1. Developmental Psychology Cassandra Silveira Period 1 Cassandra Silveira Period 1

2. Also know as human development, is the scientific study of progressive psychological changes that occur in human beings as they age. Originally concerned with infants and children, the field has expanded to include adolescence and more recently, adult development, aging, and the entire life span. It ranges topics from motor skills and other psycho-physiological processes, problem solving abilities, conceptual understanding, language acquisition, moral understand, and identity formation. Contains both sides of the nature vs. nurture debate. Also know as human development, is the scientific study of progressive psychological changes that occur in human beings as they age. Originally concerned with infants and children, the field has expanded to include adolescence and more recently, adult development, aging, and the entire life span. It ranges topics from motor skills and other psycho-physiological processes, problem solving abilities, conceptual understanding, language acquisition, moral understand, and identity formation. Contains both sides of the nature vs. nurture debate.

3. A. Life-Span Approach The lifespan perspective on human development has seven basic characteristics. Development is: Life-long ◦ No age period dominates development. Multi-dimensional ◦ Development consists of biological, cognitive, socioemotional, and spiritual dimensions. Multi-directional ◦ Some aspects of development increase, while others decrease. Plastic ◦ Depending on the individual's life conditions, development may take many paths. Historically-embedded ◦ Development is influenced by historical conditions. Multidisciplinary ◦ Psychologists, sociologists, anthropologists, neuroscientists and medical researchers all study human development and share a concern for unlocking the mysteries of development throughout the lifespan. Contextual ◦ The individual continually responds to and acts on contexts, which include a person’s biological makeup, physical environment, social, historical, and cultural contexts The lifespan perspective on human development has seven basic characteristics. Development is: Life-long ◦ No age period dominates development. Multi-dimensional ◦ Development consists of biological, cognitive, socioemotional, and spiritual dimensions. Multi-directional ◦ Some aspects of development increase, while others decrease. Plastic ◦ Depending on the individual's life conditions, development may take many paths. Historically-embedded ◦ Development is influenced by historical conditions. Multidisciplinary ◦ Psychologists, sociologists, anthropologists, neuroscientists and medical researchers all study human development and share a concern for unlocking the mysteries of development throughout the lifespan. Contextual ◦ The individual continually responds to and acts on contexts, which include a person’s biological makeup, physical environment, social, historical, and cultural contexts

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5. B. Research Methods Child Research Methods: When studying older children, especially adolescents, adult measurements of behavior can often be used, but they may need to be simplified to allow children to perform certain tasks. Lifespan Development: Longitudinal study: Researcher observes many individuals born at or around the same time (a cohort) and caries out new observations as members of the cohort age. This method can be used to draw conclusions about which types of development are universal (or normative) and occur in most members of a cohort…. Child Research Methods: When studying older children, especially adolescents, adult measurements of behavior can often be used, but they may need to be simplified to allow children to perform certain tasks. Lifespan Development: Longitudinal study: Researcher observes many individuals born at or around the same time (a cohort) and caries out new observations as members of the cohort age. This method can be used to draw conclusions about which types of development are universal (or normative) and occur in most members of a cohort….

6. ...Researchers may also observe ways in which development varies between individuals and hypothesize about the causes of variation observed in the data. Longitudinal studies often require large amounts of time and funding, making them unfeasible in some situations. Also, because members of a cohort all experience historical events unique to their generation, apparently normative developmental trends may in fact be universal only to their cohort. Cross-Sectional Study: A researcher observes differences between individuals of different ages at the same time. This generally requires less resources than the longitudinal method, and because the individuals come from different cohorts, shared historical events are nor so much of a confounding factor. By the same token, however, cross- sectional research may not the be most effective way to study difference between participants, as these differences ay result not from their different ages but form the exposure to different historical events....Researchers may also observe ways in which development varies between individuals and hypothesize about the causes of variation observed in the data. Longitudinal studies often require large amounts of time and funding, making them unfeasible in some situations. Also, because members of a cohort all experience historical events unique to their generation, apparently normative developmental trends may in fact be universal only to their cohort. Cross-Sectional Study: A researcher observes differences between individuals of different ages at the same time. This generally requires less resources than the longitudinal method, and because the individuals come from different cohorts, shared historical events are nor so much of a confounding factor. By the same token, however, cross- sectional research may not the be most effective way to study difference between participants, as these differences ay result not from their different ages but form the exposure to different historical events.

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8. D. Developmental Theories Stage Theory (Jean Piaget) Social Contextualism (Lev Vygotsky) Social Learning Theory (Albert Bandura) Lesser… Erik Erikson John B. Watson B.F. Skinner Lawrence Kohlberg Robert J. Havighurst B.F. Skinner Stage Theory (Jean Piaget) Social Contextualism (Lev Vygotsky) Social Learning Theory (Albert Bandura) Lesser… Erik Erikson John B. Watson B.F. Skinner Lawrence Kohlberg Robert J. Havighurst B.F. Skinner

9. E. Dimensions of Development 1. Physical 2. Cognitive 3. Social 4. Moral 1. Physical 2. Cognitive 3. Social 4. Moral

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11. F. Sex Roles, Sex Differences