2. 1 Term Paper #3: References Check the WEB Check PsycInfo: This is the primary electronic database for psychology. Learn to use it Look through  handbooks (e.g., Handbook of child psychology)  annual series (e.g., New directions for child and adolescent development) or  advanced textbooks (e.g., Developmental psychology: An advanced textbook) to find a chapter devoted to your topic of interest  These chapters should also turn up in your search using PsycInfo

3. 2 Psychology 1230: Adolescence Don Hartmann, Fall, 2005 Lecture 3: ©Developmental Issues

4. 3 Administrative Announcements: I  Get your WEB discussion group going! See handout.  Has anyone gotten into the supplementary WEB site? www.mhhe.com/santrocka10www.mhhe.com/santrocka10  WEB problems? Contact our webmaster, jensen@csbs.utah.edu jensen@csbs.utah.edu  The piles in my office that were earlier removed. 1 of many actually found in Hartmann’s office

5. 4 Handout Summary Handout WEB Date Date 4. HO-Inform. Sheet*08/2408/05 5. HO-TA Application* 08/2408/05 6. Lect. #1b: How to succeed08/11 7. HO-Class Participation*08/2608/05 8. HO-WEB Discussions*08/05 9. HO-TA Rank Order08/14 10, HO-Term Paper*08/12 11. Lect. #2: Historical Perspect.08/12 12. HO-Suppl. Proj. #1*08/12 13. Lect. #3: Devel. Issues08/15 14. HO-Completing a Film Review08/14 ----- * Indicates handouts discussed in class.

6. 5 Overview Brief Discussion of HO-Supplemental Project #1 Historical Perspective: G. Stanley Hall & Developmental Issues Saltatory (Stage) Development Heredity Versus (&) Environment Storm & Stress Early versus (&) Late Development Next: Introduction to Theory: Lecture #4 Brief introduction to HO-Film Reviews

7. 6 Some Highlights Regarding Supplementary Project #1(1) Choose one (aspect of puberty) that was particularly difficult for you, but that is not so hot that you can’t write about. Your paper should address at the very least the following issues: Why you chose this aspect to write about. Some background on the problem, including what the text suggests concerning how and why it happens and what its typical consequences are for an individual’s social development. Describe the effects it had for your social development, both at the time and later. Suggest how your folks might have helped you with the issue and how you might have dealt with it more effectively yourself.

8. 7 Some Highlights Regarding Supplementary Project #1 (2) What is to be handed in: The project should be about 4 pages long (plus cover page, project evaluation, and earlier edited drafts of your paper identified as to the name and status of the editor). Yes, I require the use of at least one editor. If this editor is not a classmate, please describe your relationship to the editor and the editor’s phone number. This project is due on Mon. Sept. 19. Unfortunately, because this is a new project, exemplary models are not available at Marriott library.

9. 8 Supplementary References Dixon, R. A., & Lerner, R. M. (1999). History and systems in developmental Psychology. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental psychology: An advanced Textbook (4 th ed., pp. 3-45). Mahwah, NJ: Lawrence Erlbaum Associates.

10. 9 Writing a reference for a chapter in an edited book Dixon, R. A., & Lerner, R. M. (1999). History and systems in developmental Psychology. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental psychology: An advanced Textbook (4 th ed., pp. 3- 45). Mahwah, NJ: Lawrence Erlbaum Associates. Editors’ initials first; not like authors’ Inclusive pages of chapter Big E, small d; small e & small d

11. 10 Emphasis on Nature, rather than Nurture Hall, with his background in Darwinism, emphasized nature—even had his own recapitulation theory—but to weird to describe Nature (rough synonyms: genes, maturation, biology) Nurture (experience, culture, training) In the history of psychology, constant tension between the two

12. 11 Nature?

13. 12 Ann Anastasi & Debate is ubiquitous (like ubleck) Nature/nurture questions, and Anastasi’s commentary:  Is a behavior caused by nature or by nurture? All behaviors require both!  Which is more important, nature or nurture? General answer not possible; answer depends on genetic variability and the range of environments available!

14. 13 Anastasi’s Good Question 3. How do nature and nurture combine to affect behavior?

15. 14 Storm & Stress: I Hall viewed adolescents as WACKO: Puberty a time of emotional turmoil and upset (strum und drang). Anna Freud made similar allegations: As young girl As mature woman

16. 15 Yes, and it often persists!

17. 16 Storm & Stress: II Bases of allegation: Excessive reliance upon clinical case studies—biased (in the direction of pathology) source What do the data tell us?  Offer study: 73% of adolescents surveyed reported having a positive self image.  Isle of Wight Study (Michael Rutter) Extensive epidemiological study

18. 17 Isle of Wight Results % of Respondents

19. 18 Conclusions Regarding S&S With adolescents comes  an increase in irritating behavior (particularly from mom's perspective)  A great deal of trying out new parts of the self—sometimes with undesirable consequences  More juvenile delinquency, drugs, and sex Parent be careful of your expectations!

20. 19 Ruth Benedict’s Cultural Commentary Importance of the structure and demands of a society Conflict over a behavior varies with degree to which the social- ization practices  enforce substantial discontinuities in expectations, and  the degree to which these discontinuities are associated with unclear cues

21. 20 Early versus Continuous Development Is the course of development set during the formative years? Or is development non-selective as to when it occurs?  Related to Critical or Sensitive Period Hypothesis  Examples: imprinting (Lorenz’s goslings)  Freud’s theoretical notions about the formative years (1-3)

22. 21 Imprinting? Lorenz Who? When Imprinting Studies Go Awry !

23. 22 Summary More on SEMINAL Issues:  Nature versus Nurture  Storm & Stress  Early versus continuous development Next:  Introduction to Theory--Lecture #4  HO-Film Reviews Go in Peace!