1
Q
lifespan human development
A
growth + maturation of individuals from conception thru death
2
Q
developmental scholarship
A
multidisciplinary field of scholarship concerned with describing change + contancy in growth + maturation throughout lifespan
3
Q
developmental scholars
A
specialize in study of development in order to advance what is known about developmental processes + experiences
4
Q
applied developmental scholars
A
study how human development shapes/is shaped by contexts we live in
5
Q
cognitive domain of development
A
includes underlying mental functions,
thinking, memory, attention, + perception
6
Q
physical domain of development
A
includes biological systesm that make up human being,
nervous, skeletal, + muscular systems
7
Q
socio-emotional domain of development
A
includes social, cultural, + emotional components of development
family, society, schools, + social institutions
8
Q
applied developmental scholar
A
specialize in study of how human development shapes + is shaped by environment in order to describe, explain,+ opitmize human development
9
Q
developmentalist
A
scholar of development who uses their knowledge for research or applied purposes
10
Q
evolutionary theory
A
assumption that specific human traits + behaviours develop over lifespan and are maintained throughout history because those characteristics are adaptive for sirvival
11
Q
developmental perspective
A
approach + basic set of assumptions that guide scientific study of growth + maturation across the human lifespan
12
Q
developmental psychology
A
subfield of psychology concerned with studying + understanding human growth + maturation
13
Q
emerging adulthood
A
developmental stage betw adolescence + adulthood during which individuals are searching for a sense of identity and maturity
14
Q
life stage
A
period of time with a beginning + end within which distinct developmental changes occur
15
Q
culture
A
beliefs, customs, arts, and so on, of a particular society, group, and place
16
Q
key issues of human development
A
- nature/nurture
- continuity/discontinuity
- developmental stabiliy/instability
- normative/non-normative events
- socio-cultural variation
17
Q
nature
A
hereditary influences that are passed from genes of biological parents to their offspring
18
Q
nurture
A
environmental influences that have an impact on development,
social, geographic + economic factors
19
Q
developmental continuity
A
a characteristic/feature of an individual that stays the same as person matures
20
Q
developmental discontinuity
A
a characteristic/feature of an individual that changes as person matures
21
Q
developmental stability
A
a person developing at the same rate as peers
22
Q
developmental instability
A
a person devleoping at a diff rate than peers
23
Q
normative event
A
incident that matches the sequential/historical events shared by majority of people
24
Q
non-normative event
A
incident that does not happen to everyone
or happens at different time that typical
25
gender
social construction of expectations that a given culture associates with a person's biological sex
26
race
way of categorizing humans that typically focuses on physical traits
27
ethnicity
specific set of physical, cultural, regional, or national characteristics that identifies/differentiates one person or group from others
28
socio-economic status (SES)
combination of person's education, occupation + income
29
eclectic
drawing on a broad range of ideas + perspectives from various sources
30
id
1 of 3 components of the mind according to Freud,
instincts
unconsious
Freud
31
3 components of Freud's psychoanalytic theory
id- instincts - unconsious
ego - reality, mediates betw id + superego - conscious
superego - internalized rules for socially good behaviour
32
ego
1 of 3 componets of the mind according to Freud
deals with reality + mediates betw id instincts + superego morals
conscious
Freud
33
superego
1 of 3 components of the mind according to Freud
represents internalized rules for socially appropriate behaviour
Freud
34
psychoanalysis
treatment method introduced by Freud, to relieve mental distress by freeing conflicts from unconscious, brining them into conscious awareness so they can be resolved
35
stage thoery
rests on assumption that development is discontinuous, with new features of development emerging at each distinct stage
36
psychosexual development
Freud theory where maturation of personality + sexuality occur as children experience the concentration of libidinal energy from specific body areas
Freud
37
libidinal energy
Freud - vital energy that brings life thru sexual behaviour
38
neo-Freudian theory
theory influenced by Freud's work, but extends + critiques his ideas
39
ego identity
Erikson's goal of development in Erikson's psychosocial theory where a sense of oneself as a distinct + continuous entity is achieved
40
Freud's 5 psychosexual stages
oral (0-18months) - mouth - weaning from breast/bottle
anal (18m-3y) - anus - toilet training
phallic (3-6y) - genitals - identifying with same-sex parent/ oedipus
latency (6y-puberty) - none - interacting with same-sex peers
genital (puberty-adult) - genitals - establishing intimate relationships
41
Erikson's 8 stages of psychosocial stage theory
infancy (0-1)
early childhood (2-3)
childhood-play (4-6)
childhood-school (7-12)
adolescence (13-19)
young adulthood (19-35)
adulthood (35-55)
maturity (55+)
42
Erikson's psychosocial issues for stages
infancy - trust/mistrust
early childhood - autonomy/ doubt,shame
childhood-play - initiative/guilt
childhood-school - industry/inferiority
adolescence - identity/role confusion
young adulthood - intimacy/isolation
adulthood - generativity/stagnation
maturity - ego integrity/despair
43
Erikson's infancy stage
0-1yr
trust-mistrust
mother/caregivers
be secure?
