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2052 - Lifespan Development > Slides Week 1 > Flashcards

Slides Week 1 Flashcards

1
Q

Characteristics of Lifespan Development

A
  • Needs
  • Problems
  • Possibilities that mark individuals’ progress from birth
    to death.
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2
Q

Chronological Age

A
  • Important to understand change over Lifespan
  • Central to lifespan developmental psychology
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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
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4
Q

What do Developmentalists Do?

A
  • Study behaviour, cognition and personality based on age of individuals
  • from birth to old age
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5
Q

Three Age Related Changes

A
  1. Universal
    • Biologically based so shared
  2. Group Specific
    • Culturally Based
    • Historically Based
    • Cohort Effects shared by individuals in age group (Baby Boomers)
  3. Individual Differences
    • Unique, unshared genetic and environmental influences
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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
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7
Q

Three designs to study Age Related Changes

A
  • Cross-sectional Designs
  • Longitudinal Designs
  • Sequential Designs
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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
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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
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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.
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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
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12
Q

Six Methods to Collect Data when studying Age Related Change

A
  • Case studies.
  • Interviews.
  • Observational studies.
  • Psychological tests.
  • Surveys.
  • Physiological measures.
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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

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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

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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
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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
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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
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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
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19
Q

Human Developmental Theories

A
  • Psychoanalytic
  • Behavioral
  • Cognitive
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20
Q

Psychoanalytic Theorists

A
  • Sigmund Freud
  • Erik Erikson
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21
Q

Behavioural Theorists

A
  • Pavlov
  • Watson
  • Skinner
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22
Q

Cognitive Theorists

A
  • Piaget
  • Vygotsky
  • Kohlberg
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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
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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
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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
    1. Imitation - Watching Others
    2. Internalisation - Of Learning
    3. 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

2052 - Lifespan Development (15 decks)

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