Psych Module 1

By King Meera -
1. HUMAN DEVELOPMENT - scientific study of change and stability throughout human lifespan
* Darwin's baby biographies (1877) - developmental nature of Doddy's sensory, cognitive and emotional behavior
* Nature vs Nurture; also, emphasis on meeting children's developmental needs
* Adolescence and aging - new fields of study added

2. LIFESPAN DEVELOPMENT - concept of development as a lifelong process which can be studied scientifically
* grew out of research designed to follow children through adulthood
* Stanford Studies of Gifted Children
* study of lifespan development is interdisciplinary - psychology, psychiatry, sociology, anthropology, biology, genetics, family science, education, history, philosophy, medicine

3. GOALS of studying human development - describe, explain, predict, modify behavior

4. QUANTITATIVE change - height, weight, size of vocabulary

5. QUALITATIVE change - nonverbal to verbal communication

6. STABILITY - constancy, usually in conscientiousness and openness

7. DOMAINS <dimensions of self> <interdependent, affect each other>

A) physical development
  • growth of body and brain
  • change and stability in sensory capacity, motor skills and health
B) Cognitive development
  • change or stability in mental abilities - learning, attention, memory, language, thinking, reasoning, creativity
C) Psychosocial development
  • change and stability in emotions, personality and social relationships
8) SOCIAL CONSTRUCTIONS concept about the nature of reality based on societally shared perceptions or assumptions

9) <concept of division of lifespan into periods is a social construction>
  • prenatal
  • infancy and toddlerhood
  • early childhood
  • middle childhood
  • adolescence
  • young adulthood
  • middle adulthood
  • late adulthood
approximate and somewhat arbitrary, however, certain basic developmental needs must be met and developmental tasks mastered during each period for "normal" development to occur

10) Individual differences in influences on development and in outcome
- differences in characteristics, influences or developmental outcomes

11) INFLUENCES on development
A) Heredity <inborn characteristics, inherited from biological parents at conception>
B) Environment <totality of nonhereditary, or experiential, influences on development>
C) Maturation <unfolding of a natural sequence of physical and behavioral changes, including readiness to master new abilities>
D) Contextual:

  • family (nuclear - relatives/nonrelatives are caregivers; extended - flexible social roles, daily contact with kin)
  • socioeconomic status (income, education, occupation and other economical and social factors - influence developmental processes and developmental outcomes <ex: manner of communication influences health and cognitive performance>)
  • neighborhood (average neighborhood income and human capital; the presence of educated, employed adults who can build the community's economic base and provide models of what a young person can hope to achieve)
  • culture (a society or group's total way of life, including customs, traditions, beliefs, values, language, physical products - all learned behavior passed on from parents to children)
  • ethnicity (group united by ancestry, race, religion, language and/or national origins which contribute to a sense of shared identity)
  • historical (Terman sample - Great Depression; Oakland sample - World War II; Berkeley sample - postwar boom)
E) Normative <characteristic of an event that occurs in a similar way for most people in a group>
F) Non-normative <characteristic of an unusual event that happens to a particular person or a typical event that happens at an unusual time of life>
G) Timing <critical (specific time when a given event or its absence has a specific impact on development) /sensitive periods (times in development when a person is particularly responsive to certain kinds of events); imprinting (instinctive form of learning in which, during a critical period in early development, a young animal forms attachment to the first moving object it sees)>

12) BALTES' LIFESPAN DEVELOPMENT APPROACH
Development:
  • lifelong
  • involves both gain and loss
  • the relative influences of biology and culture shift over lifespan
  • involves changing allocation of resources
  • modifiable
  • influenced by historical and cultural context

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