Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Lifespan > Human Development and Theories (ch 1 and 2) > Flashcards

Human Development and Theories (ch 1 and 2) Flashcards

1
Q

What is development

A

Systematic changes and continuities in an individual

- From womb to tomb

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Changes and continuities occur in 3 major domains

A
  1. Physical
  2. Cognitive
  3. Psychosocial
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is development?

A

Involves gains, losses, neutral changes, and continuities in each phase of the life span

  • Growth: Physical changes
  • Stability
  • Aging: Range of positive and negative physical, cognitive, and psychosocial changes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Period of life and Age range: Prenatal period

A

Conception to birth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Period of life and Age range: Infancy

A

First 2 years of life

- first month is neonatal or newborn period

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Period of life and Age range: Preschool period

A

2 to 5 or 6 years

- some prefer to describe as toddlers - children who have begun to walk and are ages 1 to 3

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Period of life and Age range: Middle childhood

A

6-12

Or until the onset of puberty

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Period of life and Age range: Adolescence

A

12-20

Or when individual becomes relatively independent of parents and begins to assume adult roles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Period of life and Age range: Early adulthood

A

20-40 years

Some distinguish emerging adulthood period from 18-29

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Period of life and Age range: Middle adulthood

A

40-65 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Period of life and Age range: Late adulthood

A

65+

Some break out subcategories eg young-old, old-old based on differences in functioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Age grade

A

Socially defined age group in a society

  • Confers statuses, roles, privileges, responsibilities
  • Rites of passage mark transitions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Age norms

A

behavioral expectations by age
(What is normal by this age?)
-Sense of when things “Should” be
- Adjustment to life transitions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Urie Bronfenbrenner

A

Proposed a bioecological model to explain how biology and the environment interact in development

  1. Microsystem
  2. Mesosystem
  3. Exosystem
  4. Macrosystem
  5. Chronosystem
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Microsystem

A

Bronfenbrenner

- Immediate environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Mesosystem

A

bronfenbrenner

- Linkages b/w microsystems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Exosystem

A

Bronfenbrenner

- Linkages of social systems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Macrosystem

A

Bronfenbrenner

- Larger cultural context

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Chronosystem

A

Bronfenbrenner

- Changes occur in a time frame

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Developmental theory

A

Ideas proposed to describe/explain phenomena

  • Provides a means to organize, interpret, explain facts or observations
  • Guides collection of new data
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Five Key Developmental issues

A
  1. Goodness-badness of human nature
  2. Nature-nurture
  3. Activity-passivity issue
  4. Continuity-discontinuity issue
  5. Universality-context-specificity issue
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Goodness-badness of human nature

A

Evidence of biologically based tendencies for good and bad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Nature-nurture

A

Biological or environmental forces

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Activity-passivity issue

A

Are humans active agents in their own development?

Or passively shaped by forces beyond their control?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Continuity-discontinuity issue

A

Are changes over the lifespan gradual or abrupt?

-Are changes quantitative or qualitative?

26
Q

Universality-context-specificity issue

A

Are developmental changes common to all humans?

- Or different across cultures, subcultures, contexts, and individuals

27
Q

Freud’s Psychoanalytic Theory of Personality

A

Central notion: Humans have instincts that motivate bx

  • Humans possess psychic energy that is divided among 3 components of personality:
    1. Id (Impulsive selfish)
    2. Ego (Rational, seeks to gratify instincts)
    3. Superego (moral)
28
Q

Freud - 5 stages of psychosexual development

A
  1. Oral (infancy)
  2. Anal (toddler)
  3. Phallic (3-6)
  4. Latent (6-12)
  5. Genital (adolescence)
29
Q

Freud - defense mechanisms

A

Unconscious coping devices that the ego adopts to defend itself against anxiety

  • Repression
  • Regression
  • Reaction formation
  • Projection
30
Q

Weakness of Freud’s theory

A
  • Ambiguous
  • Internally inconsistent
  • not testable
  • Not falsifiable
31
Q

Strengths of Freud’s Theory

A
  • called attn to unconscious processes
  • emphasized importance of early experience
  • Emphasized importance of emotions and emotional conflicts
32
Q

Erikson’s theory

A

Most influential neo-Freudian

  • Less emphasis on sexual urges
  • More emphasis on rational ego
  • More positive, adaptive view of human emotions
  • Development continues through adulthood
33
Q

Erikson’s psychosocial stages

A
  1. Trust vs mistrust (infancy)
  2. Autonomy vs shame/doubt (toddler)
  3. Initiative vs guilt (preschool)
  4. Industry vs inferiority (school-age)
  5. identity vs role confusion (adolescence)
  6. Intimacy vs isolation (young adulthood)
  7. Generativity vs stagnation (middle age)
  8. Integrity vs despair (Late life)
34
Q

Erikson - strengths

A

Emphasis on rational and adaptive nature
Interaction of biological and social infl
Infl research into adolescence and adulthood

