Term
|
Definition
| systematic changes and continuities in the individual that occur between conception and death |
|
|
Term
|
Definition
| orderly, patterned, and enduring--not fleeting like mood swings |
|
|
Term
| 3 broad domains of development |
|
Definition
| physical, cognitive, and psychosocial |
|
|
Term
|
Definition
| changes and carryover in personal and interpersonal aspects of development--motives, emotions, personality traits, interpersonal skills |
|
|
Term
|
Definition
| the growth of the body and its organs, the functioning of physiological systems including the brain |
|
|
Term
|
Definition
| changes and continuities in perception, language, learning, memory.... |
|
|
Term
|
Definition
| the physical changes that occur from conception to maturity |
|
|
Term
|
Definition
| deterioration of organisms that leads inevitably to their death |
|
|
Term
|
Definition
range of physical, cognitive, and psychosocial changes, positive and negative, in the mature organism
involves more than biological aging |
|
|
Term
|
Definition
| prenatal period, infants (first 2 years), preschoolers 2-5, middle childhood (6-12), adolescents, young adult 20-40, middle adult 40-65, older adults |
|
|
Term
|
Definition
| socially defined age group in a society-each given diff statuses, roles, priviledges etc |
|
|
Term
|
Definition
| ritual that marks a persons passage from one status to another, usually in reference to the transition from childhood to adulthood |
|
|
Term
|
Definition
| societys way of telling people how to act their age |
|
|
Term
|
Definition
| a persons sense of when things should be done and when he or she is ahead of or behind the schedule dictated by age norms |
|
|
Term
|
Definition
| peoples classification or affiliation with a group based on common heritage or traditions |
|
|
Term
|
Definition
| standing in society based on such indicators as occupational prestige, education, and income |
|
|
Term
|
Definition
| not until 17th century were children recognized as different from adults |
|
|
Term
|
Definition
| not until late 19th century and early 20th were adolescents recognized. industrialization required an educated work force so adolescence was seen as a life stage in which youths spent time in school |
|
|
Term
|
Definition
| the transitional period between childhood and adulthood that begins with puberty and ends when the individual has acquired adult competencies and responsibilities |
|
|
Term
| new period of life span proposed |
|
Definition
| emerging adulthood: 18-29 when young people are between adolescence and full fledged adulthood |
|
|
Term
|
Definition
| not until 20th century did people define period of middle age |
|
|
Term
|
Definition
| age between early adulthood and old age in which the nest is emptied of children--time of good health, peak cognitive functioning, stable relationships |
|
|
Term
|
Definition
| 20th century became defined as a period of retirement; before there were not many old people and not many in as good of health |
|
|
Term
|
Definition
| the average number of years a newborn who is born now can be expected to live is 78 yrs |
|
|
Term
|
Definition
| the biological unfolding of the individual according to a plan contained in the genes |
|
|
Term
|
Definition
| the process through which experience brings about relatively permanent changes in thoughts, feelings, or behavior |
|
|
Term
|
Definition
| formulated the bioecological model to solve the problem of studying human development out of context |
|
|
Term
|
Definition
| p 9 microsystem, mesosystem, exosystem, and macrosystem |
|
|
Term
|
Definition
| immediate physical and social environment in which the person interacts face to face with other people and influences and is affected by them e.g. family, people at preschool |
|
|
Term
|
Definition
| interrelationships or linkages between 2 or more microsystems e.g. arguments at home cause poor attendance and performance at school--what happens at one microsystem can affect the other microsystem |
|
|
Term
|
Definition
| linkages involving social settings that individuals do not experience directly but that can still influence their development e.g. affected by how parents day at work went |
|
|
Term
|
Definition
| larger cultural context in which the microsystem, mesosystem, and exosystem are embedded |
|
|
Term
|
Definition
| shared understandings and way of life of a people, including beliefs and practices concerning the nature of humans in different phases of the life span, what children need to be taught to function in society and how people should lead their lives as adults |
|
|
Term
|
Definition
| concept that captures the idea that changes in people and their environments occur in a time frame and unfold in particular patterns or sequences over a persons lifetime |
|
|
Term
| researchers need to consider: |
|
Definition
| relationships among and effects of key characteristics of the person, the context, the time dimension, and the processes through which an active person and his or her environment interact |
|
|
Term
