Topic 1 (Ch. 1) Flashcards
(92 cards)
1
Q
Development is…
A
A pattern of change that begins at conception and continues through the human lifespan
2
Q
Life Expectancy
A
Has increased over the past century
3
Q
Life Span
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Same since the beginning of recorded time
4
Q
Life-span Perspective includes these basic concepts…
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Development is lifelong, multidimensional, multidirectional, plastic, contextual.
5
Q
The study of LSP is…
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multidisciplinary
6
Q
LSP involves…
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growth, maintenance, and regulation of loss; it is a co-construction of biological, cultural, and individual factors
7
Q
Three sources of contextual influences are…
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1) normative age-graded influences, 2) normative history-graded influences, 3) nonnormative life events
8
Q
Normative age-graded influences are…
A
similar for folks in a particular age group
Eg – puberty, menopause, formal education, retiring from work
9
Q
Normative history-graded influences are…
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Generational.
Eg – 9/11, technology expansion, assassination of JFK, Challenger explosion
Eg – long-term cultural changes due to immigration or changes in fertility rates
10
Q
nonnormative life events are…
A
unusual occurrences that have a major impact on an individual. Don’t happen to everyone and the impact is different for different people.
Eg – death of a parent at young age, winning the lottery, house fire that destroys home
11
Q
Areas of contemporary concern related to LSP are…
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Health and well-being, parenting, education, sociocultural contexts and diversity, social policy, and technology.
12
Q
Important dimensions of sociocultural context includes…
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Culture, ethnicity, socioeconomic status, and gender.
13
Q
Three key categories of developmental processes are…
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Biological, cognitive, and socioemotional.
14
Q
Lifespan is commonly divided into the following developmental periods:
A
Prenatal
Infancy
Early childhood
Middle and late childhood
Adolescence
Early adulthood
Middle adulthood
Late adulthood
15
Q
Biological Process
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Produce changes in an individual’s physical nature
16
Q
Cognitive Process
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Changes in an individual’s thought, intelligence and language
17
Q
Socioemotional Process
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Changes in person’s relationships, emotions, personality.
18
Q
Developmental cognitive neuroscience
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explores links b/t development, cognitive processes and the brain.
19
Q
Developmental social neuroscience
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explores links b/t development, socioemotional processes and the brain.
20
Q
First age:
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Childhood and adolescence
21
Q
Second age:
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Prime adulthood, 20-59 yrs
22
Q
Third age:
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Late adulthood: 60-79 yrs
23
Q
Fourth age:
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End of adulthood: 80+ yrs
24
Q
Developmental Patterns: Normal aging is…
A
Normal aging characterizes most individuals for whom psychological functioning often peaks in early middle age, remains relatively stable until the late fifties to early sixties, and then shows a modest decline through the early eighties
25
Developmental Patterns: Pathological aging
Pathological aging characterizes individuals who show greater than average decline as they age through the adult years
26
Developmental Patterns: Successful aging
Successful aging characterizes individuals whose positive physical, cognitive, and socioemotional development is maintained longer, declining later in old age than is the case for most people
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Chronological Age:
number of yrs that have elapsed since birth; some say too much emphasis is placed here in studying LSD.
28
Biological age:
A person's age based on a person's biological health
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Psychological age:
Psychological age is an individual’s adaptive capacities compared with those of other individuals of the same chronological age.
e.g., continue to learn, be flexible, motivated, positive personality traits, control emotions, think clearly
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Social age:
Social age refers to connectedness with others and the social roles individuals adopt.
31
Life-span expert Bernice Neugarten (1988) argues that in U.S. society chronological age is ...
becoming irrelevant
32
The nature-nurture issue involves...
the extent to which development is influenced by nature and by nurture.
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Nature refers to
an organism’s biological inheritance.
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Nurture refers to
an organism's environmental experiences.
35
Stability-change issue involves...
The degree to which early traits and characteristics persist through life or change.
