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1844-1924
influenced strongly by Darwin. proposed that development is controlled primarily by biological factors. |
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| Hall's concept that adolescence is a turbulent time charged with conflict and mood swings |
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1928
Studied adolescents on the South Sea island of Samoa. She held a sociocultural view |
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| the theory that the idea of adolescence was a sociohistorical invention at the beginning of the 18th century |
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| a generalization that reflects our impressions and beliefs abuout a broad group of people |
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| adolescent generalization gap |
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| Adelson's concept of geraliztions about adolescents based on information regarding a limited, often highly visible group of adolescents |
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| positive youth development |
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| emphasizes the srenths of youth and the positive qualities and developmental trajectories that are desired for youth |
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| competence, confidence, connection, character, caring/compassion |
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| the settings in which development occurs; these are influenced by historical, economic, social, and cultural factors |
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| a national government's course of action designed to influence the welfare of its citizens |
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| the pattern of change that begins at conception and continues through the life span |
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| physical changes in an individual's body |
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| changes in ad indevidual's thinking and intelligence |
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| changes in an individual's personality, emotions, relationships with other people, and social contexts |
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| the time from conception to birth |
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| the developmental period that extends from birth to 18 or 24 months of age |
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| the developmental period extending form the end of infancy to about 5-6 years of afe; sometimes called the preschool years |
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| middle and late childhood |
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| the developmental period extending form about 6-10 or 11; elementary school years |
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| the developmental period of transition from childhood to adulthood; it involves biological, cognitive, and socioemotional changes. 10-late teens |
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| the developmental period that corresponds roughly to the middle shcool or junior high school years and includes most puberal change |
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| period that corresponds approximately to the latter half of the second decade of life. career interests, dating, and identity exploration are often more pronounced in late adolescence than in early |
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| thbegins in late teens or early twenties and lasts through the thirties |
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| starts in mid thirties to about mid sixties |
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| 60 or 70- to the end of life |
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| adapting positievely and achieving successful outcomes in the face of significant risks and adverse circumstances |
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| dabate about whether development is primarily influenced by an organsim's biological inheritance (nature) or by its enviromental experiences (nurture) |
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| continuity-discontinuity issue |
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| whether development invoves gradual, cumulative change (continuity) or distinct stages (discontinuity) |
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| early-later experience issue |
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| issue focusing on the degree to which early experinces or later experinces are the dey dterminants of development |
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| an interrelated, oherent set of ideas that helps explain phenomena and make predicitions |
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| specific assertions and predictions that can be tested |
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| theories that describe development as primarily unconcious and heavily clored by emotion. Behavior is merely a suface characteristic, and the symbolic workings of the mind have to be analyzed to understand behavior. |
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| focus on pleasure and sexual impulses fhifts from the mouth to the anus andeventually to the genitals |
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| oral, anal, phallic, latency, genital |
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| Freud's personality structures |
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id- consists of instincts
ego- deals with the demands of reality
superego- the moral branch of personality |
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| regression during adolescence is normal and not a defence mechinism, unlike her father |
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| includes eight stages of human development. each confronts indeviduals with a crisis that must be faced |
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trust vs. mistrust- first year
autonomy vs. shame and doubt- late infancy and toddlerhood
initiative vs. guilt- preschool years
industry vs. inferiority- elementary school years
identity vs. identity confusion- adolescents
inimacy vs. isolation- early adulthood
generativity vs. stagnation- middle adulthood
integrity vs. despair- late adulthood |
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| primarily a concern for helping the younger generation to develop and lead useful lives |
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| children actively construct their understanding of the world and go through four stages of cognitive development |
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| what two processes underlie this cognitive construction of the world |
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| organization and adaptation |
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| what are Piaget's four theories? |
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| sensorimotor, preoperational, concrete operational, formal operatinal |
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