discontinuity

A

the degree to which development involves either gradual, cumulative change (continuity) or distinct stages (discontinuity).

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12
Q

Theories of Development

A
  • the way we explain development depends on the way we view the nature of human beings
  • no one theory of human development is universally accepted, and no one theory explains all facets of development
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13
Q

theory

A

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

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14
Q

Psychoanalytic theories

A

(Freud’s Psychosexual theory and Erikson’s Psychosocial theory)
-development is primarily unconscious and heavily covered by emotion. Early childhood experience with parents extensively shape development.

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15
Q

Freud’s Theory

A

Three structures of personality: Id, Ego and Super Ego.

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16
Q

Id

A

present at birth, totally unconscious, pleasure principle

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17
Q

Ego

A

age 1, mostly conscious, partly unconscious, reality principle, decision making center, logic, rational, ego’s job to satisfy Id in socially acceptable ways

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18
Q

Super Ego

A

age 3, mostly unconscious & partly conscious, operates from the morality principle, all of your knowledge right & wrong (conscience) rewards you with pride or punishes with guilt

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19
Q

three levels of consciousness

A

conscious
subconscious
unconscious

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20
Q

psychosexual stages (oral, anal, phallic, latency and genital)

A
  • conflicts occur in stages where pleasure shifts from one body zone to another
  • too much or too little gratification in any stage cause fixation.
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21
Q

fixation

A

an arrest in development

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22
Q

oral

A

from birth to 1 1/2, source of gratification is mouth - sucking, chewing, increase security and relieves tension

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23
Q

anal

A

from 1 1/2 to 3, source of pleasure- process of elimination (anus)- developing independence, potty training

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24
Q

phallic

A

from 3-6 center of pleasure- genitals
-boys-oedipus conflict, girls -electra conflict - (wants to marry/possess mother or father)
sex role socialization begins in phallic stage and continues into latency stage

25
Q

latency

A

from 6 to puberty- repress sexual urges and devote time and energy to learning and physical and social activities, fall in love with opposite sex, peers

  • at this point, Oedipus/Electra complex has been:
    a. partially repressed
    b. partially converted into acceptable feelings
    c. partially resolved thru the process of identification
26
Q

genital

A

(puberty onward) sexual energy resurfaces and is directed toward opposite sex peers
- functioning at this level is affected by the amount of libidinal energy available for appropriate concerns, which in turn depends on the extent of earlier fixations.

27
Q

Erikson’s theory

A

widely accepted, believed that Freud placed too much emphasis on the sexual basis of behavior and not enough on the social motivators
-agreed with importance of early childhood experiences & unconscious motivation but rejected Freud’s neglect of adult years

28
Q

Erikson’s Eight Psychosocial Stages

A

(tasks to master)- if mastered a positive quality is built into personality, if not a negative quality

29
Q

trust vs mistrust

A

birth - 1, consistent quality care to meet the child’s needs, virture: hope

30
Q

autonomy vs shame & doubt

A

1-3, give the child limited choices to develop independence, virtue: will

31
Q

initiative vs guilt

A

3-6, we need structure, expectations and guidance, virtue: purpose

32
Q

industry vs inferiority

A

6-12, help a child to discover what their good at, virtue: skill

33
Q

identity vs identity confusion

A

12-20, explore, experiment, ask questions, virtue: fidelity ( commitment)

34
Q

intimacy vs isolation

A

20-30, forming relationships (siblings, parents, coworkers, peers, sig other, etc), virtue: love

35
Q

generativity vs. stagnation

A

40-65, giving back to the next generation, virtue: caring

36
Q

integrity vs despair

A

65- up, reflecting back on life and are we at peace with the life we lived, virtue: wisdom

37
Q

piaget

A

cognitive development is the combined result of maturation of the brain and nervous system and adaptation to our environment

38
Q

cognitive theories

A

the act of knowing

39
Q

mental functioning depend on two inborn processes:

A
  1. organization

2. Adaptation

40
Q

organization

A

grouping isolated behaviors and thoughts into a higher- order, more smoothly functioning cognitive system

41
Q

adapation

A

to new observations and experiences by:

a. assimilation - using existing schemas to deal with new information or experiences
b. accomodations - adjusting schemas to fit new information and experiences

42
Q

Four Stages of Cognitive Development

A

each consists of a distinct way of thinking, a different way of understanding the world.

  1. sensorimotor
  2. preoperational
  3. concrete operational
  4. formal operations
43
Q

sensorimotor

A

birth to 2, the infant constructs an understanding of the world by coordinating sensory experiences with physical actions. An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage.

44
Q

preoperational

A

2-7, the child begins to represent the world with words and images which reflect increased symbolic thinking and go beyond the connection of sensory information and physical action.

45
Q

concrete operational

A

7-11, the child can now reason logically about concrete events and classify objects into different sets.

46
Q

formal operations

A

11 - +, the adolescent reasons in more abstract, idealistic, and logical ways.

47
Q

Behavioral and Social Cognitive Theories

A

emphasizes the role of environmental influences in molding behavior - emphasizes the continuity in development and argue that development does not occur in stages

48
Q

Operant Conditioning (Skinner)

A

learning from the consequences of behavior so that the consequences (desirable or undesirable) change the probability of the behavior’s occurrence

49
Q

reinforcement (rewards)

A

any stimuli that increases behavior

50
Q

punishment

A

any stimuli that decreases behavior.

51
Q

Social Cognitive Theory (Bandura)

A

emphasizes the role of both cognition (think about what is happening, evaluate it and alter our responses accordingly) and environmental influences.

52
Q

observational learning/modeling/imitation

A

learning that occurs through observing what others do.

53
Q

Ethological Theory

A

emphasizes that behavior is a product of evolution and is biologically determined. Each species learns what adaptations are necessary for survival.
examples: characteristics of a newborn, bonding/attachment, importance of progression from dependence to independence

54
Q

Ecological Theory (Bronfenbrenner)

A

stresses environmental factors that influence development.

55
Q

microsystem

A

is the setting in which the individual lives (families, peers, neighborhood)

56
Q

mesosystem

A

involves relations between microsystems or connections between contexts. ex. the relation of family experiences to school experiences, school experiences to church experiences, and family experiences to peer experiences.

57
Q

exosystem

A

consists of links between a social setting in which the individual does not have an active role and the individual’s immediate context. Example, a husband’s or child’s experience at home may be influenced by a mother’s experiences at work. The mother might receive a promotion that requires more travel, which might increase conflict with the husband or change patterns of interaction with the child.

58
Q

macrosystem

A

involves the culture in which the individual lives.

Lifespan Development (9 decks)

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