Chapter 1 read notes

Chapter 1 read notes - Developmental Psychology Read...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Read Chapter 1 Notes Developmentalists study how our biological inheritance from our parents and the environment in which we live jointly affect our behavior Genetic background can determine how we look and how we behave and relate to others Lifespan development is the study of growth, change, and stability All developmentalists view development as a continuing process throughout the life span. Development persists thoughout every part of people’s lives. In other respects their behavior remains stable Developmentalists also typically look at a particular age range Prenatal period (conception to birth) Infancy and toddlerhood (birth to age 3) Preschool period ( age 3 to 6) Middle childhood (ages 6 to 12) Adolescence (ages 12 to 20) Young adulthood (ages 20 to 40) Middle adulthood (ages 40 to 65) Late adulthood (age 65 to death) Social construction is a shared notion of reality, one that is widely accepted but is a function of society and culture at a given time. There are individual differences in the timing of events in people’s lives. People mature at different rates and reach developmental milestones at different points. When developmental specialists discuss age, they are talking about averages Race- biological concept which refers to classifications based on physical and structural characteristics of species Ethnicity- broader term, referring to cultural background, nationality, religion, and language. Cohort effects- history-graded, age-graded, and sociocultural-graded influences History-graded influences- biological and environmental influences associated with a particular historical moment Age-graded influences- biological and environmental influences that are similar for individuals in a particular age group, regardless of when or where they are raised Sociocultural-graded influences- the social and cultural factors present at a particular time for a particular individual depending on such variables as ethnicity, social class, and subcultural membership Non-normative life events- atypical events that occur in a person’s life at a time when such events do not happen to most people Continuous change- matter of degree, not of kind In critical periods, it is assumed that the absence of certain kinds of environmental influences is likely to produce permanent, irreversible consequences for the developing individual. In contrast, although the absence of particular environmental influences during a sensitive period may hinder development, it is possible for later experiences to overcome the earlier deficits. Infant development is in part an outgrowth consequence of adult development
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 4

Chapter 1 read notes - Developmental Psychology Read...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online