1. Chapter 1- January 25, 2016 History, Theory, and Research Strategies

2. LEARNING OUTCOMES THEORIES (See page 22. Table 1.4) Describe the lifespan perspective on development (continuous, discontinuous, plasticity, stability and resilience) Describe the three domains. Theories that influenced human development research in the mid-twentieth century. Psychoanalytical, psychosocial, behaviorism, social learning theory, cognitive-development theory Recent theoretical perspectives on human development. Cognitive Neuroscience Vygotsky’s Sociocultural Theory Ecological Systems Theory 2

3. LEARNING OUTCOMES COMMON RESEARCH METHODS Describe methods commonly used in research on human development. (pp. 21–25) Distinguish between correlational and experimental research designs, noting the strengths and limitations of each. (pp. 25–28) Describe designs for studying development, noting the strengths and limitations of each. (pp. 28–31) What special ethical concerns arise in research on human development? (pp. 31–32) 3

4. The study of constancy and change throughout the lifespan © Blend Images/Shutterstock Developmental Science

5.  Scientific  Applied  Interdisciplinary © Irina Magrelo/Shutterstock The Field of Developmental Science

6. DEFINITIONS Growth: An increase in physical size Development: The acquisition of skills and function Maturation: Total process in which skills and potential emerge regardless of practice or training

7. Theory – provide frameworks, verified by research, and can predict the sequences in the future and can be replicated many times. Hypothesis- proposed explanation, that needs to be tested. It starts the scientific inquiry process. Hypothesis vs. Theory © bikeriderlondon/Shutterstock

8.  Continuous or discontinuous?  Continuous –gradual augmenting the same types of skills  Discontinuous – happens in stages (like climbing a stair case, one step at a time, sudden changes could occur from one step to the next). Basic Issues in Development

9. Unique combinations of personal and environmental circumstances can result in different paths of change © xanirakx/Shutterstock Contexts of Development

10. Nature  Hereditary information  Received from parents at conception Nurture  Physical and social forces  Influences biological and psychological development Basic Issues Nature vs. Nurture

11. Stability  Persistence of individual differences  Lifelong patterns established by early experiences Plasticity  Development is open to lifelong change  Change occurs based on influential experiences Stability and Plasticity

12.  Ability to adapt effectively in the face of threats to development  Factors in resilience:  personal characteristics  warm parental relationship  social support outside family  community resources and opportunities Resilience © iofoto/Shutterstock

13. WHAT DO YOU THINK? Do you think development is simply nature vs nurture? That there is plasticity in life? Can someone be more resilient than others? Can you give one example? 13

14.  Ongoing process from conception to death  Molded by network of influences:  biological  psychological  social Development as a Dynamic System

15. Development is  lifelong  multidimensional and multidirectional  highly plastic  influenced by multiple, interacting forces © Intellistudies/Shutterstock Lifespan Perspective

16. Periods of Development PrenatalConception to birth Infancy and toddlerhoodBirth–2 years Early childhood2–6 years Middle childhood6–11 years Adolescence11–18 years Early adulthood18–40 years Middle adulthood40–65 years Late adulthood65 years–death

17. MAJOR DOMAINS OF DEVELOPMENT Figure 1.2

18. LIFESPAN VIEW OF DEVELOPMENT Figure 1.3

19. CATEGORY OF DEVELOPMENT Take three index cards or pieces of paper I am going to name a category you will raise up a card Write –P for Physical –S/E for Social/Emotional –C for cognitive FYI, language usually has its own category but it falls under cognitive 19

20. Multiple, interacting forces:  Age-graded  History-graded- baby boomers, Generation X, Millennial Generations  Nonnormative- not a pattern © auremar/Shutterstock Influences on Development

21. 21

22. Scientific Beginnings Darwin Theory of evolution Hall, Gesell Normative approach- large numbers of people to create trends Binet Mental testing movement- testing for educational placement

23.  Theory of evolution  Natural selection  Survival of the fittest  Normative approach  Child study movement  Development as a maturational process  Mental testing movement  First successful intelligence test  In forefront of nature–nurture controversy Early Scientific Theories

24. PERSONALITY Consists of the behavior patterns that distinguish one person from another (look at page 33 book that compares the two theories) Frameworks – Sigmund Freud’s psychoanalytical theory – Erik Erikson’s psychosocial theory

25. SIGMUND FREUD Father of psychoanalysis 1856-1939 Theory of the unconscious. The mind is like an iceberg. What have you heard about Sigmund Freud?

