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Developmental Year 2 > Lecture 10 - Development across the lifespan > Flashcards

Lecture 10 - Development across the lifespan Flashcards

1
Q

What is the goal of lifespan psychology?

A

Gain knowledge about:
•Life-long development
•Differences and similarities between people
•INidivudal plasticity

  • Track rise and fall of various psychological factors
  • E.g. emotional functioning
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2
Q

What are the 2 models of the general course of development over the lifespan?

A
  1. Maturational models of development

2. Structural models of development

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3
Q

Outline Maturational Models of development

A

Growth-maintenance-decline

  • based on biological growth
  • We grow, reach a peak which we maintain, and then that declines
  • Applys to lots of factors
  • E,g. physical growth
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4
Q

Outline structural models of development

A

Development involves fixed sequences of stages

  • linear, hierachical, discontinuous
  • each stage is qualitatively different from the prior, involving major shifts in processes of reasoning and understanding, or in self-concept
  • e.g. piaget’s stages of cog dev
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5
Q

What are the stages in childhood? 4 stages

A
  1. Prenatal
  2. Infancy
  3. Childhood
  4. Adolescence
  • Characterised by physical growth and change
  • Increasing cognitive abilities and social skills
  • Children are dependent, with few responsibilities
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6
Q

What is the typical view of how we are when entering adulthood?

A
  • By the end of adolescence, supposedly, we should be:
    • Biologically mature
    • Operate at highest level of cognitive ability
    • Socially competent
  • Dev in adulthood is considered ‘ageing’
  • Behaviour and wellbeing often seen as product of childhood experiences
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7
Q

What does a lifespan approach emphasise?

A

That development continues to take place across the lifespan

- Adult development may be just as important, if not more

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8
Q

What does Lifespan Developmental Psychology do?

Batles, Lindenberger & Straudinger, 2006

A
  • Explores developmental agenda of each age period
  • Processes and mechanisms of dev
  • Continuity and changes across the lifespan
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9
Q

What does lifespan change involve?

A

Lifespan changes involve the allocation of resources to different functions of development

  • all dev is gains and losses, cannot have dev (gain without loss)
  • Succesful aging involves maxmimising gains and minimising lossess
  • Resources in childhood are for growth, but when older, can use for maintenance and resilience
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10
Q

Outline Hartshone & Germine (2015) - Meta analsysis of cognitive tasks

A
  • Looked at which age we were at our peak cognitive performance
  • found there is no age where humans peak at all cognitive tasks - we are best at different tasks at different ages
  • there may not be an age where we peak at most, its completely varies
  • but in general - we get worse at everything over time
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11
Q

Outline subjective age

A
  • How old we feel
  • Subjective age becomes increasingly removed from actual age
  • Lower subjective age is usually associated with greater well-being

60 year olds feel 54
70 year olds feel 62
80 Year olds feel 70

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12
Q

What are the general trends of ageiing

A

In early adulthood

  • we are at peak biology
  • Begin forming long term relationships and settling down
  • Set life goals
  • High responsibility
  • New experiences

Middle adulthood

  • Decreases in biology
  • Settled
  • reflect on life
  • children (responsibilities)

Old age

  • Decline in everything
  • Evaluating and accepting past
  • Freedom from responsibilities
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13
Q

What did Eriksons psycholsocial stages argue

A
  • At each new life stage we encounter a conflict/ crisis
  • we must overcome this crisis - teaches us a new virtue
  • if you dont, it impacts your development
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14
Q

Outline eriksons psychosocial stages in adulthood

A
  1. 20-25: Isolation vs intimacy - teaches love
    - need meaningful relationships, otherwise will be lonely
  2. 25-60 - Generativity vs stagnation - teaches care
    - contribution to the world
    - taking care of people, finding meaning and purpose in their world
    - leaving legacy
    - if not, feel like an unproductive member of society
  3. 65+ Ego integrity vs despair & Disgust - teaches wisdom
    - reflect on life, was it okay to be me?
    - Feel content with life? lived it to the full?
    - if not, may feel despair with an unresolved conflict
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15
Q

