Quiz Flashcards
(55 cards)
1
Q
Human Growth
A
Biological and Psychological development of the human being throughout the lifespan. Consists of the development of the lifespan. Development from infancy.
2
Q
Growth
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Increase in physical changes over the time (height, weight, hair)
3
Q
Development
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Increase in skill or ability to function (perform tasks, speak, achieve higher order of thinking of complex thoughts, rationalization, reasoning)
- Physical
- Cognitive
- Social-Emotional
(Morality)
4
Q
P.I.E.S
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Physical, Intellectual, Emotional, Social
5
Q
P: Physical
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- Motor Skills
- Gross/Large motor skills: movement and control of large muscles (back, legs, shoulders, and arms)
- Fine motor skills: movement and control of small body parts (hands, fingers)
- Hand/Eye Coordination: The ability of the eyes and hand/arm muscles to work together to make complex movements/
6
Q
I: Intellectual
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- Mind and brain
- Learning and problem-solving school concepts
- Creative thinking skills
- Language and literary
- Moral development
7
Q
E: Emotional
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- Identifying and expressing feelings
- Tantrum and uncontrolled outbursts of anger and frustration, typically in a young child.
8
Q
S: Social
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- Getting along with and interacting with others
- Sharing and taking turns
9
Q
The 5 Characteristics of Development
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- Development is similar for everyone
- Children go through the same stages in the same order.
- i.e. - all babies stand before they can walk - Development builds on earlier learning
- Development is step-by-step or ‘sequential’ in nature
- The skills learned at one stage build directly on those mastered earlier
- i.e. - a child must learn to walk before running
- i.e. - a child learns sounds before words - Development proceeds at an individual rate
- The rate of growth differs from one child to another - The different areas of development are interrelated
- Changes take place in many areas at the same time
- One area of development impacts another
- i.e. - learning to walk helps to develop the opportunity to learn to speak - Development in continuous throughout life
- Development may be slow at some times and rapid at others, but it never stops
10
Q
Infancy and Toddlerhood (0-2 years)
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- The first year and a half to two years of life are ones of dramatic growth and change.
- A newborn, with a keen sense of hearing but very poor vision is transformed into a walking talking toddler within a relatively short period of time
- Caregivers are also transformed from someone who mangoes feeding and sleep schedules to a constantly moving guide and safety inspector for a mobile, energetic child
11
Q
Early Childhood (3-5 years)
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- Early childhood is also referred to as the preschool years.
- As a three to five-year-old, the child is busy learning language, is growing a sense of self and greeted independence, and is beginning to learn the workings of the physical world.
- A toddler’s fierce determination to do something may give way to a four-year-old’s sense of guilt for doing something that brings the disapproval of others.
12
Q
Middle Childhood (6-11 years)
A
- The ages of six through eleven comprise middle school
- Now the world becomes one of learning and testing new academic skills.
- Schools compare students and make these comparisons public through sports, test scores, and other forms of recognition.
- Growth rates slow down and children are able to refine their motor skills at this point in life.
- Children begin to learn about social relationships beyond the family through interaction with friends and fellow students.
13
Q
Adolescence (12-18 years)
A
- Adolescence is a period of dramatic physical change marked by an overall physical growth spurt and sexual maturation, known as puberty.
- It is also a time of cognitive change as the adolescence.
- Adolescents have a sense of invincibility that puts them at greater risk of dying from accidents or contracting sexually transmitted infections that can have lifelong consequences.
14
Q
Early Adulthood (20s and 30s)
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- The twenties and thirties are often thought of as early adulthood.
- It is a time when we are at our physiological peak but are most at risk for involvement in violent crimes and substance abuse.
- It is a time of focusing on the future and putting a lot of energy into making choices that will help one earn the status of a full adult in the eyes of others.
- Love and work are primary concerns at this stage of life.
15
Q
Middle Adulthood (40s and 50s)
A
- The late thirties through the mid-sixties is referred to as middle adulthood.
