Term
| Name some of the early approaches to Human Development. |
|
Definition
1. Baby biographies (journal kept to record the behavior and early development of children.)
• Darwin did a study on his own son and his “baby biographies” gained a great deal of respectability.
- The G. Stanley Hall pushed forward the separate period of develop called adolescent. He wrote a book emphazing the later years of life and in 1928 the first lab was opened up to study aging. |
|
|
Term
| What is Life-span development? |
|
Definition
***Life-span Development: the concept that development is a lifelong process, which can be studied scientifically.
• It studies children though out adulthood
• They watched people with high IQ tests throughout life. They watched them develop.
• Human beings are complex so the study of their life is interdisciplinary so it draws on many fields such as psychology, sociology, anthropology, education, history, philosophy, etc. |
|
|
Term
| Name the Four steps to studying development? |
|
Definition
1. Description (how large a child’s vocab is at a certain age, this establishes norms or averages)
2. Explanation (then they take the established norms and explain what caused these/ influenced these outcomes.)
3. Prediction (once they have established norms through the description of a child’s vocab and they have explained why the child’s vocab is that size they can then predict what effects cause a certain outcome.)
4. Modification (all of these elements show how the language developed and then they were able to modify these things. That is what they tried to do with victor. They saw what was missing from his development and tried to infuse it back into his life.) |
|
|
Term
| what is Quantitative Change? |
|
Definition
| change (change in a number or amount, such as in height, weight, or size of vocabulary.) |
|
|
Term
| What is Qualitative Change? |
|
Definition
| change (change in kind, structure or organization, such as a change from nonverbal to verbal communication in a child.) |
|
|
Term
| Name the Three domains of intelligence? (or dimensions of self) |
|
Definition
1. Physical development (growth of body and brain and change or stability in sensory capacities, motor skills, and health.) Physical can greatly effect other developmental process or outcomes. Ex. Child with ear infections a lot may be slower to learn how to speak due to impairments in their audio/learning processing.)
2. Cognitive development (Change or stability in mental abilities, such as learning, attention, memory, memory, language, thinking, reasoning, and creativity.) this is also effected by the physical development. Ex. A child who physically cannot form her words may experience negative results which influence her self-worth and her popularity etc. Then both factors interplay with one another and affect the ….
3. Psychosocial development (change and stability in emotion, personality, and social relationships. So the negative effects or results of her speech impairment (which would be the result of her peers (her psychosocial development) can affect her physical and cognitive development. So they all interplay and effect each other. Physical and cognitive are nature (genetics) but these are affected by psychosocial which is nurture (environment). |
|
|
Term
| What is social construction? |
|
Definition
***Social construction: concept about the nature of reality, based on societally shared perceptions or assumptions. These are organized by culture according to their own time period.
- Ex. When a child becomes an adult officially or when a person becomes consider old. |
|
|
Term
| Name the 8 periods of development through life? |
|
Definition
1. Prenatal period (conception to birth)
• Phy. Conception, body and organs formation, brain spurt, physical growth is most rapid. There is still the genetics and the environment that is affecting. Genetics develop the most in this stage, and the body is most vulnerable to the environments effect. **environment would be what the mother does with her body (exercise etc.) and what she consumes (veggies, drugs etc.)
• Cog. Ability to learn and remember is developing (only short term memory). Ability to respond to stimuli is developing.
• Psy. Soc. Mother’s voice is creating a social attachment for the baby to her. This is pyscho because of the baby’s processing and social because of the relationship building.
2. Infancy and toddlerhood (birth to age 3)
• Phy. The baby is born with body and sensory systems that all operate to a certain degree. The degrees change and evolve. Ex. The brain grow in complexity. During this stage the baby is highly sensitive to environmental influences. The development of motor skills is rapid during this stage.
• Cog. Symbols become attached to them learning and remembering things. Ability to solve problem develops toward the end of the second year. Comprehension of language develops rapidly during this stage.
• Psy. Soc. Become attached to parents, become aware of self, and become interested in other babies.
3. Early childhood (3 to 6)
• Phy. Growth becomes more steady, body becomes more slender and longer. Proportions becomes more adult-like.
• Cog. They tend to be ego-centric and self-focused during this stage. They begin to understand other’s perspectives, but due to immaturity they hold to illogical ideas. Memory and language improve (flash bulb memories) and their intelligence becomes more predictable.
• Pych. Soc. Understanding of emotions grows. Gender identity grows, imagination grows. They can show aggression and fearfulness at these ages. Family is still the focus, but other children become more important.
4. Middle childhood (6 to 11)
• Phy. Strength and athletic abilities improve. Health improves and stabilizes.
• Cog. Children begin to think logically and concretely. Educational strength and needs show up during this time.
• Pych. Soc. Self-complex becomes more complex, can have self-esteem issues more so. Child takes more control for their own life. Peers become the most important.
5. Adolescence (11 to 20)
• Phy. Puberty, great physical changes. Health risks show up, disorders and bad tendencies shows up.
