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Understanding Human Development: Lifespan Perspective, Quizzes of Developmental Psychology

The lifespan perspective is a framework that divides human development into two phases: childhood and adolescence, and young adulthood, middle age, and old age. This perspective emphasizes the complexity of adult development and aging, and highlights the multidirectional nature, plasticity, historical context, and multiple causation of development. In this document, we explore the lifespan perspective in depth, discussing the phases of development, the forces that shape it, and the different meanings of age.

Typology: Quizzes

2013/2014

Uploaded on 09/06/2014

jojo-greig
jojo-greig 🇨🇦

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TERM 1
1. What is the lifespan perspective?
DEFINITION 1
The lifespan perspective divides hum an development into two
phases: an early phase (childhood an d adolescence) and a later
phase (young adulthood, middle age a nd old age).Viewed from this
perspective, adult devel and aging ar e complex phenomena that
cannot be understood within the sco pe of a single disciplinary
approach. Rather, it requires input fro m a wide variety of
perspectives. This perspective emph asizes that human devel
takes a lifetime to complete.
TERM 2
2. What are the four key features of the
lifespan perspective as identified by Paul
Baltes. Provide original examples for each
feature.
DEFINITION 2
Multidirectionality: devel involves both growth and decline; as people grow in one
area, they may lose in another and at differen t rates. Ie. Vocabulary increases
while reaction time slows. (text examples) Plasticity: Ones capacity is not
predetermined or set in concrete. Many skill s can be trained or improved with
practice, even in late life. However, there are limits to the degree of potential
improvement. Historical context: Each of us develop s within a particular set of
circumstances determined by the historical t ime in which we are born and the
culture in which we grow up. Ie. Living in th e 20th century in a Chicano
neighborhood in southwest Texas Mu ltiple causation: how people develop results
from a wise variety of forces ie. Biological, sociocultural a nd life-cycle forces.
TERM 3
3. Take the Global Aging Quiz first. Were you
surprised at the answers? Why or why not?
Describe the demographic changes that are
occurring around the world.
DEFINITION 3
I was surprised that 75% of countries hav e public old-age security
programs and that children still outnumber the elderly in all major
nations but 6. Over the next several decad es, the number of older adults
will dramatically increase in nearly all areas of the world. The oldest
areas of the world will continue to be Europ e and the youngest Africa.
The rate of growth of older adults in Japan is the highest in the
industrialized world due to declining birth rat e. Developing countries
such as Malaysia, Singapore and Colombi a will see explosive increases in
pop of older adults. Poverty is strongly rela ted to the odds of living a long
life.
TERM 4
4. Describe the 4 forces that shape
development and provide an original example
for each.
DEFINITION 4
Biological forces: include all genetic and hea lth related factors that affect
development. Ie. Menopause, facial wrinklin g, changes in major organ systems.
Psychological forces: include all internal perc eptual, cognitive, emotional and
personality factors that affect development. Co llectively, they provide the
characteristics we notice about people that m ake them individuals. Sociocultural
factors: include interpersonal, societal, cultura l, and ethnic factors that affect
development. These forces provide the over all contexts in which we develop.
Life-cycle forces: reflect differences in how th e same event or combination of
biological, psychological and sociocultural forc es affect people at diff points in
their lives. Life-cycle forces provide the conte xt for the devel differences of
interest in adult devel and aging.
TERM 5
5. Describe the 3 developmental influences
DEFINITION 5
Normative age-graded influences: experience s caused by biological,
psychological and sociocultural forces that occ ur to most people of a particular
age. (puberty, menarche, menopause, a mi ddle-aged persons concern with
socializing the younger generation, the age o f retirement) Normative history-
graded influences: events that most people in a specific culture experience at the
same time. May be biological (epidemics), p sychological (particular stereotypes)
or sociocultural (changing attitudes towards se xuality). These influences often
give a generation its unique identity. Nonnormative in fluences: random or rare
events that may be important for a specific in dividual but are not experienced by
most people. (winning the lottery, an accide nt, a layoff). The unpredictability of
these events makes them unique.
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Download Understanding Human Development: Lifespan Perspective and more Quizzes Developmental Psychology in PDF only on Docsity!

1. What is the lifespan perspective?

The lifespan perspective divides human development into two

phases: an early phase (childhood and adolescence) and a later

phase (young adulthood, middle age and old age).Viewed from this

perspective, adult devel and aging are complex phenomena that

cannot be understood within the scope of a single disciplinary

approach. Rather, it requires input from a wide variety of

perspectives. This perspective emphasizes that human devel

takes a lifetime to complete.

TERM 2

2. What are the four key features of the

lifespan perspective as identified by Paul

Baltes. Provide original examples for each

feature.

