PSYC228_Chap1 Flashcards
lifespan human development
growth + maturation of individuals from conception thru death
developmental scholarship
multidisciplinary field of scholarship concerned with describing change + contancy in growth + maturation throughout lifespan
developmental scholars
specialize in study of development in order to advance what is known about developmental processes + experiences
applied developmental scholars
study how human development shapes/is shaped by contexts we live in
cognitive domain of development
includes underlying mental functions,
thinking, memory, attention, + perception
physical domain of development
includes biological systesm that make up human being,
nervous, skeletal, + muscular systems
socio-emotional domain of development
includes social, cultural, + emotional components of development
family, society, schools, + social institutions
applied developmental scholar
specialize in study of how human development shapes + is shaped by environment in order to describe, explain,+ opitmize human development
developmentalist
scholar of development who uses their knowledge for research or applied purposes
evolutionary theory
assumption that specific human traits + behaviours develop over lifespan and are maintained throughout history because those characteristics are adaptive for sirvival
developmental perspective
approach + basic set of assumptions that guide scientific study of growth + maturation across the human lifespan
developmental psychology
subfield of psychology concerned with studying + understanding human growth + maturation
emerging adulthood
developmental stage betw adolescence + adulthood during which individuals are searching for a sense of identity and maturity
life stage
period of time with a beginning + end within which distinct developmental changes occur
culture
beliefs, customs, arts, and so on, of a particular society, group, and place
key issues of human development
- nature/nurture
- continuity/discontinuity
- developmental stabiliy/instability
- normative/non-normative events
- socio-cultural variation
nature
hereditary influences that are passed from genes of biological parents to their offspring
nurture
environmental influences that have an impact on development,
social, geographic + economic factors
developmental continuity
a characteristic/feature of an individual that stays the same as person matures
developmental discontinuity
a characteristic/feature of an individual that changes as person matures
developmental stability
a person developing at the same rate as peers
developmental instability
a person devleoping at a diff rate than peers
normative event
incident that matches the sequential/historical events shared by majority of people
non-normative event
incident that does not happen to everyone
or happens at different time that typical
gender
social construction of expectations that a given culture associates with a person’s biological sex
race
way of categorizing humans that typically focuses on physical traits
ethnicity
specific set of physical, cultural, regional, or national characteristics that identifies/differentiates one person or group from others
socio-economic status (SES)
combination of person’s education, occupation + income
eclectic
drawing on a broad range of ideas + perspectives from various sources
id
1 of 3 components of the mind according to Freud,
instincts
unconsious
Freud
3 components of Freud’s psychoanalytic theory
id- instincts - unconsious
ego - reality, mediates betw id + superego - conscious
superego - internalized rules for socially good behaviour
ego
1 of 3 componets of the mind according to Freud
deals with reality + mediates betw id instincts + superego morals
conscious
Freud
superego
1 of 3 components of the mind according to Freud
represents internalized rules for socially appropriate behaviour
Freud
psychoanalysis
treatment method introduced by Freud, to relieve mental distress by freeing conflicts from unconscious, brining them into conscious awareness so they can be resolved
stage thoery
rests on assumption that development is discontinuous, with new features of development emerging at each distinct stage
psychosexual development
Freud theory where maturation of personality + sexuality occur as children experience the concentration of libidinal energy from specific body areas
Freud
libidinal energy
Freud - vital energy that brings life thru sexual behaviour
neo-Freudian theory
theory influenced by Freud’s work, but extends + critiques his ideas
ego identity
Erikson’s goal of development in Erikson’s psychosocial theory where a sense of oneself as a distinct + continuous entity is achieved
Freud’s 5 psychosexual stages
oral (0-18months) - mouth - weaning from breast/bottle
anal (18m-3y) - anus - toilet training
phallic (3-6y) - genitals - identifying with same-sex parent/ oedipus
latency (6y-puberty) - none - interacting with same-sex peers
genital (puberty-adult) - genitals - establishing intimate relationships
Erikson’s 8 stages of psychosocial stage theory
infancy (0-1)
early childhood (2-3)
childhood-play (4-6)
childhood-school (7-12)
adolescence (13-19)
young adulthood (19-35)
adulthood (35-55)
maturity (55+)
Erikson’s psychosocial issues for stages
infancy - trust/mistrust
early childhood - autonomy/ doubt,shame
childhood-play - initiative/guilt
childhood-school - industry/inferiority
adolescence - identity/role confusion
young adulthood - intimacy/isolation
adulthood - generativity/stagnation
maturity - ego integrity/despair
Erikson’s infancy stage
0-1yr
trust-mistrust
mother/caregivers
be secure?
hope - trust + optimisim
Erikson’s early childhood stage
2-3yr
autonomy- doubt/shame
parents
be independent?
will: use + exercise freedom + self-restraint
Erikson’s childhood-play stage
4-6yr
initiative/guilt
basic family
be powerful?
