| Question |
Answer |
| What is human growth & development? |
The scientific way in which people change, as well as characteristics that remain fairly constant throughout life. |
| What are the four goals of the scientific study of Human Development? |
DEMP: Describe, Explain, Modify & Predict behaviour. |
| Physical development |
Growth of body, brain, weight, height. Sensory capacities. Motor skills (hand eye coordination) For example: A child with frequent ear infections may develop language more slowly than a child without this problem. |
| Cognitive development |
Change or stability in mental activites such as: learning - attention, memory, language, thinking, reasoning, creativity. |
| Psychosocial development |
Change or stability in emotions, personality and social relationships. Emotional development, personality + social development. Impact of family and society on the individual. |
| Influences on development 1 |
Heredity - Inborn influences, genes inheritied from parents. |
| Influences on development 2 |
Environment - non genenetic influences, external to the self. (nurture) |
| Influences on development 3 |
Maturation - Genetically influenced, age related. Sequence of physical changes & behaviour patterns. Eg. Toilet training. |
| Paul B Baltes life span approach of Human Development |
Development is life long, occurs though all domains (cognitive, etc) involves gain + loss. Modifiable + influenced by history and cultural context. |
| Qualitative research |
Non numerical data. Pt's perspective of pain. Beliefs, experiences, attitudes, behaviour, interactions. |
| Quantitative Research |
The scientific method. Generates numerical data. Or data that can be converted into numbers. |
| Correlational studies |
Explore statistical connection between disease in diff. population groups and estimated exposure in groups rather than indivduals. |
| Longitudinal Studies |
Over a long amount of time, follows the same group/person. |
| Cross sectional studies |
Takes place at one point of time. |
| Cross sequential studies |
Involves a comparison of two seperate but equivilant longitudinal studies. |
| Psychoanalytic Perspective |
Unconcious forces motivate behaviour and shape development. |
| Psychoanalytic theorist Sigmund Freud |
Stages of psychosexual development. Involving ID, EGO, SUPER EGO. |
| Psychoanalytic theorist Erik Erikson |
Stages of psycosocial development involving the eight stages of man. |
| Learning Perspective |
Development results from learning based on experience. Adaptation to the environment & experience |
| Learning theorist Ivan Pavlov |
Classical conditioning - learning by association. Stimulus |
| Learning theorist BF Skinner |
Operant conditioning - modifying behaviour involving reinforcers. |
| Social Learning theory |
Behaviour is modelled after copying, immitating others. |
| Social learning theorist |
Albert Bandura - modelling, observational learning. |
| Cognitive perspective |
Focuses on the thought processes and the behaviour that reflects those processes. |
| Cognitive theorists Jean Piaget |
Cognitive stage theory. 1. Sensor motor2. Preoperational3. Concrete Operational4. Formal operational. Also assimilation, adaptation |
| Schemes |
Organised patterns of behaviour that a person uses to think about and act in a situation |
| Assimilation |
Taking new info and incorporating it into existing structures. |
| Accommodation |
Changing ones idea to include new info with the old info. |
| Electic Perpsective |
Parts of all theories have some relevance to HD |
| Socio cultural theory Lev Vygotsky |
How socia interaction with adults can fufil a childs potential for learning. Info processing approach. Scaffolding, Zone of proximal dev. |
| Contextual Perspective |
Indivdual inseparable from the environment |
| Contextual theorist Urie Bronfenbrenner |
Environmental infulence. Individual Develops within a complex system of relationships affected by the environment. |
| Microsystem Bronfenbrenner |
Indivual interacts wtih others everyday - family, school peers, work place, neighbour hood. |
| Mesosystem Bronfenbrenner |
Interlocking between two or more microsystems. eg. religious place + family. |
| Exosystem Bronfebrenner |
Links between two or more systems not including the individual. eg. Education system to government system. |
| Macrosystem Bronfenbrenner |
Societys overall cultural patterns |
| Chronosystem Bronfenbrenner |
Effects of time on other developmental systems. |