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Lifespan > Human Development and Theories (ch 1 and 2) > Flashcards

Human Development and Theories (ch 1 and 2) Flashcards

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1
Q

What is development

A

Systematic changes and continuities in an individual

- From womb to tomb

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2
Q

Changes and continuities occur in 3 major domains

A
  1. Physical
  2. Cognitive
  3. Psychosocial
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3
Q

What is development?

A

Involves gains, losses, neutral changes, and continuities in each phase of the life span

  • Growth: Physical changes
  • Stability
  • Aging: Range of positive and negative physical, cognitive, and psychosocial changes
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4
Q

Period of life and Age range: Prenatal period

A

Conception to birth

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5
Q

Period of life and Age range: Infancy

A

First 2 years of life

- first month is neonatal or newborn period

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6
Q

Period of life and Age range: Preschool period

A

2 to 5 or 6 years

- some prefer to describe as toddlers - children who have begun to walk and are ages 1 to 3

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7
Q

Period of life and Age range: Middle childhood

A

6-12

Or until the onset of puberty

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8
Q

Period of life and Age range: Adolescence

A

12-20

Or when individual becomes relatively independent of parents and begins to assume adult roles

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9
Q

Period of life and Age range: Early adulthood

A

20-40 years

Some distinguish emerging adulthood period from 18-29

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10
Q

Period of life and Age range: Middle adulthood

A

40-65 years

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11
Q

Period of life and Age range: Late adulthood

A

65+

Some break out subcategories eg young-old, old-old based on differences in functioning

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12
Q

Age grade

A

Socially defined age group in a society

  • Confers statuses, roles, privileges, responsibilities
  • Rites of passage mark transitions
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13
Q

Age norms

A

behavioral expectations by age
(What is normal by this age?)
-Sense of when things “Should” be
- Adjustment to life transitions

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14
Q

Urie Bronfenbrenner

A

Proposed a bioecological model to explain how biology and the environment interact in development

  1. Microsystem
  2. Mesosystem
  3. Exosystem
  4. Macrosystem
  5. Chronosystem
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15
Q

Microsystem

A

Bronfenbrenner

- Immediate environment

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16
Q

Mesosystem

A

bronfenbrenner

- Linkages b/w microsystems

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17
Q

Exosystem

A

Bronfenbrenner

- Linkages of social systems

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18
Q

Macrosystem

A

Bronfenbrenner

- Larger cultural context

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19
Q

Chronosystem

A

Bronfenbrenner

- Changes occur in a time frame

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20
Q

Developmental theory

A

Ideas proposed to describe/explain phenomena

  • Provides a means to organize, interpret, explain facts or observations
  • Guides collection of new data
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21
Q

Five Key Developmental issues

A
  1. Goodness-badness of human nature
  2. Nature-nurture
  3. Activity-passivity issue
  4. Continuity-discontinuity issue
  5. Universality-context-specificity issue
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22
Q

Goodness-badness of human nature

A

Evidence of biologically based tendencies for good and bad

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23
Q

Nature-nurture

A

Biological or environmental forces

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24
Q

Activity-passivity issue

A

Are humans active agents in their own development?

Or passively shaped by forces beyond their control?

