730 likes | 943 Views
LECTURE OVERVIEW. Beginning of AdulthoodPhysical Health and DevelopmentCognitive DevelopmentPersonality in AdulthoodPersonality Disorders. INTRODUCTION. When does adulthood begin?Do we have a definition?One transition: post-secondary educationChanges in cognition. WHEN DOES ADULTHOOD BEGIN?
E N D
1. BECOMING AN ADULT Chapter Ten
2. LECTURE OVERVIEW Beginning of Adulthood
Physical Health and Development
Cognitive Development
Personality in Adulthood
Personality Disorders
3. INTRODUCTION When does adulthood begin?
Do we have a definition?
One transition: post-secondary education
Changes in cognition
4. WHEN DOES ADULTHOOD BEGIN???
5. TRANSITIONS Hard to define when adulthood occurs
In Western Cultures:
Role transitions: assuming new responsibilities and duties
Age experienced: large individual variation, also large cohort variation
6. Con’t…. Cultural variations in role transitions
clearer in other cultures
“boys become men”: provide, protect, impregnate
“girls become women”: typically menarche
rites of passage: marking initiation into adulthood
7. GOING TO COLLEGE 65% of high school graduates in US go to college
Average of college student = 29
Returning adult students: over age of 25
implies have reached adulthood
problem solvers, self-directed, pragmatic
have relevant life experiences
8. PSYCHOLOGICAL VIEWS Cognitively: differ from adolescents
Drop in risk-taking behaviours
Increase in self-control and social compliance
From concern with identity to:
autonomy and intimacy
9. Con’t…. Intimacy versus Isolation
once identity is established: ready to create a shared identity
studies support and refute this concept
gender differences
- afraid of committing to a long-term relationship or might become overly dependent on the partner for his or her identity if have no clear sense of identity- afraid of committing to a long-term relationship or might become overly dependent on the partner for his or her identity if have no clear sense of identity
10. WHEN IS ADULTHOOD? Between age 18 to 25 is a distinct life stage?
“thresholders”???
Based on economic/financial situations
In 20s: far from an easy life stage
Is Britney Spears an adult?
11. PHYSICAL DEVELOPMENT AND HEALTH
12. GROWTH, STRENGTH, ETC. Reach peak height
Physical strength peaks in late 20s and 30s
Coordination and dexterity
Sensory & visual acuity
Endurance?? Peaks a little later
Hearing declines in late 20s
- think Tour de France: best riders in late 20s and early 30s- think Tour de France: best riders in late 20s and early 30s
13. HEALTH Fairly healthy during this period of life
Death from disease is rare
Leading causes of death? accidents
Gender and ethnic differences
Men more likely to die than women
Men = auto accidents; Women = cancer
African American, Latino > European American
European American < Asian and Pacific Islanders
14. LIFESTYLE FACTORS Smoking:
Single biggest contributor to health problems
Half of all cancers are related to smoking
Danger of second hand smoke
Large relapse rate when quitting
But.. quitting has enormous health benefits
15. Con’t….LIFESTYLE FACTORS Drinking Alcohol
> 70% drank alcohol in last month
Total consumption of alcohol is declining
Binge drinking: more troublesome
1/13 adults are alcoholics or abuse alcohol
More men than women
Highest among younger adults
ADDICTION!
16. THEORIES OF ADDICTION 1. Physical dependence (internal need)
2. Positive incentive theory (anticipated effects)
* CAN WE BE ADDICTED TO THINGS OTHER THAN DRUGS?
