Human Development 1 Flashcards
Get an A in Human Development (147 cards)
1
Q
What is development?
A
There are many definitions of development.
2
Q
Human Development or Lifespan Development
A
constancy and change in behavior
throughout the life course from
conception to death.”
– Paul Baltes, 1987
3
Q
what are the domains of Developmental Science?
A
- physical
- neurophysiological
- cognition
- language
- emotion
- personality
- moral psychosocial development
- relationships with others
4
Q
who identified several underlying principles of the lifespan perspective ?
A
Paul Baltes
5
Q
Term for: Lifespan theorists argue that development is caused by multiple factors, and is always shaped by both biological and environmental factors. In addition, the individual plays an active role in their own development.
A
Multiply determined
6
Q
Name the three systems of developmental influence. ( Contextualism as paradigm.) Baltes (1987) identified three specific developmental systems of influence, all of which include biological and environmental forces.
A
1.Normative age-graded influences
2.Normative history-graded influences
3.Non-normative influences
7
Q
The time period in which you are born shapes your experiences
A
Normative history-graded influences
8
Q
Humans experience particular age-graded social experiences (e.g., starting school) and biological changes (e.g., puberty).
A
Normative age-graded influences
9
Q
People’s development is also shaped by specific influences that are not organized by age or historical time, such as immigration, accidents, or the death of a parent. These can be environmental (e.g., parental mental health issues) or biological (e.g., life threatening illness).
A
Non-normative influences
10
Q
age-grade
A
a specific age group, such as toddler, adolescent, or senior
11
Q
cohort
A
a group of people who are born at roughly the same period in a particular society
12
Q
silent generation
A
1928- 1945
13
Q
baby boomers
A
1945-1964
14
Q
Gen -X
A
1965-1980
15
Q
Millenials
A
1981-1996
16
Q
Gen-Z
A
1997-2009
17
Q
Generation Alpha
A
2010-2024
18
Q
Generation Beta
A
2025-2039
19
Q
what domain includes changes in height and weight, sensory capabilities, the nervous system, as well as the propensity for disease and illness
A
physical
20
Q
what domain includes changes in intelligence, wisdom, perception, problem-solving, memory, and language
A
cognitive
21
Q
what domain includes changes in emotion, self-perception, and interpersonal relationships with families, peers, and friends.
A
psychosocial
22
Q
highlight societal contexts that influence our development
A
contextual perspectives
23
Q
way to identify families and households based on their shared levels of education, income, and occupation
A
socioeconomic status
24
Q
S.E.S.
A
Socioeconomic Status
25
an income amount established by the federal government that is based on a set of thresholds that vary by family size
poverty level
26
culture
the totality of our shared language, knowledge, material objects, and behavior
27
ethnocentrism
the belief that our own culture is superior
28
an appreciation for cultural differences and the understanding that cultural practices are best understood from the standpoint of that particular culture
cultural relativity
29
the maximum age any member of a species can reach under optimal conditions
lifespan
30
the average number of years a person born in a particular time period can typically expect to live
life expectancy
31
chronological age
the number of years since your birth
32
biological aging
how quickly the body is aging
33
psychological age
Our psychologically adaptive capacity compared to others of our chronological age
34
social age
based on the social norms of our culture and the expectations our culture has for people of our age group
35
prenatal age period
Starts at conception, continues through implantation in the uterine wall by the embryo, and ends at birth
36
infancy and toddlerhood age period
Starts at birth and continues to two years of age
37
early childhood age period
Starts at two years of age until six years of age
38
middle and late childhood age period
Starts at six years of age and continues until the onset of puberty
39
adolescence age period
Starts at the onset of puberty until 18
40
emerging adulthood age period
Starts at 18 until 25.
41
early adulthood age period
Starts at 25 until 40-45.
42
late adulthood age period
Starts at 65 onward.
43
teratogens
environmental factors that can lead to birth defects
44
middle adulthood age period
40 until 65
45
assumptions researchers hold about the nature of humans and their development
metatheories
46
meta means
above or beyond
47
whether people are born as blank slates or whether people are inherently good or inherently bad.
human nature
48
tabula rasa
blank slate
49
whether development is determined by nature (genes, biology) or determined by nurture (environment, learning).
causes of development
50
whether people are passive participants, reacting to external forces or whether they are active in choosing and shaping their own development.
role of the individual
51
whether traits, characteristics, and experiences early in life have permanent effects or whether people are malleable and open to change throughout life.
stability vs. change
52
whether development involves quantitative incremental change or qualitative shifts
continuity vs. discontinuity
53
whether development follows a universal pathway or depends more on specific experiences and environmental contexts.
universality vs. context specificity
54
assume that developmental change occurs in distinct stages that are qualitatively different from each other, and that unfold in a set, universal sequence.
