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a process of age-related changes throughout the lifespan
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| Six Assumptions of the Lifespan Perspective |
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development is: 1. lifelong 2. multidimensional 3. multidirectional (growth and decline) 4. plastic (open to change) 5. involves growth and maintenance 6. influences on development (normative, historical, nonnormative)
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similar for individuals in a particular age group
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similar for individuals in a certain generation at a formative time in their lives
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unusual occurences major impact but not applicable to many people (i.e.- bill clinton meeting JFK)
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change is stimulated from within active
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change stimulated by the environment passive
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| discontinuous development |
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stages qualitative changes
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| Freud's theory of psychosexual development |
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-relationship between the id, ego, and superego determine an individual's personality -development occurs in stages, resolving psychosexual conflicts
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| Erikson's psychosocial theory |
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-lifespan, people continue to develop beyond childhood -personality development is a psychosocial process -eight stages: psychosocial crisis/challenge -more emphasis on ego than id
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(Watson) classical conditioning learn to respond to conditioned stimulus
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(Skinner) focuses on consequences of behavior reinforcement increases likelihood punishmend decreases likelihood
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| Cognitive Behaviorism/Social Learning Theory |
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(Bandura) observational learning (imitation) humans as cognitive beings self-efficacy
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| Cognitive Development Theory |
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(Piaget) child is an active, naive scientist two major processes of change: accomodation and assimilation learning in stages
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incorporate new info into existing knowledge systems
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children change existing knowledge systems to accomodate new info
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not stage-like gradual accumulation of knowledge
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| Vygotsky's Sociocultural Cognitive Theory |
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focuses on how culture is transmitted cognitive development as a socially mediated process
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Development Neuroscience Perspective |
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thoughts and behaviors arise from biology (genes, brain function, hormones) development is the result of interactions between genes, biology, and the environment
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study of the aging process
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fundamental markers that shape our development
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age group we travel through life with
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biological limit of life 105 years
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refers to education and income
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most affluent countries (US, canada, australia, japan, ect)
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more impoverished countries (africa, haiti, afghanistan, ect)
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prize social harmony obedience close family
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prize independence competition personal success
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(Bowlby) closely connected to a caregiver/significant other
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genetic tendencies provoke certain responses
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people affect one another
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genetic tendencies cause us to choose specific environments
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different age groups at the same time
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one age group over many years
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