- This is a period in which aging, that began earlier, becomes more noticeable and a period at which many people are at their peak of productivity in love and work.
- Able to understand problems and find solutions with greater efficiency than before.
- It can also be a time of becoming more realistic about possibilities in life previously considered; of recognizing the difference between what is possible and what is likely.
16
Q
Late Adulthood (60s up)
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- Late adulthood is sometimes subdivided into two or three categories such as the “young old” and “old old”
- Issues of housing, healthcare, and extending active life expectancy are only a few of the topics of concern for this age group.
- A better way to appreciate the diversity of people in late adulthood is to go beyond chronological age and examine whether a person is experiencing optimal aging.
17
Q
Death and Dying
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- The Five Stages of Death and Dying are left with relatives and close loved ones.
- Denial, anger, bargaining, depression and acceptance are a part of the framework that makes up our learning to live with the one we lost.
- They are tools to help us frame and identify what we may be feeling.
18
Q
3 Key Developmental Processes
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- Physical
- Cognitive
- Social-emotional
19
Q
Maturation
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- Development depends upon maturation
- All children develop at their own rate
- Both growth and maturation are controlled by heredity factors, but are also influenced by the environment in which the individual is living.
- Maturation refers to a series of biological changes in a child providing new abilities.
- Children must mature to a certain point before they can gain some skills (Piaget)
- i.e. - the brain of a 4-month-old child has not matured enough to allow the child to use language (they are capable of making guttural sounds like babbling)
20
Q
Open Question
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Questions that allow someone to give a free-form answer.
21
Q
Closed Answer
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Can be answered with ‘Yes’ or ‘No’ or they have a limited set of possible answers (such as: A, B, C, or All of the Above)
22
Q
Secondary Research
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- Recording data and analyzing information
- Collecting data to test your hypothesis
- Data becomes information when it is interpreted by someone else
- Summarize your information and think about how it answers your research question
23
Q
Primary
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First-hand, closest to the origin of the information (ie. When studying the war, speaking to someone who fought in it)
24
Q
Secondary
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Generalization, analysis interpretation, and synthesis of primary sources (ie. When studying the war, reading details from a textbook)
25
When is a frame of reference?
Refers to people’s perceptual frame of mind (eg. their perception), say, when they enter a communication environment. A person’s total life experience, including cultural beliefs and learning. Three major factors determine people’s perception
1. Physiology
2. Past Experience
3. Needs
26
Hypothesis
A tentative assumption made from known facts is the basis for investigation.
- After creating your central research question and completing secondary research you can now refine and further develop your hypothesis.
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Strategy
- Before completing the experiment, there needs to be a general plan of action
- Choosing a research method to gather information
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Method
- Generally, the ways that social scientists conduct their research can be categorized into:
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Quantitative Method
- Close-ended questions
- Numerical results
- (Surveys, lab-based observation)
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Qualitative Method
- Open-ended questions
- Descriptions and comparisons
- (Interview, natural observation)
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Ethical Considerations
- Be specified as one of the most important parts of research
- There are a range of interactions in your research, that might occur, including in-depth interviews, focus groups, surveys, or even observing people’s behaviour.
- Informed consent
- Voluntary participation
- Do no harm
- Confidentiality
- Anonymity
- Only assess relevant components
32
The Life Course Theories (Developmental Theories)
-Began surfacing in the 1950s
- These theories look at behaviour demonstrated by individuals at various stages in their lives.
- A life course is defined as “a sequence of socially defines events and roles that the individual enacts over time”
- Implies age-differentiated social phenomena distinct from uniform life-cycle stages and the life span.
- Reflects the intersection of social and historical factors with personal development within the family life
- Biological, Psychological, Social and Cultural factors influence human development.
- There are predictable changes in the behaviour of individuals as they progress through the lifespan
- As individuals progress through the stages they face expectations develop that challenge them to develop
33
Family Life Cycle Theory
- Developed by Evelyn Duval, a sociologist
- She complied with the average age at which people complete normal life experiences (ie) marriage, having their first child, having teenagers, having no more children at home and retiring.