Stage theories or discontinuous development
55
The four meta-theories of human development
1.Maturational
2.Mechanistic
3.Organismic
4.Contextualist
56
humans as seeds growing into a tree (metaphor for)
maturational
57
humans as machines (metaphor for)
mechanistic
58
development is a more slow and gradual process known as
continuous development
59
humans as butterflies (a metaphor for)
organismic
60
tennis game, conversation, or dance (metaphor for)
contextualist
61
Meta-theories are important because they effect these four things in our research:
1.What we look for
2. The questions we ask
3.The methods we use
4. How we interpret
research findings
62
is maturation meta-theory nature or nurture?
nature
63
what is the human nature of maturation meta-theory?
genetics- good or bad
64
is maturation meta-theory active or passive?
passive
65
is maturation meta-theory stable or change?
stable
66
is maturation meta-theory continuous or discontinuous?
depends on the genetic program
67
is maturation meta-theory universal or context-specific??
Universal
68
what is the human nature of mechanistic meta-theory?
blank slate
69
is mechanistic meta-theory nature or nurture?
nurture.
70
is mechanistic meta-theory active or passive?
passive
71
is mechanistic meta-theory stability or change?
change
72
is mechanistic meta-theory continuous or discontinuous?
continuous
73
is mechanistic meta-theory context-specific or universal?
context-specific
74
what is the human nature of Organismic Meta-Theory?
good
75
is Organismic Meta-Theory nature or nurture?
nature
76
is Organismic Meta-Theory active or passive?
active
77
is Organismic Meta-Theory stability or change?
change
78
is Organismic Meta-Theory continuous or discontinuous
discontinuous
79
is Organismic Meta-Theory universal or context-specific
universal
80
what is contextual meta-theory human nature?
both
81
is contextual meta-theory nature or nurture?
both
82
is contextual meta-theory active or passive?
active
83
is contextual meta-theory stability or change?
both
84
is contextual meta-theory universal or context-specific?
both
84
is contextual meta-theory continuous or discontinuous?
both
85
Development is the product of biologically-based...
programs shaped by human genetic and evolutionary
history
Ethological theory
86
the assumption that all the causal factors that shape human behavior and development are inside the mind or belief system of the person
cognativism
87
the belief that a tiny, fully formed human is implanted in the sperm or egg at conception and then grows in size until birth
Preformationism
88
Preformationism was the predominant view in what time period?
into the 18th century
89
who advocated the idea of tabula rasa?
john locke
90
who believed that the child’s development was activated by genes and he called this process maturation
Arnold Gesell
91
father of developmental psychology
Jean-Jacques Rousseau
92
who emphasized the importance of early childhood experiences in shaping our personality and behavior
Sigmund Freud
93
who proposed Psychosocial Theory?
Erik Erikson
94
each period of life has a unique challenge or crisis that the person who reaches it must face, called:
psychosocial crisis
95
what age is the Autonomy versus Shame/Doubt stage?
18 months - 3 years
96
what age is the initiative versus guilt stage?
3 - 6 years
97
what age is the industry vs inferiority stage?
6-12 years
98
what age is identity vs role confusion stage ?
12-18 years
99
what age is intimacy vs isolation stage?
19-40
100
what age is generativity vs stagnation stage?
40-65
101
what age is ego integrity vs despair stage?
65 - death
102
the premise that it is not possible to objectively study the mind, and therefore psychologists should limit their attention to the study of behavior itself
learning theory, or behaviorism
103
Social Learning Theory
learning by watching others
104
There is interplay between our personality and the way we interpret events and how they influence us. This concept is called
reciprocal determinism
105
what theories focus on how our mental processes or cognitions change over time
cognitive theories
106
What cognative theorist believed that children’s intellectual skills change over time and that maturation, rather than training, brings about that change
Jean Piaget
107
What theory emphasizes the importance of culture and interaction in the development of cognitive abilities
sociocultural theory
108
who believed that a person not only has a set of abilities, but also a set of potential abilities that can be realized if given the proper guidance from other
Lev Vygotsky
109
how individuals perceive, analyze, manipulate, use, and remember information
Information Processing
110
who developed the Ecological Systems Theory?
