{"id":52,"date":"2014-09-14T04:23:25","date_gmt":"2014-09-14T04:23:25","guid":{"rendered":"https:\/\/courses.candelalearning.com\/lifespandevelopment1x1\/?post_type=chapter&#038;p=52"},"modified":"2024-04-29T23:08:43","modified_gmt":"2024-04-29T23:08:43","slug":"defining-human-development","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-lifespandevelopment\/chapter\/defining-human-development\/","title":{"raw":"Defining Human Development","rendered":"Defining Human Development"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Outcomes<\/h3>\r\n<ul>\r\n \t<li>Describe human development and its three domains: physical, cognitive, and psychosocial development<del>\r\n<\/del><\/li>\r\n \t<li>Explain key human development issues about the nature of change: continuous\/discontinuous, one course\/multiple courses, and nature\/nurture<span style=\"color: #ff6600;\">\r\n<\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Domains in Human Development<\/h2>\r\n[caption id=\"attachment_6356\" align=\"alignright\" width=\"537\"]<img class=\"wp-image-6356 \" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2014\/09\/11110825\/size0.jpg\" alt=\"Kids running in a gym.\" width=\"537\" height=\"384\" \/> <strong>Figure 1<\/strong>. Human development encompasses the physical, cognitive, and psychosocial changes that occur throughout a lifetime.[\/caption]\r\n\r\n<div>Human development refers to the physical, cognitive, and psychosocial development of humans throughout the lifespan. What types of development are involved in each of these three domains, or areas, of life? Physical development involves growth and changes in the body and brain, the senses, motor skills, and health and wellness. Cognitive development involves learning, attention, memory, language, thinking, reasoning, and creativity. Psychosocial development involves emotions, personality, and social relationships.<span style=\"color: #339966;\">\u00a0<\/span><\/div>\r\n<div>\r\n<h3>Physical Domain<\/h3>\r\nMany of us are familiar with the height and weight charts that pediatricians consult to estimate if babies, children, and teens are growing within normative ranges of physical development. We may also be aware of changes in children's fine and gross motor skills, as well as their increasing coordination, particularly in terms of playing sports. But we may not realize that physical development also involves brain development, which not only enables childhood motor coordination but also greater coordination between emotions and planning in adulthood, as our brains are not done developing in infancy or childhood. Physical development also includes puberty, sexual health, fertility, menopause, changes in our senses, and primary versus secondary aging. Healthy habits with nutrition and exercise are also important at every age and stage across the lifespan.\r\n<h3>Cognitive Domain<\/h3>\r\nIf we watch and listen to infants and toddlers, we can't help but wonder how they learn so much so fast, particularly when it comes to language development. Then as we compare young children to those in middle childhood, there appear to be huge differences in their ability to think logically about the concrete world around them. Cognitive development includes mental processes, thinking, learning, and understanding, and it doesn't stop in childhood. Adolescents develop the ability to think logically about the abstract world (and may like to debate matters with adults as they exercise their new cognitive skills!). Moral reasoning develops further, as does practical intelligence\u2014wisdom may develop with experience over time. Memory abilities and different forms of intelligence tend to change with age. Brain development and the brain's ability to change and compensate for losses is significant to cognitive functions across the lifespan, too.\r\n\r\n<\/div>\r\n<h3>Psychosocial Domain<\/h3>\r\n<div>\r\n\r\nDevelopment in this domain involves what's going on both psychologically and socially. Early on, the focus is on infants and caregivers, as temperament and attachment are significant. As the social world expands and the child grows psychologically, different types of play and interactions with other children and teachers become important. Psychosocial development involves emotions, personality, self-esteem, and relationships. Peers become more important for adolescents, who are exploring new roles and forming their own identities. Dating, romance, cohabitation, marriage, having children, and finding work or a career are all parts of the transition into adulthood. Psychosocial development continues across adulthood with similar (and some different) developmental issues of family, friends, parenting, romance, divorce, remarriage, blended families, caregiving for elders, becoming grandparents and great grandparents, retirement, new careers, coping with losses, and death and dying.\r\n\r\nAs you may have already noticed, physical, cognitive, and psychosocial development are often interrelated, as with the example of brain development. We will be examining human development in these three domains in detail throughout the modules in this course, as we learn about infancy\/toddlerhood, early childhood, middle childhood, adolescence, young adulthood, middle adulthood, and late adulthood development, as well as death and dying.\r\n\r\n<\/div>\r\n<h2><strong>Who Studies Human Development and Why?