hope - trust + optimisim
44
Erikson's early childhood stage
2-3yr
autonomy- doubt/shame
parents
be independent?
will: use + exercise freedom + self-restraint
45
Erikson's childhood-play stage
4-6yr
initiative/guilt
basic family
be powerful?
purpose + direction: abiliyt to initiate own activities/pursue goals
46
Erikson's childhood-school stage
7-12yr
industry/inferiority
neighbourhood/school
be good?
competence in intellectual, social, + physical skills
47
Erikson's adolescence stage
13-19yr
identity/role confusion
peer groups
fit into the adult world? who am I?
fidelity + integrated iamge of oneself as unique person
48
Erikson's young adulthood stage
19-35yr
intimacy/isolation
partners in frienship, the other
love?
love: mutuality, finding + losing self in other, career commitments
49
Erikson's adulthood stage
35-55yr
generativity/stagnation
divided labour + shared household
fashion a "gift"?
care: solicitude, guidance, teaching new generation
50
Erikson's maturity stage
55+
ego integrity/despair
humankind
receive a gift?
wisdom: sense of fulfillment + satisfaction with one's life
51
schema
organized pattern of thinking that guides our experience in the world
52
equilibrium
stage of cognitive balance
53
assimilation
Expands/adds to schema
process to expand a schema by adding information
54
accomodation
creates new schema
process to create new schema in response to information
55
cognitive theory
focus on how our thinking/cognition influences our understanding of develops
Piaget + Vygotsky
56
piaget + vigotsky
both emphasized impact children have on own development
both cognitive theories
57
Piaget's theory of cognitive development
introduced schema
strive for cognitive balance/equilibrium
looked at wrong ways children answered questions
said children must explore environments
58
vygotsky's theoryof cognitive development
unlike piaget: said big role of socio-cultural interactions
interactions with others catalysts for development
guided participation, scaffolds, zone of proximal development
59
guided participation
vygotsky
process in which a more experienced teacher becomes an interactive guide, helping a younger or less experienced person do tasks that they could not complete independently
60
scaffold
vygotsky
process of assisting a less experienced individ thru complex tasks by providing supports (verbal or physicaly)
61
zone of proximal development (ZPD)
vygotsky
range of tasks that a person cannot accomplish independenty but can be done with assistance of a person with more experience/advanced cognitive ability
62
piaget's 4 stages of cognitive development
1 sensorimotor - 0-2 yr
(beginning lacks object permanence)
uses sense/motor skills to explore + develop cognition
2 preoperation - 2-7 yr
(lacks reversibility, egocentric, animistic)
significant language + thinks symbolically
3 concrete operation - 7-11yr
(can't think abstractly/hypothetically, tangible things only)
understands conservation, less egocentric, think logically about concrete things
begin to question santa
4 formal operation - 11+ yr
(adolescent egocentrism at start, personal fable)
can think abstractly/hypothetically
great concern for appearance
63
information processing theory
not stages!