DEFINITION 2

Multidirectionality: devel involves both growth and decline; as people grow in one area, they may lose in another and at different rates. Ie. Vocabulary increases while reaction time slows. (text examples) Plasticity: Ones capacity is not predetermined or set in concrete. Many skills can be trained or improved with practice, even in late life. However, there are limits to the degree of potential improvement. Historical context: Each of us develops within a particular set of circumstances determined by the historical time in which we are born and the culture in which we grow up. Ie. Living in the 20th century in a Chicano neighborhood in southwest Texas Multiple causation: how people develop results from a wise variety of forces ie. Biological, sociocultural and life-cycle forces. TERM 3

3. Take the Global Aging Quiz first. Were you

surprised at the answers? Why or why not?

Describe the demographic changes that are

occurring around the world.

DEFINITION 3

I was surprised that 75% of countries have public old-age security

programs and that children still outnumber the elderly in all major

nations but 6. Over the next several decades, the number of older adults

will dramatically increase in nearly all areas of the world. The oldest

areas of the world will continue to be Europe and the youngest Africa.

The rate of growth of older adults in Japan is the highest in the

industrialized world due to declining birth rate. Developing countries

such as Malaysia, Singapore and Colombia will see explosive increases in

pop of older adults. Poverty is strongly related to the odds of living a long

life.

TERM 4

4. Describe the 4 forces that shape

development and provide an original example

for each.

DEFINITION 4

Biological forces: include all genetic and health related factors that affect development. Ie. Menopause, facial wrinkling, changes in major organ systems. Psychological forces: include all internal perceptual, cognitive, emotional and personality factors that affect development. Collectively, they provide the characteristics we notice about people that make them individuals. Sociocultural factors: include interpersonal, societal, cultural, and ethnic factors that affect development. These forces provide the overall contexts in which we develop. Life-cycle forces: reflect differences in how the same event or combination of biological, psychological and sociocultural forces affect people at diff points in their lives. Life-cycle forces provide the context for the devel differences of interest in adult devel and aging. TERM 5

5. Describe the 3 developmental influences

DEFINITION 5

Normative age-graded influences: experiences caused by biological, psychological and sociocultural forces that occur to most people of a particular age. (puberty, menarche, menopause, a middle-aged persons concern with socializing the younger generation, the age of retirement) Normative history- graded influences: events that most people in a specific culture experience at the same time. May be biological (epidemics), psychological (particular stereotypes) or sociocultural (changing attitudes towards sexuality). These influences often give a generation its unique identity. Nonnormative influences: random or rare events that may be important for a specific individual but are not experienced by most people. (winning the lottery, an accident, a layoff). The unpredictability of these events makes them unique.

6. Describe the 3 processes of aging

Primary aging is normal, disease-free development during

adulthood. Ie. Menopause, decline in reaction time, loss of family

and friends. Secondary aging is developmental changes that are

related to disease, lifestyle, and other environmentally induced

changes that are not inevitable (ie pollution). Ie. Progressive loss

of intellectual abilities in Alzheimers disease. Tertiary aging is the

rapid losses that occur shortly before death. It. The phenomenon

known as the terminal drop, in which intellectual abilities show a

marked decline in the last few years before death.

TERM 7

7. Describe the 5 different meanings of

age.

DEFINITION 7

Chronological age: a shorthand way to index time and organize events and data by using a commonly understood standard: calendar time. Perceived age refers to the age you think of yourself as. Biological age refers to where people are relative to the max number of years they could possible live. Assessed by measuring the functioning of the various vital, or life-limiting, organ systems ie. Cardiovascular system. Psychological age: the functional level of the psychological abilities people use to adapt to changing environmental demands. These abilities include memory, intelligence, feelings, motivation, etc. Sociocultural age: the specific set of roles individuals adopt in relation to other members of the society and culture to which they belong. Judged on the basis of many behaviors and habits, ie style of dress, customs, language, interpersonal style. TERM 8

Discuss the 4 core issues in developmental

psychology.

DEFINITION 8

Nature vs nurture degree to which genetic/hereditary influences and

experiential/environmental influences determine the kind of person you

are.stability vs change concerns the degree to which people remain the

same over time, continuity vs discontinuity concerns whether a particular

developmental phenomenon represents a smooth progression over time

or a series of abrupt shifts, universal vs context-specific development

concerns whether there is just one path of development or several. Ie.

!Kung tribe, age has no meaning. Can one theory explain development in

both US people and !Kung people?

TERM 9

Define

plasticity.

DEFINITION 9

The belief that capacity is not fixed, but can be learned or

improved with practice. Ie. People can learn ways to help

themselves remember info, which in turn may help them

deal with declining short-term memory ability with age.

TERM 10

8. Define reliability and validity.

DEFINITION 10

Reliability is the extent to which a measure provides a

consistent index of the behavior or topic of interest. The

validity of a measure is the extent to which it measures what

researchers think it measures.

12. Summarize the essential guidelines in

conducting ethical research.

Minimize risk to research participants, describe the research

to potential participants so they can determine whether they

wish to participate, avoid deception if participants must be

deceived, provide a thorough explanation of the true nature

of the experiment as soon as possible. Results should be

anonymous or confidential.