CHAPTER 1 – Introduction:
Objective Questions.
1. Know/define the three processes:
At the beginning of this chapter, we defined development as the pattern
of change that begins at conception and continues through the life span.
The pattern is complex because it is the product of biological, cognitive,
and socioemotional processes.
Biological processes: Biological processes produce changes in an
individual's physical nature. Genes inherited from parents, the
development of the brain, height and weight gains changes in motor
skills, nutrition, exercise, the hormonal changes of puberty, and
cardiovascular decline are all examples of biological processes that
affect development.
Cognitive processes: It refers to changes in an individual's thinking,
intelligence, and language. Watching a colorful mobile swinging
above the crib, putting together a two-word sentence, memorizing a
poem, imagining what it would be like to be a movie star, and solving
a crossword puzzle all involve cognitive processes.
Socioemotional processes:
Socioemotional processes involve changes in the individual's
relationships with other people, changes in emotions, and changes in
personality. An infant's smile in response to a parent's touch, a
toddler's aggressive attack on a playmate, a school-age child's
development of assertiveness, an adolescent's joy at the senior prom,
and the affection of an elderly couple all reflect the role of
socioemotional processes in development.
2. Know the relationship between the three processes:
The interplay of biological, cognitive, and socioemotional processes over
time gives rise to the developmental periods of the human life span.
A developmental period is a time frame in a person's life that is
characterized by certain features. The most widely used classification of
developmental periods involves an eight-period sequence. Those periods
define purposes of organization and understanding of these processes.
3. Know Erik Erikson’s theory of development (know each of the
stages, their meaning, and when their occur). Also, be able to
apply them: In Erikson's theory, 8 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. According to Erikson, this crisis is not a catastrophe, but a
turning point marked by both increased vulnerability and enhanced
potential. The more successfully an individual resoles these crises, the
healthier his or her development will be.
Integrity vs Despair: Late adulthood (60s onward):
Is Erikson’s 8th and finals stage of development, which individuals
experience in late adulthood. During this stage, a person reflects on
the past. If the person’s life review reveals a life well spent, integrity
will be achieved; if not the retrospective glances likely will yield doubt
or gloom – the despair Erikson described.
Generativity vs Stagnantion: Middle adulthood (40s to 50s):
Erikson’s 7th developmental stage, occurs during middle adulthood.
By generativity, Erikson means primarily a concern for helping the
younger generation to develop and lead useful lives. The feeling of
having done nothing to help the next generation is stagnation.
Intimacy vs Insolation: Early adulthood (20s to 30s):
Is Erickson’s 6th developmental stage, which individuals experience
during early adulthood. At this time, individuals face the
developmental task of forming intimate relationships. If young adults
form healthy friendships and an intimate relationship with a partner,
intimacy will be achieved; if not, insolation will result.
Identity vs Identity Confusion: Adolescence (10 to 20 years):
During the adolescent years individuals face finding out who they are,
what they are all about, and where they are going in life. This is
Erikson's 5th developmental stage, identity versus identity
confusion. If adolescents explore roles in a
healthy manner and arrive at a positive path to follow in life, then
they achieve a positive identity; if not, then identity confusion reigns.
Industry vs Inferiority: Middle and late childhood (elementary
school years, 6 years to puberty):
Is Erikson's 4th developmental stage, occurring approximately in the
elementary school years. Children now need to direct their energy
toward mastering knowledge and intellectual skills. The negative
outcome is that the child may develop a sense of inferiority-feeling
incompetent and unproductive.
Initiative vs Guilt: Early childhood (preschool years, 3 to 5
years): Erikson's 3rd stage of development, occurs during the
Objective Questions.
1. Know/define the three processes:
At the beginning of this chapter, we defined development as the pattern
of change that begins at conception and continues through the life span.
The pattern is complex because it is the product of biological, cognitive,
and socioemotional processes.
Biological processes: Biological processes produce changes in an
individual's physical nature. Genes inherited from parents, the
development of the brain, height and weight gains changes in motor
skills, nutrition, exercise, the hormonal changes of puberty, and
cardiovascular decline are all examples of biological processes that
affect development.
Cognitive processes: It refers to changes in an individual's thinking,
intelligence, and language. Watching a colorful mobile swinging
above the crib, putting together a two-word sentence, memorizing a
poem, imagining what it would be like to be a movie star, and solving
a crossword puzzle all involve cognitive processes.
Socioemotional processes:
Socioemotional processes involve changes in the individual's
relationships with other people, changes in emotions, and changes in
personality. An infant's smile in response to a parent's touch, a
toddler's aggressive attack on a playmate, a school-age child's
development of assertiveness, an adolescent's joy at the senior prom,
and the affection of an elderly couple all reflect the role of
socioemotional processes in development.
2. Know the relationship between the three processes:
The interplay of biological, cognitive, and socioemotional processes over
time gives rise to the developmental periods of the human life span.
A developmental period is a time frame in a person's life that is
characterized by certain features. The most widely used classification of
developmental periods involves an eight-period sequence. Those periods
define purposes of organization and understanding of these processes.
3. Know Erik Erikson’s theory of development (know each of the
stages, their meaning, and when their occur). Also, be able to
apply them: In Erikson's theory, 8 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. According to Erikson, this crisis is not a catastrophe, but a
turning point marked by both increased vulnerability and enhanced
potential. The more successfully an individual resoles these crises, the
healthier his or her development will be.
Integrity vs Despair: Late adulthood (60s onward):
Is Erikson’s 8th and finals stage of development, which individuals
experience in late adulthood. During this stage, a person reflects on
the past. If the person’s life review reveals a life well spent, integrity
will be achieved; if not the retrospective glances likely will yield doubt
or gloom – the despair Erikson described.
Generativity vs Stagnantion: Middle adulthood (40s to 50s):
Erikson’s 7th developmental stage, occurs during middle adulthood.
By generativity, Erikson means primarily a concern for helping the
younger generation to develop and lead useful lives. The feeling of
having done nothing to help the next generation is stagnation.
Intimacy vs Insolation: Early adulthood (20s to 30s):
Is Erickson’s 6th developmental stage, which individuals experience
during early adulthood. At this time, individuals face the
developmental task of forming intimate relationships. If young adults
form healthy friendships and an intimate relationship with a partner,
intimacy will be achieved; if not, insolation will result.
Identity vs Identity Confusion: Adolescence (10 to 20 years):
During the adolescent years individuals face finding out who they are,
what they are all about, and where they are going in life. This is
Erikson's 5th developmental stage, identity versus identity
confusion. If adolescents explore roles in a
healthy manner and arrive at a positive path to follow in life, then
they achieve a positive identity; if not, then identity confusion reigns.
Industry vs Inferiority: Middle and late childhood (elementary
school years, 6 years to puberty):
Is Erikson's 4th developmental stage, occurring approximately in the
elementary school years. Children now need to direct their energy
toward mastering knowledge and intellectual skills. The negative
outcome is that the child may develop a sense of inferiority-feeling
incompetent and unproductive.
Initiative vs Guilt: Early childhood (preschool years, 3 to 5
years): Erikson's 3rd stage of development, occurs during the