view of cognitive developpment that takes quantitative approach, focusing on gradual/cumulative changes
describe cognitive cahnges: development of memory, attention + language
computer comparison
cognitive processes interact with eachother
64
classical conditioning
type of learning that occurs when an original stimulus acquires a capacity to evoke a response that was originally evoked by diff stimulus
65
unconditioned stimulus
somthing reliably produces a naturally occuring reaction
66
unconditioned response
a reaction that is reliably produced by an unconditioned stimulus
67
neutral stimulus
stimulus that doesn't elicit a natural reaction
68
conditioned stimulus
previously neautral stimulus that reliably produces a response after conditioning
69
conditioned response
response that is reliably produced by a conditioned stimulus
70
classical conditioning
pavlov - dogs saliva
71
information-processing theory
encoding, storage, retrieval
72
watson
classical conditioning with humans -
kid + white rat
73
classical conditioning key concepts
generalization + discrimination
74
generalization
same response is elicited by variety of diff stimuli
75
discrimination
opposite of generalization
diff stimuli elicit diff responses
76
operant conditioning
skinner
(classical condit. is passive, but operant is what happens after organisms perform actiosn in their environments.
contributes to behaviourism
77
behaviourism
watson
that science should study only observable behaviours
unconsciuos is not an appropriate subject of scientific study.
operant conditioning is a part of it
78
law of effect
thorndike
behaviour that is followed by a positive outcome tends to be repeated, + behaviour followed by negative outcome tends not to be repeated
reinforcements
positive (adding)
negative (withholding/taking away)
79
positive reinforcement
something added
operant conditioning
80
negative reinforcement
something withheld or taken away
operant conditioning
81
behaviourism
theoretical perspective on learning that assumes human development occurs as a result of experiences shaping behaviours
82
operant conditioning
learning process thru which likelihood of a specific behaviour is inc or dec thru pos or neg reinforcement
ignores social context effects
83
law of effect
throndike
law that behaviour that is followed by a pos outcome tends to be repeated and followed by neg outcome tends not to be repeated
84
psychologists think...
it is better to extinguish unwanted behaviours by ignoring them than punishing them
85
social learning
thru observation + imitation
all rules of learning thru reionforcement + punishment ar applied
bandura
86
natural selection
darwinian idea that members of a sp who are best suited to their own particular environments wil be the ones most likely to survive + produce offspring
87
2 major theories using nat selection
evolutionary psycology - buss
ethological perspective - Lorenz
88
evolutionary psychology
buss
behave + think bec are adaptive (helped ancestors survive in environments)
assumption: how might we be influenced by process of survival?