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25
Continuity-discontinuity issue
Are changes over the lifespan gradual or abrupt? | -Are changes quantitative or qualitative?
26
Universality-context-specificity issue
Are developmental changes common to all humans? | - Or different across cultures, subcultures, contexts, and individuals
27
Freud's Psychoanalytic Theory of Personality
Central notion: Humans have instincts that motivate bx - Humans possess psychic energy that is divided among 3 components of personality: 1. Id (Impulsive selfish) 2. Ego (Rational, seeks to gratify instincts) 3. Superego (moral)
28
Freud - 5 stages of psychosexual development
1. Oral (infancy) 2. Anal (toddler) 3. Phallic (3-6) 4. Latent (6-12) 5. Genital (adolescence)
29
Freud - defense mechanisms
Unconscious coping devices that the ego adopts to defend itself against anxiety - Repression - Regression - Reaction formation - Projection
30
Weakness of Freud's theory
- Ambiguous - Internally inconsistent - not testable - Not falsifiable
31
Strengths of Freud's Theory
- called attn to unconscious processes - emphasized importance of early experience - Emphasized importance of emotions and emotional conflicts
32
Erikson's theory
Most influential neo-Freudian - Less emphasis on sexual urges - More emphasis on rational ego - More positive, adaptive view of human emotions - Development continues through adulthood
33
Erikson's psychosocial stages
1. Trust vs mistrust (infancy) 2. Autonomy vs shame/doubt (toddler) 3. Initiative vs guilt (preschool) 4. Industry vs inferiority (school-age) 5. identity vs role confusion (adolescence) 6. Intimacy vs isolation (young adulthood) 7. Generativity vs stagnation (middle age) 8. Integrity vs despair (Late life)
34
Erikson - strengths
Emphasis on rational and adaptive nature Interaction of biological and social infl Infl research into adolescence and adulthood
35
Erikson - weaknesses
Sometimes vague and difficult to test | Does not explain how development occurs
36
Piaget's Theory of Cognitive Development - stages
1. Sensorimotor 2. Preoperational 3. Concrete operations 4. Formal operations
37
Sensorimotor stage
Piaget - Infants deal w the world thru their senses and their motor skills - Begin with innate reflexes, develop increasing intelligent actions - By the end, capable of symbolic thought using images or words and can therefore plan solutions to problems mentally
38
Preoperational stage
Piaget - Preschoolers can use symbolic thought but cannot use logical problem-solving - Cannot demonstrate conservation - Easily fooled by perceptions - Egocentric
39
Concrete operations stage
Piaget - School-age children are more logical and can use trial-and-error approach to problem-solving - Mentally classify, add, and otherwise act on concrete objects in their head - Difficulty with hypothetical and abstract problems
40
Formal operations stage
Piaget - Adolescents are able to think abstractly and hypothetically - Trace long-term consequences to their actions - With age and experience, can form hypothesis and systematically test them using scientific method
41
Piaget - strengths
- Well-accepted by developmentalists - Well-researched, mostly supported - Infl education and parenting
42
Piaget - weaknesses
- Too little consideration of influences of motivation and emotion upon thought processes - Questionable that the stages constitute a coherent, general mode of thinking - Underestimated cognitive abilities - Too little emphasis on parents/caregivers - Stages may not be universal
43
Challenges to Piaget's Theory
1. Vigotsky's sociocultural perspective | 2. Information processing approach
44
Vgotsky's sociocultural perspective
View that cognitive development = shaped by its sociocultural context and children's interactions with members in their culture
45
Information processing approach
Examines fundamental processes of attention, memory, decision-making, etc. - computer
46
Systems theories
Attribute changes over the lifespan to ongoing, reciprocal transactions b/w a changing organism and a changing environment Eg Bronfenbrenner and Gottlieb
47
Gottlieb's Epigenetic Psychobiological Systems Perspecitve
Development is the product of interacting biological and environmental influences that form a larger system - Evolution endowed humans w genetic makeup - Genes and environment interact bc humans actively change their environment - Occurs at a species level - Biological and cultural evolution contribute to change over time in the human species
48
Epigenesis
Gottlieb - "Over and above" genes - Nature and nurture, genes and environment, co-act to yield developmental outcomes
49
Epigenetic process
- activity of genes - activity of neurons - organism's bx - environmental influences
50
Systems theories - strengths
- Called attn to ongoing transactions b/w the individual and environment
51
Systems theories - weaknesses
- Only partially formulated and tested | - No coherent developmental theory
52
Categories of human development theories - Freud, Erikson, and Piaget
- STAGE theorists - Development guided in UNIVERSAL directions by BIOLOGICAL-MATURATIONAL forces - Parents = supportive of development
53
Categories of human development theories - Watson, Skinner, Bandura
- LEARNING theorists - Emphasize ENVIRON over biology - Parents = child's TRAINERS
54
Categories of human development theories - Systems and contextual theorists
- View biology and environment as INSEPARABLE components of a larger system - Humans = ACTIVE contributors to development but environment is also an active participant - Parents = view themselves as PARTNERS w their children
55
Trust vs. Mistrust
Erikson - 0-1 year - infants must learn to trust their caregivers to meet their needs
56
Autonomy vs. Shame
Erikson - 1-3 years - Children must learn to be autonomous – to assert their wills and do things for themselves – or they will doubt their abilities
57
Initiative vs. Guilt
Erikson - 3-6 years - Preschoolers develop initiative by devising and carrying out bold plans but they must learn not to impinge on the rights of others
58
Industry vs. Inferiority
Erikson - 6-12 years - Children must master important social and academic skills and keep up with their peers otherwise they will feel inferior
59
Identity vs. Role confusion
Erikson - 12-20 years - Adolescents ask who they are and must establish social and vocational identities otherwise will remain confused about the roles they should play as adults
60
Intimacy vs. Isolation
Erikson - 20-40 years - Young adults seek to form a shared identity with another person but may fear intimacy and experience loneliness and isolation
61
Generativity vs. Stagnation
Erikson - 40-65 years - Middle-aged adults must feel that they are producing something that will outlive them, either as parents or as workers otherwise will become stagnant and self-centered
62
Integrity vs. Despair
Erikson - 65+ years - Older adults must come to view with their lives as meaningful to face death without worries and regrets

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