HDFS 129 Exam 1 PDF

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all of the notes from HDFS 129 Introduction to Human Development and Family Studies for the first exam...

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 Human Development and Family Studies o Interdisciplinary  Psychology, sociology, kinesiology, nutrition, anthropology, and biology o Tasked with uncovering the similarities and differences between individuals as

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they develop across a lifespan  Context: families, friends, schools, communities  Patterns Each of us develops like ALL other individuals Each of us develops like SOME other individuals Each of us develops like NO other individuals Nature vs. Nurture o How does our biology and our environment affect development?  The Jim Twins  Separated at birth, not reunited until 39 years’ old o So many similarities with habits and hobbies such as

smoking or wood working  Development is a Life Long Process o Every stage involves particular tasks o Viewed in the context of the entire life span  Multidirectionality o Development can take many directions o Differences get bigger as we get older  Plasticity o Degree to which characteristics can or cannot change in lifespan o Varies greatly between individuals depending on opportunity and personality  Historical Context/ Chronological Time o Development must be viewed during time lived o Affected by events in lives like:  Societal movements  War  Technology o Matters how old you are when something happens  Contextualism o Studied in various present day contexts o Family, siblings, peers, community, social economic status o Reciprocal Influence: 

Development is an ongoing interaction between a changing individual in a changing environment

 Multidimensionality o Many intra- individual factors affect development  Biological, cognitive, physical, social, emotional o Mind Body Connection  Developmental Age Classifications o Infancy/ Toddlerhood: birth- 2 years o Early Childhood: 2-6 years o Middle/ Late Childhood: 6-11 Years o Adolescence: 11-18 years o Emerging Adulthood: 18- mid 20s o Young Adulthood: Mid 20s- 40 years o Middle Adulthood: 40-65 years o Late Adulthood: 65 years+  Nature Includes o Temperament o o o o o o

IQ Race Height Weight Reflexes Basic needs

 Nurture o Prenatal Conditions  Example: is mother giving good prenatal care like vitamins and minimal stress o Parenting, child- rearing o Life experiences:  Opportunities given and missed contribute o Nutrition  Kids pick up on mother’s body image by age 4  If mother thinks she’s fat, kid will notice o Medical care  Different kinds of care  If parents take kids when needed o School, community, neighborhoods, culture contribute  Twin Video o Prenatally Eric got more nutrients than Corey

 Result: Corey born smaller o Corey’s IQ lower so parents stimulated it o Corey IQ caught up, Eric stayed same  Eric had already reached full potential  Traits with a Substantial Genetic Predisposition o Intelligence o Verbal Ability o Vocational Interest (Career) o Scholastic Achievement (grades, degree earned)  How well you do in school (hard work) o Memory o Extrovert/ Introvert o Neuroticism o Openness o Conscientiousness (Embrace New Things)  Do you get things done when you say you will? o Agreeableness  Disorders with a Substantial Genetic Predisposition o The environment modifies or enhances traits to which we are predisposed o Depression o Anxiety o Alzheimer’s o Schizophrenia o Autism o Alcoholism  Stability vs. Change o Is personality stable? o To what extent do early experiences set the life path? o How well can we predict later development from early development? o How easy or hard is it to change when we get older?  Reciprocal Influence o Each individual influences and IS influenced by other individual’s in his or her environment o When researchers say traits are heritable that means genes account for 30-60% of the variation that you see in a trait  Leaves substantial amount of variation to environment and experiences (40-70%)

 Susceptibility does not equal inevitability  Scientific Investigation’s Goals: o Description o Explanation o Optimization  Description o Describing what goes on o Average trends  Examples:  Newborns typically are 7 pounds  Infants fall into attachment categories: how safe they feel with their mothers  Adults lose weight as they age  Explanation o Why do we develop the way we do?  Newborns typically bigger/ smaller than average can have more problems  Attachment categories result from parenting  Quality of attachment from responsiveness of mom  Adults lose muscle as they age because they lose muscle tone  Optimization o How can we help people develop in a positive direction? 

