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(c) 2008 The McGraw-Hill Companies, Inc. . The Life-span Perspective. Developmentthe 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 individualspartly like no other individuals .
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1. (c) 2008 The McGraw-Hill Companies, Inc. Chapter 1 Introduction to Life-span Development
PowerPoints developed by Jenni Fauchier, Metropolitan Community College -- Omaha
2. (c) 2008 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
3. (c) 2008 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
4. (c) 2008 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
5. (c) 2008 The McGraw-Hill Companies, Inc.
6. (c) 2008 The McGraw-Hill Companies, Inc. 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)
7. (c) 2008 The McGraw-Hill Companies, Inc. Contexts: Three Types of Influences Normative Age-graded Influences
Normative History-graded Influences
Non-normative or Highly Individualized Life Events (Baltes, 2003)
8. (c) 2008 The McGraw-Hill Companies, Inc. Contemporary Concerns Health and Well-Being
Parenting and Education
Sociocultural Contexts and Diversity
ethnicity
socioeconomic status (SES)
gender
9. (c) 2008 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
10. (c) 2008 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
11. (c) 2008 The McGraw-Hill Companies, Inc. Biological, Cognitive, and Socioemotional Processes Inextricably intertwined
Bidirectional
Influence developmental periods
variations in the capabilities of individuals of the same age
age-related changes
12. (c) 2008 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
13. (c) 2008 The McGraw-Hill Companies, Inc. Periods of development, continued
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
14. (c) 2008 The McGraw-Hill Companies, Inc. Focus on Adult Development 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)
15. (c) 2008 The McGraw-Hill Companies, Inc. Conceptualizing 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
16. (c) 2008 The McGraw-Hill Companies, Inc. Nature-Nurture Issue Nature refers to an organism’s biological inheritance
Nurture to its environmental experiences
Which has the greatest influence, and how do the two interact?
17. (c) 2008 The McGraw-Hill Companies, Inc. Stability-Change Issue 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?
18. (c) 2008 The McGraw-Hill Companies, Inc. Continuity and Discontinuity Continuity -- gradual, cumulative change; quantitative
Discontinuity -- distinct stages; qualitative
Is change in development gradual or abrupt?
19. (c) 2008 The McGraw-Hill Companies, Inc. 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)
20. (c) 2008 The McGraw-Hill Companies, Inc. 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
21. (c) 2008 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
22. (c) 2008 The McGraw-Hill Companies, Inc. Theories of Development Psychoanalytic Theory
Cognitive Theory
Behavioral and Social Theory
Ethological Theory
Ecological Theory
Eclectic Theoretical Orientation
23. (c) 2008 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
24. (c) 2008 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
25. (c) 2008 The McGraw-Hill Companies, Inc. Freud’s Psychosexual Stages
26. (c) 2008 The McGraw-Hill Companies, Inc. Erikson’s Psychosocial Stages
27. (c) 2008 The McGraw-Hill Companies, Inc. Cognitive Theory Emphasis on conscious thoughts
Three important cognitive theories
Piaget’s cognitive developmental theory
Vygotsky’s sociocultural cognitive theory
Information-processing theory
28. (c) 2008 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
29. (c) 2008 The McGraw-Hill Companies, Inc. Piaget’s Cognitive Stages
30. (c) 2008 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
31. (c) 2008 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)
32. (c) 2008 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
33. (c) 2008 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
34. (c) 2008 The McGraw-Hill Companies, Inc.
35. (c) 2008 The McGraw-Hill Companies, Inc. 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
36. (c) 2008 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
37. (c) 2008 The McGraw-Hill Companies, Inc.
38. (c) 2008 The McGraw-Hill Companies, Inc. 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
39. (c) 2008 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
40. (c) 2008 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
41. (c) 2008 The McGraw-Hill Companies, Inc. 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
42. (c) 2008 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
43. (c) 2008 The McGraw-Hill Companies, Inc. Time Span of Research Cross-sectional approach is a research strategy that simultaneously compares individuals of different ages
Longitudinal approach is a research strategy in which the same individuals are studied over a period of time, usually several years or more
44. (c) 2008 The McGraw-Hill Companies, Inc. Research Ethics Rights of participant
Responsibilities of researchers
APA’s guidelines address four important issues
Informed consent
Confidentiality
Debriefing
Deception