1. Chapter 1 Understanding Life- Span Human Development

2. What is Development? The pattern of change that begins at conception and continues through the life cycle.  “Womb to Tomb” Systematic changes and continuities ◦In the individual ◦Between conception and death Three broad domains ◦Physical, Cognitive, Psychosocial ◦“Biopsychosocial” model of development

3. Why Study Life-Span Development? You can gain insight into your own life. You will learn about life through the adulthood. You may be a parent or a teacher some day. Life-span development is linked with many different areas of psychology.

4. Developmental Definitions Growth: Physical changes that occur from birth to maturity Aging: Positive and negative changes in the mature organism Maturation: The biological unfolding of the individual genetic plan (nature) Learning: Relatively permanent changes due to environmental experiences (nurture)

5. Table 1.1, p. 4

6. Age Grades, Age Norms, and the Social Clock Age Grade: Socially defined age groups ◦Statuses, roles, privileges, responsibilities ◦Adults can vote, children can’t Age Norms: Behavioral expectations by age ◦Children attend school Social Clock: When things should be done ◦Early adulthood – time for 1 st marriages ◦“On time” vs “Off time” ◦“Off time” experiences are more psychologically difficult

7. Life-Span Phases in Historical Context Only two phases: Childhood & Adulthood 1600: Children viewed as miniature adults Modern view: innocence, need protection Average life expectancy in 1900: 47 yrs.

8. Life-Span Phases in Historical Context 2009 – newborn – 78 years ◦Females} White:81 yrs, Black:77 yrs ◦Males} White:76 yrs, Black 70 yrs ◦Increasing population of age 65

9. Framing the Nature/Nurture Issue Nature: heredity ◦Maturational processes guided by genes ◦Biologically based predispositions ◦Biological unfolding of genes Nurture: environment ◦Learning: experiences cause changes in thoughts, feelings, and behaviors Interactionist view: nature & nurture interact

10. Table 1.2, p. 8

11. Methods of Studying Life-Span Development Key Assumptions of Modern Life-Span Perspectives ◦Development is lifelong ◦Development is multidimensional ◦Development is multidirectional ◦Development is plastic – brings about change ◦Development is multidisciplinary ◦Development is contextual

12. Goals of Studying Life-Span Development Description ◦Normal development, individual differences Explanation ◦Typical and individually different development Optimization ◦Positive development, enhancing human capacities ◦Prevention and overcoming difficulties

13. Description  Naturalistic Observation  observing and recording behavior in naturally occurring situations

14. Description Case Study - An in- depth study of one or several individuals through observation, interview, and sometimes psychological testing. It is particularly appropriate for studying people with rare psychological or physiological disorders. Is language uniquely human?

15. Description Survey: Investigators use interviews and/or questionnaires to gather information about the attitudes, beliefs, experiences, or behaviors of a group of people. To be useful, surveys must involve a sample that is representative of the population to which the results will be applied. Who is your favorite Wiggle? 1) Anthony 2) Jeff 3) Sam 4) Murray What is your favorite Wiggles song? 1) Wake up Jeff 2) Toot Toot Chugga Chugga Big Red Car 3) Move Your Arms Like Henry the Octopus 4) Play Your Guitar with Murray 5) Captain Feathersword

16. Scientific Method Theory – a set of concepts and propositions intended to describe and explain some aspect of experience. Hypothesis – specific prediction or an educated guess used for prediction. Conceptualize the problem Gather data Create theory to explain phenomenon Test theory Accept theory or reject it to be revised based on the data Theories generate hypotheses tested through observation of behavior, and new observations indicate which theories are worth keeping or need to be revised.

17. The Need for Psychological Science

18. Fig. 1.3, p. 15

19. The Experimental Method Used to establish causation Three Critical Features ◦1. Manipulation of independent variable (that which is manipulated by experimenter) ◦2. Random assignment of individuals to treatment conditions ◦3. Experimental group vs. control group

20. Once researchers decide on the hypothesis they want to test, they must design the experiment. These procedures test the effects of watching televised violence. An appropriate, accurate method of measurement is essential.

21. The Correlational Method Determine if 2 or more variables are related Correlation: A measure of the relationship ◦Can range from +1.0 to –1.0 ◦Positive: variables move in same direction ◦Negative: variables move in opposite dir. No relationship if correlation is 0 Cannot establish a causal relationship

22. Figure 1.4

23. Positive Correlation–as x increases, y increases x = SAT score y = GPA GPA Scatter Plots and Types of Correlation 4.00 3.75 3.50 3.00 2.75 2.50 2.25 2.00 1.50 1.75 3.25 300350400450500550600650700750800 Math SAT

24. Negative Correlation–as x increases, y decreases x = hours of training y = number of accidents Scatter Plots and Types of Correlation 60 50 40 30 20 10 0 02468 1214161820 Hours of Training Accidents

25. No linear correlation x = height y = IQ Scatter Plots and Types of Correlation 160 150 140 130 120 110 100 90 80 606468727680 Height IQ

26. Correlation Coefficient Interpretation Coefficient Range Strength of Relationship 0.00 - 0.20Very Low 0.20 - 0.40Low 0.40 - 0.60Moderate 0.60 - 0.80High Moderate 0.80 - 1.00Very High

27. Correlation Three Possible Cause-Effect Relationships (1) Low self-esteem Depression (2) Depression Low self-esteem Depression (3) Distressing events or biological predisposition could cause or and

28. A strong correlation between depression and impaired sleep does not tell us whether depression interferes with sleep, poor sleep leads to depression, or whether another problem leads to both depression and sleep problems.

29. Table 1.3, p. 20

30. Developmental Research Designs Cross-Sectional Designs ◦+1 cohorts (same generation) or age- groups studied ◦1 time of testing ◦Studying age differences at any one time Longitudinal Designs ◦1 cohort (same generation) ◦+1 time of testing ◦Study changes across time in one cohort

31. Figure 1.5 page 23

32. Age, Cohort, and Time of Measurement Effects Age effects: Changes which occur due to age Cohort Effects: Born in one historical context ◦Changes due to differences in society ◦Disadvantage of cross-sectional design Time of measurement effects: Historical ◦Take place at time of data collection ◦Disadvantage of longitudinal design

33. Sequential Designs A combination of cross-sectional and longitudinal designs Advantages of both designs Gives information about ◦Which age-related trends are age effects? ◦Which age-related trends are truly cohort effects? ◦Which age-related trends are a result of historical events?

34. Figure 1.6

35. Fig. 1.7, p. 23

36. Table 1.4, p. 25