Introduction to Human Development 1250 Final Study Guide PDF

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A final study guide with answers for HOD1250 Nancy Nolan. Includes Unit 1, Unit 2, Unit 3, Lectures, Powerpoints, and externally assigned videos. Received a 99.2% on the exam after using this study guide....

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Implicit biasUnit #1 Study Guide: Reading 2: Introduction to Applied Human Development Be familiar with these patterns and features of development a. continuous vs. discontinuous Continuous: changes in quantity (starfish infants and adult starfish look and act the same) Discontinuous: changes in quality (tadpoles do not look like frogs) b. individual differences Individual Differences: different household, cultural, parental, etc. differences each individual may have during their development. (page 30) c. diversity Diversity: The natural state of human beings to be diverse and share common patterns of development at the same time (page 30) ○ Sources of diversity include race, gender, ethnicity, socioeconomic status, and sexuality Defining race can also be very difficult as there can be more genetic variation within races than between racial groups ○ Most simply defined as a grouping of people on the basis of a difference in appearance, usually skin color. d. plasticity Plasticity: referring to the ability of individuals to change. (page 29) ○ Development is not set or rigid, it is flexible ○ Different changes in circumstance can/will change development e. nature-nurture (comes up a lot around discussions of b-d) The power of one’s genetic composition and its effect vs the power of the environment upon the individual 2. Periods of development, note: you should know them all and the age ranges, but we will primarily focus on adolescence – late adulthood in this course. (page 15) Prenatal Development: the period from conception to birth Infancy: the period from birth to the end of the first two years Early Childhood: the period from the end of the first two years up to and including age 6 years Middle childhood: the period from 7 years up to 12 years Adolescence: the period from the beginning of puberty (around 13 years) up to age 18 years Emerging adulthood: the period from 18 years up to age 29 years Middle adulthood: the period from 30 years to 65 years Late adulthood: the period from 65 years to death 3. Three areas of development studied: What are they called and what does each include? What is the example of this found in the Libertus, Joh and Work Needham article? (page 15-16) Biophysical: how our biological and physical development influences our psychological development ○ How the growth of our brain affects our ability to understand the world around us or how hormones affect our behavior Cognitive: how our thinking develops

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How we perceive the world around us and how we understand different concepts, ideas, themes and more Socioemotional: how emotions and relationships develop and how they affect our development ○ How parenting behaviors develop or how self-esteem develops over time 4. What is a theory? Why is understanding the nature and origins of a theory important to the study of developmental psychology? (page 17) A theory is a question that can be tested. Such a question can then be used as a prediction about behavior in order to test it. ○ In order to do so, one must find possible answers to the question to then put them into a testable statement. Understanding the origins of a theory is important to the study of developmental psychology as the scientific method of generating questions, testing such questions, and forming conclusions is the most concrete way of learning about and creating data for developmental psychology.

5. You are not responsible for every theory mentioned in this chapter, but for the ones listed below you should be able to answer these questions: a.  Which domain or domains does each seem to focus on most? Note: most relate to more than one domain. ● Cognitive: Cognitive ● Behavioral: Cognitive, Socioemotional ● Social Cognitive: Cognitive, Socioemotional ● Humanistic: Cognitive, Socioemotional, Biophysical ● Psychoanalytical: Biophysical, Cognitive, Socioemotional ● Biopsychological: Biophysical b. How does this theory help us to understand development? (Many of these are not stage theories; how do the non-stage theories such as Bronfenbrenner’s enhance our understanding of human development?) Such theories allow us to understand how different groups within our lives affect one another and how those interactions affect us. How our microsystem (relationships a person takes a part of), mesosystem  (interactions of microsystems. Ex: my parents talking to my girlfriend), exosystem (systems of institutions that influence me. Ex: school, church), macrosystem (broader political and cultural systems), and chronosystem ( two aspects of time: first my own personal timeline or history, and second, the historical time period in which you grow up. Ex: the 2000’s trends impacted me) all interact, we are being impacted on our physical growth, personality, cognitive, and emotional abilities. c. List and describe signature terms/concepts associated with this theory. · Cognitive: (page 17) o Piaget: theorized that what develops are schemas or organized ways of looking at the world. These schemas develop through our interactions with other people and the environment. - A stage theorized that believed in different time periods of development o Information-Processing Theory: tries to understand how information is taken in, stored, and used.

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o Vygotsky (Note: Vygotsky’s theory also has features related to the Bioecological approach; (Try drawing that overlap in a concept map.): suggested that our thinking develops as part of our social, cultural, and historical context

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· Behavioral: focus on how behavior is shaped or conditioned (page 18) Classical conditioning (Ivan Pavlov (Pavlov’s Dogs) and John Watson (Little Albert)): How different stimulus can trigger a response for an action over constant repetition. (Dogs salivate to the bell and Little Albert cries to the mouse and other furry objects. Operant Conditioning (Skinner): How a certain behavior is either given a reward (reinforcement) or a punishment to either positively reinforce the behavior or stop it. Behaviorists approach to developmental psychology would ask what the associations are that lead to a particular behavior · Humanistic: focuses on the good of human beings and our needs and potential to grow and develop in positive ways (page 21) o Maslow: identified 5 different types of needs that people have and ordered these needs in a hierarchy. From the bottom to the top: physiological needs (food and drink), Safety needs (shelter and security), Love/Belonging (the need to feel loved), Esteem (self-esteem, confidence, achievement, respect), and Self Actualization (morality, creativity, problem solving, need to fulfill one’s potential. o Rogers: believed that the main motive of human beings is to fulfill their potential or to strive for self-actualization ·

Psychoanalytic: (page 22) o Freud: believed that our development is largely driven by attempts to meet our unconscious desires throughout our life span - Psychosexual needs must be satisfied and this is what shapes our development o Erikson: focused on psychosocial needs of human beings. Namely, the need to complete different developmental tasks in the context of our culture and society. Ex: Babies need to learn how to trust other people early in life.

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· Biopsychological: Important note: Biopsychological is both  the name of one of the three domains and the name of this developmental theory. central premises of Biopsychosocial theory – how do you think you could apply this theory to understanding human development? (page 23) Our interactions with our peers, family, and our environment shapes us and our beliefs about life. · Bioecological: Bronfenbrenner’s central premises (Feel free to draw this.) (page 26)

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6. Research Processes and Best Practices Related to Conducting Research - Be familiar with the below terms. (page 34) a. Hypothesis (forming research question): a question that can be tested with different experimental procedures b. Operationalization: defining the elements of our hypothesis in clear ways so that it can be testable with other individuals. c. Importance  of sharing results (dissemination): sharing results allows your peers and others to critique, retest, and further develop the experiments and theories that you form. This allows for the field to improve and evolve. d.  Experiments and Causation vs. correlation: experiments using independent and dependent variables are what allows a scientist to find causation. Correlation is not causation. Correlation is a statistic that tells us the extent to which a change in one variable is accompanied by a change in another variable. e. Surveys: involves gathering information from a large group of people. This finds correlation and not causation. f. Observation: Observational studies allows an individual to observe individuals in their natural environment without the interference from a researcher. Also only establishes correlation. g. Longitudinal  studies: Studying one individual over long periods of time. From 25 years of age to the same group when they are 45 and etc. h. Cross-sectional studies: Groups of people of different ages, ethnicities, etc. are studied at one age point, then a next age point, etc. 7. Ethical Considerations in Research (page 42) Nonmaleficence: FIRST DO NO HARM. Do not harm the participant in any way (both mentally and physically) Informed consent: participants must be asked for their consent for the research to take part in the research. Confidentiality: identity of participants should be kept confidential Purposes of research: intended use of the research must be for good use. Representation concerns: participants must be diverse

Study Guide: Reading 3: Introduction to Applied Human Development: Libertus, Joh & Work Needham In preparation for writing your first Analytical Working Paper… ● Read through this study twice. First skim to get the basic idea of the article, then read again noticing the sections and how you will use each one to answer the AWP prompts. ● Paraphrase the hypothesis of this study. ● Write a draft of part 1 of the AWP, then go through it sentence by sentence and toss out everything that’s not absolutely essential to your reader’s understanding of your response. This is a good way to practice for limiting your AWP to two pages.