<\/strong><\/h2>\r\nMany academic disciplines contribute to the study of development and this type of course is offered in some schools as psychology (particularly as developmental psychology); in other schools, it is taught under sociology, human development, or family studies.\u00a0This multidisciplinary course is made up of contributions from researchers in the areas of health care, anthropology, nutrition, child development, biology, gerontology, psychology, and sociology, among others.\u00a0Consequently, the stories provided are rich and well-rounded and the theories and findings can be part of a collaborative effort to understand human lives.\r\n\r\nThe main goals of those involved in studying human development are to describe and explain changes. Throughout this course, we will describe observations during development, then examine how theories provide explanations for why these changes occur. For example, you may observe two-year-old children to be particularly temperamental, and researchers offer theories to explain why that is. We'll learn a lot more about theories, especially developmental theories, in the next module.\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/15e4d350-ec91-4ce6-994c-46aa865de61e\r\n\r\n<\/div>\r\n<section><section>\r\n<div>\r\n<h2>Key Issues in Human Development<\/h2>\r\n<\/div>\r\n<section>There are many different theoretical approaches regarding human development. As we evaluate them in this course, recall that\u00a0human development focuses on how people change, and\u00a0the approaches address the nature\u00a0of change in different ways:<\/section>\r\n<ul>\r\n \t<li>Is the change smooth or uneven (continuous versus discontinuous)?<\/li>\r\n \t<li>Is this pattern of change the same for everyone, or are there\u00a0different patterns of change (one course of development versus many courses)?<\/li>\r\n \t<li>How do genetics and environment interact to influence development (nature versus nurture)?<\/li>\r\n<\/ul>\r\n<section>\r\n<h3>Is Development Continuous or Discontinuous?<\/h3>\r\n<strong>Continuous development<\/strong> views development as a cumulative process, gradually improving on existing skills (Figure 2). With this type of development, there is a gradual change. Consider, for example, a child\u2019s physical growth: adding inches to their height year by year. In contrast, theorists who view development as <strong>discontinuous<\/strong> believe that development takes place in unique stages and that it occurs at specific times or ages. With this type of development, the change is more sudden, such as an infant\u2019s ability to demonstrate awareness of\u00a0object permanence (which is a cognitive skill that develops\u00a0toward the end of infancy,\u00a0according to Piaget's cognitive theory\u2014more on that theory in the next module).\r\n<figure>\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"975\"]<img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224916\/CNX_Psych_09_01_DevelopR.jpg\" alt=\"Continuous and Discontinuous development are shown side by side using two separate pictures. The first picture is a triangle labeled \u201cContinuous Development\u201d which slopes upward from Infancy to Adulthood in a straight line. The second picture is 4 bars side by side labeled \u201cDiscontinuous Development\u201d which get higher from Infancy to Adulthood. These bars resemble a staircase.\" width=\"975\" height=\"266\" \/> <strong>Figure 2<\/strong>. The concept of continuous development can be visualized as a smooth slope of progression, whereas discontinuous development sees growth in more discrete stages.[\/caption]<\/figure>\r\n<\/section><section>\r\n<h3>Is There One Course of Development or Many?<\/h3>\r\nIs development essentially the same, or universal, for all children (i.e., there is one course of development) or does development follow a different course for each child, depending on the child\u2019s specific genetics and environment (i.e., there are many courses of development)? Do people across the world share more similarities or more differences in their development? How much do culture and genetics influence a child\u2019s behavior?\r\n\r\nStage theories hold that the sequence of development is universal. For example, in cross-cultural studies of language development, children from around the world reach language milestones in a similar sequence (Gleitman &amp; Newport, 1995). Infants in all cultures coo before they babble. They begin babbling at about the same age and utter their first word around 12 months old. Yet we live in diverse contexts that have a unique effect on each of us. For example, researchers once believed that motor development followed one course for all children regardless of culture. However, childcare practices vary by culture, and different practices have been found to accelerate or inhibit the achievement of developmental milestones such as sitting, crawling, and walking (Karasik, Adolph, Tamis-LeMonda, &amp; Bornstein, 2010).