27. Freud’s Three Parts of the Personality Id  Largest portion of the mind  Source of biological needs/desires Ego  Conscious, rational part of personality  Emerges in early infancy  Redirects id impulses in acceptable ways Superego  The conscience, the “do-gooder”  Develops from ages 3 to 6 through interactions with caregivers

29. PERSONIFICATION OF EGO, ID AND SUPEREGO Stories often personify these characters. Get in groups of three to personify each type. What cartoon character would you give? Who would mediate between the external world and conscience?

30. FREUD’S DEFENSE MECHANISMS Defense mechanisms are techniques used at all stages of the life cycle to help individuals cope with the threat of anxiety. They are used to protect the ego. On a short-term basis, they may be helpful. Overuse or maladaptive use prevents the individual from achieving personal growth and satisfaction.

31. Erikson’s Psychosocial Stages Basic trust vs. mistrustBirth–1 year Autonomy vs. shame/doubt1–3 years Initiative vs. guilt3–6 years Industry vs. inferiority6–11 years Identity vs. role confusionAdolescence Intimacy vs. isolationEarly adulthood Generativity vs. stagnationMiddle adulthood Integrity vs. despairLate adulthood

33. ERIKSON THEORY Using eight index cards, write out each stage “Basic trust vs. mistrust” As I call out the age range, you will raise up the card/piece of paper.

34. Behaviorism and Social Learning Theory Classical conditioning Stimulus–response Operant conditioning Reinforcers and punishments (Skinner) Social learning theory Social-cognitive approach (Bandura)

35. JEAN PIAGET Cognitive development theory Children "construct" their understanding of the world through their active involvement and interactions. Studied his 3 children to focus not on what they knew but how they knew it. Described children's understanding as their "schemas” and how they use: – assimilation – accommodation.

36.  Children actively construct knowledge by manipulating and exploring their world.  Mental structures adapt to better fit with environment.  Development moves through four broad stages. Piaget’s Cognitive- Developmental Theory

37. © Odua Images/Shutterstock Piaget’s Stages  Sensorimotor  Preoperational  Concrete operational  Formal operational  See page 15 in text book.

38. PIAGET COGNITIVE INTERVIEWS Example of observational video https://youtu.be/hyhK9beGuQU Older video using Piaget’s experiments https://youtu.be/KC_APvsqF_w

39.  Relationship of brain changes to cognitive processing and behavior patterns  Brings together researchers from  psychology  biology  neuroscience  medicine  Practical applications  Check out National Science Foundation Check out National Science Foundation Developmental Cognitive Neuroscience

40.  Transmission to the next generation of a culture’s  values  beliefs  customs  skills  Cooperative dialogues between children and more expert members of society  Mention the Preschool Study by Tobin et al. © Andresr/Shutterstock Vygotsky’s Sociocultural Theory

41. ECOLOGICAL SYSTEMS THEORY Figure 1.5

42.  Layers of the environment:  microsystem  mesosystem  exosystem  macrosystem  Chronosystem: temporal dimension © Zurijeta/Shutterstock Ecological Systems Theory Page 19

44. ADDRESSING NEEDS How can a health professional address needs? Why is it important to understand where someone is at in the levels? Is this information applicable in life? Yes or No. Discuss

45. CHECKING LEARNING OUTCOMES THEORIES (See page 22. Table 1.4) Describe the lifespan perspective on development (continuous, discontinuous, plasticity, stability and resilience) Describe the three domains. Theories that influenced human development research in the mid-twentieth century. Psychoanalytical, psychosocial, behaviorism, social learning theory, cognitive-development theory Recent theoretical perspectives on human development. Cognitive Neuroscience Vygotsky’s Sociocultural Theory Ecological Systems Theory 45

46. LEARNING OUTCOMES COMMON RESEARCH METHODS Describe methods commonly used in research on human development. (pp. 21–25) Distinguish between correlational and experimental research designs, noting the strengths and limitations of each. (pp. 25–28) Describe designs for studying development, noting the strengths and limitations of each. (pp. 28–31) What special ethical concerns arise in research on human development? (pp. 31–32) 46