89
ethological perspective
relies on evolution
theory assumes human development is an outcome of individual experience sin the social environment that provide information about which behaviours should be adopted to increase chances of survival
90
imprinting
lorenz
learnign at a particular age or stage that is rapid + independetn of the consequences of behaviour
idea to provide evidence that living things are born with "prewired" features that similar instincts may underlie some human development
91
ethologists
study animal behaviours
surival promotion
92
comparative psychology
scientific study of behaviour + mental process of non-human animals
93
psychodynamic theory
looks at how unconsious processes + unresolved conflicts in past conflicts influence behaviour
94
developmental systems theory
metatheory
draws from + integrates many theories, sources, + research studies related to human devleopment
ecelctic view, includes many diff disciplines
shift away from stages/not completely matured by adulthood
95
metatheory
theory where focus is the integration of mult theories
help analyze, interpret, + organize theories
theories about theories
96
lifespan developmental psychology
systematic study of how + why human beings change, or stay the same over the course of their entire life
97
4 assumptions of developmental systems theory
1. human development occurs thruout the lifespan from birth-death
2. hd shapes + is shaped by interactions betw people + contexts in which they live including family + community
3. lifespan hd is not static across time, but varies in diff historical periods
4. normal hd is diverse: great normal variation in way people changes across lifespan
98
2 developmental systems theories
lifespan developmental psychology - Baltes
ecological systems model - Bronfenbrenner
99
lifespan developmental psychology - Baltes
lifespan hd is multidirectional
involves gains + losses
plasticity over stability
influenced by hisotrical + social contexts
hd multidisciplinary
wanted to optimize adult development
studied wisdom
100
6 features of Baltes' lifespan developmental psychology
multidirectional
full of gains + losses
contextualized
historically embedded
plastic
multidisciplinary
101
bronfenbrenner's ecological systems model
theoretical approach to study of hd that emphasizes 5 environmental systems that influence individual development + assumes indivds shape the contexts in which they develop
(micro, meso, exo, macro, chrono
person at center of overlapping set of environmental contexts
102
ecolocial systems model
bronfenbrenner
103
bronfenbrenner's microsystem
most direct influences on child's d
home, neighbourhood, church, school
104
bronfenbrenner's mesosystem
relationship among microsystems
105
bronfenbrenner's exosystem
institutions + organizations that have indirect influence on child's d, but no direct contact with child
city
106
bronfenbrenner's macrosystem
highest-level system,
socio-cultural forces, societal values, traditions that have indirect effects on all the other systems influencing chil'd life
society supporting good education, societal values not to steal
107
bronfenbrenner's chronosystem
effect of passage of time on both a child's d and evolving complexity of the other systems influencing the child
learn word computer, but wouldn't have in early time period
108
scientific community
group of people who sustain the production of scientific knowledge thru collective attitudes, rules + conventions
109
scientific method
specific procedure researchers use to ask + explore scientific questions in a way that makes connections betw observations + leads to understanding
110
goals of developmental scholarship
use scientific method to
describe, explain, + optimize hd across lifespan
describe
explain
optimize
111
describe
goal of developmental scholarship in which careful observations of behaviour are made + recorded
112
explain
goal of developmental scholarship that focuses on identifying the underlying causes of behaviour
113
optimize
goal of developmental scholarship that applies current info to future possibilities in the service of enhancing development
114
empirical study
systematic study of human behaviour + development using methodological observations, which can be analyzed quantitatively or qualitatively
115
anecdotal evidence
non-systematic observations, including personal experiences
- has potential to inspire interesting research questions
116
theory
coherent set of statements that explains an observation or set of observations in relation to one another
117
basic research
research designed to create fundamental knowledge about the world
118
applied research
research designed to examine specific contexts to solve a concrete problem or address policy; it has a direct + practical purpose
119
steps of scientific method
select topic
focus question
design study
colect data
analyze data
interpret data
mobilize knowledge
120
quantitative data
info in numbers
121
qualitative data
info in words, pictures, sounds,visual images, or objects
122
exploratory research
examination into an area in which a researcher wants to develop initial ideas + more focused research questions
123
descriptive research
research methods used to observe, record + describe behaviour + environments; it's not for making cause-effect explanations
exploring new ideas + ocnditions
124
thrid variable
confoudning variable influencing the correlation betw variables, or a variable having an unintended impact on relationship betw indep + dep variables
125
independent variable
variable controlled by experimenter to observe the impact it has on bahaviour of interestd
126
dependent variable
variable/behaviour measured by experimenter to observe effects of independent variable
127
experimental group
group/groups that receive manipulation of indep variable
treatment
128
control group
group/groups that provide comparison for experimental group + don't receive manipulation of indep variable
129
corss-sectional design
diff age groups compared
130
longitudinal design
1 group of subjects followed for an extended period of time
131
cross-sequential design
combines benefits of cross-sectional + longitudinal designs,
add new group of subjects at progressive intervals
132
cohort effect
unique impact a given historical era has on people living during that period as compared with people living during a diff period
133
ethical issues
confidentiality
informed consent
PSYC228
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