purpose + direction: abiliyt to initiate own activities/pursue goals
Erikson’s childhood-school stage
7-12yr
industry/inferiority
neighbourhood/school
be good?
competence in intellectual, social, + physical skills
Erikson’s adolescence stage
13-19yr
identity/role confusion
peer groups
fit into the adult world? who am I?
fidelity + integrated iamge of oneself as unique person
Erikson’s young adulthood stage
19-35yr
intimacy/isolation
partners in frienship, the other
love?
love: mutuality, finding + losing self in other, career commitments
Erikson’s adulthood stage
35-55yr
generativity/stagnation
divided labour + shared household
fashion a “gift”?
care: solicitude, guidance, teaching new generation
Erikson’s maturity stage
55+
ego integrity/despair
humankind
receive a gift?
wisdom: sense of fulfillment + satisfaction with one’s life
schema
organized pattern of thinking that guides our experience in the world
equilibrium
stage of cognitive balance
assimilation
Expands/adds to schema
process to expand a schema by adding information
accomodation
creates new schema
process to create new schema in response to information
cognitive theory
focus on how our thinking/cognition influences our understanding of develops
Piaget + Vygotsky
piaget + vigotsky
both emphasized impact children have on own development
both cognitive theories
Piaget’s theory of cognitive development
introduced schema
strive for cognitive balance/equilibrium
looked at wrong ways children answered questions
said children must explore environments
vygotsky’s theoryof cognitive development
unlike piaget: said big role of socio-cultural interactions
interactions with others catalysts for development
guided participation, scaffolds, zone of proximal development
guided participation
vygotsky
process in which a more experienced teacher becomes an interactive guide, helping a younger or less experienced person do tasks that they could not complete independently
scaffold
vygotsky
process of assisting a less experienced individ thru complex tasks by providing supports (verbal or physicaly)
zone of proximal development (ZPD)
vygotsky
range of tasks that a person cannot accomplish independenty but can be done with assistance of a person with more experience/advanced cognitive ability
piaget’s 4 stages of cognitive development
1 sensorimotor - 0-2 yr
(beginning lacks object permanence)
uses sense/motor skills to explore + develop cognition
2 preoperation - 2-7 yr
(lacks reversibility, egocentric, animistic)
significant language + thinks symbolically
3 concrete operation - 7-11yr
(can’t think abstractly/hypothetically, tangible things only)
understands conservation, less egocentric, think logically about concrete things
begin to question santa
4 formal operation - 11+ yr
(adolescent egocentrism at start, personal fable)
can think abstractly/hypothetically
great concern for appearance
information processing theory
not stages!
view of cognitive developpment that takes quantitative approach, focusing on gradual/cumulative changes
describe cognitive cahnges: development of memory, attention + language
computer comparison
cognitive processes interact with eachother
classical conditioning
type of learning that occurs when an original stimulus acquires a capacity to evoke a response that was originally evoked by diff stimulus
unconditioned stimulus
somthing reliably produces a naturally occuring reaction
unconditioned response
a reaction that is reliably produced by an unconditioned stimulus
neutral stimulus
stimulus that doesn’t elicit a natural reaction
conditioned stimulus
previously neautral stimulus that reliably produces a response after conditioning
conditioned response
response that is reliably produced by a conditioned stimulus
classical conditioning
pavlov - dogs saliva
information-processing theory
encoding, storage, retrieval
watson
classical conditioning with humans -
kid + white rat
classical conditioning key concepts
generalization + discrimination
generalization
same response is elicited by variety of diff stimuli
discrimination
opposite of generalization
diff stimuli elicit diff responses
operant conditioning
skinner
(classical condit. is passive, but operant is what happens after organisms perform actiosn in their environments.
contributes to behaviourism
behaviourism
watson
that science should study only observable behaviours
unconsciuos is not an appropriate subject of scientific study.
operant conditioning is a part of it
law of effect
thorndike
behaviour that is followed by a positive outcome tends to be repeated, + behaviour followed by negative outcome tends not to be repeated
reinforcements
positive (adding)
negative (withholding/taking away)
positive reinforcement
something added
operant conditioning
negative reinforcement
something withheld or taken away
operant conditioning
behaviourism
theoretical perspective on learning that assumes human development occurs as a result of experiences shaping behaviours
operant conditioning
learning process thru which likelihood of a specific behaviour is inc or dec thru pos or neg reinforcement
ignores social context effects
law of effect
throndike
law that behaviour that is followed by a pos outcome tends to be repeated and followed by neg outcome tends not to be repeated
psychologists think…
it is better to extinguish unwanted behaviours by ignoring them than punishing them
social learning
thru observation + imitation
all rules of learning thru reionforcement + punishment ar applied
bandura
natural selection
darwinian idea that members of a sp who are best suited to their own particular environments wil be the ones most likely to survive + produce offspring
2 major theories using nat selection
evolutionary psycology - buss
ethological perspective - Lorenz
evolutionary psychology
buss
behave + think bec are adaptive (helped ancestors survive in environments)
assumption: how might we be influenced by process of survival?
