Exam 1 Flashcards
life expectancy vs lifespan
life-span: emphasized developmental change throughout adulthood as well as during childhood
life expectancy: the average number of years that a person born in a particular year can expect to live
multidimensional
doesn’t occur in a linear manner
multidirectional
you will gain some and lose some
plastic
able to change
contextual
there is socio cultural influences
characteristics of the life-span perspective?
- multidimensional
- multidirectional
- plastic
- contextual
culture- why is this important to consider in development?
the brain shapes culture but culture also shapes the brain
- encompasses the behavior patters, beliefs, and al other products from a particular group
why should we consider biological processes in development?
genes, brain development, height/wieght, nutrition, puberty, etc are all biological processes that can affect development
why should we consider cognitive processes in development?
thinking, intelligence, and language also effect development (falling behind or ahead)
why should we consider socio-emotional processes in development?
relationships, emotional regulation, and personality affect their development in how they function in society
how do we know that both nature and nurture are at play in development
adoption studies, twin studies
stability vs change
do early traits and characteristic persist through life or change
continuity vs discontinuity
continuity: grow until you reach the end point (like trees)
discontinuity: growth in stages (like butterflies)
the active child
- attentional patterns
- use of language
- play
- all contribute to their own development at early life
socio-cultural context
physical, historical economic, cultural, and social all affect the development of a child
why was wakefield’s study so bad?
- only had 12 participants, no generalization
- he only took participants who already had immunization records to measure the correlation to autism
clinical interview
in-depth information about an individual child
questionnaire
uniform set of questions presented to participants
generalization
apply results to the wider population
cross-sectional design
changes seen between children at different ages
longitudinal design
changes within the individual child
Erikson’s psychosocial theory of development
- eight stages of development, at each stage there was a unique developmental task that must be resolved
1. trust vs mistrust
2. autonomy versus shame and doubt: independency
3. initiative versus guilt: in the social world are they active or anxious
4. industry vs guilt: improve skills or feel inferior
5. identity vs identity confusion: who they are
6. intimacy vs isolation: form healthy relationships
7. generativity vs stagnation: help younger generations or don’t
8. integrity vs despair: spent your life well or felt like you waste it
Piaget’s theory of cognitive development
- children go through four stages of cognitive development as they actively construct their understanding of the world
1. sensorimotor stage (brith - 2): understand by snesory experiences, physical or motor actions
2. preoperational (2-7 years): use images, words, and drawings
3. concrete operational stage (7-11): reason logically about specific or concrete examples
4. formal operational stage (11-15): think abstract and logical terms
key principles of Vygotsky’s theory
- emphasizes how cultural and social interaction guide cognitive development