Intro Flashcards
Development
Changes in human performance dependent on maturation
Human development
Multidisciplinary study on how people change and remain the same over time
Human development consists of 5
- Change: progressive, reorganizational, regressive
- 4 processes: growth, maturation, adaptation, learning
- Domains: biopsychosocial, framework
- Characteristics: nature/nurture, continuity/dis, universal/context specific
- Theories
Growth
Quantitative/measureable changes that occur over time
Maturation
Qualitative changes related to growth: physical, emotional, and intellectual development
Learning
Acquisition of a new skill/behavior related to interaction with the environment: involves repetition and practice
Adaptation
Ability/process to anticipate and react to a stimulus by modification
Biopsychosocial framework
- biological: genetics and lifestyle factors
- psychological: cognitive, emotional, personality, perceptual factors
- sociocultural: racial, cultural, societal, ethnic factors
- life-cycle: differences in how the same events affect people of different ages “timing is everything”
Nature vs nurture
- nature: influences of genetics or hereditary
- nurture: influences of experiences and environment
Continuity and discontinuity
- Continuity: smooth progression
- discontinuity: series of abrupt shifts. Not as focused on event that caused shift, just awareness that it happened
Universal and context specific
- universal: all follow same path of development
- context specific: interactions with environment shape development
Developmental theories (5)
- Psychodynamic theory
- Learning theory
- Cognitive-developmental theory
- Ecological & systems perspective
- Lifelong development perspective
Psychodynamic theory
Development is largely determined by how well people resolve conflicts at different ages. Conflict is important to form personality. Lifespan of learning
- Freud: what i want to do and what is accceptable societal behavior
- Erik Erickson: a personality developed by interaction of an internal maturational plan and external societal demands
- 8 stages of life cycle
Erikson’s psychosocial theory
- 0-1yo: basic trust and mistrust (develop sense that world is good)
- 1-3 yo: autonomy vs shame and doubt ( one is an independent person who can make decisions and doubt)
- 3-6 yo: Initaive vs guilt (develop the ability to try new things and handle failure)
- 6 - ado: industry vs. inferiority (learn basic skills and to work with others)
- Ado: identity vs id confusion (develop lasting integrated sense of self)
- Young ado: intimacy vs isolation (commit to another in loving relationship
- Mid adult: generativity vs stagnation (contribute to young people)
- Late life: integrity vs despair (life is satisfactory and worth living)
Learning theory
Development determined by learning from experiences or from observation
- BF Skinner: behaviorism (direct consequence of behavior of individual). Operant vs classical conditioning
- blandura: social learning theory - people learn appropriate behaviors by imitation; self efficacy determines what behaviors are imitation
Operant vs classical learning
- Operant: consequences of behavior determine if behavior is repeated in the future
- classical: response to stimuli. Pavlov’s puppers.
- patient is muscle guarding and ready for pain even tho treatment hasn’t even started
Cognitive-developmental theory
Focused on how people think and how thinking changes over time
- piaget’s theory
- information-processing theory
- vygotsky’s theory
Piaget’s theory
Children develop cognitively through environmental interactions which leads to more sophisticated understanding and reasoning; adaption is key
- Sensorimotor: need exploration 0-2 yo
- Preoperational thought: language and make believe play 2-6 yo
- Concrete operational thought: very logical and superficial. No application of knowledge
- Formal operational thought: more abstract, how things relate
Information-processing theory
Developmental chagnes reflective of mental hardware (congnitive structures that allow storage of information) and mental software (cognitive processes that allow completion of tasks). Includes inclines and declines
Vygotsky’s theory
Emphasized sociocultural influences on thinking; children develop by learning values, customs, and cultural beliefs from adults (grandparents, parents, teachers, etc.)
- learn through cultural demands, goals, expectations
- every culture learns different pace and things
Ecological and systems theory
Focused on the complex, multi-level environmental influences on development
- bronfenbrenner’s theory
- competence-environmental press theory
Bronfenbrenner’s theory
Development within a series of interactive systems
1. Microsystem: immediate environment
2. Mesosystem: connections between Microsystems
3. Ecosystem: social settings that do not include person
.4 macrosystem: cultures and subcultures
Lifelong development theory
Considers development as lifelong
- life-span theory
- selective optimization with compensation model
- life-course perspective
Life-span perspective
Human development is multidetermined and cannot be understood within the scope of a single framework
- Multidirectionality involves both growth and decline (different rates and amounts)
- Plasticity: skills can be learned or improved with practice (negative or positive)
- Historical context: influence of historical time and culture
- Multiple causation: influences of biopsychococial framework aka everything
Selective optimization with compensation model
Three processes that generate and regulate behaviors as a person ages for successful adaption
- Selection: from a range of opportunities or possibilities; may involve change in goals
- Compensation: goals stay the same by an alternative way to c=achieve the goal is needed
- Optimization: best match possible between resources and desired goals
Life-course perspective
Considers generational experiences in relation to respective historical contexts
Characteristics of development
Nature vs nurture
Continuity and discontinuity
Universal and context specific
