HDFS 2400 Midterm Study GuideChapter 1Research:- Naturalistic observation: observation that occurs in a real-world setting without any attempt to manipulate situation- Standardized test: given with uniform procedures for administration and scoring- Case study: in-depth examination of an individual- Descriptive research: aims to observe and record behavior- Correlational research: focuses on describing the strength of the relation between two or more events or characteristics- Correlational coefficient: number based on statistical analysis that is used to describe the degree of association between two variables- Experiment: carefully regulated procedure in which one or more of the factors is believed to influence the behavior being studied is manipulated and all other fats are held constant.- Cross-sectional approach: research strategy in which individuals of different ages are compared at on time- Longitudinal approach: research strategy in which the same individuals are studied over a period of time- Cohort effects: effects that are due to a subject’s time of birth or generation but not ageDevelopment – pattern of movement/change that begins at conception and continues through the lifespan- Multi-dimensional: biological, cognitive, socioemotionalo Biological processes – changes in an individual’s physical natureo Cognitive processes – changes in an individual’s thought, intelligence, and languageo Socioemotional processes – changes in an individual’s relationships with other people, emotions, and personality- Plasticity: capacity for change; changes in neural connections during development as a result of environmental interactions as well as neural changes induced by learning- Stability/change- Multidirectional – some components expand and others shrink throughout life.o EX: language - Multi disciplinary: social scientists, genetics, neurologists, etc.- Occurs in context:o Context: setting in which development occurs, which is influenced by historical, economic, social and cultural factorso Normative age-graded influences: biological and environmental influences that are similar for individuals in a particular age groupo Normative history-graded influences: biological and environmental influences that are associated with history; common for people of a particular generationo Non-normative life events: unusual occurrences that have a major impact on a person’s life; not applicable to many individuals- Domains: biological, cognitive, socioemotional- Periods of development:o Prenatal period – conception to birtho Infancy – birth to 18/24 monthso Early childhood – end of infancy to 5/6 years; preschoolo Middle and late childhood – 6 to 11 years; elementaryo Adolescence – 10/12 to 18/22 yearso Early adulthood – late teens through 30so Middle adulthood – 40 to 601HDFS 2400 Midterm Study Guideo Late adulthood – 60s till death- 4 Conceptions of ageo Chronological ageo Biological age – age in terms of biological healtho Psychological age – adaptive capacities compared with those of others of same chronological ageo Social age – refers to connectedness with others and social roles individuals adoptLifespan perspective – human development starts before birth and continues through the rest of our days; development is lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual. Involves growth, maintenance, and regulation. Constructed through biological, sociocultural, and individual factors working together. - Health and well-being- Parenting and education- Sociocultural contexts and diversityo Culture: behavior patterns, beliefs, and all other products of a group that are passed on from generation to generation o Cross-cultural studies: comparisons of one culture with one or many others to provide information about the degree to which children’s development is similar/universal across culture and the degree to which it is culture-specifico Ethnicity: range of characteristics rooted in cultural heritage including nationality, race, religion, and languageo Socioeconomic Status (SES): refers to the conceptual grouping of people with similar occupational, educational, and economic characteristics o Gender: psychological and sociocultural dimensions of being a male or a femaleo Social policy: national government’s course of action designed to promote the welfare of its citizensMajor debates:o Nature/nurture: debate about the extent to which development is influenced by nature (organism’s biological inheritance) and by nurture (environmental experiences)o Continuity/discontinuity: debate about the extent to which development involves gradual, cumulative change (continuity (or distinct stages (discontinuity) o Stability/change: debate about the degree to which early traits and characteristics persist through life or changeTheories (understand concepts; focus on application)- Psychoanalytic theories: holding that development depends primarily on the unconscious mind and is heavilycouched in emotion; that behavior is merely a surface characteristic that is important to analyze the symbolic meanings of behavior 2HDFS 2400 Midterm Study Guideo Freud’s Theory- Oral stage: infant’s pleasure centers on the mouth (birth – 1 1/5 years) - Anal stage: child’s pleasure focuses on the anus (1 1/5 years to 3 years)- Phallic stage: child’s pleasure focuses on the genitals (3-6 years)- Latency stage: child represses sexual interest and develops social and intellectual skills (6 years to puberty)- Genital stage: time a sexual reawakening; source of sexual pleasure becomes someone outside the family (puberty onward) Erikson’s Theory: 8 stages unfold which consist of unique developmental task- Trust v. mistrust: (infancy/first year)o Expectation that world will be good and pleasant- Autonomy v. shame and doubt: infancy/1-3 yearso Behavior is one’s own; assert sense of independency; heavy punishment leads to shame and doubt- Initiative v. guilt: (early childhood/preschool/3-5 years)o Encounter challenges that require active, purposeful, responsible behavior; guilt may arise if child is irresponsible and made to feel anxious- Industry v. inferiority: middle and late childhood/elementary/6years – pubertyo Children need to direct energy toward mastering knowledge and intellectual skills; child may develop sense of incompetence/unproductivity- Identity v. identity confusion: adolescence/10-20 yearso Finding out who