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| The pattern of movement or change that begins at conception and continues through the human life span |
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| Views development as lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual, and as a process that involves growth, maintenance, and regulation of loss |
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| Normative age-graded influences |
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-Similar for individuals any particular age group.
-Include biological processes such as puberty and menopause.
-includes sociocultural, environmental processes such as beginning formal education and retirement. |
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| Normative history-graded influences |
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Definition
-common to people of a particular generation because of historical circumstances.
-include economic, political, and social upheavals such as the Great Depression, World War II, civil rights and women's rights movements, 9/11 terrorist attacks, as well as the integration of computers and cell phones into everyday life during the 1990s.
-long-term changes in the genetic and cultural makeup of a population. |
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-Unusual occurrences that have a major impact on the individual's life.
-These events do not happen to all people, and when they do occur they can influence people in different ways.
-Examples include the death of a parent child is young, pregnancy in early adolescence, a fire that destroys a home, etc. |
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| The behavior patterns, beliefs and all other products of a group that are passed on from generation to generation. |
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| Comparison of one culture with one or more other cultures. These provide information about the degree to which development is similar, or universal, across cultures and the degree to which it is cultural-specific. |
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| A characteristic based on cultural heritage, nationality characteristics, race, religion and language. |
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| Socioeconomic status (SES) |
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| Refers to the grouping of people with similar occupational, educational and economic characteristics. |
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-The characteristics of people as males or females.
-Few aspects of our development are more central to our identity and social relationships than gender. |
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| A national government's course of action designed to promote the welfare of its citizens |
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| Changes in an individual's physical nature |
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| Changes in an individual's thought, intelligence and language |
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| Changes in an individual's relationships with other people, emotions and personality |
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Refers to the debate about whether development is primarily influenced by nature or nurture.
-Nature refers to an organism's biological inheritance, nurture to its environmental experiences.
-The "nature proponents" claim biological inheritance is the most important influence on development.
-The "nurture proponents" claim that environmental experiences are the most important. |
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| Involves the degree to which we become older renditions of our early experience (stability) or whether we develop into someone different from who we were at an earlier point in development (change). |
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| Continuity – Discontinuity issue |
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| Focuses on the extent to which development involves gradual, cumulative change (continuity) or distinct stages (discontinuity) |
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1. conceptualize the problem
2. collect data
3. draw conclusions
4. revise research conclusions and theory |
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| An interrelated, coherent set of ideas that helps to explain and make predictions |
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| Specific assumptions and predictions that can be tested to determine their accuracy |
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-Describe development as primarily unconscious and heavily colored by emotion.
-Behavior is merely surface characteristic, and the symbolic workings of the mind have to be analyzed to understand behavior.
-Early experiences with parents are emphasized. |
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| Erikson's theory (p. 23-24) |
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Definition
-Includes eight stages of human development.
-Each stage consists of a unique developmental task that confronts individuals with a crisis that must be resolved.
1. trust versus mistrust
2. autonomy versus shame
3. initiative versus guilt
4. industry versus inferiority
5. identity versus identity confusion
6. intimacy versus isolation
7. generativity versus stagnation
8. integrity versus despair |
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Term
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Definition
Four stages of cognitive development:
1. sensorimotor stage: birth to about 2 years. Infants construct understanding by coordinating sensory experiences with physical, motoric actions.
2. preoperational stage: approx. 2-7 years. Begin to represent the world with words, images and drawings. Lack the ability to perform what he calls operations (internalized mental actions).
3. concrete operational stage: approx. 7-11 years. Can perform operations that involve objects, and can reason logically when the reasoning can be applied to specific or concrete examples.
4. formal operational stage: appears between 11 and 15 and continues through adulthood. Individuals think in abstract and more logical terms. |
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A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development.
-Portrayed the child's development as inseparable from social and cultural activities |
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| Information-processing theory |
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-Emphasizes that individuals manipulate information, monitor it, and strategize about it.