36
Many developmentalists who emphasize stability in development argue that
stability is the result of heredity and possibly early experiences in life.
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Developmentalists who emphasize change take the more optimistic view that
later experiences can produce change.
38
The continuity-discontinuity issue focuses on
the degree to which development involves either gradual, cumulative change (continuity) or distinct stages (discontinuity)
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cumulative change (continuity)
a gradual, continuous process; developmentalists who emphasize nurture describe development as continuous
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distinct stages (discontinuity)
Distinct stages; developmentalists who emphasize nature often describe development as discontinuous
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The scientific method is essentially a four-step process:
(1) conceptualize a process or problem to be studied,
(2) collect research information (data),
(3) analyze the data, and
(4) draw conclusions.
42
A theory is
an interrelated, coherent set of ideas that helps to explain phenomena and facilitate predictions.
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A hypothesis is
specific assertions and predictions that can be tested.
44
Psychoanalytic theories describe development as...
Primarily unconscious (beyond awareness) and heavily colored by emotion.
45
Freud’s Theory
Our adult personality is determined by the way we resolve conflicts between sources of pleasure at each stage and the demands of reality.
The need for pleasure at any stage is either undergratified or overgratified, an individual may become fixated, or locked in, at that stage of development.
46
five stages of psychosexual development:
oral: Birth - 1.5 yr
anal: 1.5-3 yr
phallic: 3-6 yr
latency: 6-puberty
genital: puberty onward
47
Criticisms of Freud's theory
Overemphasized sexual instincts; more emphasis should be placed on cultural experiences as determinants of an individual’s development
48
Erikson’s Psychosocial Theory
Eight stages of development unfold as we go through life. At each stage, a unique developmental task confronts individuals with a crisis that must be resolved. The more successfully an individual resolves each crisis, the healthier development will be.
49
Trust versus mistrust
First Stage of development, experienced in the first year of life. The development of trust during infancy sets the stage for a lifelong expectation that the world will be a good and pleasant place to live.
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Autonomy versus shame and doubt
Erikson’s second stage. This stage occurs in late infancy and toddlerhood (1 to 3 years). Toddlers assert their sense of independence or autonomy.
51
Initiative versus guilt
Erickson's third stage. Preschool age. Characterized by facing new challenges that require active, purposeful, responsible behavior.
52
Industry versus inferiority
Erikson's 4th stage. Elementary age. Characterized by mastering knowledge and intellectual skills
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identity versus identity confusion
Erickson's 5th stage. Adolescence. Characterized by finding out who they are, what they are all about, and where they are going in life.
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Intimacy versus isolation
Erikson's 6th stage, early adulthood. Characterized by forming intimate relationships.
55
Generativity versus stagnation
Erikson's 7th stage; middle adulthood. Characterized by a concern for helping the younger generation to develop and lead useful lives
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Integrity versus despair
Erikson's 8th and final stage; late adulthood. Characterized by reflection on the past.
57
Contributions of psychoanalytic theories include...
An emphasis on a developmental framework, family relationships, and unconscious aspects of the mind.
58
Criticisms of psychoanalytic theories include...
Lack of scientific support, too much emphasis on sexual underpinnings, and an image of people that is too negative.
59
Cognitive theories emphasize
conscious thoughts
60
Piaget's theory states that...
Children go through four stages of cognitive development as they actively construct their understanding of the world.
Each stage is age-related and consists of a distinct way of thinking, a different way of understanding the world
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Two processes underlie Piaget's cognitive construction of the world:
organization and adaptation.
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Sensorimotor stage
Piaget's first stage; birth - 2 yrs. Characterized by understanding of the world by coordinating sensory experiences.
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Preoperational stage
Piaget's 2nd stage; 2-7yrs. Characterized by representing the world with words, images, and drawings.
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Concrete operational stage
Piaget's 3rd stage; 7-11 yrs. Characterized by logical reasoning when the reasoning can be applied to specific or concrete examples.
