FAD3220 Study Guide for Exam 1 Social Construction division of the life span into periods a concept or practice that may appear natural and obvious to those who accept it but in reality is an invention of a partic ular culture or society EX there is no objectively definable moment when a child becomes an adult or a young person becomes old There are three different domains of development physical development growth of the body and brain sensory capacities motor skills and health creativity cognitive development learning attention memory language thinking reasoning and psychosocial development emotions personality and social relationships EX intelligence height strength Hereditary Environment inborn traits or characteristics inherited from the biological parents the world outside of the self beginning in the womb and learning that comes from that experience EX influences from peers or education also factors into intelligence SES Socioeconomic Status combination of economic and social factors describ ing an individual or family including income education and occupation SES can indirectly affect developmental processes a mother s interaction with her chil dren and developmental outcomes health and cognitive performance Normative Influences biological or environmental events that may affect many or most people in a society in similar ways and events that touch only certain individuals normative age graded influences highly similar for people in a particular age group the timing of biological events is fairly predictable within a normal range EX people don t experience puberty at 35 or menopause at 12 normative history graded influences significant events such as Great Depres sion that shape the behavior and attitudes of a historical generation a group of people who experience the event at a formative time in their lives EX the generations that came from WWII and the Depression tend to show a strong sense of social interdependence and trust that has decline among recent generations Nonnormative influences unusual events that have a major impact on the individ ual lives because they disturb the expected sequence of the life cycle either typical events that happen at an atypical time of life death of a parent while child is young or atypical events surviving a plane crash Sometimes people bring nonnormative influences upon themselves such as having a babe in your 50 s or taking up skydiving as a hobby Critical Period specific time when a given event or its absence has a specific impact on development if a necessary event does not occur during a critical period of maturation normal development will not occur times in development when a person is particularly open to certain kinds of experiences less controversial concept than critical periods because many aspects of development show plasticity Sensitive Period Continuous development gradual and incremental mechanistic theorists see development as continuous quantitative change is continuous changes in height weight vocabulary size etc Discontinuous development abrupt and uneven organismic theorists emphasize discontinuous and qualitative qualitative change is changes in kind structure organization etc Psychoanalytic Perspective Freud s psychosexual theory behavior is controlled by powerful unconscious urges used clinical observation Freud based his theories about normal development on a clientele of upper middle class adults mostly women in therapy Erikson s psychosocial theory eight stage theory that personality is influenced by society and develops through a series of crises used clinical observation advantageous be cause of its emphasis on social and cultural influences and development beyond adoles cence identity crisis Learning Perspective maintains that development results from learning a long last ing change in behavior based on experience or adaptation to the environment Behaviorism traditional learning theory people are responders the environ ment controls behavior Pavlov showed this by getting dogs to salivate at the sound of a bell that rang at feeding time Watson claimed he could mold any infant in any way he chose Skinner found that an organism will tend to repeat a response that has been reinforce by desirable consequences and will suppress a response that has been punished All three used rigorous scientific experimental procedures advantageous because it gave rise to be havior modification deliberate form of conditioning used to eliminate undesirable behav ior but disadvantageous because behavior modification only tends to learned associations rather than individual social and cultural differences Social Learning social cognitive theory behaviors are learned by observing and imitating models children are active contributors to learning used rigorous experimental procedures developed by Bandura advantageous because children become more selective in choosing role models and helps them develop a sense of self efficacy Cognitive Perspective Piaget s cognitive stage theory states qualitative changes in thought occur between infancy and adolescence Piaget used flexible interviews and meticulous observation Vygotsky s sociocultural theory states that social interaction is central to cognitive development Vygotsky used cross cultural research and observations of children interact ing with more competent people thought processes are central to development Information processing theory states that human beings are processors of symbols used laboratory research and technological monitoring of physiologic responses Contextual Perspective view of human development that sees the individual as in separable from the social context Bronfenbrenner s bioecological theory states that development occurs through in teraction between a developing person and the five surrounding interlocking contextual systems of influences from microsystem to chronosystem used naturalistic observation and analysis advantageous because helps us to see the variety of influences on develop ment Evolutionary Sociobiological Perspective focuses on evolutionary and biologi cal bases of behavior Bowlby s attachment theory states that human beings have the adaptive mechanisms to survive critical or sensitive periods are stressed evolutionary and biological bases for behavior and predisposition toward learning are important used naturalistic and laboratory observation Cross sectional study study designed to asses age related differences in which peo ple of different
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