Development Through the Lifespan, Berk Chapter 1-5

developmental science - ANS a field of study devoted to understanding constancy and change throughout the lifespance theory - ANS an orderly, integrated set of statements that describes, explains, and predicts behavior continuous - ANS a process of gradually augmenting the same types of skills that were there to begin with discontinuous - ANS a process in which new ways of understanding and responding to the world emerge at specific times stages - ANS qualitative changes in thinking, feeling, and behaving that characterize periods of developments contexts - ANS unique combinations of personal and environmental circumstances that can result in different paths of change nature-nurture controversy - ANS the questions of whether genetic or environmental factors are more important to developments Nature - ANS Hereditary info, from parents at conception Nuture - ANS Physical and social forces Influences bio and psychological development. Stability - ANS Persistence of individual differences Lifelong patterns established by early experiences plasticity - ANS Development is open to lifelong change Change occurs based on response to influential experiences lifespan perspective - ANS four assumptions make up this broader view; that development is (1) lifelong, (2) multidimensional and multi-directional, (3) highly plastic, and (4) affected by multiple, interacting forces Periods of Development - ANS Prenatal Conception to birth Infancy and toddler-hood Birth-2 years Early childhood 2-6 years Middle childhood 6-11 years Adolescence 11-18 years Early adulthood 18-40 years Middle adulthood 40-65 years Late adulthood 65 years-death Influences on Development - ANS Multiple, interacting forces: Age-graded History-graded Non-normative age-graded influences - ANS events that are strongly related to age and therefore fairly predictable in when they occur and how long they last example Is 16 get a drivers license history-graded influences - ANS explain why people born around the same time-called a cohort- tend to be alike in ways that set them apart from people born at other times. Grew up in depression then fix it don't throw it away. non normative influences - ANS events that are irregular: they happen to just one person or a few people and do not follow a predictable timetable. Recession when everyone lost their homes and people went back to school normative approach - ANS measures of behavior are taken on large numbers of individuals, and age-related averages are computed to represent typical development Hall, Gesell Hall and Gesell created a system of measuring behavior in order to understand "average" or typical development as a function of age, allowing Gesell to write about the needs of children at certain ages and offer parenting advice an attempt to solve intercultural problems resilience - ANS Ability to adapt effectively in the face of threats to development Factors in resilience: personal characteristics - warm parental relationship -social support outside family - community resources and opportunities Stanley Hall - ANS Hall, Gesell Normative approach Normative approach - ANS Hall, Gesell - An approach to development in which measures of behaviour are taken on large numbers of individuals and age-related averages are computed to represent typical development Scientific Beginnings - ANS Darwin Theory of evolution Hall, Gesell Normative approach Binet Mental testing movement Binet - ANS Mental testing movement French psychologist who wanted to identify French schoolchildren needing special attention; devised "mental age" BUT NOT IQ. Early Scientific theory - ANS Theory of evolution-Darwin -Natural selection -Survival of the fittest Normative approach-Hall, Gesell -Child study movement -Development as a maturational process Mental testing movement-Binet -First successful intelligence test -In forefront of nature-nurture controversy passive corelation - ANS psychoanalytic perspective - ANS Freud and Erikson people move through a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the person's ability to learn, to get along with others, and to cope with anxiety Freud's Three Parts of the Personality - ANS Id Largest portion of the mind Unconscious, present at birth Source of biological needs/desires Ego Conscious, rational part of personality Emerges in early infancy Redirects id impulses in acceptable ways Superego The conscience Develops from ages 3 to 6 through interactions with caregivers ID - ANS Largest portion of the mind Unconscious, present at birth Source of biological needs/desires psycho-sexual theory - ANS emphasizes that how parents manage their child's sexual and aggressive drives in the first few years is crucial for healthy personality development Oral Anal Phallic Latency Genital Freud's Theory of Development: psycho-social theory - ANS Erikson emphasized that in addition to mediating between id impulses and superego demands, the ego makes a positive contribution to development, acquiring attitudes and skills that make the individual and active, contributing member of society Erikson behaviorism - ANS directly observable events- stimuli and responses- are the appropriate focus of study Classical conditioning Stimulus-response Operant conditioning Reinforcers and punishments Social learning theory Social-cognitive approach dependent variable - ANS The measurable effect, outcome, or response in which the research is interested. Effect What you are measuring independent variable - ANS The varible you change to see how it will effect the dependent variable factor that changes in an experiment A researcher wants to know whether noise level affects workers blood pressure. In one group, she varies the levels of noise in the environment and records participants blood pressure. In this experiment, the level of noise is the social learning theory - ANS devised by Albert Bandura, emphasizes modeling, also known as imitation or observational learning as a powerful source of development Contributions: behavior modification modeling, observational learning