Human Development- chpt 1
mesosystem
2nd level- encompasses connections between microsystems
development during infancy/toddlerhood
2nd period of dramatic growth, sensorimotor period, attachment, trust
phallic
3-6 years-- preschoolers take pleasure in genital stimulation. Kids feel a sexual desire for the other-sex parent. To avoid punishment, they give up this desire and adopt the same-sex parents characteristics and values. Superego is formed and kids feel guilty when they violate its standards
middle adulthood
40-65 yrs
middle childhood
6-11 yrs
latency
6-11 yrs-- sexual insticts dies down and the superego develops further, kid aquires new social norms from adults and same-sex peers outside the family
late adulthood
65 yrs- death
concrete operational
7-12 yrs- develops more rational thinking, able to change perspectives, math, understands the observable world, less egocentric in relationships
Erikson's theory- psychosocial
Erikson emphasized that in addition to mediating between id impulses and superego demands, the ego makes a positive contribution to development, acquiring attitudes & skills at each stage that make an individual an active, contributing member of society
negative correlation coefficient
as one variable increase, the other decreases
positive correlation coefficient
as one variable increases, so does the other
plasticity
change is possible, based on experiences
independent variable
changed or manipulated by experimenter, expected to cause changes in another variable
age graded is prevalent in
childhood and adolescence
cognitive-developmental theory
children actively construct knowledge as they manipulate and explore their world
John Rousseau
children are innately good, they are not a blank slate, they should grow naturally with little monitoring, parents protect kid from bad influences and from unnecessary interference, child develops according to nature's plan, nature view
puritan view on child philosophies
children seen as inherently evil and stubborn; punitive parenting approaches recommended
self-reports -- types
clinical interview or structured interview
Piaget's theory
cognitive-development theory- all kids move thru 4 broad stages
natural or quasi- experiment
compare differences in treatment that already exist, match groups as much as possible
prenatal
conception to birth
ego
conscious, rational part of mind, emerges in early infancy, redirects id impulses acceptably
macrosystem
consists of cultural values, laws, customs, and resources
nonnormative
events that are irregular. They happen to just one person or a few people and do not follow a predictable time table
age graded
events that are strongly related to age and therefore fairly predictable in which they occur and how long they last
history graded
explain why ppl borm around the same time- tend to be alike in ways that set them apart from ppl born at other times
clinical interview
felixble, conversational style, probes for participant's point of view
modified experiments- types
field experiments and natural or quasi- experiment
John Locke
first to include kids in writings- child is not good ro bad, child is a passive recipient (blank slate), ideas and learning come from the environment, nurture view supported
nonnormative enhances
multidirectional development
systematic observation - types
naturalistic observation and structured observation
operant conditioning
reinforcers and punishments
random assignment
researchers use unbiased procedure to assign participants to treatment conditions, increases chances that characteristics will be equally distributed across conditions
cohort effects
results on one cohort may not apply to ppl developing at other times
development during late adulthood
retirement, adjusting to changes with aging, increased emphasis on relationships, loss, and wisdom
correlational design
reveals relationships between variables but does NOT reveal cause-and-effect
longitudinal
same group studied at different times
development during middle childhood
school years, strong family ties, emerging peer relationships, age of reasoning and concrete thought
evolutionary developmental psychology
seeks to understand adaptive value of human competencies, studies cognitive, emotional, and social competencies and change with age, expands upon ethology
4 stages of Piaget's
sensorimotor, preoperational, concrete operational, formal operational
sequential
several similar cross-sectional or longitudinal studies at varying times
correlation coefficient magnitude
size of number btwn -1 and 1
classical conditioning
stimulus response
ethology
study of adaptive value of behavior and its evolutionary history with a critical period and sensitive period
Developmental cognitive neuroscience
study of relationships between changes in the brain, development of cognition and behavior and brings together researchers from psychology, biology, neuroscience, and medicine
human development/developmental science
studying change and constancy throughout the lifespan that is scientific, applied and interdisciplinary
research methods include
systematic observations, self-reports, clinical or case studies, ethnographies
resilience
the ability to adapt effectively in the face of threats to development
contexts
unique combinations of personal and environmental circumstances that can result in different paths of change
Ecological systems theory
views the person as developing within a complex system of relationships affected by multiple levels of surrounding environment
development during early childhood
years of play, to develop social, physical, emotional, and cognitive skills; pre-conceptual thought peer play; strong family ties
Freud's 3 parts of personality
Id, Ego, Superego
sensorimotor
0-2 years- all about sitting up, moving, imitating people language, new behaviors, ect
anal psychosexual stage
