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JANET BELSKYSEXPERIENCING THE
LIFESPAN, 2E
Chapter 1:
The People and The Field
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WhatWe Are Studying?
Developmental Psychology
Also known as lifespan development
Is the scientific study of systematic psychological changesthat occur in human beings over the course of the life span.
Includes physical, cognitive, socio-emotional changes duringthe life span
This field includes the study of: Infant and Child Development
Adult Development Gerontology Exploration of predictable milestones in development Individual Differences Life Transitions and Practices
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Questions to Ask Yourselves
What are some of the changes that occur over our lives??
How have you changed?
Has your thinking changed?
Are your relationships different?
Do you feel different?
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Life Changes
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Periods of Development Prenatal Period
Includes process from conception through birth
Infancy
Includes the developmental period from birth to about age 2
Childhood
Early- preschool years ages 3 through 5
Middle- ages 6-11
Adolescence
Early- ages 12 through14
Middle- ages 15 through 19
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Periods of Development
Adulthood
Early- 20s and 30s
Issues include achieving intimacy, career choices,
marriage, and potential parenthood.
Middle-40s and 50s
Issues include launching children, changing physical
performance, increased freedom, and increased career
success
Late-60s and Over
Issues include declining physical health, changing
relationships, death and dying.
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Changing Perceptions of Childhood
Historical Background Mortality rates high;poverty
Childhood not perceived
as a special life stageAbusive treatmentcommon
Children assume adultresponsibilities much
earlier Norms: child labor; childabandonment among poor
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Changing Perceptions of Childhood
Modern view, late 19th Century: kinder, gentler view ofchildren Childhood protected, dependent life stage
Universal education: primary school mandatory
Adolescence: identified by G. Stanley Hall in early 20th
Century Stage of storm and distress between childhood and adulthood
In 1930s, High school attendance became mandatory (GreatDepression and President Franklin Roosevelt)
Emerging Adulthood: Age 18 to late 20s
Time for personal exploration
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Changing Perceptions of Later Life:
Adulthood and Old Age
Life Expectancy
Before 20th century medical
advances, average life
expectancy was low
Today, twentieth-century life
expectancy revolution!
Infectious diseases wiped out
Chronic diseases (heartdisease, cancer, etc.) today
New Stages
Young-old (60s, 70s)
Old old (80s and beyond)
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Theories of Development
Theory
Any perspective which attempts to explain individual
behaviorAllows us to predict behavior
Presents ideas for interventions to improve behavior
Nature/Nurture
Are we shaped by biological/genetic forces or is the
environment more influential?
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Theories of Development
Psychoanalytic Theory Freud
Erickson
Bolby
Learning Theory (Behaviorism) Skinner
Watson
Bandura
Humanistic Theory
Rogers Maslow
Cognitive Theory Piaget
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Do we need to know names?And theories?
And Faces? And thats it!
Freud Watson Bandura Maslow Bowlby
Erickson Skinner Piaget Rogers
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Evolutionary Psychology: Nature
Evolutionarypsychologists focus on biological and
predispositions
Inborn, species-specific behaviors influence human development
Speculate about the geneticroots of human behaviors
Survival of the fittest!
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Behavioral Genetics:Nature
Field devoted to scientificallydetermining the role that hereditaryforces play in individual differences
in behavior Twin Studies (identical and
fraternal)
Adoption Studies
Twin/Adoption Studies
Heritability- 1 (totally genetic) to 0(no genetic contribution) Statistic to summarize the extent to
which a given behavior is shaped bygenetics
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Nature and Nurture Combined
Consider both nature and nurturewhen studying humandevelopment!
Evocative Forces Inborn talents and temperamental
tendencies naturally evoke certainresponses from others.
Bidirectionalforces in relationships
Active Forces We actively select our environments
based on our genetic tendencies.
Person-Environment Fitcrucial toflourishing in life!
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Person-Environment Fit
Basic goalof developmental science is to foster the
correct person-environment fit
The real impactof the nature revolution is to allow us to
intervene to change the environmentin order to enhance
ones quality of life.
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Age-Linked Theories: Piaget
Cognitive-Developmental
Theory
Qualitativelydifferent stages exist inthe way thinking develops (different
age groups conceptualize the world
in completely different ways).
Schemas (cognitive structures)Assimilation, Accommodation
Studies focused on children
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Cognitive Development: Piaget
Tried to understand the unique qualities ofchildhood cognition by entering childrens mental
framework, setting up tests, watching childrensactions, and listening to them speak.
Believed that we grow mentally throughassimilation, fitting information from the outside
world into our schemas (or current mentalcapacities), and accommodation, enlarging ourcapacities to fit in this data from the world.
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A Preview of Piagets Stages
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Personality Development
______________________________
Stage Focus
Oral Pleasure centers on the mouth
(0-18 months) sucking, biting, chewing
Anal Pleasure focuses on bowel and bladder
(18-36 months) elimination; coping with demands for
control
Phallic Pleasure zone is the genitals; coping with
(3-6 years) incestuous sexual feelings
Latency Dormant sexual feelings
(6 to puberty)
Genital Maturation of sexual interests
(puberty on)
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Psychosocial Development:
EriksonConsidered father or lifespan
development
Believed we continue to developthroughoutlife
Exception to Freuds idea that
development ends in adolescence
Identified core developmental tasks,
orpsychosocialtasks, for each of
eight stages from infancy to old age
Believed that we need to master the
task of each previous stage in order
to progress to the next.
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A Preview of Eriksons Stages
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Research Methods
Two standard research strategies:
Correlations Relate two or more variables as they naturally occur
Correlation does not mean causation!
Experimensts
Randomly assign individuals to groups
Give each group a different treatment
Determine if intervention produced a predicted effect
Experiments can determine cause!
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Cross-Sectional and Longitudinal Studies:
How do we change with age?
Cross-Sectional Testing and comparing different age groups
Gives differences between age groups
Does not tell us the changes that occur with age
Cogitative Test at intervals one group over many years
Note: Its all statistics. These methods are valuable,not because they apply to everyonebut becausethey allow us to make educated guesses abouthuman life!
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Quantitative andQualitative Research
Quantitative
The typical research mode in developmental science
using groups and statisticalanalyses to make general
predictions about behavior
Qualitative
Scientist not interested in numerical comparisons
Studying through observation and interviews the life of asingle person, or observing a single individual in depth
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