Samenvatting

Developmental Psychology - Summary - 2019

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Instelling
Tilburg University (UVT)

Boek
Experiencing the Lifespan

This summary consists all chapters of "Experiencing the Lifespan" by Janet Belsky (5th edition). I summarized main concepts and findings related to the different stages of life, that are mentioned in this book.

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Geupload op 27 mei 2019
Aantal pagina's 85
Geschreven in 2018/2019
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2018/ 2019
Developmental
Psychology

, CHAPTER 1
pp . 2- 33

The people and the field

DEVELOP Researchers and practitioners whose professional interest lies in the study
-

MENTALISTS

of the human lifespan .

t.WTIOWEAREANDWHATWES.TW#

LIFESPAN DEVELOPMENT -

The scientific study of development through life .

CHILD DEVELOPMENT The scientific study development from birth adolescence
-

of through .

GERONTOLOGY The scientific study of the and older adults
-

aging process .

ADULT The scientific study of adult life
-

DEVELOPMENT .

D Lifespan development
↳ is multidisciplinary
D e g neuroscience nursing psychology and social policy
-

- .

, , ,

↳ explores the predictable milestones on our human journey

↳ focuses on the individual differences that give spice to human life

→ e. g .
What causes these differences ?

↳ explores the impact of life transitions and practices
-
D normative transitions ( e.g . retirement )
-
D non -
normative transitions ( e.g . divorce ,
death of a child ,
etc . )

NORMATIVE TRANSITIONS Predictable life development
changes that occur during
-
.

NON NORMATIVE TRANSITIONS Unpredictable atypical life
changes that during development
-

or occur
-

.

CONTEXTS OF Fundamental markers including cohort socioeconomic status and
-

, ,
,

DEVELOPMENT gender ,
that shape how we develop throughout the lifespan .

2.SE#INGTHECONTEXT2.ATHE1MPACTOFCOH0RT-

The
-

COHORT age group with whom we travel through life .

→ Our cohort has a major impact on our adult life

BABY BOOM COHORT The born between 1946 and 1964
huge age group
-

.

D Childhood and adolescence as we know it today is a
young development in

human history

EMERGING ADULTHOOD The phase of life that begins after high school lasts through the
-

,

late twenties
,
and is devoted to constructing an adult life .

, AVERAGE UFE EXPECTANCY A person 's fifty fifty chance at birth of living to given age
-

-
a .

-
D used to be much lower

TWENTIETH CENTURY
-

The dramatic life expectancy that occurred
increase in average
-

LIFE EXPECTANCY during the first half of the twentieth century in the developed
REVOLUTION world .

MAXIMUM LIFESPAN
-

The biological limit of human life ( about 105 years ) .

D The extension of the lifespan changed our ideas about every life stage

YOUNG -

OLD
-

People in their sixties and seventies .

OLD -

OLD -

people age 80 and older .

D The internet and income inequalities influence and define our lives

INCOME INEQUALITY The gap between the rich and poor within a nation specifically when
-

; ,

income inequality is wide ,
a nation has few very affluent residents

and a mass of disadvantaged citizens .

UPWARD MOBILITY Rising social class and/or economic status from 's childhood
-

in one .

→
Today ,
children only have a 50150 chance

2.LT/tEChlPACT0FS0C10EC0NOhlKSTAT#

SOCIOECONOMIC A basic marker educational
referring to status and
-

STATUS on the ,

especially , income rungs .

-
D major impact on development at
every life stage

DEVELOPED WORLD
-

The most affluent countries in the world .

-
D high life expectancy ,
small income inequality access to good education and
,

modern medical care

DEVELOPING WORLD The impoverished countries of the world
-

more .

→ least -

developed countries : no indoor plumbing ,
clean running water ,
or access to education

2.3THEIMPACTOFCULTUREANDETHNKIICOLLEC.TW
1ST CULTURES -

societies that prize social harmony ,
obedience ,
and close family
connectedness over individual achievement .

INDIVIDUALISTIC CULTURES -

societies that prize independence , competition ,
and personal success .

→ western Nations

, QLITHEIMPACTOFAENDERD
Our set / gender defines many aspects of our life

↳ we behave differently and are treated differently

3.THEORIES-LENSESFORLOOKINAATTHELIFES.ph#

3.ABEHAUIORISU.THEOR.la/NALBL0CKBUSTER''NUR
Wentling

TRADITIONAL BEHAVIORISM
-

The original behavioral world view that focused on
" "

charting and modifying only objective visible behaviors .

-
D Watson and B. F- Skinner

3.1.AEXPLORINGREINFORCEMENTOPER.fi
NT CONDITIONING According to traditional behaviorists the of learning
-

,
law

that determines any voluntary response .

→ Responses that are reinforced are learned others extinguished ( extinction )
,

3.A.2TAKlNaADtFFERENTPERSPECTWE:EXPL0RINaC0a

COGNITIVE BEHAVIOR IS U A behavioral that emphasizes that people learn
-

worldview

( SOCIAL by
LEARNING THEORY )
watching others and that our thoughts about the

reinforcers determine our behavior . Cognitive behaviorists

focus on
charting and modifying people 's thoughts .

-
D Albert Bandura

MODELING Learning by watching and imitating others
-

.

→ we tend to model people who are nurturing and whom we categorize
as being like us

SELF EFFICACY According to cognitive behaviorism internal
-

-

,
an

belief in our competence that predicts whether

we initiate activities or
persist in the face of failures
,

and predicts the goals we set .

3.2PSYCHOANACYTKTHEORy:EARLYCHkDHOODANDUNC0NSCi
humic

D
Sigmund Freud transformed the way we think about human beings
↳ psychoanalytic theory
-

D roots of emotional problems lie in repressed feelings from early childhood
D id and
ego superego
-

, ,

↳ Human beings are irrational
life
↳
Lifelong caregiving during
'
mental health depends on our parents early
Self to
↳ -

understanding is key living a
fulfilling adult life

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