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Formal operational stage
Piaget's 4th and final stage; 11-15 yrs. Characterized by moving beyond concrete experiences and beginning to think in abstract and more logical terms.
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Vygotsky’s Sociocultural Cognitive Theory
Vygotsky’s theory is a sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development
67
The Information-Processing Theory
Information-processing theory emphasizes that individuals manipulate information, monitor it, and strategize about it.
Often uses the computer as an analogy to help explain the connection between cognition and the brain.
68
Contributions of cognitive theories include
A positive view of development and an emphasis on the active construction of understanding.
69
Criticisms of cognitive theories include
Skepticism about the pureness of Piaget’s stages and too little attention to individual variations.
70
Behaviorism essentially holds that
we can study scientifically only what can be directly observed and measured
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behavioral and social cognitive theories emphasize (continuity vs discontinuity)
continuity in development and argue that development does not occur in stage-like fashion.
72
Skinner’s Operant Conditioning
through operant conditioning the consequences of a behavior produce changes in the probability of the behavior’s occurrence.
A behavior followed by a rewarding stimulus is more likely to recur, whereas a behavior followed by a punishing stimulus is less likely to recur.
73
Bandura’s Social Cognitive Theory
focused heavily on observational learning (also called imitation or modeling), which is learning that occurs through observing what others do
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Social cognitive theory holds that the key factors in development are...
behavior, environment, and cognition
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Contributions of the behavioral and social cognitive theories include...
an emphasis on scientific research and environmental determinants of behavior.
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Criticisms of the behavioral and social cognitive theories include...
too little emphasis on cognition in Skinner’s theory and inadequate attention paid to developmental changes
77
Ethology stresses that behavior is...
behavior is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods
78
John Bowlby/ theory of attachment
Stressed that attachment to a caregiver over the first year of life has important consequences throughout the life span.
If this attachment is positive and secure, the individual will likely develop positively in childhood and adulthood.
If the attachment is negative and insecure, life-span development will likely not be optimal.
79
Contributions of ethological theory include...
a focus on the biological and evolutionary basis of development, and the use of careful observations in naturalistic settings.
80
Criticisms of ethological theory include...
too much emphasis on biological foundations and a belief that the critical and sensitive period concepts might be too rigid.
81
ecological theory emphasizes...
environmental factors
82
Bronfenbrenner’s ecological theory holds that...
Development reflects the influence of several environmental systems, comprised of: microsystem, mesosystem, exosystem, macrosystem, and chronosystem
83
microsystem
the setting in which the individual lives.
Examples include the person’s family, peers, school, and neighborhood.
84
mesosystem
involves relations between microsystems or connections between contexts.
Examples are the relation of family experiences to school experiences, school experiences to religious experiences, and family experiences to peer experiences.
85
exosystem
consists of links between a social setting in which the individual does not have an active role and the individual’s immediate context.
For example, a husband’s or child’s experiences at home may be influenced by a mother’s experiences at work.
86
macrosystem
involves the culture in which individuals live.
87
chronosystem
consists of the patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances.
For example, divorce is one transition.
88
Contributions of ecological theory include
Contributions include a systematic examination of macro and micro dimensions of environmental systems, and attention to connections between environmental systems.
emphasis on a range of social contexts beyond the family, such as neighborhood, religion, school, and workplace, as influential in children’s development
89
Criticisms of ecological theory include
Criticisms include inadequate attention to biological factors, as well as too little emphasis on cognitive factors.
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eclectic theoretical orientation
Does not follow any one theoretical approach but rather selects from each theory whatever is considered its best features
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CONDUCTING ETHICAL RESEARCH
Informed consent
Confidentiality
Debriefing
Deception
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Ethnic gloss
Using an ethnic label such as African American or Latino in a superficial way that portrays an ethnic group as being more homogeneous than it really is