Urie Bronfenbrenner
111
the individual’s setting and those who have direct, significant contact with the person, such as parents or siblings.
microsystem
112
the larger organizational structures, such as school, the family, or religion. The philosophy of the school system, daily routine, assessment methods, and other characteristics can affect the child’s self-image, growth, sense of accomplishment, and schedule thereby impacting the child, physically, cognitively, and emotionally.
mesosystem
113
includes the larger contexts of community. A community’s values, history, and economy can impact the organizational structures it houses.
exosystem
114
cultural elements, such as global economic conditions, war, technological trends, values, philosophies, and a society’s responses to the global community.
macrosystem
115
the historical context in which these experiences occur. This relates to the different generational time periods
chronosystem
116
A set of specific statements that
describe, explain, and predict
behavior
theory
117
Looks at naturally existing relationships between variables- we observe &
measure something without trying to change it
correlational design
118
what is correlational design's greatest strength?
Can be used to study issues that cannot be studied experimentally
because it is not possible, feasible, and/or ethical
119
A design involving 2+ groups
* Change something in one group and not the other
* Treatment group(s): Members receive treatment/intervention
* Control group: Members do not receive treatment/intervention – “business
as usual”
* Groups are identical on everything except the treatment
* Then we compare the groups on the dependent or “outcome” variable(s)
* Did the treatment group change and the control group stay the same? This
shows us whether intervention works
experimental design
120
Data are collected
* From the same individuals
* Over multiple timepoints (at least 2; more is better)
* Observe stability, change
* ”Truly developmental” design
longitudinal design
121
Study groups of people of different ______
at a single point in time (e.g., ages, grades,
stages of maturation, levels of experience,
environment conditions)
* Can detect trends (patterns) of similarities,
differences across different groups on
phenomenon of interest
cross sectional design
122
Combines cross-sectional and longitudinal designs:
* Start with a cross-sectional design (2+ cohorts)
* Then, follow up with each age group longitudinally
* As study progresses, add new groups
sequential design
123
CBPAR
community based particapatory action research
124
all the decisions and actions we take in our professional and personal lives that shape our own and others’ development
developmental practices
125
Our personal convictions, based on a lifetime of experiences in these societal contexts and historical times
Naïve meta-theories of human development
126
decentering study from the dominant culture
i just like this
127
set of methodologies is based on the assumption that knowledge, research, and effective social action can best be co-constructed among researchers and community participants, incorporating the strengths and perspectives of all the stakeholders involved in a particular set of issues
community-based participatory action research
128
typical or regular age-graded patterns of individual change and constancy
normative change and stability
129
different pathways that people can follow over time, including differences in the amount, nature, and direction of change
differential developmpent
130
trajectories
quantitative changes
131
reorganization of existing forms or the emergence of new forms
qualitative shifts
132
depicting, portraying, or representing patterns of development in their target phenomena
description
133
explicit accounts of the factors that cause, influence, or produce the patterns of changes and stability that have been described.
explanations
134
research and intervention activities designed to figure out how to promote healthy development (also referred to as flourishing or thriving) and the development of resilience
optimization
135
“when,” “where,” and “how” data are collected
design
136
Descriptive developmental designs
when data are collected
137
how and where data are collected
how and where data are collected
138
collects information (1) at one point in time (one time of measurement) on (2) groups of people who are different ages.
CROSS-SECTIONAL DESIGN
139
What is the problem with cross-sectional designs?
you CANNOT infer that differences between the age groups are the same as age changes
140
groups of people who were born at the same time.
Generational cohorts
141
the lifelong effects of belonging to a specific generation
cohort effects
142
a study that examines (1) one group of people (2) repeatedly over multiple time points in this design
longitudinal design
143
a design that allows researchers to look at BOTH age changes and historical changes for multiple cohorts
sequential designs
144
this design combines cross-sectional and longitudinal designs
provides the most developmental information in the shortest amount of time. It allows researchers to look at differences between people in terms of cohorts, and also to examine historical changes
Cross-sequential
145
adding “occasions” or “times of measurement” or “repeated measures” to a design
adding time
146
