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Chapter 1
Human Development
| Question | Answer |
|---|---|
| Chapter 1 | The Study of Human Development |
| The scientific study of processes of change and stability throughout the human life span is | Human Development |
| Developmental scientists recognize human development as a lifelong process known as | Life-span Development |
| Development is both _ and _. Which means _ | systematic and adaptive |
| Systematic development is | coherent and organized |
| Adaptive development is | aimed at dealing with internal and external conditions of existence |
| These professionals study the science of human development | developmental scientists |
| Research findings of developmental scientists can affect 4 things: | child rearing, education, health and social policy |
| The 4 goals of the human development field are | description, explanation, prediction and intervention |
| To observe a large group of children and establish average behaviors is | describe |
| To _ how children acquire language and why some children learn to speak later than usual is | explain |
| The goals make it easier to _ when a child will have serious speech problems | predict |
| Understanding of how language develops may be used to _ in development, such as giving a child speech therapy | intervene |
| Can technology be used to better understand human development and emotions? | yes |
| Human development draws collaboratively from 10 different fields of study, which are | psychology, psychiatry, sociology, anthropology, biology, genetics, family science, education, history and medicine. |
| What do developmental scientists study? | processes of change and stability in all aspects of development throughout the life span |
| What are the three domains of development? | physical, cognitive, psychosocial |
| Aspects of _ development are growth of the body and brain, including patterns of change in sensory capacities, motor skills and health. | physical development |
| Aspects of _ development are learning, attention, memory, language, thinking, reasoning and creativity. | cognitive development |
| Aspects of _ development are emotions, personality and social relationships. | psychosocial development |
| Which human developments are interrelated? | physical, cognitive and psychosocial |
| What do cognitive advances and declines affect? (3 things) | physical, emotional and social factors |
| What can psychosocial development affect? (2 things) | cognitive and physical functioning |
| Can physical and mental health suffer without social connections? | yes |
| A concept or practice that may appear natural and obvious to those who except it, but is actually is an invention of that particular culture or society is _? | social construction |
| The concept of adolescence as a period of development is a new or old concept? When did this start to begin? | new, 1920’s |
| In sequence, what are the eight periods of aging? | before birth, infancy and toddlerhood, early childhood, middle childhood, adolescence, young adulthood, middle adulthood, late adulthood |
| Key issue or task during infancy | need adult to meet basic needs |
| Key issue or task during toddlerhood | learn to walk and talk but need safe environment |
| Key issue or task during early childhood | develop more self control and interest in others |
| Key issue or task during middle childhood | behavior control shifts to child |
| Key issue or task during adolescence | search for identity- personal, sexual, occupational |
| Key issue or task during young adulthood | people learn to settle down, develop independent lifestyles, occupations and families |
| Key issue or task during middle adulthood | excitement and challenge in life changes |
| Key issue or task during late adulthood | learn to cope with losses but increased pleasure from family and friends |
| During which development stage do people most search for meaning in their lives? | late adulthood |
| Differences in characteristics, influences and developmental outcomes is | individual differences |
| What characteristics make a person unique? (10 things) | gender, height, weight, body build, health level, energy level, intelligence, temperament, personality, emotional reactions |
| What aspects in life make a person unique? (6 things) | homes, communities, society they live in, relationships they have, school they go to, how spend free time |
| inborn traits or characteristics inherited from the biological parents | heredity |
| experience influences on development | environment |
| nature vs nurture | heredity vs environment |
| unfolding of the natural sequence of physical and behavioral changes | maturation |
| Does maturation influence brain development? | yes |
| two generation household unit consisting of one or two parents and their children, whether biological, adopted or stepchildren | nuclear family |
| multi-generation family including parents, children and other relatives, sometimes living together in one household | extended family |
| combination of economic and social factors describing an individual or family… factors include income, education and occupation | socioeconomic status (SES) |
| _ is based on family income and the educational and occupational levels of the adults in the household. | socioeconomic status (SES) |
| True or False: Poverty is harmful to children. | true |
| Can poverty affect the physical, cognitive and psychosocial well being of people? | yes |
| conditions that increase the likelihood of a negative developmental outcome | risk factors |
| What can children from affluent families be at risk of? Why? | substance abuse, anxiety, depression/ from being left alone |
| a society’s total way of life including customs, traditions, beliefs, values, language, and physical products- all learned behavior passed on from parents to children | culture |
| How often do cultures change? What causes it? | constantly, interactions with other cultures |
| a group of people united by ancestry, race, religion, language, and/or national origins, which contribute to a sense of shared identity, attitudes, beliefs and values | ethnic group |
| What developments do ethnic and cultural patterns influence? | composition of household, it’s economic and social resources, way members act toward each other, food eat, games play, way they learn, ability in school, occupation, way members think |
| _ diversity exists within broad ethnic groups. | wide |
| What can race affect? | how individuals are treated, where the live, employment opportunities, quality of health care, whether they can fully participate in society |