• Cog. Ability to use scientific reasoning shows up. Education for college. Immaturity is rarer, but still there in some areas.
• Pych. Soc. Search for identity, peer help identify self.
6. Young adult (20 to 40)
• Phy. Physical conditions peaks and declines. (lifestyle choices influences this.)
• Cog. More complex thought process and moral judgments.
• Marry and become parents, even out in personality.
7. Middle adulthood (40 to 65)
• Phy.Deterioration of health and mental abilities happens. Women experience menopause.
• Cog. Expertise in problem solving his high, and most things hit their peak at this point. Career success peaks.
• Psy. Soc. Stressful mid-life crisis may occur. Double responsibility of parents and kids.
8. Late adulthood (65 and over)
• Phy. Most are healthy during this stage. But their reaction time becomes delayed.
• Cog. Mentally alert, but their intelligence and memory begin to deteriorate.
• Family becomes more important socially, and they have to prepare themselves to deal with death. |
|
|
Term
| What are individual differences? |
|
Definition
| difference in characteristics, influences, or developmental outcomes.) ex. Height, weight, emotional health, etc. |
|
|
Term
|
Definition
| the inborn characteristics inherited from the biological parents from conception |
|
|
Term
|
Definition
| the totality of nonhereditary, or experimental, influences, on development. |
|
|
Term
|
Definition
| is the unfolding of a natural sequence of physical and behavioral changes, including readiness to master new abilities.) |
|
|
Term
| Name the four major contextual influences? |
|
Definition
1. the family
2. socioeconomic status and neighborhood.
3. Culture and Race/ethnicity
4. the historical context |
|
|
Term
| Name the two types of systems within the family? |
|
Definition
1. The Nuclear Family: kinship and household unit made up of one or two parents and their natural, adopted, or stepchildren.)
2. The Extended Family: kinship network of parents, children, and other relatives, sometimes living together in an “extended-family household.”) |
|
|
Term
| What is a bi-product of the SES? |
|
Definition
***(Risk Factors: conditions that increase the likelihood of negative developmental outcomes.)
ex. poverty hurts children. |
|
|
Term
| Culture changes as it comes inot contact with one another and people come together according to the things that they share in common. Give and example of this? |
|
Definition
| ***(Ethnic Group: a group united by ancestry, race, religion, language, and/or national origins, which contribute to a sense of shared identity.) |
|
|
Term
| Give example of the historical context of development. |
|
Definition
ex. oakland sample: world war II
Ex. Terman sample: great depression. |
|
|
Term
| Define Normative Influence. |
|
Definition
| ***(Normative: characteristic of an event that occurs in a similar way for most people in a group.) |
|
|
Term
| Define Nonnormative Influence: |
|
Definition
| ***(Nonnormative: Characteristic of an unusual event that happens to a particular person, or a typical event that happens at an unusual time in life.) |
|
|
Term
| What is a catagory within the Normative influence: |
|
Definition
"age-graded people" and "history graded people" within both is a
***(Cohort: group of people growing up at about the same time.) |
|
|
Term
|
Definition
| ***(Imprinting: Instinctive form of learning in which, during a critical period in early development, a young animal forms an attachment to the first moving object it sees, usually the mother.) |
|
|
Term
|
Definition
***(Critical Period: specific time when a given event, or its absence, has a specific effect on development.)
ex. ducks |
|
|
Term
| Define Sensitive Periods? |
|
Definition
(Sensitive Periods: times in development when a person is particularly responsive to certain kinds of experiences.)
ex. genie |
|
|
Term
| Name the 6 steps to Baltes's Life-Span Approach. |
|
Definition
1. Development is lifelong: It is a lifelong process of change in our abilities to adapt to our circumstances. Each life span is affected by what historically happened before in the individual’s life, and what happens to them currently will affect what will happen to them in the future. Each stage is important in its own way. And development never stops, not until death.
2. Development involves both gains and losses: There are various things that affect development (it is multi-dimensional) it includes biological, psychological, and social. As people gain in one area they may lose in another. Ex. Adolescents gain in psychical abilities, but lose in the ability to learn language.
3. The relative influences of “Biology” and “culture” shift over the life-span: The balance between the influences of biology and culture shift back and forth. Biological influences become weaker as a person grows older and the cultural influences enhance as they grow older and more involved in culture itself.
4. Development involves a changing “allocation” (distribution) of resources: No one can do everything and certain people chose certain areas to devote their “resources” of time, talent etc. These resources can produce growth in certain areas. Ex. Playing the guitar works on maintenance and recovery skills. There are three main functions that we emphasize on in certain periods of life (growth, maintenance, and recovery.)
5. Development is modifiable: we have are limits but things can be improved by working on them. Therefore emphasis in the right areas during their critical developmental stages can influence our abilities to be bettered.
6. Development is influenced by the historical and cultural context: everyone works within a context and their contexts are affected by their time and place and by the person’s biology. |
|
|
