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FRHD1010 review - Summary Human Development W FRHD 1010 FINAL REVIEW
- Course
- Developmental Psychology
- Institution
- University Of Guam
FRHD1010 review - Summary Human Development W FRHD 1010 FINAL REVIEW
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FRHD*1010 Chapter Summary Human Development is the multidisciplinary scientific study of how people change and how they remain the same over time 5 key ideas that guide contemporary study of human developme nt from a lifespan perspective . According to these ideas, development is:1. Multi-directional: overtime characteristics change in every di-
rection, not always linear. Development ’ s thought of a series of gains and losses, predictable growth and unexpected transfor-
mations. 2. Multi-contextual: each person lives a life embedded in many contexts including particular historical period, family system, community, and socioeconomic status (level education, family, social status). 3. Multi-cultural: culture impacts because patterns of behaviour particular to nations and communities is passed from a gene ra-
tion to the next. 4. Multi-disciplinary: lifespan understanding development and its context needs to be examined by many academic fields (ie. p sy-
chology, biology, education, sociology). 5. Plastic: human traits can be shaped, yet maintain a certain durability of identity. Every individual and trait can b e altered at any point. Change is ongoing but gradual. Downloaded by Purity Kimani (puritykimanih@gmail.com)
lOMoARcPSD|11232395 A different way to study human development is to consider t he 3 do-
mains of development that are important at every age, each o f which is affected by the other two : 1. Biosocial or Physical Domain: includes growth and changes in
body size, proportions, appearance and functionings of bod y systems AND the social influences that guide them. Physical de-
velopment includes perceptual and motor skills/capacities and physical health. Genetic, nutritional and health factors af fect growth and change. 2. Cognitive Domain: includes all mental processes a person uses
to gain knowledge or thing about their environment. Inclu des changes in intellectual attention, memory, academic and eve ry-
day knowledge, problem solving, imagination, creativity and lan-
guage. Encompasses perception, imagination, judgement, mem-
ory and language, as well as education, 3. Psychosocial Domain: includes emotions, temperament and social skills. Changes in emotional communication, self-under -
standing, self-esteem, personality and knowledge about othe rs. Social development refers to an interaction between a person and others who are outside of the individual. including interper-
sonal skills, friendships, intimate relationships, moral reasoning and behaviour. Central to this domain: family, friends, co mmu-
nity, culture and larger society. -Development is not piecemeal, rather it ’ s holistic
*There is no single unified theory of human development* Scientific Method Downloaded by Purity Kimani (puritykimanih@gmail.com)
lOMoARcPSD|11232395 1. Begin with curiosity (Question) 2. Develop a hypothesis 3. T est hypothesis (empirical research) 4. Draw conclusion 5. Report results 6. Replication “ Science without religion is lame; religion without science i s blind” -- Einstein Nature-Nurture Debate (heredity-environment/maturation-learning)
Nature refers to influence of the genes that people inherit. Nurture refers to environmental influences, beginning with healt h and diet of embryo’ s mother and continuing a lifetime, including family, schoo l, society and community. How much of any characteristic, behaviour, or emotion is the re sult of the genes and how much is the result of specific experiences?
-some people believe most traits are inborn, children are good or bad
-some people believe it ’ s nature, crediting or blame parents, drugs, food, circumstances *Nature always affects nurture, and then n urture affects nature* Sudden Infant Death Syndrome (SIDS): seemingly healthy baby, usually between 2 and 6 months old suddenly stops breath ing (crib death/cot death).
~nature and nurture affect the outcome~ Downloaded by Purity Kimani (puritykimanih@gmail.com)
lOMoARcPSD|11232395 Life-Span Perspective: approach to study human development that takes into account all phases of life, not just childhood or adulthood
-ages are rough guide to “ change over time ” -traditional idea-all development advances until about age 18, stead-
ies and then declines -if only certain trait were chartered overtime, it’ d appear, disappear, increase, decrease and zigzag -sometimes discontinuity evident: change can occur rapidly and dra-
matically -sometimes continuity found: growth can be gradual Sensitive Period: Time when a certain type of development is most likely to happen or happens most easily, although it may still happen later with more difficulty (ex. early childhood is sensitive period for lan-
guage learning)
-(multi-contextual) Ecological systems approach: view that in study of human development, person should be considered in all context s and interactions that constitute a life (AKA- bioecological the ory)
-ecology is branch of bio that deals with relation of livi ng things to their
environment and each other Ecological Model Figure 1.3 (page 9 in textbook)
-most obvious (lasting effects) microsystems which are most basic, personal relationships (family, friends, peers)
-exosystems important too because its relationships between peop le and local institutions (ie. school, church, etc) -macrosystems, with broader social setting and influences such as government policies, economic trends and culture values
-mesosytem consists of connections among all other systems
-chronosystem (time system) Cohort: group defined by shared age of its members, who, because they were born around the same time, move together through l ife, ex-
periencing the same historical events and cultural shifts (ages 18-25 are a sensitive period for social values). Downloaded by Purity Kimani (puritykimanih@gmail.com)
lOMoARcPSD|11232395
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