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How can we stimulate growth in premature infants?  Massage, kangaroo care  Teach parents what it means to be sensitive  Pick up baby when they cry  Help older adults stay active Science is not defined by WHAT it studies, but by HOW it conducts investigation Cycle of Science o Observations  Theories  Hypothesis  Systematic Observation  Support/ Modify Theory o Repeat o Theory is based on observations Theory o Set of assumptions that attempt to describe, predict, or explain a phenomenon o A coherent set of ideas Hypothesis o A proposed outcome for a phenomenon o Can be tested to determine accuracy of theory

 Correlational Research (Quantitative) o Result is a correlation coefficient that ranges from value -1 to +1 o Goal: describe STRENGTH and DIRECTION of the relationship between two variables o Direction is from -1 to +1  Example: Is there a relationship between attendance and grade earned?  Strength (Number) o -.2 to +.2 (Weak)

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o -.4 to +.4 (Moderate) o -.9 to +.9 (Strong) o When it reaches moderate strength it begins interest on if it is correlated Direction (Sign) o Positive: variables move in same direction  Example: +.64 class attendance+ grade  More you come, higher grade you receive o Negative: variables move in opposite directions  Example: -.64 alcohol+ grades  More alcohol consumed, lower grades received Correlational Research o We can predict one variable from the other o CORRELATION DOES NOT EQUAL CAUSATION  There may be a third confounding variable driving correlation Measurement Instruments o Instruments used to measure variables may also have an effect on results of a study  How you measure something  Question: Is there a relationship between level of intimacy in friendships and gender of individual?  2 Concepts: gender and intimacy  Must define intimacy and gender o How we choose to define concepts affects outcome 

o Some people may have a different definition Are we really measuring intimacy? o Depends on definition given

o Is it really gender or effects of gender socialization?  Operationalizing Concepts o Provide a clear definition of concept OR

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o Designate a particular measurement instrument, test, questionnaire, etc. to measure the concept Developmental Designs o The relationship between age of subjects and another variable Cross- Sectional Design o Individuals of different ages compared on a particular variable at one point in time o Demonstrates AGE DIFFERENCES  Example: Do people of different ages use technology? o Advantages  Quick  Cheap o Disadvantages  Cohort effects  Result may be due to generation not development difference Longitudinal Design o Same individual over extended period of time o Demonstrates AGE CHANGES  Example: do people use technology differently as they age? o Advantages  Truly studying developmental change o Disadvantages  Expensive  Time Consuming  Attrition  Risk of losing participants  Only studying one cohort  Cohort Effects: cannot generalize results to another cohort Psychoanalytic Theory of Freud o Development directed by interaction of nature (drives/ instincts) and nurture (early experiences) o 3 Structures in Formation of Personality  Id  Superego  Ego

 Id o Present at birth o Basic instinct to seek pleasure and avoid pain

o I like to feel good and I don’t like to feel bad o Need to express yourself  Superego o Begins in infancy (3-6 years) o Modifies and evolves through life o Constraints placed upon infant/ child by parents and society o RULES  Ego o Begins in infancy o Ways in which we cope with our instinctual drives (Id) and the demands made by parents and society (superego) o Reflected in our decisions and behavior o BEHAVIOR  Internal Conflict o Anxiety or mental tension that results from the struggle between biological demands/ drives and societal expectations  Example:  Id: need to be loved and protected  Superego: neglected or abused by parents  Ego: develop a coping mechanism to handle rejection  3 Structures of the Mind (Freud) o Conscious Mind o Preconscious Mind o Unconscious Mind  Conscious Mind o That which we are aware of o What’s going on in the moment o Dominated by immediate activity or experience  Preconscious Mind o Stored information that can brought to mind o Will or environment triggers a memory o Knowledge and memories o Everything we have experienced is stored somewhere in our minds  Unconscious Mind o That which is kept from our awareness o Memory or experience that was too threatening and becomes repressed o Primal drives that must stay in check