Outline Lenvionson’s model of adult development (1986)

A

Another stage theory of adulthood

  1. Early adult transition (22 years)- entering adult world
    - stress, career, starting families
  2. Mid-life transition (45) - settling down
    - responsibilities, slowing down a bit
  3. Late adult transition (65) - middle adulthood
    - Late adulthood - reflect on life and achievements
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16
Q

What are the different approaches to when adulthood starts

A
  • Follows adolescence
    or
  • determined by Life events (marriage, parenthood etc)
17
Q

What did Arnett do before coming up with his theory

A

Explored peoples subjective experiences of the transition to adulthood

  • people aged 18-25 werent adolescents, but hadnt seemed to reach a stable adult life
  • so he proposed a new life stage: Emerging adulthood
  • not just a transition, but a phase in its own right
18
Q

What are the features of emerging adulthood?

Arnett (2000)

A
  • A period of identity exploration
  • Self-sufficiency is key
  • Demographic transitions and life events arent important - its when you become self-sufficient
19
Q

What is Arnett’s criteria for adulthood?

A
  1. Accepting responsibility for oneself
  2. Making independent decisions
  3. financially independent
20
Q

What are the 5 key features of emerging adulthood? (Arnett, 2004)

A
  1. ID explorations - choices about love and work, explore options, you have the freedom to do this
  2. Insability - Frequent changes: relationships, jobs education, relationships etc - new experiences to learn from
  3. Self-focus - independent decision-making, few obligations to other people. Decide stuff for yourself, on your own. Future plans
  4. Feeling in-between - neither adult or adolescent, on the way to adulthood, changes day to day how you feel
  5. Experimentation/ Possibilites - Optimism - high hopes/ expectations of future. Can radically change the direction of your life here
21
Q

Which psychosocial stage does emerging adulthood apply to?

A

20-25 (although not the same age ranges)

  • Intimacy vs isolation
  • opportunities and trying different stuff to do with love
22
Q

Outline Arnett (2007)

A

Sufffering, selfish, slackers

- 3 myths about emerging adults that arnett tried to disprove

23
Q

Outline Arnett’s responses to myth 1: That emerging adults are suffering

A

Quarter-life crisis?
- Are they suffering? Arnett says no:
• Wellbeing rises from late teens to mid-20s, increased happiness
- They are getting happier, but there is also sometimes a spike in depression -it varies

24
Q

Outline Arnett’s responses to myth 2: That emerging adults are selfish

A

Self-indulgent and materialistic?
- argues emerging adults delay adult responsibilites to spend time and money on the self

  • Arnett argues that they are just self-focused in order to shape dev, explore life and prepare educationally and occupationally
  • more likely than ever to do volunteering
  • they must have the chance to focus on self-dev to prepare for adult life
  • Self-focused freedom
25
Q

Outline Arnett’s responses to myth 3: That emerging adults are slackers

A

Dont want to grow up?
- previous generations were often married by 25, stayed in the same career for life - so emerging adults are slackers

  • But Arnett said that it may just take longer nowadays to reach full adulthood. Because society has changde a lot, there is economic shifts and more emphasis on higher education
26
Q

What are the critiques of the theory of emerging adulthood?

Outline by Hendry & Kloep (2007)

A

X - limited to specific cultures, socio-economic status, historical period

  • Development and progressing into adult differs. Some cultures dont have the chance for self-exploration/ ID formation
  • In eastern cultures, girls go from children to adults very quickly
  • Is it western specific?

X - stage model - Hendry & Kloep say this process is dynamic, flexible and non-linear. Its about exposure to experience, not chronological age

X - Just describes, doesnt explain how and why

Developmental Year 2 (9 decks)

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