FAD3220

FAD 3220

Exam 1

Craig

Chapters 1-6

I. Chapter 1 – About Human Development

a. Human Development

i. Human development is the scientific study of processes of change and stability.

ii. It has evolved from the studies of childhood during the 19^th century, which lead to the interest in following development through adulthood

1. Forming the field of study known as Life-Span Development

b. Four goals of scientific study

i. Describe, Explain, Predict, and Modify development

ii. Accumulated through various disciplines

1. Psychology, Psychiatry, Sociology, Medicine, Philosophy, Anthropology, History, Biology, Genetics, Education, and Family Science

iii. Research methods are changing due to evolving technologies

1. Cameras track eye-movements; computers scan facial expressions; and advanced photo imaging

c. Developmental Scientists

i. Study age-related physical, cognitive, and psychosocial changes

1. Quantitative Changes

a. Number or Amounts

2. Qualitative Changes

a. Structure or Organization

ii. As well as stability of personality characteristics

d. Major Domains and Periods of Human Development

i. Three Domains of Human Development

1. Physical Development

a. Body, Brain, Senses, Motor Skills, Health

2. Cognitive Development

a. Learning, Memory, Reasoning, Language, Thinking, Creativity

3. Psychosocial Development

a. Personality, Emotions, Relationships

ii. Eight Periods of Human Development

1. Prenatal – Conception to Birth

2. Infancy/Toddlerhood – Birth to 3 years

3. Early Childhood – 3 to 6 years

4. Middle Childhood – 6 to 11 years

5. Adolescence – 11 to 20 years

6. Young Adulthood – 20 to 40 years

7. Middle Adulthood – 40 to 65 years

8. Late Adulthood – 65 years and over

e. Influences on Individual Differences

i. Heredity

1. Inherited trains from biological parents

ii. Environment

1. Physical and social influences

iii. Maturation

1. Sequences of physical and behavioral patterns

iv. Family

1. Nuclear vs. Extended

v. Socioeconomic Status

1. Income, education, and occupation

vi. Culture

1. Learned behavior; a way of life

a. Customs, traditions, language, values, artwork

vii. Ethnicity

1. Shared identity, attitudes, and beliefs united by ancestry, religion, or origin

2. Race

a. Socially constructed

viii. Historical Context

1. Unique time in which people live and grow up

2. Experiences tied to time and place

ix. Normative Influences

1. Age-graded

a. Maturation

ii. Puberty, menopause

b. Social events

ii. Education, marriage, retirement

2. History-graded

a. Historical Generation

ii. A group that experiences an event at a formative time

1. WWII

b. Cohort

ii. Group born around the same time

1. Baby Boomers

x. Non-normative Influences

1. Unusual events affecting individual lives

a. Late puberty, teen marriages, birth defects, winning the lottery, death of a young child’s parent

xi. Timing of Influences

1. Imprinting

a. Instinctively following the first moving object after birth (usually the mother)

b. Indicates a predisposition or readiness to learn

2. Critical Periods

a. Specific time when an event (or its absence) has specific impact on development

3. Sensitive Periods

a. Developmental timing when a child is particularly responsive to certain experiences

4. Plasticity

a. Modifiability of performance that lasts through lifespan (but has limits)

f. Six principles of the life-span development approach

i. Development is lifelong

ii. Development involves both gain and loss

iii. Biological and cultural influences shift over time

iv. Development involves changing allocation of resources

v. Development shows plasticity

vi. Development is influences by historical and cultural context


	FAD 3220 FAD 3220 Exam 1 Craig Chapters 1-6 I. Chapter 1 – About Human Development a. Human Development i. Human development is the scientific study of processes of change and stability. ii. It has evolved from the studies of childhood during the 19^th century, which lead to the interest in following development through adulthood 1. Forming the field of study known as Life-Span Development b. Four goals of scientific study i. Describe, Explain, Predict, and Modify development ii. Accumulated through various disciplines 1. Psychology, Psychiatry, Sociology, Medicine, Philosophy, Anthropology, History, Biology, Genetics, Education, and Family Science iii. Research methods are changing due to evolving technologies 1. Cameras track eye-movements; computers scan facial expressions; and advanced photo imaging c. Developmental Scientists i. Study age-related physical, cognitive, and psychosocial changes 1. Quantitative Changes a. Number or Amounts 2. Qualitative Changes a. Structure or Organization ii. As well as stability of personality characteristics d. Major Domains and Periods of Human Development i. Three Domains of Human Development 1. Physical Development a. Body, Brain, Senses, Motor Skills, Health 2. Cognitive Development a. Learning, Memory, Reasoning, Language, Thinking, Creativity 3. Psychosocial Development a. Personality, Emotions, Relationships ii. Eight Periods of Human Development 1. Prenatal – Conception to Birth 2. Infancy/Toddlerhood – Birth to 3 years 3. Early Childhood – 3 to 6 years 4. Middle Childhood – 6 to 11 years 5. Adolescence – 11 to 20 years 6. Young Adulthood – 20 to 40 years 7. Middle Adulthood – 40 to 65 years 8. Late Adulthood – 65 years and over e. Influences on Individual Differences i. Heredity 1. Inherited trains from biological parents ii. Environment 1. Physical and social influences iii. Maturation 1. Sequences of physical and behavioral patterns iv. Family 1. Nuclear vs. Extended v. Socioeconomic Status 1. Income, education, and occupation vi. Culture 1. Learned behavior; a way of life a. Customs, traditions, language, values, artwork vii. Ethnicity 1. Shared identity, attitudes, and beliefs united by ancestry, religion, or origin 2. Race a. Socially constructed viii. Historical Context 1. Unique time in which people live and grow up 2. Experiences tied to time and place ix. Normative Influences 1. Age-graded a. Maturation ii. Puberty, menopause b. Social events ii. Education, marriage, retirement 2. History-graded a. Historical Generation ii. A group that experiences an event at a formative time 1. WWII b. Cohort ii. Group born around the same time 1. Baby Boomers x. Non-normative Influences 1. Unusual events affecting individual lives a. Late puberty, teen marriages, birth defects, winning the lottery, death of a young child’s parent xi. Timing of Influences 1. Imprinting a. Instinctively following the first moving object after birth (usually the mother) b. Indicates a predisposition or readiness to learn 2. Critical Periods a. Specific time when an event (or its absence) has specific impact on development 3. Sensitive Periods a. Developmental timing when a child is particularly responsive to certain experiences 4. Plasticity a. Modifiability of performance that lasts through lifespan (but has limits) f. Six principles of the life-span development approach i. Development is lifelong ii. Development involves both gain and loss iii. Biological and cultural influences shift over time iv. Development involves changing allocation of resources v. Development shows plasticity vi. Development is influences by historical and cultural context