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Developmental Psychology > Unit 1 > Flashcards

Unit 1 Flashcards

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1
Q

Define Developmental Psychology

A

study of changes in human development across the lifespan (including physical, cognitive, social, intellectual perceptual, personality, and emotional growth)

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2
Q

What are the periods of development?

A

Prenatal - conception to birth
Infancy - birth to 2 years
Toddler - 2-3 years
Early childhood - 3-5 years
Middle and late childhood - 6-11 years
Adolescence - 12 to 18-21 years
Early adulthood - 20s to 30s
Middle adulthood - 40s to 60s
Late adulthood - 60s to death

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3
Q

Prenatal - examples of growth

A

develop from single cell to organism with brain and behavior capabilities

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4
Q

Infancy - examples of growth

A

development in language, symbolic thought, social learning, sensorimotor coordination

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5
Q

Early childhood - examples of growth

A

emergence of self sufficiency, development of school readiness, more interest in peers

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6
Q

Middle/Late Childhood - examples of growth

A

mastery of reading, writing, and math, increases in self control

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7
Q

Adolescence - examples of growth

A

puberty, shift to abstract thinking, development of identity, increased independence

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8
Q

Early adulthood - examples of growth

A

establish independence, select mate

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9
Q

Middle adulthood - examples of growth and decline

A

expand responsibility, parenting, reaching satisfaction
decline - decrease in mobility

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10
Q

Late adulthood - examples of growth and decline

A

Growth - retirement
Decline in mobility and muscles strength, cognitive processes and social functions

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11
Q

Importance of understand development as a lifelong process

A

life expectancy is increasing, allows us to describe changes over life span and explain course of development, gives us knowledge about what our lives will be like as we age

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12
Q

Life span perspective

A

development is lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual. involves growth and maintenance and regulation, and is constructed through biological, sociocultural, and individual factors working together.

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13
Q

Lifelong

A

development continues through adulthood until death
ex: critical thinking and motor skills grow and decline throughout development

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14
Q

multidimensional

A

changes across biological, cognitive, and social emotional functioning influence development
ex: puberty causes physical/hormonal changes which lead to changes in thoughts and mood swings

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15
Q

multidirectional

A

some areas of development expand over time while others shrink
ex: capacity for learning a new language peaks at 20 and then declines

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16
Q

plastic

A

has the capacity for change, if a certain function is lost, it can be “covered” by another function
ex: born right handed, get injured and can learned to be left handed

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17
Q

multidisciplinary

A

development across the lifespan is studied by researchers in many disciplines
ex: philosophy, teaching, neuroscience, biology, etc

18
Q

contextual influences

A

normative age graded influences - changes that are similar for individuals of same age group; puberty, kindergarten
normative history graded influences - changes that are common within a generation from historical events; 9/11, WW2, social media
nonnormative life events - changes that are unusual, with a significant impact on an individuals life; winning the lottery, teen pregnancy

19
Q

Conflict between growth, maintenance, regulation

A

mastery of life involves conflict between these 3 goals
ex: grow motor skills as a child, maintain through middle adulthood, do things to cope with loss of functioning in late adulthood

20
Q

co-construction of biology, culture, and individual

A

cultural/individual choices influence brain and biology which influence cultural and individual choices
ex: Micheal Phelps is tall and has broad shoulders, making him more likely to be a successful swimmer, more likely to swim, more likely to strengthen those muscles

21
Q

biological, sociocultural, and individual influences on development

A

health and well-being, parenting, education, culture, cross cultural studies, ethnicity, socioeconomic status, gender, social policy, family, technology

22
Q

Example of biological processes

A

changes in an individual’s physical nature
ex: genes inherited from parents, brain development, height and weight gains, hormonal changes, exercise

23
Q

example of cognitive processes

A

changes in the individual’s thought, intelligence, and language
ex: putting together multi-word sentences, being creative/imagination, solving crossword puzzles

24
Q

examples of socioemotional processes

A

changes in the individual’s relationships with other people, changes in emotions, and changes in personality
ex: infant smiling at parent, toddler aggression with playmate, joy at prom, affection between elderly couple

25
Q

Describe how the 3 developmental processes are inter-related (how do changes in one process impact another domain)?