\r\n\r\nFor instance, let\u2019s look at the Ach\u00e9 society in Paraguay. They spend a significant amount of time foraging in forests. While foraging, Ach\u00e9 mothers carry their young children, rarely putting them down in order to protect them from getting hurt in the forest. Consequently, their children walk much later: They walk around 23\u201325 months old, in comparison to infants in Western cultures who begin to walk around 12 months old. However, as Ach\u00e9 children become older, they are allowed more freedom to move about, and by about age 9, their motor skills surpass those of U.S. children of the same age: Ach\u00e9 children are able to climb trees up to 25 feet tall and use machetes to chop their way through the forest (Kaplan &amp; Dove, 1987). As you can see, our development is influenced by multiple contexts, so the timing of basic motor functions may vary across cultures. However, the functions are present in all societies.\r\n<figure>\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"649\"]<img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224918\/CNX_Psych_09_01_Play.jpg\" alt=\"Photograph A shows two children wearing inner tubes playing in the shallow water at the beach. Photograph B shows two children playing in the sand at a beach.\" width=\"649\" height=\"238\" \/> <strong>Figure 3.<\/strong> All children across the world love to play. Whether in (a) Florida or (b) South Africa, children enjoy exploring sand, sunshine, and the sea. (credit a: modification of work by \u201cVisit St. Pete\/Clearwater\u201d\/Flickr; credit b: modification of work by \"stringer_bel\"\/Flickr)[\/caption]<\/figure>\r\n<h3>How Do Nature and Nurture Influence Development?<\/h3>\r\nAre we who we are because of <strong>nature<\/strong> (biology and genetics), or are we who we are because of <strong>nurture<\/strong> (our environment and culture)? This longstanding question is known in psychology as the nature versus nurture debate. It seeks to understand how our personalities and traits are the product of our genetic makeup and biological factors, and how they are shaped by our environment, including our parents, peers, and culture. For instance, why do biological children sometimes act like their parents\u2014is it because of genetics or because of early childhood environment and what the child has learned from their parents? What about children who are adopted\u2014are they more like their biological families or more like their adoptive families? And how can siblings from the same family be so different?\r\n\r\nWe are all born with specific genetic traits inherited from our parents, such as eye color, height, and certain personality traits. Beyond our basic genotype, however, there is a deep interaction between our genes and our environment. Our unique experiences in our environment influence whether and how particular traits are expressed, and at the same time, our genes influence how we interact with our environment (Diamond, 2009; Lobo, 2008). There is a reciprocal interaction between nature and nurture as they both shape who we become, but the debate continues as to the relative contributions of each.\r\n\r\n<\/section>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/b982291b-12ab-4558-8a7f-3a09e014e20d\r\n\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>GLOSSARY<\/h3>\r\n[glossary-page]\r\n[glossary-term]continuous development:[\/glossary-term]\r\n[glossary-definition]the idea that development is a progressive and cumulative process, gradually improving on existing skills[\/glossary-definition]\r\n\r\n[glossary-term]discontinuous development:[\/glossary-term]\r\n[glossary-definition]idea that development takes place in unique stages and occurs at specific times or ages[\/glossary-definition]\r\n\r\n[glossary-term]nature:[\/glossary-term]\r\n[glossary-definition]the influences of biology and genetics on behavior[\/glossary-definition]\r\n\r\n[glossary-term]nurture:[\/glossary-term]\r\n[glossary-definition]environmental, social, and cultural influences on behavior[\/glossary-definition]\r\n[\/glossary-page]\r\n\r\n<\/div>\r\n<\/section><\/section>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Outcomes<\/h3>\n<ul>\n<li>Describe human development and its three domains: physical, cognitive, and psychosocial development<del><br \/>\n<\/del><\/li>\n<li>Explain key human development issues about the nature of change: continuous\/discontinuous, one course\/multiple courses, and nature\/nurture<span style=\"color: #ff6600;\"><br \/>\n<\/span><\/li>\n<\/ul>\n<\/div>\n<h2>Domains in Human Development<\/h2>\n<div id=\"attachment_6356\" style=\"width: 547px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-6356\" class=\"wp-image-6356\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3707\/2014\/09\/11110825\/size0.jpg\" alt=\"Kids running in a gym.\" width=\"537\" height=\"384\" \/><\/p>\n<p id=\"caption-attachment-6356\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. Human development encompasses the physical, cognitive, and psychosocial changes that occur throughout a lifetime.<\/p>\n<\/div>\n<div>Human development refers to the physical, cognitive, and psychosocial development of humans throughout the lifespan. What types of development are involved in each of these three domains, or areas, of life? Physical development involves growth and changes in the body and brain, the senses, motor skills, and health and wellness. Cognitive development involves learning, attention, memory, language, thinking, reasoning, and creativity. Psychosocial development involves emotions, personality, and social relationships.