Name: Lifespan Development Psychology
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The pattern of change that begins at conception and continues through the life span. Most development involves growth, although it also includes decline brought on by aging and dying

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Development

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Lifespan Development Psychology - Details

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The pattern of change that begins at conception and continues through the life span. Most development involves growth, although it also includes decline brought on by aging and dying

Development

The perspective that development is lifelong, multidimensional, multidirectional, plastic, multidisciplinary and contextual; involves growth, maintenance and regulation; and is constructed through biological, sociocultural, and individual factors working together

Lifespan Perspective

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

The behaviour patterns, beliefs, and all other products of a group that are passed on from generation to generation

Culture

Comparison of one culture with wone or more other cultures. These provide information about the degree to which development is similar, or universal, across cultures, and the degree to which it is culture-specific.

Cross-cultural studies

A characteristic based on cultural heritage, nationality characteristics, race, religion, and language

Ethnicity

Refers to the group of people with similar occupational, educational, and economic characteristics

Socioeconomic status (SES)

The Characteristics of people as male or female

Gender

Characteristic: Good intellectual functioning. Appealing, sociablie, easygoing disposition. Self-confidence, high self-esteem. Talents. Faith

Source: Individual

Characteristic: Close reltionship to caring parent figure. Authoritative parenting: warmth, structure, high expectation. Socioeconomic advantages. Connections to extended supportive family networks.

Source: Family

Characteristic: Bonds to caring adults outside the family. Connection to positive organisations. Attending effective schools.

Source: Extrafamilial Context

A national governments course of action designed to promote the welfare of it citizens

Social Policy

Produce changes in the individuals physical nature. Genes inherited from parents, the development of the brain height and weight gains, changes in motor skills, nutrition, exercise, the hormonal changes of puberty, and cardiovascular decline are all examples of how this process affects development

Biological Processes

Refers to changes in the individual's thought, intelligence, and language. Watching a colourful mobile swinging above the crib, putting together two-word sentence, memorising a poem, imagining what it would be like to be a move star, and solving a crossword puzzle all involve this process

Cognitive Processes

Involve changes in the individuals relationship with other people, changes in emotions, and change in personality. An infant's smile in response to a parent's touch, a toddler's aggressive attack on a playmate, a school-age child's development of assertiveness, an adolescent's joy at the senior prom, and the affection of an elderly couple all reflect the role of this process in development.

Socioemotional Processess

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

Adolescence

Early Adulthood

Middle Adulthood

Late Adulthood

Life-span developmentalists focus on adult development and aging increasingly describe life-span development in terms of four 'ages'

Four Ages

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

Characterises most individuals, for whom psycholigiucal functioning often peaks in early middle age, remains relatively stable until the late fifties to early sizties, and then shows a modest decline through the early eighties. However, marked decline can occur as individuals near death

Normal Aging

Characterises individuals who show greater than average decline as they age through the adult years. In early old age, they may have mild cognitive impariment, develop Alzheirmer disease later on, or have a chronice disease that impairs their daily functioning.

Pathological Aging

Characterises individuals who positive physical, cognitive, and socioemotional development is maintained longer, declining later in old age than is the case for most people. For too long, only the declines that occure in late adulthood were highlighted, but recently there has been increased interest in the concept of successful aging.

Successful 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 approach that can be used to obtain accurate information. It includes the following step: 1) conceptualise the problem, 2) collect data, 3) draw conclusions and 4) revise research conclusions and theory

Scientific Method

Theory

Specific assumptions and predictions that can be tested to determine their accuracy

Hypotheses

Theories that describe development as primarily unconscious and heavily coloured by emotion. Behaviour is merely a surface characteristic, and the symbolic workings of the mind have to be analysed to understand behaviour. Early experiences with parents are emphasised

Psychoanalytic Theories

Includes 8 stages of human development. Each stage consist of unique developmental tasks that confront individuals with a crisis that must be resolved.