A

life span development is multidimensional, changes in one domain impact function of others because they all work together to produce who we are
ex: when a baby smiles at caregiver, it must feel the touch and respond to it, understand that it is an intentional act, and understand that smiling reflect positive emotional feelings and connects us

26
Q

Nature v. Nurture

A

conflict of who we are being a result of our genetic/biological inheritance or our environmental experiences, likely a result of both
ex: personality and mental/physical activity changes likely genetic; lifestyle, engaging in intellectual activities, and active social life are environmental and influence aging, cognitive functioning, and happiness

27
Q

Stability v. Change

A

some traits are more malleable or plastic than others, more influenced by environmental factors; social skills
some traits are less changeable. stable throughout lifetime and more influenced by genetics; temperament

28
Q

continuity v. discontinuity

A

continuous developmental tasks have gradual cumulative change over time. changes in amount, frequency or degree (quantity)
discontinuous developmental tasks have distinct stages. changes in kind, type, structure, or organization (quality)

29
Q

multifinality v. equifinality

A

multifinality - individuals with very similar experience/risk factor have multiple different outcomes; childhood trauma to ptsd or healthy dev.
equifinality - individuals with very different experiences have the same outcome; different attachment styles all led to healthy adult relationships

30
Q

Define theory and how it is developed via the scientific method

A

interrelated, coherent set of ideas that help explain phenomena and facilitate predictions
observe - question - form hypothesis - develop test - gather data - develop theory

31
Q

Psychoanalytical Approach (describe limitations, benefits, and theorists)

A

describe development as primarily unconscious and influence by emotions
+developmental framework, focus on role of family, unconscious influence
-limited scientific support, over sexualization, negativity
Frued, Eric Erickson

32
Q

Cognitive Approach (describe limitations, benefits, and theorists)

A

describe development as a conscious process driven by changes in thought
+positivity, active construction of understanding
-potential overlap of stages, lack of focus on individual differences
Piaget, Seigler, Vygotsky

33
Q

Behavioral and Social Cognitive Approach (describe limitations, benefits, and theorists)

A

describe development as observable behaviors learned via environmental experiences
+research based, account for role of environment
- too little emphasis on cognition, little attention paid to developmental stages/changes
Skinner, Bandura, Watson

34
Q

Ethological Approach (describe limitations, benefits, and theorists)

A

describe development as influence by biology, evolution, and sensitive periods
+observational research, focus on biology and evolution
-lack of emphasis on environmental factors, rigid sensitive periods
Francis Lawrence, John Boldy, Mary Ainsworth

35
Q

Ecological Approach (describe limitations, benefits, and theorists)

A

describe development as influenced by several different environmental influences
+examines multiple environmental influences, accounts for interaction between influences, goes beyond home environment
-limited biology considerations, little cognitive emphasis
Brenner

36
Q

5 Developmental Psychology Research Methods

A

Observational, Survey + Interview, Standardized Tests, Case Study, Physiological Measures (fMRI, EEG; hormone measurement, eye movement)

37
Q

Define descriptive research design

A

used to observe and record behavior about something we don’t understand very well

38
Q

Define correlational research

A

determine strength of relationship between two things

39
Q

Define experimental research

A

determine one or more factors that influence functioning, allow us to determine cause and effect

40
Q

Define cross sectional research

A

individuals of different ages compared at the same time, used to study how different cohorts respond to same event

41
Q

Describe longitudinal approach

A

same individuals studied over a long period of time, used to study age changes in a single cohort

42
Q

Define cohort effect

A

characteristics determined by individual time of birth, era, or generation instead of chronological age

Developmental Psychology (4 decks)

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