<span style=\"color: #339966;\">\u00a0<\/span><\/div>\n<div>\n<h3>Physical Domain<\/h3>\n<p>Many of us are familiar with the height and weight charts that pediatricians consult to estimate if babies, children, and teens are growing within normative ranges of physical development. We may also be aware of changes in children&#8217;s fine and gross motor skills, as well as their increasing coordination, particularly in terms of playing sports. But we may not realize that physical development also involves brain development, which not only enables childhood motor coordination but also greater coordination between emotions and planning in adulthood, as our brains are not done developing in infancy or childhood. Physical development also includes puberty, sexual health, fertility, menopause, changes in our senses, and primary versus secondary aging. Healthy habits with nutrition and exercise are also important at every age and stage across the lifespan.<\/p>\n<h3>Cognitive Domain<\/h3>\n<p>If we watch and listen to infants and toddlers, we can&#8217;t help but wonder how they learn so much so fast, particularly when it comes to language development. Then as we compare young children to those in middle childhood, there appear to be huge differences in their ability to think logically about the concrete world around them. Cognitive development includes mental processes, thinking, learning, and understanding, and it doesn&#8217;t stop in childhood. Adolescents develop the ability to think logically about the abstract world (and may like to debate matters with adults as they exercise their new cognitive skills!). Moral reasoning develops further, as does practical intelligence\u2014wisdom may develop with experience over time. Memory abilities and different forms of intelligence tend to change with age. Brain development and the brain&#8217;s ability to change and compensate for losses is significant to cognitive functions across the lifespan, too.<\/p>\n<\/div>\n<h3>Psychosocial Domain<\/h3>\n<div>\n<p>Development in this domain involves what&#8217;s going on both psychologically and socially. Early on, the focus is on infants and caregivers, as temperament and attachment are significant. As the social world expands and the child grows psychologically, different types of play and interactions with other children and teachers become important. Psychosocial development involves emotions, personality, self-esteem, and relationships. Peers become more important for adolescents, who are exploring new roles and forming their own identities. Dating, romance, cohabitation, marriage, having children, and finding work or a career are all parts of the transition into adulthood. Psychosocial development continues across adulthood with similar (and some different) developmental issues of family, friends, parenting, romance, divorce, remarriage, blended families, caregiving for elders, becoming grandparents and great grandparents, retirement, new careers, coping with losses, and death and dying.<\/p>\n<p>As you may have already noticed, physical, cognitive, and psychosocial development are often interrelated, as with the example of brain development. We will be examining human development in these three domains in detail throughout the modules in this course, as we learn about infancy\/toddlerhood, early childhood, middle childhood, adolescence, young adulthood, middle adulthood, and late adulthood development, as well as death and dying.<\/p>\n<\/div>\n<h2><strong>Who Studies Human Development and Why?<\/strong><\/h2>\n<p>Many academic disciplines contribute to the study of development and this type of course is offered in some schools as psychology (particularly as developmental psychology); in other schools, it is taught under sociology, human development, or family studies.\u00a0This multidisciplinary course is made up of contributions from researchers in the areas of health care, anthropology, nutrition, child development, biology, gerontology, psychology, and sociology, among others.\u00a0Consequently, the stories provided are rich and well-rounded and the theories and findings can be part of a collaborative effort to understand human lives.<\/p>\n<p>The main goals of those involved in studying human development are to describe and explain changes. Throughout this course, we will describe observations during development, then examine how theories provide explanations for why these changes occur. For example, you may observe two-year-old children to be particularly temperamental, and researchers offer theories to explain why that is. We&#8217;ll learn a lot more about theories, especially developmental theories, in the next module.<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_15e4d350-ec91-4ce6-994c-46aa865de61e\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/15e4d350-ec91-4ce6-994c-46aa865de61e?iframe_resize_id=assessment_practice_id_15e4d350-ec91-4ce6-994c-46aa865de61e\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<section>\n<section>\n<div>\n<h2>Key Issues in Human Development<\/h2>\n<\/div>\n<section>There are many different theoretical approaches regarding human development. As we evaluate them in this course, recall that\u00a0human development focuses on how people change, and\u00a0the approaches address the nature\u00a0of change in different ways:<\/section>\n<ul>\n<li>Is the change smooth or uneven (continuous versus discontinuous)?<\/li>\n<li>Is this pattern of change the same for everyone, or are there\u00a0different patterns of change (one course of development versus many courses)?