(c) 2012 The McGraw-Hill Companies, Inc. Chapter 1 Introduction PowerPoints developed by Nicholas Greco IV, College of Lake County – Grayslake, IL

(c) 2012 The McGraw-Hill Companies, Inc. The Life-Span Perspective  Development the pattern of movement or change that begins at conception and continues through the human life span each of us develops partly like all other individuals partly like some other individuals partly like no other individuals

(c) 2012 The McGraw-Hill Companies, Inc. Characteristics of the Life- Span Perspective  Learning about ourselves and others development involves growth, but it also includes decline  Traditional approach emphasizes extensive change from birth to adolescence, little or no change in adulthood, and decline in old age  Life-span approach emphasizes developmental change throughout adulthood as well as childhood

(c) 2012 The McGraw-Hill Companies, Inc. Life Span versus Life Expectancy  Human Life Span Based on the oldest age documented—122 years Maximum life span of humans has not changed since the beginning of recorded history  Life Expectancy the average number of years that a person born in a particular year can expect to live Life expectancy increased by 30 years in the 20th century

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More Characteristics of the Life-Span Perspective  Life-span perspective views development as Lifelong Multidimensional Multidirectional Plastic Multidisciplinary Contextual (Baltes, 1987, 2003; Baltes, Lindenberger, & Staudinger, 2006)

(c) 2012 The McGraw-Hill Companies, Inc. Contexts: Three Types of Influences  Normative Age-graded Influences  Normative History-graded Influences  Non-normative Life Events (Baltes, 2003)

(c) 2012 The McGraw-Hill Companies, Inc. Contemporary Concerns in Life- Span Development  Health and Well-Being  Parenting and Education  Sociocultural Contexts and Diversity cross-cultural studies ethnicity socioeconomic status (SES) gender

(c) 2012 The McGraw-Hill Companies, Inc. Social Policy  A government’s course of action designed to promote the welfare of its citizens values economics/poverty politics children the elderly

(c) 2012 The McGraw-Hill Companies, Inc. The Nature of Development  Biological processes produce changes in an individual’s physical nature  Cognitive processes refer to changes in the individual’s thought, intelligence, and language  Socioemotional processes involve changes in the individual’s relationships with other people, changes in emotions, and changes in personality

(c) 2012 The McGraw-Hill Companies, Inc. Connecting Biological, Cognitive, and Socioemotional Processes  Inextricably intertwined  Two emerging fields Developmental cognitive neuroscience Developmental social neuroscience  Bidirectional

(c) 2012 The McGraw-Hill Companies, Inc. Periods of Development  Developmental period refers to a time frame in a person’s life that is characterized by certain features prenatal period -- conception to birth infancy -- birth to 18 or 24 months early childhood -- end of infancy to age 5 or 6 middle and late childhood -- 6 to 11 years of age

(c) 2012 The McGraw-Hill Companies, Inc. Periods of Development con’t adolescence -- transition from childhood to early adulthood, approximately 10 to 12 to 18 to 22 years of age early adulthood -- late teens or early twenties through the thirties middle adulthood -- approximately 40 to about 60 years of age late adulthood -- sixties or seventies and lasts until death

(c) 2012 The McGraw-Hill Companies, Inc. Periods of Development con’t  Life-span developmentalists who focus on adult development and aging increasingly describe life-span development in terms of four “ages” first age: childhood and adolescence second age: prime adulthood, 20s - 50s third age: approximately 60 to 79 years fourth age: approximately 80 years and older (Baltes, 2006; Willis & Schaie, 2006)

(c) 2012 The McGraw-Hill Companies, Inc. Conceptions of Age  Chronological age -- number of years since birth  Biological age -- age in terms of biological health  Psychological age -- individual’s adaptive capacities  Social age -- society’s age expectations

(c) 2012 The McGraw-Hill Companies, Inc. Nature and Nurture  The nature-nurture issue concerns the extent to which development is influenced by nature and by nurture Nature refers to an organism’s biological inheritance Nurture to its environmental experiences  Which has the greatest influence, and how do the two interact?

(c) 2012 The McGraw-Hill Companies, Inc. Stability and Change  The stability-change issue involves the degree to which early traits and characteristics persist through life or change Stability is the result of heredity and possibly early experiences in life Plasticity, the potential for change, exists throughout the life span  To what degree do early traits and characteristics persist through life, or how much do they change?

(c) 2012 The McGraw-Hill Companies, Inc. Continuity and Discontinuity  The continuity-discontinuity issue focuses on the degree to which development involves either gradual, cumulative change or distinct stages Continuity -- gradual, cumulative change; quantitative Discontinuity -- distinct stages; qualitative  Is change in development gradual or abrupt?

