front 1 Define development | back 1 the pattern of movement or change that begins at conception and continues through the human life span. |
front 2 Why should we study development? | back 2
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front 3 What do developmentalists study? | back 3 all kinds of people (young, rich, poor, old, etc) to try to identifiy universalities (beyond birth and death) and differences (beyond unique genetics) |
front 4 Describe development according to lifespan persepctive? | back 4
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front 5 Briefly describe Lifelong in the life-span perspective? | back 5 development is lifelong no age period dominates development studies |
front 6 Briefly describe mutidimensional in the life-span perspective? | back 6 no matter what the age, your mind, body, emotions, and relationships are changing and affecting each other. Development has biological, cognitive, and socioemotional dimensions. |
front 7 Define Biological processes | back 7 change in a person's physical nature |
front 8 Define Cognitive processes | back 8 changes in a person's thought, intelligence, and language |
front 9 Define Socioemotional processes | back 9 changes in a person's relationships with other people, emotions, personality |
front 10 Briefly describe Multidirectional in life span perspective | back 10 Change occurs in every direction, not always a straight line. Throughout life we experience gains and losses |
front 11 Briefly describe Multidisciplinary in life span perspective | back 11 The study of lifespan overlaps many fields, including biology, psychology, religion, anthropology, etc |
front 12 Briefly describe Multicontextual in life span perspective | back 12 Human lives are embedded in many contexts including historical conditions (people born at the same time experiencing the same historical events), economic constraints, family patterns, when you were born |
front 13 what are the 3 Influences of Context | back 13
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front 14 define normative age graded influence | back 14 influences that are similar for individuals in a particular age group |
front 15 Define normative history graded influences | back 15 influences that are common to people of a particular generation because of a particular historical circumstances |
front 16 define nonnormative or highly individualized life events | back 16 unusual occurrences that have a major impact on an individual's life |
front 17 briefly describe plastic in the life span perspective | back 17 the capacity for change. Every individual and every trait within each individual can be altered at any point in the life span. However, possible, we posses less capacity for change as we grow older. |
front 18 briefly describe the involvement of growth,maintenance, and regulation in the life span perspective | back 18 Development is a co-construction of biological, cultural, and individual factors working together. For example, the brain shapes culture, but it is also shaped by culture and the experiences that individuals have or pursue |
front 19 briefly describe construction through biological, sociocultural, and individual factors working together in the life span persepctive | back 19 these are co constructors of development. As individuals, we can actively choose things from the environment that optimize our lives |
front 20 what are some contemporary concerns in the study of human development | back 20
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front 21 define culture | back 21 encompasses the behavior patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation |
front 22 define ethnic group | back 22 people whose ancestors were born in the same region and often share a language, culture and religion |
front 23 define race | back 23 a group of people regarded as genetically distinct from others based on physical appearance |
front 24 what are the four ages of development> | back 24
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front 25 Nature vs Nurture debate | back 25 Nature believes behaviors are innate, hard wired, genetically determined Nurture believes behaviors are learned, flexible, and not genetically determined |
front 26 Stability Change debate | back 26 about whether we become older renditions of our early experience or whether we develop into someone different form who we were at an earlier point in development |
front 27 Continuity - Discontinuity issue | back 27 debate about the extent to which development evolves gradual cumulative changes or distinct stages |
front 28 Briefly describe Urie Bronfenbrenner's Ecological Theory | back 28 Development reflects the influence of several environmental systems
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