Erikson's 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

Because Fured emphasised sexual motivation, his stages of development are known as psychosexual stages. In his view, if the need for pleasure at any stage is either undergratified or overgratified, an individual may become fixated, or lock in, at that stage of development

Freudian Stages

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

Proposed that individuals go through distinct, universal stages of development. Thus, in terms of the continuity/discontinuity issue, both favour the discontinuity side of the debate.

Erikson's eight Lifespan stages

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 infant constructs an understanding of the world by coordinating sensory experiences with physical actions. An infant progresses from reflexive, instinctual action at birth to the beginning of symvolic thought toward the end of the stage

Piaget: Sensorimotor Stage

The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physcial action

Piaget: Preoperational Stage

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

Contributions of cognitive theories include a positive view of development and an emphasis on the active construction of understanding. Criticisms include skepticism about the pureness of Piaget's stages and too little attention to individual variations

Evaluating Cognitive Theories

The view of psychologists who emphasize the behaviour, environment and cognition as the key factors in development.

Social Cognitive Theory

Illustrates relationships between behaviour, person/cognitive and environment are reciprocal rather than one-way. Person/cognitive refers to cognitive processes and personal characteristics

Bandura's Social Cognitive Model

Contributions of the behavioural and socisl cognitive theories include an emphasis on scientific research and environmental determinants of behaviour. Criticisms include too little emphasis on cognition in Skinner's theory and inadequate attention paid to developmental changes.

Evaluating Behavioural and Social Cognitive Theories

Stresses that behaviour is strongly influenced by biology, is tied to evolution and is characterised by critical or sensitive periods

Ethology

Focuses on five environmental stems: Microsystems, mesosystem, exosystem, macrosystem and chronosystem.

Brofenbrenner's Ecological Theory

Setting in which the individual lives. These contexts include the persons family, peers, school and neighbourhood. It is in this system that the most direct interactions with social agents take place. The individual is not a passive recipient of experience in these settings, but someone who helps to construct the settings

Microsystem

Relations between Microsystems or connections between contexts. Examples are the relation of family experiences to school experiences. For example, children who parents have rejected them may have difficulty developing positive relations with others, such as teachers or peer

Mesosystem

Consists of links between a social setting in which the individual does not have an active role and the individual's immediate context. For exmaple, a husbands or childs experience at ahome may be influenced by a mothers experience at work. The mother might receive a promotion that requires more travel, which might increase conflict with the husband and change patterns of interaction with the child

Exosystem

Involves the culture in which individuals live.

Macrosystem

Consists of the patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances. For example, divorce is one transition. Researchers have found that the negative effects of divorce on children often peak in the first year following the divorce. By two years after the divorce, family interaction has become more stable.

Chronosystem

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

A test with uniform procedures for administration and scoring. Many standaardised tests allow a person's performance to be compared with the performance of other individuals.

Standardised Test

It is almost impossible to conduct research without the participants knowing they are being studied. The lab setting is unnatural and therefore can cause the participants to behave unnaturally. People who are willing to come to a university lab may not accuratelyt represent groups from diverse cultural backgrounds. People who are unfamiliar with university settings and with the idea of 'helping science' may be intimidated by the lab setting

Laboratory Research Drawbacks

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

All participants must know what their research participation will involve and what risks might develop. Even after informed consent is given, participants must retain the right to withdraw from the study at any time and for any reason

Informed Consent

Researchers are responsible for keeping all of the data they gater on individuals completely confidential and, when possible, completely anonymous

Confidentiality

After the study has been completed, participants should be informed of its purpose and the methods that were used. In most cases, the experimenter also can inform participants in a general manner beforehand about the purpose of the research without leading participants to behave in a way they think that the experimenter is expecting

Debriefing

In some circumstances, telling the participants beforehand what the research study is about substantially alters the participants behaviour and invalidates the researchers data. In all cases of deveption, however, the psychologist must ensure that the deveption will not harm the participants and that the participants will be debriefed as soon as possible after the study is completed

Deception

Using an ethnic label such as "African American" or "Latino" is a superficial way that portrays an ethnic group as being more homogeneous than it really is

Ethnic Gloss

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

Lifespan Development Psychology

Lifespan Development - Psychology