HS 5 CHAP 1 Flashcards
Scientific study of how people change
Developmental Psychology
Scientific study of how people change:
(cognition, emotional, control)
Qualitative
Development
Quantitative
Growth
The goal of development is self-realization or the achievement of genetic people.
(TO BECOME BEST VERSION OF OUR SELVES)
DEVELOPMENT INVOLVES CHANGES
Produce changes in an individual’s Physical nature.
Biological Processes
These refer to changes in the individual’s Thought,Intelligence,Language
Cognitive Processes
These involve changes in the individual’s RELATIONSHIP WITH OTHER PEOPLE , changes in emotions, and changes in personality.
Socioeconomic Processes
There is evidence that at different ages, certain traits stand out more conspicuously than others because their development is taking place at a more rapid rate.
PERIODS OF DEVELOPMENT
Is the unfolding of characteristics potentially present in the individual that come from the individual’s genetic endowment.
Maturation
The tendency of humans to develop asymmetrically.
Asymmetry
Development does not proceed at the same even pace along all fronts simultaneously.
Self-regulating Fluctuation
There are two functions that go along with the process of maturation:
Phylogenetic Functions
Ontogenetic Functions
These are common to the human race, and which come from maturation. Training is of little advantage.
Phylogenetic Functions
These are specific to individual wherein training and exercise are essential.
Ontogenetic Functions
Is defined as the development that comes from exercise and effort which, in time, bring about a change in person’s behavior.
Learning
Because of the limitations in the hereditary endowment of the child, development cannot go beyond a certain point even when learning is encouraged.
sets limit to development
When environment limits opportunities for learning, children will be unable to reach their hereditary potentials.
Deprivation of learning opportunities limits development
Children’s innate capacities must be encouraged to develop, especially at the time they normally develop.
Essential for full development
Regardless of how much effort children put into learning; they cannot learn until they are developmentally ready to learn. This is referred to as “teachable moment” by Havighurst.
proper timing
Are known as developmental task.
Social expectations
Every species follows a pattern of development peculiar to that species.
DEVELOPMENT PATTERN IS PREDICTABLE
No one age period is more important than
another
lifelong
Includes both gains and losses
Multidirectional
Physical
Cognitive
Psychosocial
Multidimensional
Involves fields such as biology, sociology, and medicine
Multidisciplinary
Many of our characteristics are
malleable and can be changed
Plasticity
Affected by circumstances such as time and socioeconomic status
Multicontextual
Changes experienced by people alive at a certain time (e.g., war, epidemics, economic recession)
Normative history-graded influences
A group of people born at roughly the same period in a particular society
Cohort
Individual experiences (e.g., illness, winning the lottery)
Non-normative life influences
Identifier based on shared levels of education, income, and occupation
Socioeconomic Status
associated with more control and less stress
Higher SES
associated with poorer health and lower life expectancy due to poor diet, dangerous jobs, lack of medical care, etc.
Lower SES
Totality of shared language, knowledge, material objects, and behavior
Culture
Belief that one’s own culture is superior to other cultures
Ethnocentrism
Appreciation for cultural differences
Cultural relativity
Appreciation for cultural differences
Cultural relativity
Understanding that cultural practices are best understood from the standpoint of that particular culture
Cultural relativity
The length of time a species can exist under the most optimal conditions
Lifespan (longevity)
The oldest living land animal is a
190-year-old
Predicted number of years a person born in a particular time period can reasonably expect to live
Life expectancy
Women tend to live longer than men. In 2021, this difference amounted to a
5-year gap
In some countries, like Russia, Belarus, and Ukraine, the gap is large
more than 10 years
One key reason is that boys tend to be more vulnerable to
infectious diseases
One key reason is that boys tend to be more vulnerable to
infectious diseases
The number of years since your birth
Chronological age
How quickly your body is aging
Biological age
Psychologically adaptive capacity compared to others of our chronological age
Psychological age
Based on the social norms of our culture and the expectations our culture has for people of our age group
Social age
Conception to birth
Prenatal
Birth to 2 years of age
Infancy and toddlerhood
2 to 6 years of age
Early childhood
6 years of age to puberty
Middle childhood
From onset of puberty to age 18
Adolescence
18 to 25 years of age
Emerging adulthood
40-45 to 60-65 years of age
Middle adulthood
Age 65 and older
Late adulthood
Heredity plays the most important role in causing a trait/behavior
Nature perspective
The environment is most significant in shaping the way we are
Nurture perspective
Development is a slow and gradual process
Continuous
Developmental change often occurs in distinct stages
Discontinuous
We construct our experiences
Active
We are affected by the environment or our genes with little control
Passive
We change very little from childhood to adulthood
Stability perspective
Initial tendencies modified by experiences
Change perspective
