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| systematic changes that happen overtime due to both nature and nurture |
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| age is a component, based on age, what stays the same and what changes. |
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| What are the 4 domains of development |
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1.Biological
2.Cognitive
3.Personality
4.Social/Emotional |
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| Gradual continuum, difference in amount |
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| Stages, difference in kind |
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| A period of time, after puberty begins but before adult roles are taken on, CULTURAL CONSTRUCT, changeable. (20th Century) |
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Life stage:Infancy to 7
Infants mind to underdeveloped to learn much.
Childhood: 7-14 EDUCATION FOCUSED ON SPORTS AND MUSIC
Adolescence:14-21 Capacity for reason allows for study of science and math |
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| Early Christian-Middle Ages |
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| Childrens Crusade of 1212 |
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| Late teens to early 20s, Engage in various trades and crafts "apprentice" |
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| Legislation prohibiting child labor, Requirements for children to attend secondary schooling |
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Father of developmental psychology
says "adolescence is a pivotal point"
wrote first textbook in developmental psychology |
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| Theories are important because |
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Help us
-organize
-understand
-predict |
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| Prediction on what will happen |
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| Why does development happen |
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1. Biological forces
2. Environmental factors |
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Genes and maturation
Critical Periods in development |
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Definition
| Imprint in the first couple days to the first moving thing they see |
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| Psycho dynamic perspective |
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| Things we are unaware of can impact our development |
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| Instincts, it wants what it wants, PRIMAL |
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| Balances the two, Rational, Referee |
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Term
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Definition
1. Oral
2. Anal
3. Phallic
4. Latency
5. Genital |
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| Adolescence is a time of internal conflict, psychic disequilibrium, and erratic behavior. |
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| Reasons for conflicting behavior in adolescence according to Anna Freud |
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Definition
1. Sexual Maturation
2. Reemergence of sexual drives |
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Definition
-Psychosocial Theory
-Lifespan Theory
-8 stages
-Each defined by a CHALLENGE
-how well you do in one stage will determine how well you will do later |
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| Focused on behaviors and based on nurture |
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Positive and negative
WANT A BEHAVIOR TO CONTINUE |
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positive and negative
WANT A BEHAVIOR TO STOP |
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| Add something to make a behavior continue (pleasurable) |
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| Take away to continue behavior |
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| Add something to stop behavior |
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| Take something to stop behavior (Pleasurable) |
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| Observational learning: learn by witnessing others behaviors |
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activity involved in development
Children are little scientists
Discontinuous theory |
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Definition
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| Individuals grow and develop within a set of influences |
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| how micro systems interact with one another |
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| Adolescent not involved with but can impact them |
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| Single person study (small group) |
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| Same group of people overtime |
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| different age groups of people at same time |
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relationship among variables
DOES NOT MEAN CAUSATION
can be positive, negative, or zero |
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| Two things a design must have |
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1. reliability
2. validity |
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1. basic: adding to data base
2. applied: solve and improve everyday condition |
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| correlation in same direction |
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| as one increases the other will decrease |
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Definition
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| both cross sectional and longitudinal |
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| interviews, surveys, questionnaires |
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| observations in natural environment |
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| observations in a created setting |
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NORMS
comparing people to age groups |
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| brain waves, perspiration, heart rate |
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