Slides Week 1 Flashcards
1
Q
Characteristics of Lifespan Development
A
- Needs
- Problems
- Possibilities that mark individuals’ progress from birth
to death.
2
Q
Chronological Age
A
- Important to understand change over Lifespan
- Central to lifespan developmental psychology
3
Q
Rules and Expectations About Age Related Behaviours
A
- Expectations about how people should behave at certain ages
- According to Culture, Historical periods and Laws
- Neugarten, 1973
- Social Clock - Cultural Norms
- Punishments for Violations
4
Q
What do Developmentalists Do?
A
- Study behaviour, cognition and personality based on age of individuals
- from birth to old age
5
Q
Three Age Related Changes
A
- Universal
- Biologically based so shared
- Group Specific
- Culturally Based
- Historically Based
- Cohort Effects shared by individuals in age group (Baby Boomers)
- Individual Differences
- Unique, unshared genetic and environmental influences
6
Q
Development is . . .
A
- Lifelong
- Multidimensional
- Multidirectional
- Plastic - Has capacity for change
- Contextual
- Involves Growth, Maintenance and regulation of loss
- Co-constructed biology, culture and the individual
7
Q
Three designs to study Age Related Changes
A
- Cross-sectional Designs
- Longitudinal Designs
- Sequential Designs
8
Q
Cross-Sectional Designs
A
- Study groups of individuals of different ages eg: 18-24 years or 53 and older
- Advantages
- Fast and Inexpensive
- Can reveal age related change
- Disadvantages
- Reveals nothing about individual change over time
- Each participant is only tested once
- Cohort Effect - change may be due to another effect apart from age
9
Q
Longitudinal Designs
A
- Follows same individuals over a period of time - 7-Up documentary or Grant study of Harvard Men
- Advantages
- Demonstrate sequences of change
- Show individual change or consistency
- Avoid cohort problem
- Disadvantages
- Costly
- Practice effects
10
Q
Practice Effects
A
- Influences on test results when a test is taken more than once
- Occurs when you take multiple practice SAT exams; practice can increase your overall score.
11
Q
Sequential Designs
A
- Combination of Cross-sectional and Longitudinal Desigsn
- Advantages
- Describes age differences and age changes
- Separate effects of age, cohort and time of measurement
- Indicates whether developmental changes are experienced by all in a cohort
- Disadvantages
- Complex
- Time Consuming
- Expensive
12
Q
Six Methods to Collect Data when studying Age Related Change
A
- Case studies.
- Interviews.
- Observational studies.
- Psychological tests.
- Surveys.
- Physiological measures.
13
Q
Case Study
A
- Detailed description of individuals being studied or treated
- Used to formulate broader research hypotheses
- Commonly used by clinicians, occasionally by researchers
eg: 7-Up or Psychoanalysis
14
Q
Interviews
A
- Detailed descriptions of behaviour from a group of individuals
- Commonly used by qualitative researchers
eg: 7-Up, Piaget’s cognitive developent, Kohlberg’s moral development
15
Q
Observational Studies
A
- Researchers carefully and systematically observe and record behaviour without interfreing with behaviour
- Naturalistic observation
- Laboratory observation
- eg: Bandura’s Bobo Doll experiments, Harlow’s Rhesus Monkeys
16
Q
Psychological Tests
A
- Measure & evaluate
- Personality traits
- Aptitude
- Interests
- Abilities
- Values
- Types of Psychological tests
- Objective - NEO-Personality Inventory (Costa & McCrae 1992)
- Projective Personality Tests - Rorschach Inkblots
17
Q
Surveys
A
- Battery of questionairres
- Useful when information needed from a large number of people
- Can be conducted in person, on-line or over the telephone
- Disadvantages
- Volunteer Bias
- Socially Desirable Responding
18
Q
Physiological Measures
A
- Increasingly being used to assess development at different points of the lifespan
- Examples
- Blood Tests
- Skin Conductance
- Neuroimaging
- Electromagnetic waves used to consturct images of brain and biochemical activity
19
Q
Human Developmental Theories
A
- Psychoanalytic
- Behavioral
- Cognitive
20
Q
Psychoanalytic Theorists
A
- Sigmund Freud
- Erik Erikson
21
Q
Behavioural Theorists
A
- Pavlov