ethological perspective
relies on evolution
theory assumes human development is an outcome of individual experience sin the social environment that provide information about which behaviours should be adopted to increase chances of survival
imprinting
lorenz
learnign at a particular age or stage that is rapid + independetn of the consequences of behaviour
idea to provide evidence that living things are born with “prewired” features that similar instincts may underlie some human development
ethologists
study animal behaviours
surival promotion
comparative psychology
scientific study of behaviour + mental process of non-human animals
psychodynamic theory
looks at how unconsious processes + unresolved conflicts in past conflicts influence behaviour
developmental systems theory
metatheory
draws from + integrates many theories, sources, + research studies related to human devleopment
ecelctic view, includes many diff disciplines
shift away from stages/not completely matured by adulthood
metatheory
theory where focus is the integration of mult theories
help analyze, interpret, + organize theories
theories about theories
lifespan developmental psychology
systematic study of how + why human beings change, or stay the same over the course of their entire life
4 assumptions of developmental systems theory
- human development occurs thruout the lifespan from birth-death
- hd shapes + is shaped by interactions betw people + contexts in which they live including family + community
- lifespan hd is not static across time, but varies in diff historical periods
- normal hd is diverse: great normal variation in way people changes across lifespan
2 developmental systems theories
lifespan developmental psychology - Baltes
ecological systems model - Bronfenbrenner
lifespan developmental psychology - Baltes
lifespan hd is multidirectional
involves gains + losses
plasticity over stability
influenced by hisotrical + social contexts
hd multidisciplinary
wanted to optimize adult development
studied wisdom
6 features of Baltes’ lifespan developmental psychology
multidirectional
full of gains + losses
contextualized
historically embedded
plastic
multidisciplinary
bronfenbrenner’s ecological systems model
theoretical approach to study of hd that emphasizes 5 environmental systems that influence individual development + assumes indivds shape the contexts in which they develop
(micro, meso, exo, macro, chrono
person at center of overlapping set of environmental contexts
ecolocial systems model
bronfenbrenner
bronfenbrenner’s microsystem
most direct influences on child’s d
home, neighbourhood, church, school
bronfenbrenner’s mesosystem
relationship among microsystems
bronfenbrenner’s exosystem
institutions + organizations that have indirect influence on child’s d, but no direct contact with child
city
bronfenbrenner’s macrosystem
highest-level system,
socio-cultural forces, societal values, traditions that have indirect effects on all the other systems influencing chil’d life
society supporting good education, societal values not to steal
bronfenbrenner’s chronosystem
effect of passage of time on both a child’s d and evolving complexity of the other systems influencing the child
learn word computer, but wouldn’t have in early time period
scientific community
group of people who sustain the production of scientific knowledge thru collective attitudes, rules + conventions
scientific method
specific procedure researchers use to ask + explore scientific questions in a way that makes connections betw observations + leads to understanding
goals of developmental scholarship
use scientific method to
describe, explain, + optimize hd across lifespan
describe
explain
optimize
describe
goal of developmental scholarship in which careful observations of behaviour are made + recorded
explain
goal of developmental scholarship that focuses on identifying the underlying causes of behaviour
optimize
goal of developmental scholarship that applies current info to future possibilities in the service of enhancing development
empirical study
systematic study of human behaviour + development using methodological observations, which can be analyzed quantitatively or qualitatively
anecdotal evidence
non-systematic observations, including personal experiences
- has potential to inspire interesting research questions
theory
coherent set of statements that explains an observation or set of observations in relation to one another
basic research
research designed to create fundamental knowledge about the world
applied research
research designed to examine specific contexts to solve a concrete problem or address policy; it has a direct + practical purpose
steps of scientific method
select topic
focus question
design study
colect data
analyze data
interpret data
mobilize knowledge
quantitative data
info in numbers
qualitative data
info in words, pictures, sounds,visual images, or objects
exploratory research
examination into an area in which a researcher wants to develop initial ideas + more focused research questions
descriptive research
research methods used to observe, record + describe behaviour + environments; it’s not for making cause-effect explanations
exploring new ideas + ocnditions
thrid variable
confoudning variable influencing the correlation betw variables, or a variable having an unintended impact on relationship betw indep + dep variables
independent variable
variable controlled by experimenter to observe the impact it has on bahaviour of interestd
dependent variable
variable/behaviour measured by experimenter to observe effects of independent variable
experimental group
group/groups that receive manipulation of indep variable
treatment
control group
group/groups that provide comparison for experimental group + don’t receive manipulation of indep variable
corss-sectional design
diff age groups compared
longitudinal design
1 group of subjects followed for an extended period of time
cross-sequential design
combines benefits of cross-sectional + longitudinal designs,
add new group of subjects at progressive intervals
cohort effect
unique impact a given historical era has on people living during that period as compared with people living during a diff period
ethical issues
confidentiality
informed consent
