PSY 302

changes throughout life from conception to death

growth, maintenance, regulation, and decline

phsyical, psychological, spiritual, social, cultural

all development occurs within a setting, which is influenced by historial, economic, social, and cultural factors

• 1) normative age graded influences
• 2) normative high graded influences
• 3) nonnormative or highly individualized life events

A) are similar for individuals in a particular age group

B) are similar for individuals in a particular age group

A) unusual occurences with major impact on individual's life

views development as lifelong, multidimensional, multidirectional, plastic, multidiscipinary, and contextual, and as a process that involves growth, maintenance, and regulation of loss

• a) biological
• b) cognitive
• c) socioemotional

changes in physical nature

changes in thought, intelligence, language

changes in relationships, emotions, personality

yes

to a time frame in a person's life that is characterized by certain features

prenatal, infancy, early childhood, middle & late childhood, adolesence, early childhood, middle adulthood, late adulthod.

is the time from coception to birth

the developmental period from birth to 18 or 24 months (to 2 yrs)

It involves tremendous growth-from a single cell to an organism complete with brain and behavioral capabilities-and takes place in approx. a nine month period

Infancy is a time of extreme dependence upon adults. During this period, many psycholoigcal activites-language, symbolic thought, sensorimotor coordination, and social learning, for example- are just beginning

the developmental period, known as the "preschool years" from the end of infancy to age 5 or 6.

young children learn to become more self-sufficient and to care for themselves, deevlop school readiness skills (following instructions, identifying letters), and spend many hours in play with peers.

B) first grade

the developmental period from about 6 to 11 years of age, approx. corresponding to the elementary school years

the fundamental skills of reading, writing, and arithmetic are mastered. The child is formally exposed to the larger world and its culture. Achievement becomes a more central theme of the child's world, and self-control increases.

the developmental period of transition from childhood to early adulthood, entered at approx 10 to 12 years of age and ending at 18 to 21 years of age.

At this point in development, the pursuit of independence and an identity are prominent. Thought is more logical, abstract, and idealistic. More time is spent outside the family.

• Period begins with rapid phsyical changes-dramatic gains in height and
• weight, changes in body contour, and the development of sexual
• characterstiics such as enlargement of breasts, growth of public and
• facial hair, and deeping of the voice.

the developmental period that begins in the early twenties and lasts through the thirties.

it is a time of establishing personal and economic independnece, career development, and, for many, selecting a mate, learning to live with someone in an intimate way, starting a family, and rearing children.

the developmental period from approx 40 years of age to about 60.

It is a time of expanding personel and social involvement and responsibility; of assisting the next genration in becoming competent, mature individuals; and of reaching and mainting satisfaction in a career

the developmental period that begins in the sixties or seventies and lasts until death

it is a time life review, retirement, and adjustment to new social roles involving decreasing strength and health.

late adulthood

late adulthood

late adulthood because a major change takes place in older adults' lives as they become the "doldest-old" on average at about 85 years of age.

the "young old" (65-84) have substantial potentional for physical and cognitive fitness, retain much of their cognitive capacity, and can develop strategies to cope with the gains and losses of aging. In contrast, the oldest-old (85 and older) show considerable loss in cognitive skills, experience an icnrease in chronic stress, and are more frail

involves the extent to which development is influences by nature and by nurture.

an organism's biological inheritance

its envriornmental experiences

both are essential and interact

• a) motivation for development is social
• b) development occurs over life span
• c) at each state- "crisis" must be resolved
• d) if crisis resolved -healthy development

• 1) trust versus mistrust
• 2) autonomy versus shame
• 3) initaitive versus guilt
• 4) industry versus inferiority
• 5) identity vs identiity confusion
• 6) intimacy vs isolation
• 7) generativity vs stagnation
• 8) integreity vs despair

• a) first psyhosocial stage/infancy (first year)
• b) trust sets stage for expectation that the world is safe

• infancy + toddlerhood (1-3 years)
• independence starts
• too restrained/punished-shame and doubt

early childhood/preschool years (3-5 years), takes initiative and responsbility, if irresponsible and anxious-guilt

middle/late childhood/elem school (6 years - puberty), master skills of industry, if incompetant and unproductive-feel inferior

adolescence (10-20 years), new roles, vocational and romantic identities, not explore roles and future-identity confusion

• early adulthood (20s to 30s)
• form intimate relationships (friend and romantic)
• if not close to others-isolation

middle adulthood (40 & 50s), concern for helping younger generation, if not help younger ones-stagnation

late adulthood (60s-onward), reflect on past-life review, satisfied-integreity, not resolved earlier crises/stages-despair

describe development as primarily unconscious and heavily colored by emotion. Behavior is mrely a surface cahracteristic, and the symbolic workings of the mind have to be analyzed to understand behavior. early experiences with parents are emphasized.

that children go through four stages of cognitive development as they activiely construct their understanding of the world.