<\/li>\n<li>How do genetics and environment interact to influence development (nature versus nurture)?<\/li>\n<\/ul>\n<section>\n<h3>Is Development Continuous or Discontinuous?<\/h3>\n<p><strong>Continuous development<\/strong> views development as a cumulative process, gradually improving on existing skills (Figure 2). With this type of development, there is a gradual change. Consider, for example, a child\u2019s physical growth: adding inches to their height year by year. In contrast, theorists who view development as <strong>discontinuous<\/strong> believe that development takes place in unique stages and that it occurs at specific times or ages. With this type of development, the change is more sudden, such as an infant\u2019s ability to demonstrate awareness of\u00a0object permanence (which is a cognitive skill that develops\u00a0toward the end of infancy,\u00a0according to Piaget&#8217;s cognitive theory\u2014more on that theory in the next module).<\/p>\n<figure>\n<div style=\"width: 985px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224916\/CNX_Psych_09_01_DevelopR.jpg\" alt=\"Continuous and Discontinuous development are shown side by side using two separate pictures. The first picture is a triangle labeled \u201cContinuous Development\u201d which slopes upward from Infancy to Adulthood in a straight line. The second picture is 4 bars side by side labeled \u201cDiscontinuous Development\u201d which get higher from Infancy to Adulthood. These bars resemble a staircase.\" width=\"975\" height=\"266\" \/><\/p>\n<p class=\"wp-caption-text\"><strong>Figure 2<\/strong>. The concept of continuous development can be visualized as a smooth slope of progression, whereas discontinuous development sees growth in more discrete stages.<\/p>\n<\/div>\n<\/figure>\n<\/section>\n<section>\n<h3>Is There One Course of Development or Many?<\/h3>\n<p>Is development essentially the same, or universal, for all children (i.e., there is one course of development) or does development follow a different course for each child, depending on the child\u2019s specific genetics and environment (i.e., there are many courses of development)? Do people across the world share more similarities or more differences in their development? How much do culture and genetics influence a child\u2019s behavior?<\/p>\n<p>Stage theories hold that the sequence of development is universal. For example, in cross-cultural studies of language development, children from around the world reach language milestones in a similar sequence (Gleitman &amp; Newport, 1995). Infants in all cultures coo before they babble. They begin babbling at about the same age and utter their first word around 12 months old. Yet we live in diverse contexts that have a unique effect on each of us. For example, researchers once believed that motor development followed one course for all children regardless of culture. However, childcare practices vary by culture, and different practices have been found to accelerate or inhibit the achievement of developmental milestones such as sitting, crawling, and walking (Karasik, Adolph, Tamis-LeMonda, &amp; Bornstein, 2010).<\/p>\n<p>For instance, let\u2019s look at the Ach\u00e9 society in Paraguay. They spend a significant amount of time foraging in forests. While foraging, Ach\u00e9 mothers carry their young children, rarely putting them down in order to protect them from getting hurt in the forest. Consequently, their children walk much later: They walk around 23\u201325 months old, in comparison to infants in Western cultures who begin to walk around 12 months old. However, as Ach\u00e9 children become older, they are allowed more freedom to move about, and by about age 9, their motor skills surpass those of U.S. children of the same age: Ach\u00e9 children are able to climb trees up to 25 feet tall and use machetes to chop their way through the forest (Kaplan &amp; Dove, 1987). As you can see, our development is influenced by multiple contexts, so the timing of basic motor functions may vary across cultures. However, the functions are present in all societies.<\/p>\n<figure>\n<div style=\"width: 659px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224918\/CNX_Psych_09_01_Play.jpg\" alt=\"Photograph A shows two children wearing inner tubes playing in the shallow water at the beach. Photograph B shows two children playing in the sand at a beach.\" width=\"649\" height=\"238\" \/><\/p>\n<p class=\"wp-caption-text\"><strong>Figure 3.<\/strong> All children across the world love to play. Whether in (a) Florida or (b) South Africa, children enjoy exploring sand, sunshine, and the sea. (credit a: modification of work by \u201cVisit St. Pete\/Clearwater\u201d\/Flickr; credit b: modification of work by &#8220;stringer_bel&#8221;\/Flickr)<\/p>\n<\/div>\n<\/figure>\n<h3>How Do Nature and Nurture Influence Development?<\/h3>\n<p>Are we who we are because of <strong>nature<\/strong> (biology and genetics), or are we who we are because of <strong>nurture<\/strong> (our environment and culture)? This longstanding question is known in psychology as the nature versus nurture debate. It seeks to understand how our personalities and traits are the product of our genetic makeup and biological factors, and how they are shaped by our environment, including our parents, peers, and culture. For instance, why do biological children sometimes act like their parents\u2014is it because of genetics or because of early childhood environment and what the child has learned from their parents? What about children who are adopted\u2014are they more like their biological families or more like their adoptive families? And how can siblings from the same family be so different?