- Her theory is broken down into 8 stages.
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Stage #1: Beginning Family
- Married couple has established their home but does not yet have children
- Developmental Tasks: Establishing a satisfying home and marriage relationship and preparing for childbirth
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Stage #2: Childbearing Family
- From the birth of the first child until that child is 21/2 years old
- Developmental Tasks: Adjusting to increased family size: Caring for an infant, providing a positive developmental environment
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Stage #3: Family with Preschoolers
- When the oldest child is between the ages of 2.5 and 6
- Developmental Task: Satisfying the needs and interests of preschool children and coping with demands on energy and attention with less privacy at home
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Stage #4: Family with School Children
- When the oldest child is between the ages of 6 and 13
- Developmental Task: Promoting educational achievement and fitting in with the community of families with school-age children
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Stage #5: Family with Teenagers
- When the oldest child is between the ages of 13 and 20
- Developmental Tasks: Allowing and helping children to become more independent and coping with their independence, developing new interests beyond child care.
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Stage #6: Launching
- For the first time, the oldest child leaves the family for independent adult life and runs until the last child leaves.
- Developmental Task: Releasing young adults and accepting new ways of relating to them, maintaining a supportive home base and adapting to new living circumstances
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Stage 7: Empty Nest
- From the time to children are gone till the marital couple retires from employment
- Developmental Tasks: Renewing and redefining the marriage relationship, maintaining ties with children and their families and preparing for the retirement years.
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Stage #8: Aging Family
- From retirement to the death of the surviving marriage partner
- Developmental Tasks: Adjusting to retirement and coping with the death of the marriage partner and life alone
42
Sigmund Freud: 1856-1939
- One of the most famous psychologists for his study of human consciousness.
- Founder of modern psychoanalysis
- The mind is dividends into 2 parts: conscious and unconscious
- In the 1900s he introduced the world to ‘Freudian slips’
- Slips of the tongue where thoughts of the unconscious mind were revealed; ie. - ‘can I give you a hand?’ said to a one-armed person
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Conscious
Information that we are always aware of, performing the thinking when we take in new information
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Unconscious
- Information processing in our mind that we are not aware of including unacceptable, thoughts, feelings, and memories
*The unconscious mind has more influence than the conscious has on our personality & behaviour.
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Id
The instinctual part of the mind, operating on the pleasure principle
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Ego
The rational part of the mind, operating on the “reality principle”
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Superego
The mind’s conscious, the moral centre of the mind
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The Iceberg Analogy
- The unconscious is so large, that we are only aware of the very small conscious at any given time, this theory is linked to an iceberg, where the vast majority is buried beneath the water’s surface.
- The water would represent everything that we are not aware of, have not experienced, and that has not been integrated into our personalities.
- He also maintained that our early childhood experiences, usually involving our relationships with our parents & family, are stored in our unconscious minds.
49
Oral (Mouth)
Main source of pleasure is the mouth, lips, and tongue. Etc. Immediate source of gratification. Satisfactory feeding and weaning.
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Anal (Anus)
Controlling bowels and bladder. The ego starts controlling the id. Potty and toilet training
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Phallic (Phallus/Privates)
Some pleasure is gained from playing with genitals. Pleasure is associated with same-sex parents leading to the Oedipus - Electra complex. Id demands ego to satisfy id, superego tries to impose moral choices.
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Latency (6-11 years):
Otipis/Electra is resolved. Loss of interest in opposite sex. Id demands ego to satisfy id, superego tries to impose moral choices.
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Genitals
11 years to adulthood. Increasing concern about experiencing sexual pleasure. Good relationships with members of both sexes.
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Defence Mechanisms
- People need safe outlets to deal with unacceptable feelings of sexuality or aggression.
- The ego uses defence mechanisms to distort reality in order to cope with anxiety.
55
Psycho-sexual Theory
- Freud believed that individual sexual satisfaction or frustration was the key element in personality development
- He also stated that the sex drive was the greatest shaper of personality and that sexuality was even present in infants.