• 1) sensorimotor stage
• 2) preoperational stage
• 3) concret operational stage
• 4) formal operational stage

birth to 2 years, coordinate sensory experience w/ motor activity, beginning of symbolic thought

2 to 7 years, represent world with words, images, drawings, & icnreased symbolic thinking

• 7-ll years
• perform operations-do mentally what previously did physically (ex: knowing how many toys fit in box)
• operations and logical reasoning w/ concrete objects
• classify objects itno different sets

• 11 years though adulthood
• reasons more abstractly, idealistically, logically
• think about future possibilites
• solve problems, systemicatic, hyptothesize, and testing

social cognivtive theory

arrows illustratrate how relations between behavior, person/cognitive, and enviornment are reciprocal rather than one way.

cognitive processes (thinking and planning) and personal characteristics (believing that you can control your experiences)

• 1) observation
• 2) survey and interview
• 3) standardized test
• 4) case study
• 5) physiological measures

we havet o have some idea of what we are looking for: we have to know whom we are observing, when and where we will observe, how the observations will be made, and how they will be recorded

a controlled setting in which many of the complex facotors of the "real word" are removed. For example, if one is to observe how children react when they see other people act agressively. if you observe children in their homes or schools, you have no control over how much the children will observe, what kind of aggression they see, which people they see acting agressively, or how other people treat the children. In contrast, if you observe the children in a lab, you can control these and other factors and therefore have more confidence about how to interpret you observations

• 1) it is almost impossible to research w/out the participants/ knowing they are beign studied
• 2) the lab setting is unnatural and therefore can cause the particpants to behave unnaturally
• 3) people wh are wiling to come to a university lab may not fairly represent groups from diverse cultural backgrounds
• 4) people who are unfamiliar with unviersity settings, and with the idea of "helping science" may be intimidated by the lab setting

observing heavior in real world settings, making no effort to manipulate or control the situation.

sporting events, childcare centers, working settings, malls, and other places people live in and frequent.

In a study that focused on conversations in a children's science museum. When visiting exhibits at the science mueum, parents were far more likely to engage boys than girls in explantory talk. This finding suggests a gender bias that encoruages boys more than girls to be interested in science

a test with uniform procedures for administration and scoring. Many standardized tests allow a person's performance to be compared with the performance of other individuals.

standardized tests allow a person's performance to be compared with that of other individuals; thus they provide inforamtion about individual differences among people.

the standford-binet intelligence test. Your socre on the test tells you how your performance compares with that of thousands of other people who have taken the test

survey (a questionarire) is especially useful when information from many people is needed. In a good survey, the questions are clear and unbiased, allowing respondents to answer unambiguously. An interview is relatable, but is done directly.

one problem with surveys and interviews is the tendency of particpants to answer questions in a way that they think is socially acceptable or desirable rather than to say waht they truly think or feel. For example, on a survey or in an interview some individuals might say that they do not take drugs even though they do.

to study a wide range of topics from relgious belief to sexual habits to attitudes about gun control to beliefs about how to improve schools. Surveys and interviews may be conducted in person, over the telephone, and over the internet

they assume a person's behavior is consistent and stable, yet personally and intelligence- two primary targets of standardized testing-can vary with the situation. For example: a person may perform poorly on a standardized intelligence test in an office setting but score much higher at home where he or she is less anxious.

an in-depth look at a single individual.

performed mainly by mental health professionals when, for either pratical or ethical reasons, the unique aspects of an individual's life cannot be duplicated and tested in other individuals. A case study provides info about one person's experiences; it may focus on nearly any aspect of the subject's life that helps the researcher understand the perosn's mind behavior or other attributes.

used when studying development at different points in the life span. For example as puberty unfolds to determine the nature of these hormonal changes by analyzing blood samples, and is increasingly used for neuroimaging in which electricmagnetic waves are used to construct images of a person's brain tissue and biochemical activity.

the evolutionary process by which those individuals of a species that are best adapted are the oens that survive and reproduce.

behavior that promotes an organism's survival in the natural habitat. For example: attachment between a caregiver and a baby ensures the infant's closeness to a caregiver for feeding and protection from danger, thus increasing infant's chances of survival.

emhasizes the improtance of adaption, reproduction and "survival of the fittest" in shaping behavior