-Central to this theory are the processes of memory and thinking. |
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| Universality versus context specificity |
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| Whether development follows a universal pathway or depends more on specific experiences and environmental contexts |
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| Skinner's operant conditioning |
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Definition
| The consequences of the behavior produce changes in the probability of the behavior's occurrence |
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The view of psychologists who emphasize behavior, environment, and cognition as the key factors in development
-observational learning which is learning that occurs through observing what others do |
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| Stresses that behavior is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods |
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| Bronfenbrenner's ecological theory |
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Environmental systems theory that focuses on five environmental systems.
-microsystem: family, school, peers, religious group, health services, neighborhood play area
-mesosystem: relations between microsystems or connections between contexts
-exosystem: Neighbors, Legal services, Social welfare services, Mass media, Friends of family
-macrosystem: Attitudes and ideologies of the culture
-chronosystem: Patterning of environmental events and transitions over the life course; sociohistorical conditions |
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| Eclectic theoretical orientation |
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| An orientation that does not follow any one theoretical approach, but rather reflects from each theory whatever is considered the best in it |
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| A controlled setting in which many of the complex factors of the "real world" are removed |
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| Observing behavior in real-world settings |
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A test with uniform procedures for administration and scoring.
-many standardized tests allow a person's performance to be compared with the performance of other individuals |
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| An in-depth look at a single individual |
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| Has the purpose of observing and recording behavior |
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| The goal is to describe the strength of the relationship between two or more events or characteristics |
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| A number based on statistical analysis that is used to describe the degree of association between two variables |
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| A carefully regulated procedure in which one or more of the factors believed to influence the behavior being studied are manipulated while all other factors are held constant |
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| A research strategy in which individuals of different ages are compared at one time |
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| A research strategy in which the same individuals are studied over a period of time, usually several years or more. |
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| The effects due to a person's time of birth, era, or generation but not to actual age |
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| A preconceived notion about the abilities of women and men that prevents individuals from pursuing their own interests and achieving their potential |
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| people from ethnic minority groups were excluded from most research in United States and simply thought of as variations from the norm or average |
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| Using an ethnic label such as African-American or Latino in a superficial way that portrays an ethnic group as being more homogenous than it really is |
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-A leading architect of the lifespan perspective of development.
-Believes it is important to understand that development is constructed through biological, sociocultural and individual factors working together. |
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| -A tireless advocate of children's rights. |
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-Lifespan expert who argues that in US society chronological age is becoming irrelevant
-Asserts that old assumptions about the proper timing of life events no longer govern our lives. |
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| Sigmund Freud (1856-1939) |
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Definition
Pioneering architect of psychoanalytic theory
-the primary motivation for human behavior is sexual in nature
-our basic personality is shaped in the first five years of life
-viewed early experiences as far more important than later experiences |
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Believed that Freud misjudged some important dimensions of human development:
-develop and psychosocial stages rather than psychosexual stages
-developmental change occurs throughout the lifespan
-emphasized the importance of both early and later experiences |
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-Swiss developmental psychologist who changed the way we think about the development of children's minds
-Believed children actively construct their understanding of the world through two processes: organization and adaptation
-Held that we go through four stages in understanding the world |
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-Russian developmentalist who argued that children actively construct their knowledge
-gave social interaction and culture important roles in cognitive development
-maintained that cognitive development involves learning to use the inventions of society, such as language, mathematical systems, and memory strategies. |
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A leading expert on children's information processing
-States that when individuals perceive, encode, represent, store, and retrieve information, they are thinking
-emphasizes that an important aspect of development is learning good strategies for processing information |
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| B. F. Skinner (1904-1990) |
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| Behaviorist who believed behavior could be altered through operant conditioning |
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Leading architect of social cognitive theory
-proposed that people cognitively represent the behavior of others and then sometimes adopt this behavior themselves |
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| Konrad Lorenz (1903-1989) |
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| -European zoologist who helped bring ethology to prominence. |
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-Illustrated an important application of ethological theory to human development.
-Stressed that attachment to a caregiver over the first year of life has important consequences throughout the lifespan |
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| Ross Parke and Raymond Buriel |
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| Described how research on ethnic minority children and their families has not been given adequate attention, especially in light of their significant rate of growth. |
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