1. Slide 1 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. LIFE-SPAN DEVELOPMENT 1 A Topical Approach to John W. Santrock Introduction

2. Slide 2 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Introduction The Life-Span Perspective The Nature of Development Theories of Development Research in Life-Span Development

3. Slide 3 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. The Life-Span Perspective Development—pattern of change that begins at conception and continues through life span The Life-Span Perspective

4. Slide 4 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. The Importance of Studying Life-Span Development Describe Explain Discover ways to optimize The Life-Span Perspective

5. Slide 5 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Views of Child Development Original sin view Tabla rasa view Innate goodness view Children born into world corrupted with inclination toward evil Children born as “blank slates” and acquire characteristics through experience (Locke) Children born inherently good (Rousseau) The Life-Span Perspective

6. Slide 6 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Characteristics of the Life-Span Perspective –Lifelong –Multidimensional –Multidirectional –Plastic The Life-Span Perspective –Contextual –Multidisciplinary –Growth, Maintenance, and Regulation

7. Slide 7 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Influences on Development Normative age- graded influences Normative history- graded influences Nonnormative life events Biological and environmental influences similar for individuals in a particular age group Biological and environmental influences associated with history Unusual occurrences that have a major impact on a person’s life The Life-Span Perspective

8. Slide 8 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Normative Age-Graded Influences Puberty Started formal education Menopause Retired

9. Slide 9 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Normative History-Graded Influences Economic Changes 9/11 War in Iraq

10. Slide 10 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Non-Normative Life Events Death of a parent Sexual abuse Brain injury

11. Slide 11 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Processes in Development The Nature of Development

12. Slide 12 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Periods of Development Prenatal Infancy Early childhood Middle and late childhood Adolescence Early adulthood Middle adulthood Late adulthood The Nature of Development

13. Slide 13 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Conceptions of Age Chronological age—number of years elapsed since person’s birth Biological age—age in terms of biological health Psychological age—individual’s adaptive capacities Social age—social roles and expectations related to person’s age The Nature of Development

14. Slide 14 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Developmental Issues Nature and Nurture Stability and Change Continuity- Discontinuity Extent to which development is influenced by nature and by nurture Degree to which early traits and characteristics persist through life or change Extent development involves gradual, cumulative change (continuity) or distinct stages (discontinuity) The Nature of Development

15. Slide 15 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Nature Biological Inheritance Genes Biological Functions –Neurotransmitters Serotonin Dopamin –Hormones Cortisol Testosterone Estrogen

16. Slide 16 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Nature (cont.) Physical appearance/Characteristics Height, hair color, eye color Clumsiness? Grace? Artistic or Music ability? Spatial Skills? Extreme environmental deprivation can affect development

17. Slide 17 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Nurture Biological Environment –Nutrition, medical care, drugs, physical accidents Social Environment –Family, peers, schools, community, media, culture

18. Slide 18 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Nature or Nurture? Stress/Diathesis Model for Mental Illness –Genetic predisposition in combo with stressful life events or circumstances MZDZ Major Depressive 40%11% Bipolar 70%15% Schizophrenia 30-50% 10-15%

19. Slide 19 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Nature or Nurture? Complex Interaction between the two Maternal Instinct? Brazelton Baby with feeding problems

20. Slide 20 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Continuity and Discontinuity in Development The Nature of Development

21. Slide 21 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Evaluating the Developmental Issues Most life-span developmentalists do not take extreme positions on the three developmental issues –Nature and nurture –Stability and change –Continuity and discontinuity The Nature of Development

22. Slide 22 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Psychoanalytic Theories Importance of: –Unconscious processes –Early experiences –Heavily couched in emotion –Behavior a surface characteristic –Important to analyze symbolic meanings of behavior Theories of Development

23. Slide 23 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Defense Mechanisms Repression Reaction-Formation Projection Regression Conversion Undoing Dissociation

24. Slide 24 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Freud’s Psychosexual Theory Id Ego Superego Oral Genital Latency Phallic Anal Freud’s Stages Adult personality determined by way we resolve conflicts between sources of pleasure at each stage and demands of reality Theories of Development

25. Slide 25 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Erikson’s Psychosocial Theory Eight stages of development –Unique development task confronts individuals with crisis that must be resolved –Positive resolution builds foundation for healthy development Theories of Development

26. Slide 26 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Industry vs. inferiority Erikson’s Life-Span Stages Generativity vs. stagnation Middle\late childhood Integrity vs. despair Intimacy vs. isolation Identity vs. identity confusion Initiative vs. guilt Autonomy vs. shame and doubt Trust vs. mistrust Infancy/Early childhood Middle adulthood Late adulthood Adolescence Early adulthood Theories of Development