35
Q

Erikson - weaknesses

A

Sometimes vague and difficult to test

Does not explain how development occurs

36
Q

Piaget’s Theory of Cognitive Development - stages

A
  1. Sensorimotor
  2. Preoperational
  3. Concrete operations
  4. Formal operations
37
Q

Sensorimotor stage

A

Piaget

  • Infants deal w the world thru their senses and their motor skills
  • Begin with innate reflexes, develop increasing intelligent actions
  • By the end, capable of symbolic thought using images or words and can therefore plan solutions to problems mentally
38
Q

Preoperational stage

A

Piaget

  • Preschoolers can use symbolic thought but cannot use logical problem-solving
  • Cannot demonstrate conservation
  • Easily fooled by perceptions
  • Egocentric
39
Q

Concrete operations stage

A

Piaget

  • School-age children are more logical and can use trial-and-error approach to problem-solving
  • Mentally classify, add, and otherwise act on concrete objects in their head
  • Difficulty with hypothetical and abstract problems
40
Q

Formal operations stage

A

Piaget

  • Adolescents are able to think abstractly and hypothetically
  • Trace long-term consequences to their actions
  • With age and experience, can form hypothesis and systematically test them using scientific method
41
Q

Piaget - strengths

A
  • Well-accepted by developmentalists
  • Well-researched, mostly supported
  • Infl education and parenting
42
Q

Piaget - weaknesses

A
  • Too little consideration of influences of motivation and emotion upon thought processes
  • Questionable that the stages constitute a coherent, general mode of thinking
  • Underestimated cognitive abilities
  • Too little emphasis on parents/caregivers
  • Stages may not be universal
43
Q

Challenges to Piaget’s Theory

A
  1. Vigotsky’s sociocultural perspective

2. Information processing approach

44
Q

Vgotsky’s sociocultural perspective

A

View that cognitive development = shaped by its sociocultural context and children’s interactions with members in their culture

45
Q

Information processing approach

A

Examines fundamental processes of attention, memory, decision-making, etc. - computer

46
Q

Systems theories

A

Attribute changes over the lifespan to ongoing, reciprocal transactions b/w a changing organism and a changing environment
Eg Bronfenbrenner and Gottlieb

47
Q

Gottlieb’s Epigenetic Psychobiological Systems Perspecitve

A

Development is the product of interacting biological and environmental influences that form a larger system

  • Evolution endowed humans w genetic makeup
  • Genes and environment interact bc humans actively change their environment
  • Occurs at a species level
  • Biological and cultural evolution contribute to change over time in the human species
48
Q

Epigenesis

A

Gottlieb

  • “Over and above” genes
  • Nature and nurture, genes and environment, co-act to yield developmental outcomes
49
Q

Epigenetic process

A
  • activity of genes
  • activity of neurons
  • organism’s bx
  • environmental influences
50
Q

Systems theories - strengths

A
  • Called attn to ongoing transactions b/w the individual and environment
51
Q

Systems theories - weaknesses

A
  • Only partially formulated and tested

- No coherent developmental theory

52
Q

Categories of human development theories - Freud, Erikson, and Piaget

A
  • STAGE theorists
  • Development guided in UNIVERSAL directions by BIOLOGICAL-MATURATIONAL forces
  • Parents = supportive of development
53
Q

Categories of human development theories - Watson, Skinner, Bandura

A
  • LEARNING theorists
  • Emphasize ENVIRON over biology
  • Parents = child’s TRAINERS
54
Q

Categories of human development theories - Systems and contextual theorists

A
  • View biology and environment as INSEPARABLE components of a larger system
  • Humans = ACTIVE contributors to development but environment is also an active participant
  • Parents = view themselves as PARTNERS w their children
55
Q

Trust vs. Mistrust

A

Erikson

  • 0-1 year
  • infants must learn to trust their caregivers to meet their needs
56
Q

Autonomy vs. Shame

A

Erikson

  • 1-3 years
  • Children must learn to be autonomous – to assert their wills and do things for themselves – or they will doubt their abilities
57
Q

Initiative vs. Guilt

A

Erikson

  • 3-6 years
  • Preschoolers develop initiative by devising and carrying out bold plans but they must learn not to impinge on the rights of others
58
Q

Industry vs. Inferiority

A

Erikson

  • 6-12 years
  • Children must master important social and academic skills and keep up with their peers otherwise they will feel inferior
59
Q

Identity vs. Role confusion

A

Erikson

  • 12-20 years
  • Adolescents ask who they are and must establish social and vocational identities otherwise will remain confused about the roles they should play as adults
60
Q

Intimacy vs. Isolation

A

Erikson

  • 20-40 years
  • Young adults seek to form a shared identity with another person but may fear intimacy and experience loneliness and isolation
61
Q

Generativity vs. Stagnation

A

Erikson

  • 40-65 years
  • Middle-aged adults must feel that they are producing something that will outlive them, either as parents or as workers otherwise will become stagnant and self-centered
62
Q

Integrity vs. Despair

A

Erikson

  • 65+ years
  • Older adults must come to view with their lives as meaningful to face death without worries and regrets

Lifespan (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions