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PSYC 203 Introduction to Human Development Lecture Notes

by: Angela Potter

PSYC 203 Introduction to Human Development Lecture Notes PSYC 203

Marketplace > Towson University > Psychlogy > PSYC 203 > PSYC 203 Introduction to Human Development Lecture Notes
Angela Potter
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About this Document

These notes cover the first week of class lecture notes on the Intro to Human Development
Human Development
Kim Shifren
Class Notes




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This 3 page Class Notes was uploaded by Angela Potter on Friday January 29, 2016. The Class Notes belongs to PSYC 203 at Towson University taught by Kim Shifren in Spring 2016. Since its upload, it has received 65 views. For similar materials see Human Development in Psychlogy at Towson University.

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Date Created: 01/29/16
Week 1 Introduction to the Study of Human Development  Periods of the Life Span Prenatal: Conception­Birth Infancy and Toddlerhood: Birth ­ 3 years  Early Childhood: 3­6 years Middle Childhood: 6­11 years Adolescence: 11­20 years  Young Adulthood: 20­40 Middle Adulthood: 40­65 Late Adulthood: 65 years and older  Domains of Development Change & Stability  ­ Physical Development  ­ Body, brain, senses, motor skills, & health  ­  Cognitive Development  ­ Learning, memory, moral reasoning, language, thinking, & creativity  ­ Psychosocial Development  ­ Personality, emotional life, & relationships Baltes’s Life Span Approach: 6 Key Principles  ­ Development is lifelong ­ Develoopment is multidimensional  ­ Development is multidirectional  ­ Development involves changing resource allocations  ­ Development shows plasticity  ­ Development is influenced by the historical and cultural context  Context of Development: Family  ­ What is a family?…… Depends! ­ Great changes  ­ Over time ­ Place to place Nuclear Family  ­ Two generations: parents and children  ­ Economic unit, history in farming  ­ Dominant in Western societies   ­ Increasing numbers of  ­ Working parents  ­ Stepchildren ­ Gay/Lesbian Homes ­ Single Parents  Contexts of Development: Socioeconomic Status (SES) ­ Includes income, education & occupation  ­ Poor children more likely to: ­ Have emotional & behavior problems  ­ Not reach cognitive potential  ­ Have poorer school performance   ­ Low Socioeconomic Status Related Risk Factors  ­ Poverty­related risks that increase chance of negative outcome include:  ­ Living in neighborhoods with high unemployment  ­ Lack of social support ­ Social support is less likely in high­unemployment neighborhoods  Contexts of Development: Culture ­ Culture­ A way of life ­ Includes:  ­ Customs ­ Traditions  ­ Artwork  ­ `Learned behavior, passed on to children Contexts of Development: Race & Ethnicity  ­ Ethnic Group: A shared identity  ­ United by ancestry, religion, or origin  ­ Contributes to shared attitudes and beliefs  ­ Race: a socially constructed term  ­ Scholars have no real consensus on definition  ­ Categories ‘fluid’­ shaped by society and politics  ­ Ethnic Gloss  ­ Overgeneralization that obscures cultural differences within a group  ­ Examples: ‘black’ or ‘hispanic’ Context of Development: Historical Context  ­ Unique time in which people live and grow up  ­ Experiences tied to time and place:  ­ Great Depression  ­ World War II ­ The “Sixties”  ­ 911 Attack  Age­Graded Normative Influences  ­ Similar for an age group  ­ Maturational: Fixed in time  ­ Puberty or menopause  ­ Social: Timing is flexible  ­ Marriage or parenthood Normative History­ Graded Influences  ­ Events that shape attitudes of a historical generation  ­ Historical generation: A group that experiences an event at a formative time  ­ Example: WWII children have strong social bond to each other  ­ Cohort: Group born around the same time  ­ A historical generation can have many cohorts  Non­ Normative Influences  ­ Unusual events affecting individuals lives  ­ Typical events a atypical times  ­ Puberty at age 20 ­ Marriage in teens ­ Atypical Events  ­ Birth defect ­ Winning the lottery  Timing of Influences  ­ Imprinting  ­ Instinctively following first moving object seen after birth; usually mother  ­ Konrad Lorenz & his ducklings  ­ Indicates predisposition or readiness to learn Timing of Influences: Critical & Sensitive Periods  ­ Critical Period  ­ Specific time when an event (or its absence) has specific impact on development  ­ Sensitive Period  ­ Developmental timing when child is particularly response to certain experiences  ­ Timing of Influences: Plasticity of Development  ­ Modifiability of performance  ­ Plasticity last through life span, but has limits  ­ Example: Limits and process of Genie


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