47. RESEARCH DESIGNS (SEE PAGE 28) General Design Correlation (don’t alter experience and look at relationship between variables) Experimental (random assignment, look at cause and effect) Developmental Design Longitudinal Cross-sectional Sequential 47

48. Independent Variable  Manipulated by experimenter  Expected to cause changes in another variable Dependent Variable  Measured, but not manipulated, by experimenter  Expected to be influenced by independent variable Experimental Design

49.  Unbiased procedure used to assign participants to treatment conditions  Increases chances that characteristics will be equally distributed across conditions Random Assignment © iofoto/Shutterstock

50. EXPERIMENTAL DESIGN Independent variable impact on dependent variable –Example: Take xyz pill (independent) on a reducing a disease (dependent). Randomly Assigned (Experimental Design) –Control Group (example: doesn’t get the pill, gets a sugar pill) –Treatment Group (example: gets xyz pill) Quasi-experimental (not able to do a full control group or random assignment) Statistical Significance (p value less or greater to.05) 50

51. Correlation Design and Coefficient  Correlation Coefficent (Strength of relationship)  Correlation do not show causation but measures influence  (positive or negative number (0-1)  Closer to 1 the stronger the relationship Closer to 1 the stronger the relationship  1.00 is strong,.52 is moderate, and.18 is low  Direction of relationship Direction of relationship  Positive means move in the same direction  Negative means they move in the opposite direction General Research Designs

52. QUICK ASSESSMENT RAISE UP A -1 OR +1 The more I eat, the more I weigh. The more time I spend at the mall, the less money I have. The more I brush my teeth, the fewer cavities I have. The less I study, the poorer my grades. Let’s look at page 27 and read the studies. 52

53. Naturalistic Observation  Observation of behavior in natural contexts  Reflects participants’ everyday lives Structured Observation  Observation of behavior in laboratory  Gives all participants opportunity to display behavior Systematic Observation

54. Semi-structured Interview  Conversational style  Probes for participant’s viewpoint  Provides large amount of information in brief period Structured Interview  All participants are asked the same questions in the same way  Permits comparisons and efficient data collection Self-Reports

55. Field Experiment  Conducted in natural settings  Capitalizes on existing opportunities for random assignment Natural/Quasi- Experiment  Compares existing differences in treatment  Participant groups matched as much as possible Modified Experiments

56. Developmental Research Designs see page 30 Longitudinal Same group studied at different times Cross-sectional Different groups studied at the same time Sequential Compares similar cross-sectional or longitudinal studies (sequences)

57.  Participant dropout  Practice effects  Cohort effects © bikeriderlondon/Shutterstock Problems in Conducting Longitudinal Research

58. PUZZLE 58

59. LET’S TRY THIS OUT http://media.pearsoncmg.com/ab/ab_berk_media/simulation/drag_and _drop_activity.html http://media.pearsoncmg.com/ab/ab_berk_media/simulation/drag_and _drop_activity.html 59

60. INSTUTIONAL REVIEW BOARD http://www.fresnostate.edu/academics/humansubjects/irb/ 60

61.  Protection from harm  Informed consent  Privacy  Knowledge of results  Beneficial treatments  Page 31 Rights of Research Participants © Goodluz/Shutterstock

62. LEARNING OUTCOMES COMMON RESEARCH METHODS Describe methods commonly used in research on human development. (pp. 21–25) Distinguish between correlational and experimental research designs, noting the strengths and limitations of each. (pp. 25–28) Describe designs for studying development, noting the strengths and limitations of each. (pp. 28–31) What special ethical concerns arise in research on human development? (pp. 31–32) 62

63. LET’S TRY THE CHAPTER REVIEW Try to take the Chapter Review You can print out results Note: I will be curving Chapter Reviews Up at least one grade if not two grades. In other words, I want these to be practice opportunities. The grade is only to give you an idea of how well you know the material. 63

64. CHAPTER 1 – CLASS ATTEMPT Start Chapter 1 as a class to see how we do. 15 seconds per question – going to move fast 64