Lifespan Human Development PSY 223 Dr Nicole Alea
- Slides: 38
Lifespan Human Development PSY 223 Dr. Nicole Alea MTWR 10: 15 -12: 20 SB 106
Syllabus & Course Materials available online at: http: //people. uncw. edu/alean/PSY 223. htm
Lifespan human development A field of study that aims to understand constancy & change in physical, cognitive, social, & emotional factors throughout the lifespan.
What do you think? n Development is continuous, gradual progression, with new abilities, skills, & knowledge gradually added at a relatively uniform pace. OR n Development occurs at different rates, alternating between periods of little change and periods of abrupt, rapid change.
Basic issues 1. Continuous or discontinuous development? Quantitative - adding on more or more complex skills Qualitative – new skills emerge at particular periods
What do you think? n Humans everywhere follow the same general sequence of development. OR n Each human passes through a unique course of development.
Basic issues 2. One course of development or many? n Universal – basic process for everyone; differences are simply variations in basic process n Context-specific - unique process for everyone; differences result from different environments
What do you think? n Human intelligence is determined almost exclusively by genetic factors. OR n Human intelligence is largely the result of experiential factors.
Basic issues 3. Nature or Nurture? Are kids born bad? n Nature – human development is biologically (genetically) determined n Nurture - the physical and social environment influence human development n Contemporary developmental psychologists say “both”
When do humans stop developing? n Traditional population pyramid: more children & young n Projected population pyramid: equal young & old
Lifespan Perspective Paul Baltes (1987) Max Planck Institute for Human Development http: //www. mpib-berlin. mpg. de/ **Table 1. 5: Major Theories of Human Development**
1. Development as lifelong (**Table 1. 1**) Period Approximate age range Prenatal Conception to birth Infancy & toddlerhood birth – 2 years Early childhood 2 -6 years Middle childhood 6 -11 years Adolescence 11 -20 years Early adulthood 20 -40 years Middle adulthood 40 -60 years Late adulthood 60 years-death
What abilities increase with age? What abilities decline with age?
2. Multidirectional & multidimensional n Multidirectionality: decline & growth at all points in lifespan – development doesn’t occur in one direction – ratio shifts with age
ratio between gains & losses shifts across lifespan Gains > Losses > Gains
2. Multidirectional & multidimensional n Multidirectionality: decline & growth at all points in lifespan – development doesn’t occur in one direction – ratio shifts with age n Multidimensionality: pattern of decline & growth varies across & within domains
gains & losses depend on domain Emotional understanding Vocabulary Memory Ability to learn foreign language
3. Plasticity n Humans have a range of functioning n Natural occurring plasticity through compensation n Plasticity through training n Less plasticity with increasing age
4. Embedded in multiple contexts n Age-graded influences: related to chronological age n History-graded influences: related to generational (cohort) events n Nonnormative influences: related to unique experiences
Research Methods
Developmental psychology in the news… January 18, 2006 a violent video gamevideo called Grand Theft Auto. be ACan scene from the violent game Grand responsible for an 18 -year-old, Devin Moore, murdering three people?
“Playing violent video games, like Grand Theft Auto, leads to increased aggression in adolescents. ”
General Research Designs 1. Correlational design: see how two (or more) pre-existing variables are related Sign: direction of relation + variables move in same direction variables move in opposite direction Correlation coefficient - +. 20 +. 46 r= + -. 09 Number: strength of relation Ranges 0 to 1: Closer to 1 stronger the relation
What conclusions can we make? n Cannot make cause & effect conclusion Video Games r = +. 20 Aggressive Behavior directionality problem: do not know the direction of relation Personality Peer pressure third variable problem: other variable might account for relation
“Playing violent video games, like Grand Theft Auto, leads to (i. e. , causes) increased aggression in adolescents. ”
General Research Designs 2. Experimental design: manipulate variable to test the effects on outcome variable Variables Dependent (DV) Outcome variable (Aggressive behavior)
General Research Designs 2. Experimental design: manipulate variable to test the effects on outcome variable Independent (IV) Variables Manipulated variable Group 1: nonviolent game Group 2: violent game Dependent (DV) Outcome variable (Aggressive behavior)
How do I know if experiment worked?
What conclusions can we make? n Can make cause & effect conclusion Independent (IV) Dependent (DV) n Because have random assignment to IV – rules out confounds – other explanations – without it, do not have a “true” experiment
“Playing violent video games, like Grand Theft Auto, leads to increased aggression in adolescents. ”
Developmental Research Designs Building blocks of ALL developmental research Variables Measure Effects from… Age chronological age Changes in a person Cohort birth year experiences unique to a generation Time time of measurement circumstances during data collection
Developmental Research Designs n Cross-sectional: age & cohort vary, time constant Time Cohort 1995 2005 10 r = +. 30 1990 1985 15 r = +. 20 20 r = +. 10 Can only conclude age differences
Developmental Research Designs n Longitudinal: age & time vary, cohort constant Time Cohort 1985 1995 2000 2005 10 15 20 r = +. 10 r = +. 30 Can conclude age change
Advantages & Disadvantages Design Cross-sectional Longitudinal Advantages Practical & quick Measures age change Disadvantages Age differences Cohort effect Time effects Practice effects Nonrandom drop-out Lack of generalizability With all the problems, what should researchers do?
Developmental Research Designs n Sequential: combine cross-sectional & longitudinal designs Time Cohort 2005 2010 1995 10 15 1990 15 20 1985 20 25 Age change & cohort thateffects generalizes can be toteased other cohorts apart
Considered the “best” developmental research design…but hardly ever done?
In-class Assignment 1 The purpose of this assignment is to give you an opportunity to apply and practice what you have learned about general and developmental research designs.
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