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Lifespan Development

Psychology

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36 views26 pages

Lifespan Development

Psychology

Uploaded by

wegrynzmfyypajozip
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LIFESPAN

DEVELOPMENT
Mihikaa Chaturvedi
WHAT IS DEVELOPMENT

 Growth is increase in size


 Development is a process that involves growth in function and
capability. Includes positive changes, progress in an individual
 Rapid change in size is growth
 Rapid change in form, size, behaviour is development
 Involves physical, emotional, social and behavioural changes
What is Lifespan Development
 Field of study that examines patterns of growth, change and
stability in behaviour that occur throughout the entire life span
 Focus on human development
 Scientific approach (focus on observations, empirical approach, test
assumptions)
 Areas in lifespan development
 Physical development
 Cognitive development
 Personality development
 Social development
Areas in Development

 Physical; Changes in body’s physical makeup including brain,


muscles, senses, nervous system
 Cognitive: change in intellectual capabilities influence an
individual’s behaviour
 Personality: Involving ways that the enduring characteristics that
differentiate one person from another change over the life span
 Social: way in which individual’s interactions with others and
social relationships grow, change and remain stable over time
Features of LifeSpan Development
 1) Continuous vs Discontinuous Change ; Gradual vs Disjointed
change in development
 Continuous- Involves gradual change
 Discontinuous- Devlpt occurs in distinct stages (Eg Freud’s
theory)
 2) Nature v/s Nurture: Influence of genes and heredity vs
Influence of shared environment on development
 3) Cohort: Group of people born at around the same time and
in/around the same place
Features.. Contd.
 4) Critical period v/s Sensitive Period:
 Critical period: Specific time during development when a particular
event has its greatest consequences and presence of certain
environmental stimuli is necessary for development to proceed
normally
 Sensitive period: point in devlpt where organisms are particularly
susceptible to certain kinds of stimuli in their envt. but absence does
not produce irreversible consequences
 5) Age graded influence
 History graded influence
 Culture graded influence
THEORETICAL PERSPECTIVES ON
LIFESPAN DEVELOPMENT
 Psychodynamic Perspective
 Behavioural Perspective
 Cognitive Perspective
 Humanistic Perspective
 Contextual Perspective
 Evolutionary Perspective
Psychodynamic Perspective
1) Freud’s Psychoanalytic theory
 Sigmund Freud
 Personality- id, ego, superego
 Psychosexual development occurs as children pass through series
of stages
2) Erikson’s Psychosocial theory
 Erik Erikson
 Eight distinct stages of development
 Psychosocial development encompasses changes in our
interactions with and understanding of one another as well as
ourselves as members of society
Freud’s View On Personality
1) Id- Most primitive part of personality
 Operates on pleasure principle
 Seeks immediate gratification of impulses
2) Superego- Operates on morality principle
 First instance at toilet training
 Part of person’s conscience
 Seeks delayed and appropriate gratification of impulses
3) Ego : Maintains balance between id and superego
 Rational part of personality
 Operates on reality principle
Psycho-Sexual Stages of Development

 Each individual passes through series of psychosexual stages


 1) Oral (0-1 ½ yrs) Pleasure derived through mouth
 2) Anal (1 ½ - 3yrs) Pleasure derived through expelling/retaining faeces
 3) Phallic (3-6 yrs): Oedipus Complex (boys) and Electra complex
(girls)
 Castration anxiety (boys) , Penis Envy (girls)
 4) Latency (6-12yrs) : Focus on social and emotional development
through school
 5) Genital (13 and above) : Sexual feelings develop towards members
of opposite sex
Defense Mechanisms

 1) Repression
 2) Regression
 3) Projection
 4) Reaction Formation
 5) Displacement
 6) Denial
 7) Sublimation
 8) Rationalisation
Behavioural Perspective
 Focus on observable behaviour
 Reject the idea that people universally pass through a series of stages
 People assumed to be affected by environmental stimuli to which they happen
to be exposed
 Classical conditioning: Organism learns to respond in a particular way that
does not naturally elicit that type of response (E.g. Ping sound of Whatsapp)
 Operant conditioning: Voluntary response is weakened or strengthened by
association with positive or negative consequences (E.g, Falling sick after
eating at a new eatery)
 Social cognitive theory: Learning through imitation (observing behaviour of
another person)
 Behaviour primarily learned through observation and not through trial and
error
Cognitive Perspective
 Focus on Processes that allow individuals to know, think,
understand about the world
 Piaget’s Theory on Cognitive development: Change in cognition as
children as move from one stage to the other
 Jean Piaget’ s theory on schemes
 Information processing approaches: Identify the ways individuals
take in, use and store information
 Cognitive neuroscience approaches: identify locations and
functions within the brain that are related to different cognitive
activity.
 Focus on neurological activity that underlies thinking, problem
solving and other cognitive behaviour
Humanistic Perspective
 Abraham Maslow
 Carl Rogers: need for positive regard
 Emphasis on free will, ability of humans to make choices and
decisions about their lives and control their behaviour
 Self actualisation- state of self fulfilment in which people reach
their highest potential in their own unique way.
 Humans are innately good
Contextual Perspective
 Focus on relationship between individuals and
physical, cognitive, personality and social worlds
 Person’s development cannot be viewed without
looking at his/her social or cultural context
 1) BioEcological Approach- Urin Brofenbenner
 2) Lev Vyogtsky’s Sociocultural View
Lev Vyogtsky’s Sociocultural View

 Lev Vyogtsky
 How cognitive development proceeds as a result of social
interactions with members of society
 Reciprocal transaction between individual and environment
 Children develop understanding of envt through play and
problem solving
 scaffolding
Bioecological perspective
 Five levels of environment simultaneously
influence individuals
 Microsystem: Immediate envt
 Mesosystem: connections between various
aspect of microsystem
 Exosystem: broader infleunces such as local
govt, media, places of worship
 Macrosystem : large cultural influences on
individual
 Chronosystem: Involves how passage of time
and historical events influence childrens’s
development
Evolutionary Perspective

 Konrad Lorenz (geese- imprinting)


 Theory seeks to identify behaviour that is as a result of genetic
inheritance from our ancestors
 This perspective draws heavily on field on ethology, which
examines ways in which our biological makeup influence our
behaviour
 Assessment: No good way to test theories
 Insufficient attention paid to environment and social factors
Factors Influencing Human development

1) Genes and Heredity


2) Hormones
3) Nutrition
4) Socio-economic factors
5) Biological sex
Genes And Heredity

 Genes : Basic unit of genetic information.


 Chromosome: Rod shaped portions of DNA that are organised in
23 pairs and contain genes
 Genotype: The underlying combination of genetic material
present in an organism
 Phenotype: The observable trait: trait that is actually seen
 Dominant trait: Trait that is expressed when two competing traits
are present
 Recessive trait: Trait within an organism that is present but not
expressed
Chromosomal Abnormalities

 Klinefilter’s syndrome (XXY): Extreme height, enlarged breasts,


underdeveloped genitals
 Sickle cell anemia (red blood cells in shape of sickle ): Stunted
growth, yellowishness of eyes
 Fragile X syndrome: Gene injured on X chromosome. Leads to
moderate mental retardation
 Down syndrome : Trisomy 21. Extra chromosome on 21st pair.
Children have mongloid features and mental retardation
 Turner syndrome : Absence of X chromosome
References

DEVELOPMENT ACROSS
THE LIFE SPAN
7 EDITION
TH

PEARSON PUBLICATIONS
ROBERT S FELDMAN

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