27. Slide 27 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Evaluating the Psychoanalytic Theories Contributions –Early experiences –Family relationships –Unconscious –Adult changes Criticisms –Difficult to test –Emphasis on sexual underpinnings –Unconscious too important –Negative –Culture and gender bias Theories of Development

28. Slide 28 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Piaget’s Cognitive Developmental Theory Children actively construct understanding Go through four stages of cognitive development –Sensorimotor –Preoperational –Concrete Operational –Formal Operational Theories of Development

29. Slide 29 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Vygotsky’s Sociocultural Cognitive Theory Emphasizes how culture and social interaction guide cognitive development Social interaction with more skilled adults and peers advances cognitive development Theories of Development

30. Slide 30 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Information-Processing Theory Emphasizes individuals manipulate information, monitor it, and strategize about it –Memory –Thinking Theories of Development

31. Slide 31 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Evaluating the Cognitive Theories Contributions –Active construction of understanding –Importance of developmental changes –Detailed descriptions Criticisms –Lack individual variations –Information processing theory lacks description –Unconscious Theories of Development

32. Slide 32 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Behavioral Theories Pavlov’s Classical Conditioning –Neutral stimulus paired with active stimulus to produce response Skinner’s Operant Conditioning –Consequences of behavior changes probability of behavior’s occurrence Theories of Development

33. Slide 33 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Social Cognitive Theories Behavior, environment, and person/cognition are important development factors –Albert Bandura –Walter Mischel Theories of Development

34. Slide 34 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Bandura’s Social Cognitive Model

35. Slide 35 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Evaluating the Behavioral and Social Cognitive Theories Contributions –Scientific research –Environmental determinants –Observational learning –Person and cognitive factors Criticisms –Lack focus on cognition –Overemphasize environmental determinants –Too little attention to developmental changes Theories of Development

36. Slide 36 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Ethological Theory Behavior –Strongly influenced by biology –Tied to evolution –Characterized by critical or sensitive periods Theories of Development

37. Slide 37 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Evaluating Ethological Theory Contributions –Biological and evolutionary –Careful observations –Sensitive periods of development Criticisms –Emphasis on biological foundations –Inadequate attention to cognition –Animal focus Theories of Development

38. Slide 38 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Ecological Theory Bronfenbrenner’s view that development influenced by five environmental systems –Microsystem –Mesosystem –Exosystem – Macrosystem – Chronosystem Theories of Development

39. Slide 39 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Bronfenbrenner’s Ecological Theory

40. Slide 40 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Sociocultural Contexts Cross-cultural studies—comparisons of one culture with one or more other cultures. Ethnicity—range of characteristics rooted in cultural heritage. Gender—psychological and sociocultural dimension of being female or male. Theories of Development

41. Slide 41 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Evaluating Ecological Theory Contributions –Macro and micro dimensions –Connections –Sociohistorical influences Criticisms –Lacks emphasis on biological foundations –Inadequate attention to cognitive processes Theories of Development

42. Slide 42 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Family Contexts Children in non-poor home environments were more likely than those in poor homes to: –Get responses to their speech –Have toys or interesting activities –Have ten or more books of their own –See their father daily –Were less likely to be slapped or spanked Theories of Development

43. Slide 43 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Characteristics of Resilient Children Theories of Development

44. Slide 44 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. An Eclectic Theoretical Orientation Does not strictly follow any one theoretical approach Selects whatever is considered the best in each theory Theories of Development

45. Slide 45 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Methods for Collecting Data Observation –Laboratory—controlled setting –Naturalistic observation—observing behavior in real-world settings Survey and Interview Research in Life-Span Development

46. Slide 46 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Methods for Collecting Data Standardized Test—test with uniform procedures for administration and scoring Psychophysiological Measures Case Study—in-depth look at individual Life History Record Research in Life-Span Development

47. Slide 47 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Research Designs Descriptive Research—observes and records behavior Correlational Research—strength of relation between events or characteristics –Correlation coefficient—describes degree of association between two variables Research in Life-Span Development

48. Slide 48 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Experiments Carefully regulated procedures in which one or more factors are manipulated while all other factors are held constant –Independent and Dependent Variables –Experimental and Control Groups Can state cause and effect Research in Life-Span Development

49. Slide 49 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Time Span of Research Cross-Sectional Approach— individuals of different ages are compared at one time Longitudinal Approach—same individuals studied over period of time Sequential Approach—combined cross-sectional, longitudinal design Research in Life-Span Development

50. Slide 50 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Cohort Effects Due to subject’s time of birth or generation, but not age Research in Life-Span Development

51. Slide 51 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Parts of a Journal Article Abstract Introduction Method Results Discussion References Research in Life-Span Development

52. Slide 52 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Research Ethics Informed consent Confidentiality Debriefing Deception Research in Life-Span Development