1-3 yrs-- toddlers enjoy holding and releasing urine and feces. Toilet training becomes a major issue between parent and child. If parents insist that child be trained before they are ready or too late then conflicts about anal control may appear in form of extremes cleanliness or messiness
adolescence
11-18 yrs
formal operational
12+ yrs- adult-like thinking, combines ideas into concepts, sense of morality, increasingly less egocentric
early adulthood
18-40 yrs
early childhood
2-6 yrs
preoperational
2-7 yrs- unable to separate fantasy from reality, egocentric, preconceptual and intuitive state, cannot describe objects but knows how to use them
mental testing movement
Alfred Binet= standford-binet intelligence test
who created the Ecological systems theory
Bronfen Brenner
ppl involved in psychoanalytic perspective
Freud and Erikson
psychosexual theory
Freud's theory: emphasizes that how parents manage their child's sexual and aggressive drives in the first few years is crucial for healthy personality development
correlational coefficient
a number that describes how two measures, or variables, are associated with each other
hypothesis
a prediction derived from a theory
discontinuous development
a process in which new ways of understanding and responding to the world emerge at specific times thru developmental steps
genital
adolescence-- with puberty, the sexual impulses of the phallic stage reappear. If development has been successful during earlier stages, it leads to marriage, mature sexuality and birth and rearing of children
multidemensional
affected by an intricate blend of biological, psychological, and social forces
theory
an orderly, integrated set of statements that describes, explains, predicts behavior
autonomy vs shame and doubt
anal- 1-3-- using new mental and motor skills, kids want to choose and decide for themselves. parents can foster autonomy by permitting reasonable free choice and not forcing or shaming the kid
Plato's thoughts
believed parentis in Athens were morally decayed and unfit to raise their children bc he saw no uniform practices for childrearing, believed all children should have equal opportunity (unless a slave) and recommended that all kids be taken from parents early in life and raised/educated by the state
critical period
biologically prepared to acquire adaptive behaviors during limited time span, need of support of an appropriately stimulating environment
infancy and toddlerhood
birth to 2 years
oral- psychosexual stage
birth- 1 yr--- ego directs baby's sucking activities toward breast or bottle. If oral needs are not met appropriately, the baby may thumbsuck, fingernail bite, pencil chewing in childhood, overeating and smoking later in life
Lifespan perspective- facts
both continuous and discontinuous, many possible courses, nature and nurture
Vygotsky's sociocultural theory- facts
both continuous and discontinuous, many possible courses, nature and nurture
ethology and evolutionary developmental psychology- facts
both continuous and discontinuous, one course, nature and nurture
clinical/case study
brings together a wide range of info on one person thru interviews, observations, test scores
social learning theory
by albert bandura-- emphasizing modeling, imitation, observational learning as a powerful source of development
field experiment
capitalize on opportunities for random assignment in natural settings
exosystem
consists of social settings that do not contain the developing person but nevertheless affect experiences in immediate settings ex: religious institution
behaviorism and social learning theory- facts
continuous, many possible courses, emphasis on nurture
information processing-facts
continuous, one course, nature and nurture
medival period child philosophies
contradictory beliefs about children's basic nature
research designs- types
correlational and experimental
ethnography
descriptive, qualitative technique, goal is to understand a culture or social group, participation observation (researcher lives in community for months or years)
Maslow believed
developed a hierarchy of needs, growth and development is lifelong and continuous, dependent on environment, refutes Freud
lifespan perspective
development is lifelong, multidirectional and multidimensional, highly plastic, and influenced by multiple interacting forces
multidirectional
development is not limited to imporve proformance, its a joint expression of growth and decline overtime and change is multidirectional within each domain of development
Aristotle's thoughts
did not think state should control childrearing but just future leaders, believed family did provide personal and social stability, believed education should be arranged to fit different personalities, not one right parenting technique bc everyone is different
cross-sectional
differing groups studied at same time
psychoanalytic perspective- facts
discontinuous, one course of development, both nature and nurture
Piaget's cognitive-developmental theory-facts
discontinuous. one course of development, nature and nurture
structured interview
each participant is asked same questions in same way possibly from questionnaires
intimacy vs isolation
early adulthood; young ppl establishing intimate ties to others. bc of some earlier disappointments some ppl cannot form close relationships and remain isolated
humanistis
emphasize impact of the environment
theory characteristics
endures scientific verification, does not provide ultimate truth, no one theory can completely explain human behavior but helps explain/clarify a portion of behavior
Maturational process
genetically determined series of events that unfold automatically
identity vs role confusion
genital (adolescence)-- the teen tries to answer questions as to who am i? ect. by exploring values and vocational goals, the young person forms a personal identity.
