what are the tree domains of development
physical (changes of body), cognitive (changes in thinking skills), and social personality (changes in relationships)
what is human development?
study of age related changes in bodies, behavior, thinking, emotions, social relationships, personalities
what did Baltes believe the key principles of development to be?
-history and context: we develop through certain context based on our birth year
-Plasticity: we can improve at any age
-Multiple causality: individual development is shaped by biological, psychological, sociocultural, and life factors
-Multi-directionality: development can increase or decrease
through the historical philosophical “original sin” outlook how would a child be predisposed and how should the parent counteract this?
the child would inherently be sinful and the parent would be expected to intervene and correct this
through the historical philosophical “Blank slate” outlook how would a child be predisposed and how should the parent counteract this?
the child would be inherently neutral and the parent is responsible for shaping all behaviors
through the historical philosophical “innate goodness” outlook how would a child be predisposed and how should the parent counteract this?
the child would be inherently good and the parent would be expected to nurture and protect
what did Charles Darwin have to to with development?
he created groundwork for development by studying child development
what did G. Stanley Hall have to do with development?
identified norms (avg ages that milestones happen)
what did Arnold Gesell have to do with development?
suggested the existence of genetically programmed sequential pattern of change (maturation) and he termed maturation
what did jean Piaget have to do with development
described 4 stages in the development of logical thinking between birth and adolescence
what ideas defines developmental continuity?
the fact that age related change (development) is quantitative (changes in a certain amount/degree) and that development only consists of additions
what ideas define developmental discontinuity?
-development is qualitative (changes in characteristic, kind or type)
-development involves emergence of new strategies, qualities or skills
-stages
what are the three kinds of age related changes
universal changes, group-specific changes, and individual differences
what are age related universal changes
changes that happen because of the genetically programmed maturation process / changes that occur on a set of age norms (social clock)
what is a social clock
a set of norms that are expected to happen in a certain sequence at a certain age ex) get marries before 30
what are the two C’s that define group-specific changes?
culture: shaped our idea of what normal development is
cohort: individuals born in same age range who share historical experiences ex) boomers
what is the sensitive period?
span of time where a child is especially responsive to specific experiences or the lack there of
what is the critical period?
a subset of the sensitive period where there’s a specific time that presence or absence affects their development
what is the interactionist model?
the complex interaction of nature and nurture in ones life
how do vulnerabilities, protective factors, and resilience play a part with the interactionist model
the vulnerabilities and protective factors born w child interact w their environment so a dif environment effects dif kids based on who they inherently are
what are the 4 goals of the scientific method
describe: state what happens during development
explain: theorize why event occurs
predict: use theories to hypothesize for research
influence: use research to enhance individuals development
what can and can’t correlational studies tell us
can identify relationships + make predictions, can’t tell us cause and effect
explain what -1.0, 0 and 1.0 mean on a correlation scatter plot
-1: something occurs more so the other thing occurs less
0: no correlation
1.0: one thing occurs more and so does the other thing
what are the best studies for measuring developmental change
-cross sectional studies: measuring people of different ages at the same point in time
-longitudinal studies: measures individual change of same group over time
-sequential studies