| overgeneralization about an ethnic or cultural group that obscures differences within the group | ethnic gloss |
| biological or environmental events that affect many people in a society in similar ways | normative |
| events highly similar for people in a particular age group | normative age-graded influences |
| significant environmental events that shape the behavior and attitudes of an age group | normative history-graded influences |
| a group of people born about the same time | cohort |
| a group of people strongly influenced by a major historical event during their formative period | historical generation |
| Can a historical generation contain more than one cohort? | yes |
| Are all cohorts part of a historical generation? | no |
| What can affect a historical generation? | where they live, type of event, age of person at occurrence, short and long term personal and social effects of event |
| characteristic of an unusual event that happens to a particular person or a typical event that happens at an unusual time of life | nonnormative |
| Who discovered imprinting using baby ducks? And when? | Konrad Lorenz in 1957 |
| instinctive form of learning in which, during a critical stage of development, a young animal attaches to the first moving object it sees, usually the mother | imprinting |
| the readiness of an organism’s nervous system to acquire certain information during a brief critical period in early life | predisposition toward learning |
| specific time when a given event or its absence has a specific impact on development | critical period |
| Do critical periods occur during fixed periods of time? | no |
| range of modifiability of performance | plasticity |
| when a developing person is especially responsive to certain kinds of experiences | sensitive periods |
| Who and in what year proposed there was a critical period for language acquisition beginning in early infancy and ending around puberty? | Eric Lenneberg |
| Who was Genie? What research took place? | a 13 year old abuse victim that only recognized her name and “sorry”. Research was gaining language at a late age. |
| What was Genie’s progress with language acquisition? | initial progress but an inability to sustain it |
| What was the result of the Lenneberg study of Genie? | inconclusive, the abuse and neglect could have retarded her |
| What are principals 1-3 of the life-span developmental approach of Paul B. Baltes? | 1) Development is lifelong. 2) Development is multidimensional. 3) Development is multidirectional. |
| What are principals 4-7 of the life-span developmental approach of Paul B. Baltes? | 4) Relative influences of biology and culture shift over the life span. 5) Development involves changing resource allocations. 6) Development shows plasticity. 7) Development is influenced by the historical and cultural context. |
| Explain the concept of this life-span developmental approach by Paul B. Baltes: Development is lifelong. | a lifelong process of change, affected by what happened before and what is to come |
| Explain the concept of this life-span developmental approach by Paul B. Baltes: Development is multidimensional. | occurs in multiple interacting dimensions of biological, psychological and social |
| Explain the concept of this life-span developmental approach by Paul B. Baltes: Development is multidirectional. | as people gain in one area they may lose in another |
| Explain the concept of this life-span developmental approach by Paul B. Baltes: Relative influences of biology and culture shift over the life span. | development is influenced by biology and culture but the balance changes |
| Explain the concept of this life-span developmental approach by Paul B. Baltes: Development involves changing resource allocations. | resources can be used for 1) growth, 2) maintenance or recovery, 3) dealing with loss but they have to be balanced between the three. |
| Explain the concept of this life-span developmental approach by Paul B. Baltes: Development shows plasticity. | many abilities can be improved with training and practice (like memory, strength and endurance) |
| Explain the concept of this life-span developmental approach by Paul B. Baltes: Development is influenced by the historical and cultural context. | each person develops within circumstances defined by maturation, time and place |
| What is human development? | scientific study of processes of change and stability |
| How has the study of human development evolved? | by making use of advanced technologies |
| When did lifespan development become a field of study? | when researchers became interested in following development through adulthood |
| What does the study of human development seek to do? | describe, explain, predict, and sometimes intervene in development |
| What do developmental scientists study? | change and stability in all domains of development throughout the life span |
| What are the domains of development? Do they affect each other? | physical, cognitive, psychosocial, yes |
| What is the concept of the periods of development? | a social construction, something people created |
| What 8 periods are the lifespan divided into? | prenatal, infancy and toddlerhood, early childhood, middle childhood, adolescence, emerging and young adulthood, middle adulthood, late adulthood |
| What 2 influences make one person different from another? | heredity and environment |
| Many typical changes during childhood are related to _. | maturation |
| Individual differences tend to (increase or decrease) with age. | increase |
| Socioeconomic status affects what? | developmental processes and outcomes |
| What 5 factors affect the socioeconomic status? | quality of home environment, quality of neighborhood environment, nutrition, medical care, schooling |
| Is race a social construction? | yes |
| What can cause environmental influences? | culture, race/ethnicity and historical context |
| Are environmental influences normative or nonnormative? | both |
| When are critical or sensitive periods seen? | in certain kinds of early development |
| What are principals 1-3 of the life-span developmental approach of Paul B. Baltes? | 1) Development is lifelong. 2) Development is multidimensional. 3) Development is multidirectional. |
| What are principals 4-7 of the life-span developmental approach of Paul B. Baltes? | 4) Relative influences of biology and culture shift over the life span. 5) Development involves changing resource allocations. 6) Development shows plasticity. 7) Development is influenced by the historical and cultural context. |
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