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Study Guide: Reading 4: Applied Human Development Cognition in Middle Adulthood: (page 60) 1. Describe typical patterns of cognitive development during middle adulthood. Remember, development is multidirectional; and the text provides examples of positive, negative, and lateral patterns of development. ● Positive: postformal thought and expertise ● Negative: fluid intelligence is decreased ● Lateral: Postformal thought in a sense that it is an accumulation of different ideas and not a separate stage 2. Do the gains associated with postformal thought constitute a distinctive stage? Summarize both sides of the argument in a sentence each. ● Not a stage: Postformal thought is not a new way of thinking that develops but rather existing skills are combined and used in more effective ways ● It is a stage: There is a qualitative change in the type of thinking involved. The difference between an expert and a novice can be seen with qualitative change. 3. What patterns of thought/skills characterize postformal thought? Involves features such as being able to reconcile and choose between different perspectives, being able to define problems,understanding that problems can have multiple solutions and multiple causes, and understanding contradictions. 1. Being able to look at issues from different points of view sometimes simultaneously 2. Being able to define a problem in order to solve it 3. Deciding which aspects of the problem to focus on 4. Understanding that a problem can have multiple solutions and that there may also be many methods to achieve a solution 5. Realizing that phenomena can have multiple causes 6. Being pragmatic; being able to judge situations in a practical way 7. Understanding that contradictions are a part of reality 4. ● ● ● ●

What are crystallized skills? Knowledge, experience, and skill. Vocabulary increases with age Semantic memory Skills that come from experience- ongoing, engaged experience in areas of interest and expertise ○ Adults have built a network of knowledge in their area of expertise 5. What are fluid skills? ● Processes involved in information processing ● Speed of processing, reaction time, working memory, inhibitory control (Ability to block out irrelevant information while dealing with relevant information)

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Personality Development in Middle Adulthood 1. Summarize the characteristics of Holland’s six personality types. 1. Which three would you see as being your most prominent right now? 2. If you were tasked with identifying a seventh type, what would it be and why? 3. What are a strength and a criticism of Holland’s model of personality types associated with career choice? ● Holland identified his six personality types that affect occupation choice. The more your personality fits the work environment, congruency, the more satisfied one will be. Does not account for other reasons why someone may end up w a job such as educational level, family circumstances. ● The six types of personality: ○ Realistic: values material rewards for tangible results. Sees oneself as reserved and conservative. May be viewed as frank ■ Manual or mechanical activities ○ Investigative: Likes intellectual problems and challenges. Sees self as analytical and intellectual ■ Investigating and exploring natural and social phenomena ○ Artistic: Likes creative expression of emotions and ideas. Open to different experiences, intellectual and creative. Can be viewed to be disorganized or disorderly. ■ Musical, artistic, and other creative activities ○ Social: Values social service. Sees self as empathetic to others. Seen by others to be helpful and nurturing ■ Helping, teaching, counseling professions ○ Enterprising: Values material accomplishment and social status. Sees self as having persuasive abilities. Tends to be seen by others as energetic and outgoing. ■ Persuading, selling, or influencing others ○ Conventional: Likes structure and values material and financial accomplishment. Sees self to have technical skills. Seen by others to be conforming and careful ■ Activities that involve establishing order and routines 2. How are the Big Five personality traits in the five factor model (see Widiger & Costa 2012) different from Holland’s six personality types? (What does each model attempt to capture?) ● Big Five Personality Traits: personality- refers to characteristic ways in which individuals think, feel, and behave ○ Conscientiousness: hardworking and diligent ■ Organized, dependable, self-disciplined, efficient, and thoughtful ○ Agreeableness: likability ■ Honest, generous, empathetic, sympathetic, trusting, cooperative, and modest ○ Neuroticism: related to levels of anxiety ■ Worrisome, brooding, resentful, pessimistic, self-conscious, self indulgent, vulnerable ○ Openness: related to openness to ideas

