Human Growth and Development Flashcards
multidimensional lifespan development
Change happens across multiple dimensions of the human life
multidirectional lifespan development
Dimensions grow and shrink during different points in a person’s development
Continuity View of Development
Development is continuous and cumulative (stress nature over nurture)
Discontinuity View of Development
A series of distinct and separate stages (stress nurture over nature)
Psychoanalytic Theory of Development
Examines factors that motivate behavior by focusing on the role of the unconscious. Motivation and the importance of early experience on development (Freud psychosexual and Erikson psychosocial)
Major Learning Theories (i.e. reasons for learned behavior)
Pavlov- Classical Conditioning
Skinner- Operant Conditioning (reinforcement and punishment)
Bandura - Social Learning Theory (behavior modeling)
Cognitive Development Theory
Concerned with the development of thought process. Jean Piaget as major figure. Specific stages of cognitive development.
Systems Theories(3)
How people interact with the their environment and how these interactions relate to biological factors and to behaviors. Includes:
-Evolutionary Developmental Psychological (apply theories of evolution and natural selection)
-Epigenetic Psychobiological Systems Perspective (Gottlieb, interaction between biological and environmental forces)
-Ecological Systems Theories (Bronfenbrenner, different environments interact to influence the individual in some way)
biopsychosocial framework
how biological, psychological, and sociocultural forces all interact to make up development
psychodynamic theories
Development is largely determined by how well people resolve conflicts they face at different ages (starts with Freud)
Psychosocial Theory
Erikson’s theory that personality development is determined by interaction of the internal maturational plan and the external societal demands
Epigenetic Principle
Means by which each psychosocial strength has its own special period of particular importance (later stages of life built on a foundation of what happens earlier)
operant conditioning
consequences of behavior determine whether it is repeated in the future (rat pushes button and receives treats and continues to push button)
reinforcement
a consequence that increases the likelihood of a behavior
self-efficacy
people’s beliefs about their own abilities and talents
information-processing theory
human cognition consists of mental hardware and mental software
Ecological Theory
views human development as inseparable from the environmental contexts in which a person develops. Bronfenbrenner is best known proponent of this and proposes that developing person is embedded in series of complex and interactive systems (Macro-Exo-Meso-Micro)
Microsystem
people and objects in individual’s immediate environment
Mesosystem
provides connections across microsystems (school, friends, etc.)
exosystem
settings that person may not experience firsthand but still influence them (Government and social policy, parent’s workplace, etc.)
macrosystem
culture and subcultures in which other systems are embedded (historical events, ethnic group, etc.)
life-course perspective
how various generations experience the biological, psychological, and sociocultural forces of development in their respective historical contexts
systematic observation
watching people and carefully recording what they do or say
naturalistic observation
observing people as they behave spontaneously in real life
structured observations
researcher creates a setting that is likely to bring out the behavior of interest
sequential design
developmental research design based on cross-sectional and longitudinal studies
Piaget’s Theory
Jean Piaget argues that children naturally try to make sense of their world, acting like little scientists who constantly form and test different hypotheses. Four stages of Piaget’s cognitive development: sensorimotor, preoperational thought, concrete operational thought, and formal operational thought.
Vygotsky’s Theory
View development as an apprenticeship where children develop as they work with skilled adults
Kohlberg’s Theory
People go through distinct stages in the development of their moral reasoning. Example of Schlinder’s List. There are three stages, each with two substages. Three stages: Preconventional (external forces), Conventional (societal norms), and Postconventional (personal moral code).
Preconventional Level of Kohlberg’s Theory (with Obedience and Instrumental Orientations)
Moral reasoning is based on external forces, i.e. punishment and reward. Stage 1: Obedience Orientation (believing that authority figures know what is right and wrong). Stage 2: Instrumental Orientation (people look out for their own needs, believing that nice behavior is an exchange for future favors)
Conventional Level of Kohlberg’s Theory (with interpersonal norms and social system morality)
Moral reasoning based on society’s norms and moral behavior is determined by other’s expectations of you. Stage 3: Interpersonal Norms (winning the approval of others). Stage 4: Social System Morality (follow rules to maintain order in society)
Postconventional Level of Kohlberg’s Theory (with social contract and universal ethical principles)
Moral reasoning is based on a personal moral code. Stage 5: Social Contract (adhere to a common set of expectations and laws so long as they validly promote the welfare of individuals). Stage 6: Universal Ethical Principles (abstract moral principles that apply to all, i.e. justice, compassion, equality
Erikson’s 8 Stages of Psychosocial Development
-Under 2: Trust vs. Mistrust (Oral Sensory)
-2-4: Autonomy vs. Shame/Doubt (Muscular Anal)
-4-5: Initiative vs. Guilt (Locomotor stage)
-5-12: Industry vs. Inferiority (Latency)
-12-19: Identity vs. Role Confusion (Adolescence)
-20-39: Intimacy vs. Isolation (young adulthood)
-40-59: Generativity vs. Stagnation (middle adulthood)
-60+: Ego Integrity vs. Despair (Late adulthood)
1 Tim Makes 2 Apple Sherries Divine. 3 Individuals Gain 4 Insipid Iterations. 5 Icelanders Ruin 6 Individual Items. 7 Greenlanders Steal 8 Entire Desserts
Roger Gould Adult Development Theory
Development takes place with the replacement of childhood responses with ones that are more mature (childhood responses often based on what we learn is safe)
Daniel Levinson’s Adult Development Theory
Development takes place as we move from one life stage to the next (he identified seven stages starting with early adult transition)
William Perry’s Adult Development Theory
(specifically as it applies to young adult students) Young adults develop as they change their belief in one absolute truth to the belief in multiple truths
Carl Jung’s Theory of Adult Development
No specific stages, but a time for past reflection, making peace with past events, and forgiving parents
Constructivism
People learn by integrating new information into the framework of their previous knowledge. In other words, people construct meaning by fitting new information together with what they already understand. The main assumptions of constructivism are:
Individuals construct meaning based on their previous experiences and knowledge.
Learning is an active process, as opposed to passive absorption of information.
Knowledge is constructed, not discovered.
