500-human diff

• BioPsychSocial perspective
• hierarchial
• interactions with others and entire env.

assessment of how the dimensions interact in leading up to the current state of affairs or developmental outcome.

life span:focuses on changes in behave across life span due to  age

life course: takes into account developmental issues that involves macro(env and social ages) contributions to dev outcomes

Cell—tissue—organ—system

Cell nucleus contains genetic information in the form of nucleic acids located in chromosomes

single gene:dom-50/50 chance of occurring (strong index effect) recess:(25%) only occurs with presence of other recessive gene

• Chrom: Down syndrome, Fragile X syndrome
•  Klinefelter’s syndrome, Turner’s syndrome

• Nature via nurture: gentetic vs environment
•  Reduce deterministic view 
• Interventions to modify environment

• 3 major spurs: last trimester, 1st yr of life, prior to puberty
• 4 stages
• proliferation:production of new cells
• migration: migrate to different locations
• differentiation: form axons & dendrites
• myelination:insulated by sheets of myelin->travel fast

measure of wear and tear from chronic overactivity or under activity. lower is better

• ID: Unconscious,present a birth
• Guided by the“PleasurePrinciple”
• Ego: Conscious, rational part of mind
• Emerges in early infancy 
• Source of impulse control
• Superego:Social-moral component (i.e.,theconscience)
• Dev from parent-child interactions (age 3-6)

• Oral 0-1
• Anal 1-3
• Phallic 3-6 genitals id w adult role model
• Latency 6-12 social relationships
• genital puberty intimate relationshiops

• Projection:internal exp onto outside world--lack of insight of ones feelings
• distortion:reshape internal reality to reflect internal

• Denial:refusal to accept reality, doesn't exist
• splitting:dividing ppl into all good/all bad
• acting out: unconcious emotions thorough phys actions
• somatization:psych distress->phys distress
• passive agression:passive anger towards others
• undoing:engaging in act that undo unaccept thoughts

• repression:moving conflict from conscious to unconscious
• intellectualization: dev a rational understand of conflict vs emotion
• reaction formation: substituting opposite beh,thoughts,or feeling for unaccept ones
• displacement: transfer feelings from one obj to another

• sublimation:transferring conflict from harmful to socially acceptable
• anticipation: dealing w emot conflicts in advance
• humor:laughing
• Altruism: putting others over self

• - Psychosocial approach
•  -Epigenetic principle

•  Eight psychosocial stages of development
•  Infancy (trustvs.mistrust)
•  Earlychildhood(autonomyvs.shame,doubt)
•  Playage(initiative vs.guilt)
•  Schoolage(industryvs.inferiority)
•  Adolescence(identityvs.identifyconfusion)
•  Youngadulthood(intimacyvs.isolation)
•  Maturity(generativityvs.self-absorption)
•  Oldage(integrityvs.despair,disgust)

• Development depends on learning observed
• behaviors, not through cognitive processes

•  Classical conditioning
•  The experiment of LittleAlbert

• Reinforcement
•  Punishment
•  Negative reinforcement
•  Extinction

•  Cognitive behaviorists
•  Observational learning
•  The role of self-efficacy -self esteem

• Schema
•  Adaptation
•  Assimilation
• Accommodation
•  Organization
•  Systematization
•  Physical structures

• Sensorimotor
• birth-2
• Understands world through senses and actions

• Preoperational
• 2-7 yrs
• Understands world through language and mental images

• Concrete operational
• 7-12yrs
• Understands world through logical thinking and categories

• Formal operational
• 12 yrs onward
• Understands world through hypothetical thinking and scientific reasoning

• Consciousness and orientation
• Perception
• Attention
• Learning

•  Memory
•  Comprehension
•  Reasoning and judgment

•  Ecology
•  Holism vs.reductionism
•  Basic ideas of ecological systems theory
•  System

• Microsystems: fam, school, work, neighborhood
• Mesosystems: interactions btwn microsys
•  Exosystems: econ,political,edu sys
• Macrosystems:overarching beliefs/valus Chronosystems: dimension of time

• Theory of agency
•  Structural functionalism
• AGIL : the four functional imperatives

• -adaptation, goal attainment, integration, latent
• pattern maintenance

•   The utility of the AGIL system for understanding social institutions; survival & stability
•   ‘functions’ of poverty

• -The role of the economic base in the
• development of social life
• -The role of production in Marx’s theory
• -Contradictions between relations of production
• and forces of production
• - Process of social change

• Modern vs. postmodern societies
•  The role of science in postmodernism
•  The de-centering of knowledge and values
•  Jean-Francois Lytoard’s views of science

• -Social life seen as exchange of resources or
• rewards
• -Close ties with economics and principles of
• behaviorism
•  -Reciprocal and negotiated exchanges

• -Fulfill our need for affiliation
• - To increase our sense of identity or our self-esteem 
• -To obtain social comparisons between ourselves and others
• - Increase sense of security and power
• - Accomplish particular tasks

• -Social identity and positive in-group comparisons
• -Social identity contributes not only to people seeing important differences in one’s group, but similarity or homogeneity in out-group members
• -Overvaluation of one’s groups contributes to many forms of social conflict

• -Formal support systems
•  Formal organizations
• Formed groups
• -Informal support systems
• Self-help and mutual aid groups
•  Social help groups
•  Personal coping groups
• - Socialnetworks
• - Naturalhelpers

• Community as a place or location
•  Community as a type of relationships
•  Community as a source of identification
•  Community as a resource or interest-based

• looks at work within organization
• x worst z best(collective)