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Imaginative, self-aware, expressive, unconventional, interested in the arts, creative, flexible ○ Extraversion: related to being outgoing and positive ■ Affectionate, sociable, outgoing, assertive, energetic, adventurous, high-spirited, joyful Differences between the Big Five and Holland’s six personality types: ○ The Big Five: tries to find the basic tendencies individuals react to the world around us. ○ Holland’s six personality types: relates to one’s congruence in individual personality preferences and their work environments

3. In two or three sentences, describe the current thinking on the stability of adult personality traits. (How does the phenomenon termed characteristic adaptation play into this?) ● Adult personality traits are currently viewed to be, in most instances, dependent on the experiences one goes through. Characteristic adaptations are the changes that we make to our temperament- predispositions to respond to the world given at birth- to create our own life story. 4. An alternative to the traits theories of personality development in middle adulthood is focusing on personal concerns. Erikson’s stage theory of adult development is a good example of a personal concerns model. Be familiar with the tasks Erikson associates with each age range. ● Erikson’s stage Theory of adult development ○ Age 0-1: Trust vs. Mistrust ○ Age 1-2: Autonomy vs SHame/Doubt ○ Age 3-5: Initiative vs. Guilt ○ Age 5-12: Industry vs. Inferiority ○ Age 12-18: Identity vs. Role Confusion ○ Emerging Adulthood: Intimacy vs. Isolation ○ Middle Adulthood: Generativity vs. Stagnation ○ Late Adulthood: Ego Integrity vs. Despair 5. Describe how Marcia’s “M A M A” cycle builds on Erikson’s theory. ● Moratorium-Achievement-Moratorium-Achievement Cycle ● Moratorium is when adults consider who they are ○ Prompted by life events that are expected, such as the death of a parent or the birth of a child ○ Or by unexpected events, such as losing a job or getting a divorce ● Marcia’s MAMA cycle builds Erikson's theory by giving an explanation to why individuals in middle adulthood are more able to be more coherent and integrated than earlier in life. Study Guide Reading 5: Generativity: McAdams & Guo 1. How did Erik Erikson define generativity? ● Generativity: involves showing an interest and concern for the well-being of future generations. 2. How did Erikson define stagnation? ● Stagnation: involves feeling that one is not producing or being generative and is not having the impact on others that one would like. ○ Can also be seen in a preoccupation with oneself rather than an interest in others

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3. Now think about how McAdams and Guo (and the researchers they reference in this article) expanded on Erikson’s ideas about midlife development and the concept of generativity. ● McAdams and Guo were trying to find whether or not individuals with high generative scores are significantly more likely than their less-generative counterparts to construe their lives as variations on a prototypical redemption narrative. 4. What is a narrative? ● A narrative is one’s life story through which we try to make sense of and derive meaning in our lives. 5. What are the 5 components of the redemptive self narrative identified by McAdams & Guo? Five themes of the redemptive self 1. Early advantage a. The protagonist is singled out for positive distinction 2. Sensitivity to suffering a. The protagonist is moved by the suffering of other people or by oppression, inequality, or some other social ill 3. Moral steadfastness a. A strong moral framework guides the protagonist’s actions 4. Redemption Sequences a. Negative events turn positive 5. Prosocial Goals a. The protagonist expressly aims to improve the lives of other people or society more generally Study Guide: Reading 6: Applied Human Development Physical Changes in Late Adulthood 1. How does functional age differ from chronological age ● Functional age: how abilities and competencies change with age ● Chronological age is an imprecise marker of aging 2. Why is thinking preventatively more important during this period of development? 1. How are sensory changes in aging related to the increase in risk of various injuries in aging? As the senses of individuals dull as age increases, the actions that one is able to take and is physically able to do exponentially decreases. For example, as an older individual slowly begins to have declines in their sense of touch, they are more likely to fall. As hearing declines, older adults are unable to hear different sounds or alerts that may signal an emergency. 2. How might secondary aging affect these risks? Secondary aging will highly increase risks and chance...