<\/p>\n<p>We are all born with specific genetic traits inherited from our parents, such as eye color, height, and certain personality traits. Beyond our basic genotype, however, there is a deep interaction between our genes and our environment. Our unique experiences in our environment influence whether and how particular traits are expressed, and at the same time, our genes influence how we interact with our environment (Diamond, 2009; Lobo, 2008). There is a reciprocal interaction between nature and nurture as they both shape who we become, but the debate continues as to the relative contributions of each.<\/p>\n<\/section>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_b982291b-12ab-4558-8a7f-3a09e014e20d\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/b982291b-12ab-4558-8a7f-3a09e014e20d?iframe_resize_id=assessment_practice_id_b982291b-12ab-4558-8a7f-3a09e014e20d\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>GLOSSARY<\/h3>\n<div class=\"titlepage\">\n<dl>\n<dt>continuous development:<\/dt>\n<dd>the idea that development is a progressive and cumulative process, gradually improving on existing skills<\/dd>\n<dt>discontinuous development:<\/dt>\n<dd>idea that development takes place in unique stages and occurs at specific times or ages<\/dd>\n<dt>nature:<\/dt>\n<dd>the influences of biology and genetics on behavior<\/dd>\n<dt>nurture:<\/dt>\n<dd>environmental, social, and cultural influences on behavior<\/dd>\n<\/dl>\n<\/div>\n<\/div>\n<\/section>\n<\/section>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-52\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Psyc 200 Lifespan Psychology. <strong>Authored by<\/strong>: Laura Overstreet. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/opencourselibrary.org\/econ-201\/\">http:\/\/opencourselibrary.org\/econ-201\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Family picture. <strong>Authored by<\/strong>: Wazzle. <strong>Provided by<\/strong>: Wikimedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/commons.wikimedia.org\/wiki\/File:African_Family.jpg\">https:\/\/commons.wikimedia.org\/wiki\/File:African_Family.jpg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>What is Lifespan Development. <strong>Provided by<\/strong>: Lumen Learning. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/opentext.wsu.edu\/ospsychrevisions\/chapter\/what-is-lifespan-development\/\">https:\/\/opentext.wsu.edu\/ospsychrevisions\/chapter\/what-is-lifespan-development\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Modification, adaptation, and original content. <strong>Authored by<\/strong>: Margaret Clark-Plaskie for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Key issues in Human Development. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/chapter\/what-is-lifespan-development\/\">https:\/\/courses.lumenlearning.com\/waymaker-psychology\/chapter\/what-is-lifespan-development\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><li>Developmental Psychology. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Developmental_psychology\">https:\/\/en.wikipedia.org\/wiki\/Developmental_psychology<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">Public domain content<\/div><ul class=\"citation-list\"><li>Kids running. <strong>Authored by<\/strong>: Airman 1st Class Soo c. Kim. <strong>Provided by<\/strong>: U.S. Air Force photo. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.army.mil\/article\/135427\/childhood_obesity_a_preventable_disease\">https:\/\/www.army.mil\/article\/135427\/childhood_obesity_a_preventable_disease<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":74,"menu_order":3,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Psyc 200 Lifespan Psychology\",\"author\":\"Laura Overstreet\",\"organization\":\"\",\"url\":\"http:\/\/opencourselibrary.org\/econ-201\/\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Family picture\",\"author\":\"Wazzle\",\"organization\":\"Wikimedia\",\"url\":\"https:\/\/commons.wikimedia.org\/wiki\/File:African_Family.jpg\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"What is Lifespan Development\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"https:\/\/opentext.wsu.edu\/ospsychrevisions\/chapter\/what-is-lifespan-development\/\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Modification, adaptation, and original content\",\"author\":\"Margaret Clark-Plaskie for Lumen Learning\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Key issues in Human Development\",\"author\":\"\",\"organization\":\"\",\"url\":\"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/chapter\/what-is-lifespan-development\/\",\"project\":\"\",\"license\":\"pd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Developmental Psychology\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Developmental_psychology\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"pd\",\"description\":\"Kids running\",\"author\":\"Airman 1st Class Soo c. 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