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What is lifespan perspective?
devp is lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual - constructed through biological, and sociocultural
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what is plasticity?
the capacity for change - development is plastic! we posess less capcity for change when we are old
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how is development multidimensional?
devp consists of physical or biological, congnitive and socioemotional dimensions.
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what is context?
its a setting. include families, schools, peer groups, churches, cities, neighborhoods - each setting is influenced by historical, economic, social, and cultural factors
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what is normative age-graded influence?
biological processes such as puberty and menopause, also ex such as beginning formal education (kindergarten) and retirement
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normative history graded influenes
- history influenced
- example: great depression, baby boomers, world war II, groups of ppl within a certain period of history
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nonnormative life events
unusual life events - winning lottery, hurricane, pregnancy teen
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what is culture
beliefs of one group passed on from generation to next - culture results from interaction of ppl over many years
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what is ethnicity
Greek "nation" is rooted in cultural heritage, nationality, race, religion and language.
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what is SES - socioeconomic status
refers to persons position within society based on occupational, educational, and economic characterisitcs
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what is gender
psychological and sociocultural dimensions of being female or male
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what is biological, cognitive, and socioemotional processes?
- biological/physical - produces change in ones physical nature
- ex: genes, dvp of brain, height, weight, hormonal changes in puberty, exercise, nutrition
- cognitive - change in one's thought, intelligence and language
- ex: memorizing, imagining, solving puzzle
- socioemotional - change in one's relationships with other people, emotions and personality
- ex: baby's smile in response to touch, joy at prom, affection of elderly couple.
ALL 3 PROCESSES ARE INTERTWINED!!!
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what is human development?
multidisciplinary scientific study of how people stay the same and how they change
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QUANTITAVELY = continuous change
QUALITIVALELY = DIScontinouous change
to understand cognitive development is QUANTITIVELY - a continous change
qualitiy = discontouous - abrupt stages such as a catapillar to butterfly
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what is psychoanalytic theory?
development primarily on the unconscious mind and relies heavily in emotion, early experiences are important in dvlp.
ex: Freuds Theory, and Eriksons Psychosocial theory
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Freud's Theory (psycho-sexual)
- "psychoanalysis"
- basic personality shaped in first 5 years, early experiences more important than later.
placed heavy emphasis on sexual motivation
ID, ego, superego, unconscious
psycho-sexual dvlp stages: oral, anal, phallic, latency, genital
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Erikson's Theory (pyscho-social) identity
dvlp of self in relation to others - motivation is social , dvlp change occurs throughout life!!
- Erikson had 8 stages (like freud favored discontinous)
- each individual must go through each crises, its not a bad thing but a turning point in ones life - more successful one resolves crisis, the healthier the dvlp will be
- trust vs mistrust
- autonomy vs shame
- initiative vs guilt
- industry vs inferiority
- identity vs confusion
- intimacy vs isolation
- generativity vs stagnation
- integrity vs despair
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what is cognitive theory
whereas pyschoanlytic stress unconscious, cognitive emphasize conscious thoughts
important cognitive theories:
Piaget - cognitive developmental theory
Vygotsky - sociocultural cognitive
Informational-processing theory
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Piaget - Cognitive Development Theory
knowledge is discovered - we need experimentation/exploration ; we have tabular rosa "blank slate"
children go through 4 stages of cognitive dvlp
- 2 processes we use to make sense of the world:
- organization - we organize our experiences and ideas
- adaptation -
we adapt adjusting to new demands
- When we adapt, we:
- assimilation - take info in & already fits in how you see the world! fits in!
- accomodation - when it doesnt fit, we have to change the way you think - ex: 9/11 world changed, we have to rethink
SCHEMA - a mental/cognitive structure (representation) that organizes thought & guides action AKA mental structure, mental represntation, cognitive structure
- cognitive equilibrium - baby is born w schema - reflex is to suck, it will suck on
- 1.breast
- 2.bottle
- 3.thumb
- 4.pacifier
- THIS IS ASSIMILATION
- cognitive disequilabrium sucking on daddys hair leg
- this is ACCOMODATION
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Piaget's 4 stages cognitive dvlp
- 1. senori-motor - object permanence (birth-2 yrs)
- ex: peek a boo 0 baby thinks you dissapeared, understand the world by the senses coming to you.
- 2. pre-operational - egocentric, only 1 view (2-6 yrs)
- only know what "I think", cant take another's perspective. begins to think symbolically
- 3. concrete operations - physical, but logical (7-11 yrs)must give them objects FIRST to think logical, need to show them concrete things
- 4. formal operations - abstract, hypothetical (12-adulthood) once you're freed from concrete world, you can think abstract
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Piaget's criticisms
underestimated infant's capabilities
overestimated adolescents capabilities
no consideration for cultural differences
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Vgotsky - Sociocultural theory
- looked at how society & culture influences you by using psychological tools
- most important is language!
believed you learn from ppl around you and society you grew up in
- ZPD - Zone of Proximal Development
- society shapes you first! then you internalize
little and big circle: - little (internalize)- what you can do right now
- ZPD bigger circle (social) - potential with the help of others who are more experienced
- Information Processing Theory sensory memory - short term memory - long term memory
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Information - processing theory
- we manipulate information, monitor it, and stategize about it - it is not stage life, but continuous
- we perceive, encode, represent, store, and retrieve info : this is thinking!
- information precessing is sequential, we organize and elaboration (meaningful, have it connect w your life).
- Sensory memory - we use it or lose it!
- short term - repitition!
- long term - we organize and ellaborate
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Skinner's Operant Conditioning (behavioral theory)
- operant conditioning consequences:
- reinforcement : increases liklihood of repeated behavior
- + reinforcement -
you get + behavior, you add something, GOOD JOB! - - reinforcement - the behavior goes away, time out, cant watch tv, things taken away
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Bandura's Social Cognitive Theory - observational learning
- observational learning - we imitate and model
- ex: watching brother get hit, we observe and learn
- model of learning: 3 factors:
- behavior
- person/cognition
- environment
- ALL BIDIRECTIONAL!
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Ethological Theory -
Bowlby
Lorenz' Imprinting
stresses that behavior is strongly influenced by biology, tied to evolution
Bowlby - attachment to caregiver over 1st year of life has important consquences throughout lifespan - if attachment is +, then person will be positive
Lorenz' imprinting - baby chicks followed him and thought he was mother - critical period
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Ecological Theory - Bronfenbrenner's ecological theory
ecological - stresses on environmental factors
- Bronfenbrenner's ecological theory:
- 5 layers of environmental system:
- 1. Microsystem - setting where one lives
- ex: family, friends, school, neighborhood
- most direct interactions with child - bidirectional influences
- 2. Mesosystem - ex: connection between family experiences to school experiences, church experiences
- 3. exosystem - defines the larger social system in which the child is not directly involved in
- ex: parents workplace schedule, mass media, social welfare services
4. macrosystem - involves culture, cultural values and laws (outermost layer)
- 5. chronosystem - dimension of time as it relates to a child's environment
- ex: divorce
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