Lifespan Human Development PSY 223 Dr Nicole Alea

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Lifespan Human Development PSY 223 Dr. Nicole Alea MTWR 10: 15 -12: 20 SB

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

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

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,

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

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.

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

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.

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

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

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.

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

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?

What abilities increase with age? What abilities decline with age?

2. Multidirectional & multidimensional n Multidirectionality: decline & growth at all points in lifespan

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

ratio between gains & losses shifts across lifespan Gains > Losses > Gains

2. Multidirectional & multidimensional n Multidirectionality: decline & growth at all points in lifespan

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

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

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

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

Research Methods

Developmental psychology in the news… January 18, 2006 a violent video gamevideo called Grand

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.

“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

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

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)

“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

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

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?

How do I know if experiment worked?

What conclusions can we make? n Can make cause & effect conclusion Independent (IV)

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.

“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

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

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

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

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

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?

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

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.