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PSYC 2103 > human growth development > Flashcards

human growth development Flashcards

1
Q

what is human development?

A
  1. multidisciplinary study of how people change and how they remain the same over time.
  2. reflects the complexity and uniqueness of each person and each person’s experiences as well as commonalities and patterns across people.
  3. firmly grounded in theory and seeks to understand human behavior.
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2
Q

recurring issues in human development?

A
  1. nature vs. nurture
  2. continuity vs. discontinuity
  3. universal vs. context-specific development
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3
Q

nature vs nurture

A

degree to which genetic influences (nature) or experiential influences (environment) determine the kind of person you are.

—> despite the ongoing debate as to which influence is greater, theorists and researchers recognize that virtually no features of life-span development are due exclusively to either heredity or environment. development is always shaped by both-nature and nature are mutually interactive influences.

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4
Q

continuity vs discontinuity

A

focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shift (discontinuity). continuity approaches emphasize quantitative change; discontinuity approaches emphasize qualitative change.

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5
Q

universal vs context-specific development

A

focuses on whether there is just one path of development or several. in other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?

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6
Q

basic forces in human development?

A
  1. biological forces
  2. psychological forces
  3. social cultural forces
  4. life-cycle forces
  5. biopsychosocial framework
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7
Q

biological forces

A

include genetic and health related factors that affect development

  • > puberty and menopause = universal and affect people people across generations
  • > diet and disease = affect people in specific generations or occur in a small number of people.
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8
Q

psychological forces

A

include all internal perceptual, cognitive, emotional, and personality factors that affect development.

-> may affect all individuals, specifics generations, or only a few individuals.

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9
Q

sociocultural forces

A

include interpersonal, societal, cultural, and ethnic factors that affect development.

-> culture refers to knowledge, attitudes, and behaviors associated with a group of people.

provide the context or backdrop for development.

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10
Q

life-cycle forces

A

reflect differences i how the same event affects people of different ages.

reflect the influences of biological, psychological, and sociocultural forces at different points in the life span

provide a context for understanding how people perceive their current situation and it’s effect on them.

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11
Q

biopsychsocial framework

A

emphasizes that biological/psychological/sociocultural/life-cycle forces are mutually interactive and that development can not be understood by examining them in isolation.

-> combining the four developmental forces, view in human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.

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12
Q

what is a theory?

A

organized set of ideas that is designed to explain development

essential for developing predictions about behavior

predictions result in research that helps to support or clarify the theory

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13
Q

major theoretical perspective on human development?

A

psychodynamic
- freud, erikson

learning
- watson, skinner, bandura

cognitive
- piaget, kohlberg

ecological + systems
- brofenbrenner, lawton, nahemow

lifespan
-baltes

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14
Q

psychodynamic :

erikson’s psychosocial theory

A
  • development is determined by how well people resolve conflicts they face at different ages.
  • 8 universal stages&raquo_space; characterized by a particular struggle&raquo_space; each have own special period of particular importance
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15
Q

learning theory

A

concentrates on how learning influences behavior

emphasizes the role of experience

stresses the influence of consequences on behavior

recognizes that people learn from watching others

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16
Q

watson behaviorism

A

learning determines our behavior

experience is sufficient to explain the course of development

watson did little research to support his claims

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17
Q

operant conditioning

: skinner

A

consequences of a behavior determine whether it will be repeated

> > reinforcement increases the chance that a behavior will be repeated

> > punishment decreases the chances that a behavior will be repeated

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18
Q

social learning theory

A

observational learning or imitation
> people learn by watching others
> imitation more like&raquo_space; observed seen as smart/popular/talented
> imitation&raquo_space; more likely when observed is rewarded for the behavior

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19
Q

social cognitive theory

: albert bandura

A

emphasizes the development of the thought processes as we mature

two approaches to development of cognition:
> we develop our thinking in stages (piaget,kohlberg)
> we become more efficient at processing information as we mature (like computers)

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20
Q

jean piaget’s cognitive development theory

A

children gradually learn more about how the world works by little “experiments” in which they test their understanding

proposed a four stage universal sequence of cognitive development in which child constructs knowledge in a new way in each stage.