- Watson
- Skinner
22
Q
Cognitive Theorists
A
- Piaget
- Vygotsky
- Kohlberg
23
Q
Freud’s Developmental Stages
A
- Oral stage - Birth to 1 Year
- Anal stage - 1 Year to 3 Years
- Phallic stage - 4 Years to 6 Years
- Latency stage - 6 Years to 12 Years
- Genital stage - Puberty onwards
24
Q
Erickson’s Stages of Developent
A
- Trust vs mistrust - birth to age 1
- Autonomy vs doubt - age 1 to 3
- Initiative vs guilt - age 3 to 5
- Industry vs inferiority - age 6 to 12
- Identity vs confusion - adolescence
- Intimacy vs isolation - Early adulthood
- Generativity vs stagnation - Middle adulthood
- Integrity vs despair - Late adulthood
25
Q
Piaget’s Stages of Intellectual Development
A
- Sensorimotor - Birth - age 2
- Pre-operational - age 2-7
- Concrete operational - age 7-11
- Formal operational - age 12 onwards
26
Q
Vygotsky’s Stages of Social Develpment
A
- Imitative Learning
- Internalisation of Learning
- Collaborative Learning with Peers
27
Q
Kohlbergs Stages of Moral Development
A
- Preconventional Morality
- Conventional Morality
- Postconventional Morality
28
Q
Seven Paradoxes of Human Development
A
- Developmental v. Non developmental.
- Continuity v. Discontinuity.
- Biological (Nature) v. Environmental (Nurture).
- Activity v. Passivity.
- Cognitive v. Affective.
- Macroscopic v. Microscopic.
- General v. Particular.
29
Q
Four Primary Groups of Psychological Theories
A
- Psychodynamic
- Freud, Erickson
- Behaviourist
- Skinner, Bandura
- Cognitive
- Piaget, Kohlberg
- Biological
- Chomsky, Bowlby
30
Q
Sigmund Freud
A
- Viewed newborns as driven by instincts, biological forces and unconscious motives
- Divisions of the mind
- Unconscious
31
Q
Freud - Divisions of the Mind
A
- Id : impulsive, irrational, selfish
- Ego : Rational side of personality that try to find realistic ways of satisfying instincts, emerges in first 2 years
- Superego : Moral values of parents, develops between 3 to 6 yrs, Purpose: finding socially/ethically acceptable outlets for id’s undesirable impulses.
32
Q
Freud Unconscious
A
- Defense mechanisms: Repression, Denial, Projection, Reaction Formation, Regression, Sublimation
- Dreams: Expression of repressed desires or wishes
33
Q
Freud’s Stages of Psychosocial Development
A
34
Q
Erik Erikson - 1902- 1994
A
- Psychosocial theory
- Development occurs through resolution of eight crises
- Crises are prompted by biological issue, but resolved socially
- Eight stages of the lifespan
- Placed more emphasis on development after adolescence
- On contrast to Freud who emphasized personality developed within first five years
35
Q
Erik Erikson Stages of Psychosocial Development
A
36
Q
Erikson Psychosocial Theory
A
- Development occurs through resolution of eight crises
- Crises are biological in nature but are resolved through social interactions
- The eight crises are spread throughout a lifespan
- Places emphasis on stages of life beyond adolescence
- Contrasts Freud who says personality is developed within the first five years
37
Q
Erikson’s Stages of Developmental Theory
A
38
Q
Evaluation of Psychodynamic Theory
A
- Strengths
- Emphasised uniqueness of individuals
- Qualitative stage transitions underlying development
- Inspired research on social and emotional development
- Introduced the notion of the unconscious mind
- Limitations
- Too much emphasis on sexual underpinnings by Freud
- Limited methods used (case studies)
- Ideas too vague to be tested empirically ie: psychosexual stages, ego functioning
39
Q
Behaviourist Theories
A
- Ivan Pavlov: 1849 - 1936
- John Watson: 1878 - 1958
- B.F. Skinner: 1904 - 1990
- Albert Bandura: 1925 - current
40
Q
Behaviourism Primary Constructs
A
- Classical Conditioning - Associations
- Operant Conditioning - Reinforcement
- Observational Learning
- Self Efficacy - Learn through self beleif and confidence
41
Q
Describe Behaviourist Theories
A
- Do not view development as going through universal stages
- Development occurs gradually through lifelong learning
- Focuses on mechanisms of learning not on describing the “normal” course of development
- Learning Theories are precise and testable
- BUT places too little importance on the role of genetics and maturational processes.