o Implicit memories formed in infancy and early childhood  Implicit Memories o No conscious awareness o Drive our present behavior o Amygdala (Emotional Brain)  Develops before our prefrontal cortex (thinking brain)  Babies overreact to new things if amygdala gets beefed up due to high levels of stress (neglect, abuse, marital problems)  Development is EXPERIENCE dependent o Way which we think about how to relate to people emotionally is driven by how our amygdala develops o “Known without being thought”  Goal of Psychoanalytic Therapy o To bring repressed material from unconscious mind to the conscious mind  Behavioral Theories (Skinner and Bandura) o Personality is shaped by our early experiences which involved learning from those around us o Believed ALL nurture NO nature o Positive reinforcement and negative reinforcement  Positive  Rewarded for good behavior  Example: child gets good grade on test, rewarded with treat  Negative  Removal of aversive event when desired behavior occurs  Example: screams at child until child finally cleans room, stops screaming.  Modeling o Learning how to behave by watching others o How parent behaves more important than what they say to child o Actions speak louder than words  Erik Erikson’s Theory of Psychosocial Development o Psychosocial  Our psyche interacts with social forces to form our personality o Particular aspect of one’s personality will emerge because the NATURE of the person and the NURTURE of the environment interact in a certain way o Psychosocial Crisis  Unique problem we are confronted with during a specific period of life  We will resolve the crisis either positively or negatively

 Once a resolution is reached, it becomes a part of our personality  We develop particular orientation about life  Erikson’s Stages of Psychosocial Crises o Stage 1: Trust vs. Mistrust  Birth to 18 months  Can I trust?  Are caregivers here? Do I have what I need?  Trust: warm, responsive, consistent caregiving  Mistrust: unresponsive, harsh, neglectful  Parents can be both  Depends which is more consistent o Stage 2: Autonomy vs. Shame and Doubt  18 months- 3 years  Can I do it?  Exploration and independence  Can walk, climb, and independently explore  Autonomy: patience, encouragement  Shame/ Doubt: Belittling, discouraging  Example: child tries to pour milk on own, spills all over floor  Autonomy: parent should say “aw you tried to pour milk” to help child to learn and encourage  Shame/Doubt: “look at the mess you’ve made” is belittling to child o Stage 3: Initiative vs. Guilt  4-5 years  WHAT can I do?  Curiosity, free play (work of childhood)  Learn most when fail  Initiative: allow child to try, encourage, guide  Guilt: not allowing child to try, scolding  Example: child zipping up their own coat o Initiative: allow them to try and guide them o Guilt: zipping coat for them, saying “we are going to be late now” o Stage 4: Industry vs. Inferiority  6-10 years  Industrious: Problem solver, capacity to work  Can I keep trying?  If a goal in mind, do you preserve until reached?

 Teachers play a BIG role o Stage 5: Identity vs. Role Confusion  Who am I?  11-22 years  Family, friends, peers, teachers, coaches help to find who you are and shape you  Where do I fit in?  What do I want to do?  Spirituality? Sexuality?  Answering these questions for yourself leads to knowing who you are (FUNDAMENTAL LEVEL) o Stage 6: Intimacy vs. Isolation  22-35 years  How do I love?  How to I want to be loved?  What do relationships mean to me?  Romantic and friendships included  Commitment o Stage 7: Generous vs. Self Absorption  35-65 Years  What am I doing with my life?  Giving back  What am I contributing?  Achievements in life  Self Absorption: Only concerned about own needs o Stage 8: Integrity vs. Despair  65-85 years  How have I lived my life?  Reflection period  Finding meaning of life  Transcendence (recognizing this was life)  Ready to die  Characteristics of Psychosocial Crises o Attention placed on particular tasks  Task is at the forefront but also thinking about other stages o Way which we resolve problems affects subsequent stages  If feel world is safe (trust), world is safe to explore (autonomy) o Resolution NOT all or nothing matter  No one is completely trusting

o Crisis NOT a time of disaster o Resolution can be challenged at any time for better or worse later in development  If boyfriend cheats on you, may lose trust o Resolution at each stage leaves us with qualities for personality  Vygotsky o Cognition is based on:  Relationships  Social Interaction o Zone of Proximal Development  Child on their own can learn a degree of knowledge, but that expands with a teacher o Ways We Learn  Cooperative Learning  Idea of students teaching each other working towards a common goal  Assisted Discovery  Learning style where teacher sets curriculum and tailor to zones of proximal development  Bronfenbrenner o Ecosystems  Microsystem: family setting, classroom, peer group  DAIRLY LIFE  Mesosystem: family to school  CONNECTIONS BETWEEN MICROSYSTEMS  Exosystem: parent’s workplace  NOT DAILY LIFE  Macrosystem: rules and values within a child’s culture  Chronosystem: child develops and things change so systems change...