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21
Q

information-processing theory

A

used the computer as a model of joe thinking develops

mental hardware: psychological structures such as memory capacity

mental software: cognitive abilities that process information and help us to interact with the world

22
Q

vygotsky’s theory

A

focuses on the ways that adults convey to children the beliefs, customs, values, sans skills of their culture.

one of first theorists to emphasize that children’s thinking does not develop in a vacuum, but influenced by the sociocultural context in which they grow up

23
Q

ecological and systems approach

A

views all aspects of human development as interconnected

no aspect of development alone can adequately explain development

understanding requires considering all factors: environmental, family, political, social… and how they interact

24
Q

uris bronfenbrenner

A
  • one of best known ecological theorists

development occurs in a series of complex interconnected systems

> microsystem: people + objects in immediate environment

> mesosystem: influences of microsystems on each other

> exosystem: social/environmental/governmental forces

> macrosystem: subcultures + cultures in which other three systems are imbedded

25
Q

competence-environmental press theory

: lawton + nahemow

A

adaptation, or development, depends upon:

persons abilities or “competencies”
their environment + the demands it places on them
emphasis is on how these factors interact

26
Q

life-span perspective

A

many factors + one does not adequately explain development. all must be considered

27
Q

baltes’ 4 key features

A
  1. multidirectionality - development involves growth + decline
  2. plasticity - one’s capacity is not predetermined or carved in stone
  3. historical context - each develops w/in particular set of circumstances determined by the historical time period born and culture grew up in
  4. multiple causation - how we develop results from biological, psychological, sociocultural, + life cycle forces
28
Q

selective optimization with compensation (soc) model

A

describes choices that determines and regulate development + aging

  1. selection - making choices to reduce involvement
    to concentrate on another
  2. loss-based - reducing involvement because of lack of resources or abilities
  3. compensation - finding alternate ways of meeting goals due to loss of ability or diminished skills
29
Q

life-course perspective

A

emphasizes:

how personal life events interact with historical influences

how individual issues integrate with family issues

how earlier life events and the period of history in which they occurred shaped subsequent events and issues

30
Q

measurement in human development

A
  1. systemic observation
  2. snaking behavior with tasks
  3. self reports
  4. physiological measures
  5. reliability and validity
  6. representative sampling
31
Q

systemic observation

A

natural observation

“real life” observations

32
Q

sampling behavior with tasks

A

behavior can not be observed directly. task is created to sample the behavior of interest

33
Q

self reports

A

people’s answers to questions about the topic of interest

34
Q

physiological measures

A

measuring people’s physiological responses (heart rate, cortisol levels, brain activity) to focus on a particular aspect of a person’s behavior

35
Q

reliability and validity

A

the extend a measure provides a consistent index of a characteristic (reliability) and whether it really measures what we think it measures (validity)

36
Q

representative sampling

A

reflect the characteristics of the population of interest

37
Q

general designs for research?

A
  1. correlational studies
  2. experimental studies
  3. qualitative research method
38
Q

correlational studies

A

measures relationship between variables as they are observed naturally in the world

provides correlation coefficient (“r”) which indicates the strength of the relationship in between variables

correlation does not prove causation

39
Q

experimental studies

A

studies the effect of one variable on another studies possible “cause and effect” relationship

independent variable - variable being manipulated (cause)

dependent variable - behavior being observed (effect/outcome)

40
Q

designs for studying development?

A
  1. longitudinal studies
  2. micro genetic study
  3. cross-sectional designs
  4. cohort effects
  5. sequential designs
  6. meta-analysis
41
Q

longitudinal studies

A

observes it tests one group of individuals ofer a long period
» expensive + requires a large time commitment

42
Q

micro genetic study

A

longitudinal design which participants tested repeatedly over a span of days or weeks
> observing change directly as it occurs

43
Q

cross sectional studies

A

observed or tests groups of different ages

|&raquo_space; more time effective, less expensive

44
Q

cohort effects

A

problems with cross sectional designs in which differences between age groups (cohorts) may result easily from environmental events as from developmental processes

45
Q

sequential studies

A

combination of cross sectional and longitudinal designs

allows for flexibility to collect information in several ways

avoids cohort effects

46
Q

meta analysis

A

analysis of many studies to estimate relations between variables

allows scientists to verify finding across many studies

47
Q

conducting research ethically?

A
  1. minimize risks research to potential participants
  2. describe the research to potential participants
  3. avoid deception
  4. make results anonymous
48
Q

communicating research results?

A

research results are published in scientific journals

to be published in journals, research results must be useful, well done, and original

49
Q

applying research results: social policy

A

driving age

stem cell research

adoption policies

50
Q

piaget’s stages of cognitive development

A
  1. sensorimotor
  2. preoperational
  3. concentrate operational thought
  4. formal operational thought

PSYC 2103 (1 decks)

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