1. CHAPTERS 1-2 Developmental Psychology A Topical Approach to Lifespan Development

2. Chapter one - Introduction The Lifespan Perspective – You will be encouraged to think about how your early experiences have shaped the individual you are today and how your experiences today will impact the person you are in the future. Good for parenting in the future, insight into your own history & learning about how your life might be as you age.

3. Characteristics of Lifespan Perspective  Lifelong – DUH!  Multidimensional – biological, cognitive and socio-emotional  Multidirectional – while one skill or dimension increases, others may decrease. As you establish romantic relationships, time with friends may decrease  Plastic – the capacity for change. This is debated among developmentalists.  Developmental Science is Multidisciplinary – social scientists, neuroscientists, researchers are studying developmental phenomena  Contextual – normative age-graded/history-graded/non- normative influences. “It depends…”  Growth, Maintenance, and Loss – different goals @ various times.  Co-Construction of Biology, Culture & the Individual – responses and choices

4. Contemporary Concerns…  Health & Well-Being – physical and mental health  Parenting & Education – bilingual children, daycare, divorce, parenting styles, preschool, poverty ---- ???  Sociocultural Contexts and Diversity – culture, ethnicity, economic status, gender  Social Policy – government action to help citizens

5. Three Processes  Biological  Cognitive  Socioemotional  These are inextricably intertwined – cannot be teased apart. Integrated individuals. Processes can be bidirectional – each effecting the other.

6. Biological  Physical nature of individual changes  Weight  Height  Cardiovascular strength  Motor skills  Hormones

7. Cognitive Processes Things that happen inside your head: Thinking Intelligence Language

8. Socioemotional  Changes involving relationships with others  Emotional changes  Personality changes

9. A developmental period is a time frame with certain characteristics  Prenatal – before birth  Infancy – 0-2  Early childhood – 3-6  Middle & late childhood – elementary school  Adolescence – 10ish-20ish (middle/high school)  Early adulthood – 20s & 30s  Middle adulthood – 40-60  Late adulthood – 60s/70s to death

10. Variability in capabilities of same-age persons.  Age & Happiness – happier as we age?  How do we define age?  Chronological - # of days  Biological – health of organs  Psychological – adaptive capacity  Social – connectedness with others/social roles  In lifespan perspective – all of the above are important  (Think Blue Zones)

11. The BIG QUESTIONS  Nature and Nurture – is it biology or environment?  Stability and Change – degree to which characteristics persist  Continuity and Discontinuity – degree to which there is gradual changes or distinct stages of development  Quantitative (continuous) change - or - Qualitative (discontinuous) change???

12. Theories of Development  Group Project – YEAH!!!

13. Here are the groups…  Erikson – Psychosocial Theory  Piaget – Cognitive Development Theory  Vygotsky – Sociocultural Cognitive Theory  Skinner – Operant Conditioning and Bandura – Social Cognitive Theory

14. ETHOLOGICAL THEORY Behavior strongly influenced by biology – tied to evolution and there are critical periods. Imprinting (baby ducks) Attachment in babies/children – makes a difference in how they attach as adults… Critical periods vs. sensitive periods Evolutionary Psychology – see chapter 2 – this is also related to biology in a heavy way.

15. ECOLOGICAL THEORY Brofenvrenner’s Ecological Theory environmental systems influence development If you really want to know about this, you can read about it on pages 26-27. I don’t plan to test you over this concept. Turns into a bio-ecological theory when biology is added. Family, neighborhood, church, school, work… all influence development I like it – generally.

16. ECLECTIC – WHAT THE HECK DOES THAT MEAN? No single theory – but a mix of the best features of numerous theories. This makes sense. Can take into account biology, environment and other factors.

17. + Research This is a review… Observation – naturalistic or laboratory Survey and Interview – just ask people! Be careful of sample & population & generalization. Standardized Test Case Study – in-depth look at one case – may or may not be typical for the “generalized other” Physiological Measures – medical tests – neuroimaging

18. + TYPES OF RESEARCH Descriptive – observe and record only Correlational Research – determine the strength and nature of a relationship between two or more variables. The more correlated variables are, the more likely we can predict them in the future. Experimental Research – determines causality. Independent and Dependent Variables Experimental and Control Groups Cross-sectional vs. Longitudinal studies

19. + Ethics in the Research Process Informed Consent Confidentiality Debriefing Limited Deception Limit Bias as Much as Possible!

20. Evolutionary Perspective  Really only cares if you make it to reproduction  Natural selection and adaptive behavior  How we make our decisions, how aggressive we are and our mating patterns are all interesting to those who study this perspective.

21. Is our extended childhood a result of evolution?  Perhaps – because we need time to develop a large brain and be prepared to live in society effectively.  Evolved characteristics aren’t as adaptive today as they once were…food intake/physiology of gorging… high calorie cravings

22. Why do people live so long after reproductive years?  Just a fluke?  The old ones take care of babies and children?  Aches and pains and declines of old age are not concerns for evolutionists. Natural selection is only tied to reproduction. What happens after that? Don’t care.  Alzheimer’s – not the purvey of an evolutionary psychologist.

23. Genes & Chromosomes Genes, Chromosomes, DNA, Mitosis, Meiosis, Fertilization, Zygote, … Human Genome Project – mapping genetics Genes don’t act independently – what are the relationships (dependencies) – what turns on a gene or turns it off? GENE COLLABORATION Genotype – all a person’s genetic material Phenotype – observable/measurable characteristics

24. More about genes… Dominant/Recessive Genes Sex-linked Genes – carried on only one chromosome (X or Y) Genetic imprinting – genes have different effects depending on whether you got them from mom or dad. Polygenic inheritance – interaction of many genes influences characteristics – environment can impact characteristics, as well. Read in the text on Pages 56-58 about genetic abnormalities

25. Behavior Genetics