Lifespan Development Psychology
Lifespan Development - Psychology
🇬🇧
In Inglés
In Inglés
Practique preguntas conocidas
Manténgase al día con sus preguntas pendientes
Completa 5 preguntas para habilitar la práctica
Exámenes
Examen: pon a prueba tus habilidades
Pon a prueba tus habilidades en el modo de examen
Aprenda nuevas preguntas
Modos dinámicos
InteligenteMezcla inteligente de todos los modos
PersonalizadoUtilice la configuración para ponderar los modos dinámicos
Modo manual [beta]
El propietario del curso no ha habilitado el modo manual
Modos específicos
Aprende con fichas
elección múltipleModo de elección múltiple
Expresión oralResponde con voz
EscrituraModo de solo escritura
Lifespan Development Psychology - Marcador
Lifespan Development Psychology - Detalles
Niveles:
Preguntas:
131 preguntas
| 🇬🇧 | 🇬🇧 |
| 5000 years | How long did it take to increase life expectancy from 18 to 41 years of age? |
| Influences that are similar for indiviauls in a particular age group (walking and talking at a certain age) | Normative age-graded influences |
| Influences that are common to people of a particular generation because of historical circumstances (war, pandemic etc) | Normative history-graded influences |
| Unusual occurrences that have a major impact on an individuals life (Rape, abuse, car accident etc) | Nonnormative life events |
| Refers to the group of people with similar occupational, educational, and economic characteristics | Socioeconomic status (SES) |
| Characteristic: Good intellectual functioning. Appealing, sociablie, easygoing disposition. Self-confidence, high self-esteem. Talents. Faith | Source: Individual |
| Characteristic: Bonds to caring adults outside the family. Connection to positive organisations. Attending effective schools. | Source: Extrafamilial Context |
| Explores links between development, cognitive processes, and the brain | Developmental Cognitive Neuroscience |
| Exmaines connections between socioemotional processes, development and the brain | Developmental Social Neuroscience |
| Conception to Birth | Prenatal Period |
| Birth to 18-24 months | Infancy |
| 3-5 Years | Early Childhood |
| 6 to 10/11 Years | Middle and late Childhood |
| 10-12 to 18-21 years | Adolescence |
| 20s and 30s | Early Adulthood |
| 40s and 50s | Middle Adulthood |
| 60+ | Late Adulthood |
| Childhood and Adolescence | First Age |
| Prime adulthood, ages 20 through 59 | Second Age |
| Approximately 60 to 79 years of age | Third Age |
| Approximately 80+ | Fourth Age |
| K. Warner Shaie (2016) recently described three different developmental patterns that provide a portrait of how aging can involve individual variations | Three developmental Patterns of Aging |
| Debate about whether development is primarily influenced by nature or nurture. Nature refers to an organism's biological inheritance, nurture to its environmental experiences | Nature-Nurture Issue |
| Debate about whether we become older renditions of our early experience or whether we develop into someone different from who we were at an earlier point in development | Stability-Change issue |
| Debate about the extent to which development involves gradual, cumulative change or distinct stages | Continuity-Discontinuity Issue |
| An interrelated, coherent set of ideas that helps to explain phenomena and facilitate predictions | Theory |
| Birth to 1.5 years: Infant's pleasure centres on the mouth | Freud: Oral Stage |
| 1.5 to 3 years: Child's pleasure focuses on the anus | Freud: Anal Stage |
| 3 to 6 years: Child's pleasure focuses on the genitals | Freud: Phallic Stage |
| 6 Years to puberty: Child represses sexual interest and develops social and intellectual skills | Freud: Latency Stage |
| Puberty + : A time of sexual reawakening; source of sexual pleasure becomes someone outside the family | Freud: Genital Stage |
| Trust vs Mistrust | Erikson: Infancy, first year |
| Autonomy Vs Shame & Doubt | Erikson: Infancy 1-3 years |
| Initiative Vs Guilt | Erikson: Early childhood (Preschool, 3-5) |
| Industry Vs Inferiority | Erikson: Middle and late childhood (6 years to puberty) |
| Identity Vs Identity Confusion | Erikson: Adolescence 10-20years |
| Intimacy Vs Isolation | Erkison: Early Adulthood 20s and 30s |
| Generativity Vs Stagnation | Erikson: Middle adulthood 40s and 50s` |
| Integrity Vs Despair | Erikson: Late adulthood |
| Theory stating that children actively construct their understanding of the world and go through four stages of cognitive development | Piaget's Theory |
| A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development | Vgotsky's Theory |
| The child can now reason logically about conrete events and classify objects into different sets | Piaget: Concret Operational Stage |
| The adolescent reasons in more abstract, idealistic, and logical ways | Piaget: Formal Operational Stage |
| The view of psychologists who emphasize the behaviour, environment and cognition as the key factors in development. | Social Cognitive Theory |
| Focuses on five environmental stems: Microsystems, mesosystem, exosystem, macrosystem and chronosystem. | Brofenbrenner's Ecological Theory |
| An orientation that does not follow any one theoretical appropach but rather selects from each theory whatever is considered the best | Eclectic Theoretical Orientation |
| Studies that involve observing behaviour in real-world settings | Naturalistic Observation |
| An indepth look at a single individual | Case Study |
| Studies designed to observe and record behaviour | Descriptive research |
| Research that attempts to determine the strength of the relationship between two or more events or characteristics | Correlational Research |
| A number based on statistical analysis that is used to describe the degree of association between two variables | Correlation coefficient |
| A research strategy in which individuals of different ages are compared at one time | Cross-sectional Approach |
| A research strategy in which the same individuals ate studied over a period of time, usually several years or more | Longitudinal Approach |
| Effects due to a person's time of birth, era, or generation rather than the person's actual age | Cohort Effects |
| First generation to come of age and enter emerging adulthood in the twenty-first century. Two main characteristics: 1) connection to technology 2) ethnic diversity | Millennials - Born 1980+ |
| Described as lacking an identity and savvy loners | Generation X - Born between 1965 - 1980 |
| Label used because this generation represents the spike in the number of babies born after WW2; the largest generation ever to enter late adulthood in the USA | Baby Boomers - Born between 1946 - 1964 |
| Children of the great depression and WW2; described as conformists and civic minded | Silent Generation - Born between 1928-1945 |
| Fast an inexpensive. Can reveal age-related change | Cross Sectional Design ADVANTAGES |
| Reveals nothing about individual change over time as each participant test once. Cohort Effects -> age related change may be due to effect, not simply age | Cross Sectional Design DISADVANTAGES |
| Demonstrate sequence of change. Show individual change or consistency. Avoid Cohort Problem | Longitudinal ADVANTAGES |