42
Q
Cognitive Theories
A
- Development through thinking
- Jean Piaget: 1896 - 1980
- Lev Vygotsky: 1896 - 1934
- Lawrence Kohlberg: 1927 - 1987
43
Q
Jean Piaget - 1986-1980
A
- Cognitive development proceeds through a series of distinct stages .
- Stages experienced in the same order and at the same age
- Abilities in each new stage building on abilities from previous stages.
- Movement through the stages is prompted by:
- Need to make sense of experiences.
- Desire to construct more advanced understandings of the world.
44
Q
Lev Vygotsky - Cognitive Development
A
- Cognitive development is as a result of social interactions
- Not a result of then physical world
- Learning is acquired in 3 ways
- Imitation - Watching Others
- Internalisation - Of Learning
- Collaboration - With Peers
- Emphasis on socio-cultural environment as driving cognitive development
45
Q
Lev Vygotsky - Language Development
A
- Language is foundation for development of higher human thought
- Language comes BEFORE cognition.
- Individuals learn to converse with words (social) before they begin to think with words (private).
- Cognitive development is influenced by the language of a child’s culture.
46
Q
Lawrence Kohlberg
A
- Theory of moral development
- Children’s understandings of morality based upon more
advanced understandings of social justice - Advancements occur in stages dependent upon
cognitive development.
47
Q
Kohlbergs Stages of Moral Development
A
48
Q
Biological Theories
A
- Development through physiological processes
- John Bowlby
- Adaptive value of behaviour for members of a species over generations
- Natural selection favours behaviours that enhance reproductive success
49
Q
Bowlby’s Attachment Theory
A
- How do relationships with primary caregivers affect subsequent behaviours
- Biologically predisposed to form relationships with other humans to ensure our survival.
- Those early relationships establish a mental model of relationships that guides subsequent behaviour
50
Q
Contemporary Lifespan Theories
A
Focus on the adult years
51
Q
Daniel Levinson 1920-1994
A
- Development during adulthood.
- Adult period consists of regular alternation between periods of:
- Stable functioning (Life Structures).
- Developmental upheaval (the Transitions).
- Life goals and activities are re evaluated during the transitions.
52
Q
Paul Baltes 1939 -
A
- Lifespan development balances growth (or gains) and decline (or loss).
- Losses predominate over gains in latter half of lifespan.
- Development continues through THREE processes (
- Selection
- Optimisation
- Compensation.
53
Q
Paul Baltes - SOC
A
- Older adults maximise the positive and minimise the negative through:
- Selecting - Particular Abilities
- Optimising - Abilities through practice and new techniques
- Compensating - For losses of other abilities by finding other ways to accomplish tasks
54
Q
Compare and Contrast Theorists
A
55
Q
Erikson’s Theory Concept
A
Development through crises prompted by biological events but resolved socially
56
Q
Daniel Levinson’s Theory Concept
A
Adult development as series of stages of stable functioning interrupted by developmental upheaval.
57
Q
Albert Bandura’s Theory Concept
A
58
Q
Freud’s Theory Concepts
A
- Unconscious & Subconscious
- ID, Ego & Superego
- Development of sexual identity through identification with same-sex parent.
59
Q
Jean Piaget’s Theory concepts
A
- Children move through four different stages of mental development.
- Egocentrism marks cognition in early childhood.
60
Q
Paul Baltes’ Theory Concepts
A
- people develop at all points during their lives, not just in childhood and adolescence
- 3 fundamental processes of developmental regulation are essential for successful development and aging
- Selection
- Optimisation
- Compensation