development during middle adulthood
height of career; changes with aging; middle age transition/crisis; parenting; launching children; relationship with aging parents; retirement preparation
Information processing theory
human mind might also be viewed as a symbol- manipulating system thru which information flows with input and output
1800s view adulthood and aging
identified 4 periods of life: childhood, youth, adulthood, senescence
naturalistic observation
in the "field" or natural environment where behavior happens
nature
inborn, biological givens, based on genetic inheritance
development during early adulthood
independence away from home; education/job; intimacy; children/parenting
stability
individuals high or low in a characteristic remain so at later ages. Early experience may have a lifelong impact
microsystems
innermost level of environment- consists of actvities and interaction patterns in the persons immediate surrounding
structured observation
lab situations set up to evoke behavior of interest, all participants have equal change to display behavior
Id
largest portion of the mind, unconscious present at birth, source of biological needs/desires
integrity vs. despair
late adulthood; elders reflect on the kind of person they have been. integrity results form feeling that life was worth living as it happened. those who are disatisfied with their lives fear death
industry vs inferiority
latency (6-11) -- at school kids develop the capacity to work and cooperate with others. Inferiority develops when negative experiences at home, school, or with peers leads to feelings of incompetence
chronosystem
life changes can be impoed externally or alternatively, can arise from within the person since individuals select, modify, and create many of their own settings and experiences
developmental research design types
longitudinal, cross-sectional, and sequential
1700s view adulthood and aging
looked at individual differences and changes during adulthood and history graded influences
dependent variable
measured, but not manipulated, by experimenter, expected to be influenced by the independent variable
normative approach
measures behavior are taken on large numbers of individuals and age related averages are computed to represent typical development
first philosophies about childhood
medieval period and puritan view
parts of the ecological systems theory
microsystem, mesosystem, exosystem, macrosystem, and chronosytem
generatively vs stagnation
middle adulthood; contribute tot he next generation through child rearing, caring for other people, or productive work. the person who fails in these ways feels an absence of meaningful accomplishment
social learning
modeling
Arnold Gesell
normative approach, devised theories based on evolutionary theories, re-guarded development as a maturational process
Stanely Hall
normative approach, founder of the child study movement
ecological systems theory- facts
not specified, many possible courses, nature and nurture
sensitive period
optimal time, person is especially responsive, later development hard to induce, boundaries less defined
psychosexual stages
oral, anal, phallic, latency, genital
basic trust vs mistrust
oral- from warm, responsive care, infants gain a sense of trust of confidence that the world is good. Mistrust occurs when infants have to wait too long for comfort and are handled harshly
problems with longitudinal research
participants drop out/move away, practice effects, cohort effects
experimental designs
permits inferences about cause and effect bc researchers use an even handed procedure to assign ppl to two or more treatment conditions
development as a dynamic system
perpetually ongoing process conception to death influences on development of biological, psychological, and social influences
factors in resilience
personal characteristics, warm parental relationship, social support outside family, community resources and opportunities
initiative vs inferiority
phallic (3-6 yrs) -- imagination- kids explore what type of person they can become, initiative a sense of ambition and responsibility develops when parents support their child's new sense of purpose
nurture
physical and social world that influences biological and psychological development
Lifelong- lifespan perspective
physical, cognitive, and emotional/social always changing
major domains of development
physical, cognitive, emotional and social
psychoanalytic perspective
ppl move thru a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the personal ability to learn, get along with other and cope with anxiety
continuous development
process of gradually augmenting the same types of skills that were there to begin with (gradual)
rights of research participants
protection from harm, informed consent, privacy, knowledge of results, and beneficial treatments
development during adolescence
puberty abstract thought, strong peer ties, independence/dependence, formal operational thought
stages
qualitative changes in thinking, feeling, and behaving that characterize specific periods of development
superego
the conscience, develops from ages 3 to 6 from interaction with caregivers
Vygotsky's sociocultural theory
transmission of culture to a new generation and social interaction necessary
