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| individuals restrict life work to fewer domains |
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| adults should engage in activities that maintain their mental reserves and increase their domain specific knowledge |
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| uses of new knowledge strategies to adapt to tasks when ability is subpor |
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| initial level of performance |
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| Baseline reserve capacity |
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| upper range of a persons performance potential when all resources are available |
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| developmental reserve capacity |
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| intervention to strengthen baseline reserve capacity |
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| Normative age graded influence |
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| connected to chronological age |
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| Normative history graded influence |
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| associated with a given time period |
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| unpredictable random or rare events |
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| the age you consider yourself to be |
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| Occupying certain roles and norms in your society and culture |
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| unconscious forces motivate human behavior |
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| Birth- 1.5yrs pleasure centers on the mouth, attachment to mothers foundation for future relationships |
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| 1.5-3yrs pleasure centers on the anus learn to control biological urges |
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| 3-6yrs pleasures center on genitals, opposite, opposite sex parents become love objects identification with same sex parent |
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| 6-puberty child represses sexual interest and develops social and intellectual skills |
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| puberty+ sexual re-awaking sexual desires is on opposite sex. someone outside the family |
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| personalty is determined by interaction between self and society |
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| 1st year- child learns to trust the world around him/her feelings of security, comfort |
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| 3 years- beginning to understand oneself, control of own actions |
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| 3-5 years, begin to understand who they are and what they could acheive |
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| 6-puberty, interaction with peers; need for acceptance and competency development |
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| identity vs. identity confusion |
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| adolescence, development of a sense of self that integrates past experiences with future roles. |
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| capacity to share with and care about others, without fear of losing own identity |
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| generativity vs. stagnation |
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| middle adulthood, concerns about future generations and own legacy |
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| late adulthood, ability to look back over ones life and see it as satisfying acceptance of death |
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| Name 3 advantages to Eriksons Theory of Human Develpoment |
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-Emphasies early experiences and family experiences
- personality needs to be studied developmently |
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| Name 3 disadvantages to Eriksons Theory of Human Develpoment |
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Definition
-can't test well
- data comes from past recollection
overemphasized sexuality |
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| directly observable events stimuli and responses are the appropriate focus of study |
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| Pavlov's classical conditioning |
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| -neutral stimulus acquires the ability to produce a response originally produced by another stimilus |
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| Skinner's Operant Conditioning |
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| consequences of behavior produce changes in the probability of it recurring |
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| cognitive development theory |
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| 0-2, infant understands world by coordinating sensory experiences with physical actions |
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| 2-7, child represents the world with symbolic thought (language) |
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| 7-11, child can reason logically about concrete events and classify objects |
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| 11+, adolescence reasons in more abstract idealistic and logical ways |
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| Name 3 advantages to Piagets Cognitive Development Theory |
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Definition
-positive view of development
-child is active
-emphasizes conscious thinking |
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| Name 3 disadvantages to Piagets Cognitive Development Theory |
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Definition
-underestimates the competencies of infants and toddlers
-Piagets stages aren't uniform
-No room for individual differences or environment influences |
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Basic computer model
-developmental cognitive neurosciences |
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| Getting info out of storage |
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| Developmental cognitive neuroscience |
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| Combines psychology, biology, neurosciences, and medicine to study the relationship between changes in the brain and the developmental persons cognitive processing and behavior patterns |
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| Social-cultural Cognitive Theory |
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| Social-cultural Cognitive Theory |
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| Emphasizes how culture and social interaction guide cognitive development |
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| Development reflects the influences of several environmental systems |
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Immediate environment direct contact.
(Family,peers,school,neighborhood.) |
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Relations between microsystems
(how parents relate to school, how peers relate to parents) |
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| How social settings of microsystems (person has no direct contact with influence) (Moms relationship with her boss) |
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