EDHD320 Exam 1 Study Guide Chapter 1 Understanding Life Span Human Development Development systematic continuities and changes from conception to death o Three domains physical cognitive and psychosocial o Other definitions Growth physical aging biological maturation genetic plan learning due to environment Nature vs Nurture genetics vs environment o Nature heredity unfolding of genes o Nurture environment external conditions learning o Interactionist both interplay between nature and nurture Bioecological Model by Bronfenbrenner 1979 o Microsystem immediate physical and social environment o Mesosystem linkage between 2 or more Microsystems o Exosystem social systems o Macrosystem larger culture o Chronosystem changes occur in a time frame o Model includes nature and nurture interactionist approach Modern key assumptions of development Lifelong multidirectional process o o Gain and loss of lifelong plasticity o Historical culture contexts multiple influences o Multi disciplinary studies How do people study development o Scientific Method method theory hypothesis o Sample Selection research population or random sample Conducting Developmental Research o Self reports interviews questionnaires tests o Behavior observations experiments Nature individual in microsystem Nurture different microsystems exosystem and macrosystem Naturalistic Disadvantage conditions aren t controlled Advantage natural setting Structured Lab Advantage controlled conditions setting Disadvantage can t generalize to natural settings o Experimental Method Independent variable manipulated by experimenter Dependant variable behavior affected by the independent variable Strength can be used to determine cause Limitation doesn t hold true in real world ethical concerns o Correlational Method Assess extent that individuals scores on one variable are systemically related to scores on another Coefficient r 1 0 to 1 0 No conclusive cause effect relationships Meta analysis study in which results from multiple studies is synthesized Developmental Research Designs o Cross sectional different age groups at the same time determines cohort differences in behaviors No information on development of individuals just cohort o Longitudinal Designs studies the same group measured repeatedly and provides information on age changes Can indicate age changes in behavior relationship between earlier and later behavior Centers on only one cohort costly and time consuming loss of participants Ethics responsibilities of a researcher o Conducting culturally sensitive research Ecological setting can influence development Must consider socioeconomic status Must study individuals from different cultures and subcultures Must keep own cultural value from biasing perceptions avoid ethnocentrism or belief that Protection of human rights own culture is superior o Research ethics standards of research conduct o Guidelines established by APA SRCO IRB o Ethical responsibilities Informed consent Respect rights of participants Debriefing Confidentiality Chapter 2 Theories of Human Development Qualities of a good theory Internal consistency parts don t contradict o o Falsifiable generates testable hypotheses o Supported by data confirmation through research results Issues in human development which theorists tend to disagree on o Nature vs nurture o Goodness vs badness Hobbes children must be taught to be good Rousseau children are innately good we shouldn t interfere Locke children are neither blank slate learn from daily experiences o Activity vs passivity Activity humans control their own development Passivity product of forces beyond one s control o Continuity vs discontinuity Continuity gradual change ex Growth in height Quantitative change Discontinuity abrupt change ex Going from ball of cells or a zygote to an embryo Qualitative change o Universality vs context specificity Universality developmental change common to everyone Context specific developmental changes vary by individual culture Psychoanalytic Theory Freud o Freud mainly worked with mental disorders Said humans driven by hidden motives and emotions Said we are shaped by earliest experiences Instincts and unconscious motives Instincts inborn biological forces that motivate behavior Unconscious motives instincts and inner forces that influence behavior beyond our awareness control Psychic Energy Components Id all psychic energy contained here basic biological urges impulsive and selfish like a baby Ego rational side of personality capable of postponing pleasure Superego internalized moral standards perfection principle adhere to moral standards Psychosexual stages Oral birth to 1 year libido focused on mouth Anal 1 3 years libido focused on anus Phallic 3 6 years libido focused on genitals o Oedipus complex male in love with mother conflict with father o Electra complex females in love with father conflict with mother Latency 6 12 years libido is quiet Genital 12 years puberty reawakens distancing from parents These stages result from conflict between the Id and the Superego o Conflicts create anxiety o Ego defends against anxiety with defense mechanisms Strengths awareness of unconscious motivation emphasized importance of early experiences Limitations ambiguous not testable falsifiable not supported by research o Erikson Neo Freudian Some major differences with Freud Less emphasis on sexual stages and more on rational ego More positive adaptive view of human nature Development continues through early adulthood Erikson s Psychosocial Stages Psychosocial crises confusion o Trust mistrust autonomy shame initiative guilt industry inferiority identity role o Not resolving a crises prevents moving on to next stage Strengths focus on identity crisis of adolescents emphasis on rational and adaptive nature interaction of biological and environmental influences Limitations vague vague and difficult to test does not explain how development comes about Learning Theory Importance of learning in human development o Watson believed only observable behavior should be studied Behaviorism Rejected psychoanalytic theory Classical Conditioning Environment determines which way the individual grows up Learning is a behavioral change that s context specific Unconditioned stimulus UCS built in unlearned stimulus Unconditioned response UCR automatic unlearned response Conditioned stimulus CS controlled stimulus causes a learned response Conditioned Response CR learned response Three phases ex Making a