|
Definition
| characterize the functioning of humans of different ages and trace how it changes with age |
|
|
Term
|
Definition
| grounding what they do in research and ensuring that the curricula and treatments they provide have been demonstrated to be effective |
|
|
Term
|
Definition
founder of developmental psychology,
first president of American Psychological Association,
developed questionnaire,
wrote the book Adolescence (inspired by Darwins evolutionary theory, compared adolescence to period between barbarism and civilization called storm and stress)
wrote Senescence: focuses on end of life span and how society treats older members
-mainly concerned with describing development |
|
|
Term
|
Definition
| made by Hall to describe adolescence as a time of emotional ups and downs and rapid changes |
|
|
Term
|
Definition
| Paul Baltes , 1960's-1970's |
|
|
Term
| 7 key assumptions of lifespan perspective |
|
Definition
paul baltes
1. development is a lifelong process
2. development is multidirectional: some skills improve, some decline
3. development involves both gain and loss
4. development is characterized by plasticity: capacity to change in response to positive or negative experiences
5. development is shaped by its historical-cultural context
6. development is multiply influenced
7. development must be studied by multiple disciplines |
|
|
Term
|
Definition
| a set of concepts and propositions intended to describe and explain certain phenomena |
|
|
Term
|
Definition
| specific prediction regarding a particular set of observations |
|
|
Term
|
Definition
| internally consistent, falsifiable, and supported by data |
|
|
Term
|
Definition
| a well defined group from which the sample is drawn and about which we want to draw conclusions |
|
|
Term
|
Definition
| when researchers create special stimuli, tasks, situations designed to elicit the behavior of interest |
|
|
Term
|
Definition
in depth examination of an individual or a small number of individuals carried out by compiling lots of info
pros:
-rich info about complexities of individual
-people with rare conditions and disorders
cons:
-low generalizability
-conclusions more speculations than established scientific findings |
|
|
Term
|
Definition
an investigator manipulates or alters some aspect of the environment to see how this affects the behavior of the sample of individuals studied
must have:
random assignment
experimental control
manipulation of independent variable |
|
|
Term
|
Definition
| used to produce overall conclusions by synthesizing the results of multiple studies addressing the same question |
|
|
Term
|
Definition
| the performances of people of different age groups, or cohorts, are compared |
|
|
Term
|
Definition
| a group of individuals born at the same time, either in the same year or within a specified span of years |
|
|
Term
|
Definition
| the relationship between age and a particular aspect of development |
|
|
Term
|
Definition
the effects of being born as a member of a particular cohort or generation in a particular historical context
-confounded with age affects |
|
|
Term
| limitations of cross sectional design |
|
Definition
-cohort effects
-learn nothing about how people change with age b/c each person is observed only at one point |
|
|
Term
| pros of cross sectional design |
|
Definition
-quick and easy
-can be valid about age effects if cohorts have had similar experiences growing up |
|
|
Term
|
Definition
| the performance of one cohort of individuals is assessed repeatedly over time |
|
|
Term
| pros of longitudinal study |
|
Definition
-tell whether individuals change in same direction or if diff people travel diff developmental paths
-tell whether things measured remain consistent over time
-tell whether experiences early in life predict traits and behaviors |
|
|
Term
| limitations of longitudinal study |
|
Definition
-time of measurement effects
-costly and time consuming
-outdated measurement methods
-participants drop out
-effects of repeated testing (e.g. improving over time bc of practice)
-only one cohort studied |
|
|
Term
| time of measurement effects |
|
Definition
-effects of historical events and trends occuring when the data are collected
-confounded with age effects |
|
|
Term
|
Definition
| combines the cross sectional approach and the longitudinal approach in a single study |
|
|
Term
| pros of sequential design |
|
Definition
-can tell which age related trends are truly developmental in nature and reflect how most people, regardless of cohort, can be expected to change over time (Age effects)
-which age trends differ from cohort to cohort and suggest that each (cohort effects)
-which trends suggest that events during a specific period of history affect all cohort alive at the time (time of measurement effects |
|
|
Term
|
Definition
| the belief that ones own group and its culture are superior--creep into their research designs |
|
|
Term
| ethical research guidelines |
|
Definition
| informed consent, debriefing, protection from harm, and confidentiality |
|
|
