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Development Psychology > Module 1 > Flashcards

Module 1 Flashcards

(56 cards)

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1
Q

Why do we study Human Development?

A

Describe, explain, predict, and intervene

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2
Q

What do we study in Human Development?

A

Patterns of change that begins at conception and continues throughout the lifespan (growth and decline)

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3
Q

What is Human Development?

A

Scientific study of the systematic processes of change and stability throughout the human life span.

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4
Q

Emphasizes that development is lifelong, multidimensional, multidirectional, plastic, contextual, and multidisciplinary.

A

Baltes’ Life-Span Perspective

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5
Q

German psychologist, a leading expert on lifespan development and aging, developed one of the approaches to studying development

A

Baltes

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6
Q

Life-span Perspective views Development as

A

lifelong, multidimensional, multidirectional, plastic,

multidisciplinary, and contextual.

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7
Q

Life-Span Perspective involves

A

growth, maintenance, and regulation of loss

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8
Q

Periods of the life-span; importance of each period

A

Development is Lifelong

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9
Q

Interaction of biological, cognitive, and socioemotional factors.

A

Development is multidimensional

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10
Q

Development of a particular domain does not occur in a strictly linear (growth and loss)

A

Development is multi-directional

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11
Q

Development is influenced by

A

biology, culture, and individual

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12
Q

Individuals allocate resources accordingly in order to maximize growth and regulate losses.

A

Development involves changing resource allocation

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13
Q

The Capacity for Change

A

Development is Plastic

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14
Q

Specific time when an event (or its absence) has specific impact on development

A

Critical periods

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15
Q

Developmental timing when child is particularly responsive to certain experiences

A

Sensitive Periods

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16
Q

What are the multiple contexts of Development?

A
  • Family, School Work,
  • Socioeconomic Status (SES)
  • Culture
  • Historical Time
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17
Q

Describe the Biological, Cognitive, and Socio Emotional Model (See

A
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18
Q

Describe the Biological, Cognitive, and Socio Emotional Model (See Picture for Reference: https://courses.lumenlearning.com/adolescent/chapter/domains-human-development/)

A

Bi-directional Intertwined

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19
Q

Why is the pattern of change complex?

A

Because it is the product of biological, cognitive, and socioemotional process.

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20
Q

Biological & social influences that are similar for individuals in a particular age group

A

Normative age-graded influences

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21
Q

Influences associated with historical context common to people in the same historical generation

A

Normative history-graded influences

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22
Q

Occurrences that are not common to most people, which have a major impact on one’s life

A

Non-Normative Influences

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23
Q

Debate about whether development is primarily influenced by nature or nurture

Study These Flashcards
A

Nature and Nurture

24
Q

Organism’s biological inheritance

25
Environmental Experiences
Nurture
26
If individuals tend to maintain their relative rank in a behavior (i.e., high or low in relation to others)
Stable
27
individuals tend to change in relative rank in a behavior
Unstable
28
If the phenomenon increases or decreases over time; gradual and incremental Quantitative change: number, amount, size
Continuous
29
If the phenomenon changes in a fundamental, transformational way over time; abrupt or uneven Qualitative change: kind, structure, complexity, organization
Discontinuous
30
the interaction between the child's physical and genetic abilities and the child's experiences created knowledge and unterstanding children create or construct their own understanding of the world
Piaget and Constructivism
31
People make decisions about behavior based on external controls to choosing behavior based on internal standards and principles
KOHLBERG and MORAL DEVELOPMENT THEORY
32
development is influenced by their culture learning is shaped by their social experiences and interactions with and expectations from people (social context) around them
VYGOTSKY and SOCIOCULTURAL THEORY
33
chidlren's development can be understood only in the context of political, social, legal, and economic systems - nested layers around the child
BRONFENBRENNER and ECOLOGICAL THEORY
34
basic attitudes and development are formed as individuals go through stages and challenges to form values
Erikson and Psychosocial Theory
35
behaviors are changed as a result of consequences
SKINNER and BEHAVIORIST THEORY
36
The number of years that have elapsed since birth, and experts argue that this is a crude index of experience.
Chronological Age
37
A person’s age in terms of biological health, and determining this involves knowing the functional capacities of an individual’s vital organs. The younger one’s biological age, the longer one is expected to live
Biological age
38
An individual’s adaptive capacities compared with other individual’s of the same chronological age.
Psychological age
39
refers to connectedness with others and the social roles individuals adopt.
Social Age
40
time frame in a person’s life that is characterized by certain features
developmental period
41
Prenatal
Conception to Birth
42
Infancy
18-24 months
43
Early Childhood
3-5 Years
44
Middle & Late Childhood
6 - 10/11 years
45
Adolescence
10-12 to 18-21 years
46
Early Adulthood
20s and 30s
47
Early Adulthood
20s and 30s
48
Middle Adulthood
40s and 50s
49
Late Adulthood
60s-70s to death
50
First Age
Childhood to Adolescence
51
Second Age
Prime adulthood, ages 20 through 59
52
Third Age
Approximately 60 to 79 years
53
Fourth Age
Approximately 80 years and older
54
Changes in one’s relationships with others, changes in emotions, as well as changes in personality
SOCIOEMOTIONAL processes
55
enable developmental changes in one’s thoughts, intelligence, and language
Cognitive Processes
56
produce physical or physiological changes, such as genes from our parents, the development of our brain, height and weight gains, hormonal changes, health decline, and so on.
Biological Processes

Development Psychology (4 decks)

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