(c) 2012 The McGraw-Hill Companies, Inc. Evaluating the Developmental Issues  Most life-span developmentalists acknowledge that development is not all nature or all nurture, not all stability or all change, and not all continuity or all discontinuity  Nature and nurture, stability and change, continuity and discontinuity characterize development throughout the human life span (Gottlieb, 2007; Rutter, 2007)

(c) 2012 The McGraw-Hill Companies, Inc. Theories of Development  The scientific method Tool to understand or answer questions about development Four-step process: Conceptualize a process or problem to be studied Collect research information (data) Analyze data Draw conclusions

(c) 2012 The McGraw-Hill Companies, Inc. Conceptualizing the Problem  Draw on theories A theory is an interrelated, coherent set of ideas that helps to explain phenomena and make predictions  Develop hypotheses Hypotheses are specific assertions and predictions that can be tested

(c) 2012 The McGraw-Hill Companies, Inc. Theories of Development  Psychoanalytic Theory  Psychosocial Theory  Cognitive Theory  Behavioral and Social Theory  Ethological Theory  Ecological Theory  Eclectic Theoretical Orientation

(c) 2012 The McGraw-Hill Companies, Inc. Psychoanalytic Theory  Primarily unconscious (beyond awareness) and heavily colored by emotion  Understanding of development requires analyzing the symbolic meanings of behavior and the deep inner workings of the mind

(c) 2012 The McGraw-Hill Companies, Inc. Psychoanalytic Theory  Sigmund Freud’s Theory behavior and problems are the result of experiences early in life (mainly first 5 years) adult personality -- resolution of conflicts between sources of pleasure at each stage and the demands of reality  Erik Erikson’s Psychosocial Theory primary motivation for human behavior is social and reflects a desire to affiliate with other people developmental change occurs throughout the life span

(c) 2012 The McGraw-Hill Companies, Inc. Freud’s Psychosexual Stages

(c) 2012 The McGraw-Hill Companies, Inc. Erikson’s Psychosocial Stages

(c) 2012 The McGraw-Hill Companies, Inc. Cognitive Theories  Emphasis on conscious thoughts  Three important cognitive theories Piaget’s cognitive developmental theory Vygotsky’s sociocultural cognitive theory Information-processing theory

(c) 2012 The McGraw-Hill Companies, Inc. Piaget’s Cognitive Developmental Theory  Children go through four stages of cognitive development  Processes underlie this cognitive construction of the world organization adaptation  Each stage is age-related and consists of a distinct way of thinking -- a qualitatively different way of understanding

(c) 2012 The McGraw-Hill Companies, Inc. Piaget’s Cognitive Stages

(c) 2012 The McGraw-Hill Companies, Inc. Vygotsky’s Sociocultural Cognitive Theory  Emphasizes how culture and social interaction guide cognitive development  Cognitive development involves learning to use the inventions of society, such as language, mathematical systems, and memory strategies

(c) 2012 The McGraw-Hill Companies, Inc. The Information-Processing Theory  Emphasis on ways that individuals manipulate information, monitor it, and strategize about it  Individuals develop a gradually increasing capacity for processing information, which allows them to acquire increasingly complex knowledge and skills (Munakata, 2006; Reed, 2007)

(c) 2012 The McGraw-Hill Companies, Inc. Behavioral and Social Cognitive Theories  Behaviorism -- we can study scientifically only what can be directly observed and measured  Two versions of behaviorism B.F. Skinner’s operant conditioning Albert Bandura’s social cognitive theory

(c) 2012 The McGraw-Hill Companies, Inc. Behavioral and Social Cognitive Theories  Skinner’s Operant Conditioning consequences of a behavior produce changes in the probability of the behavior’s occurrence rewards and punishments shape development  Bandura’s Social Cognitive Theory holds that behavior, environment, and cognition are the key factors in development observational learning (also called imitation or modeling) people cognitively represent the behavior of others and then sometimes adopt this behavior themselves

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Ethological Theory  Ethology stresses Behavior is strongly influenced by biology It is tied to evolution Characterized by critical or sensitive periods  Noted ethologists Konrad Lorenz John Bowlby

(c) 2012 The McGraw-Hill Companies, Inc. Ecological Theory  Emphasis on environmental factors  Noted ecological theories Bronfenbrenner’s ecological theory theory identifies five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem

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An Eclectic Theoretical Orientation  No single theory described in this chapter can explain entirely the rich complexity of life-span development, but each has contributed to our understanding of development

(c) 2012 The McGraw-Hill Companies, Inc. Research in Life-Span Development  Application of scientific method  Methods for collecting data observation laboratory observation naturalistic observation asking questions -- survey and interview standardized testing case study physiological measures

(c) 2012 The McGraw-Hill Companies, Inc. Research Designs  Descriptive research -- observe and record behavior  Correlational research -- describe the strength of the relationship between two or more events or characteristics  Experiment -- regulated procedure in which one or more factors are manipulated while all other factors are held constant

(c) 2012 The McGraw-Hill Companies, Inc. Independent and Dependent Variables  Experiments include two types of changeable factors independent variable manipulated, influential, experimental factor a potential cause dependent variable can change in response to changes in the independent variable resulting effect

(c) 2012 The McGraw-Hill Companies, Inc. Experimental and Control Groups  Experimental group is a group whose experience is manipulated  A control group is a comparison group As much like the experimental group as possible, which is treated in every way like the experimental group except for the manipulated factor (independent variable) Control group serves as a baseline against which the effects of the manipulated condition can be compared

(c) 2012 The McGraw-Hill Companies, Inc. Time Span of Research  The cross-sectional approach is a research strategy that simultaneously compares individuals of different ages  The longitudinal approach is a research strategy in which the same individuals are studied over a period of time, usually several years or more  A cohort is a group of people who are born at a similar point in history and share similar experiences Cohort effects are due to a person’s time of birth, era, or generation but not to actual age

(c) 2012 The McGraw-Hill Companies, Inc. Conducting Ethical Research  Rights of participant  Responsibilities of researchers  APA’s guidelines address four important issues Informed consent Confidentiality Debriefing Deception