17. BIOPSYCHOSOCIAL THEORY 1. Positive reinforcement of drug
2. Stimuli conditioned to drug effects
3. Cues effects of the drug
4. Aversive consequences of taking the drug
18. ADDICTION/DEPENDENCE
DSM-IV substance dependence:
3 of following in 12 month period:
tolerance
withdrawal symptoms
increasing doses
unsuccessful effort to cut down intake
much time spent obtaining or using the drug
interference with social, occupation, or recreational activities
continued use despite recognition of problems
19. ADDICTIVE DRUGS Self-administered:
alcohol
amphetamine
barbituates
caffeine
cocaine
nicotine
opiates
procaine*
phenylcyclidine (PCP)
THC Not self-administered:
imipramine
mescaline*
phenothiazines
scopolamine
20. TOLERANCE & SENSITIZATION Tolerance: decreased state of sensitivity to a drug resulting from exposure
Sensitization: increased state of sensitivity to a drug resulting from exposure 2 ways to demonstrate:
1. Given dose has less/more effect
2. Takes more/less drug to have an effect
* shift in dose response curve
21. TOLERANCE.. con’t “cross tolerance”
can occur for some effects and not others
adaptive changes: homeostasis
metabolic tolerance: reduces amount getting to sites of action
functional tolerance: changes the reactivity of sites of action
22. WITHDRAWAL & DEPENDENCE sudden elimination of drug: withdrawal symptoms
almost always opposite of initial effects of drug
signs of physical dependence
* not all physical: learning component as well
23. BASIC PRINCIPLES OF DRUG ACTION
25. BASIC DRUG ACTION Influence subjective experience & behaviour
blood stream carries drug to CNS
blood-brain barrier (BBB) Actions:
diffusely
bind to specific receptors
influence synthesis, transport, release, or deactivation of NTs
activate postsynaptic receptors
26. PRINCIPLE PROCESSES 1. Route of administration
2. Absorption and distribution
3. Binding
4. Inactivation
5. Excretion
27. ROUTE OF ADMINISTRATION Determines how much drug reaches its site of action and how quickly the drug effect occurs 1. Intravenous injection
2. Intramuscular injection
3. Subcutaneous administration: injection or pellet
4. Intraperitoneal injection
5. Oral administration
6. Sublingual administration
7. Inhalation
8. Topical Application
9. Intracranial Administration
28. COMMON NEURAL MECHANISM? different sites of action
final common pathway?
reinforcing effects: addictive
increased DA overflow in NAcc
other NTs?
circuit model: incorporates many areas and NTs
29. REINFORCEMENT Increase the effect of dopamine in the mesolimbic system (VTA ? NAcc)
all reinforcers increase release of DA in the NAcc
DA from NAcc: reinforcing stimulation to VTA
Stimulation Experiment
32. DOPAMINE & REWARD originally thought to increase “pleasure”
DA not critical for reinforcement once task is learned: neural substrate for novelty or reward expectation?
DA is involved in many of the aspects (ie. effects, chronic problems, etc.) of drug reward and addiction
33. Con’t…. intracranial stimulation:
of substantia nigra and VTA increase responding
highest responding in areas with highest DA neurons
DA agonists increase & DA antagonists decrease
lesions disrupt
conditioned place preference
34. CLASSES OF DRUGS CNS depressants
alcohol, hypnotics (barbituates), anxiolytics
CNS stimulants
amphetamine, cocaine, caffeine, nicotine, Ritalin, weight-loss products
Opiates
heroin, morphine, methadone, prescription pain killers
35. Con’t... Cannabinoids
marijuanan, hashish
Hallucinogens
LSD, mescaline, psilocybin
Others
PCP
36. NUTRITION Affects mental, emotional, and physical well-being
Linked to cancer, cardiovascular disease, diabetes, anemia, and digestive disorders
Requirements and eating habits change across life span
Differences in metabolism
37. SOCIAL, GENDER, & ETHNIC ISSUES Social factors: SES and education
Gender: not clear
women do live longer
Ethnic Group: inner city = poorest health
racism, poverty = stress
38. COGNITIVE DEVELOPMENT
39. HOW IS INTELLIGENCE VIEWED IN ADULTS? Multidimensional: like theories?
Remember: Gardner, Sternberg, etc.
40. Con’t…. Hierarchical View of Intelligence
general and specific components
three levels of intelligence
G = general intelligence (8 broad categories)
This is a compromise between two views of intelligence: general vs. distinct abilities
Critics: ignores research and theory on cognitive developmentthree levels of intelligence
G = general intelligence (8 broad categories)
This is a compromise between two views of intelligence: general vs. distinct abilities
Critics: ignores research and theory on cognitive development
41. Con’t…. Fluid: sequential and quantitative reasoning, induction
Crystallized: language
General memory & learning: memory span, associative memory
Broad visual: visualization, spatial relations, closure speed
42. Con’t…. Broad auditory: speech sound discrimination, general sound discrimination
Broad retrieval: creativity, ideational fluency, naming facility
Broad cognitive speediness: rate of test taking, numerical facility, perceptual speed
Processing speed: simple reaction time, choice reaction time, semantic processing speed
43. Con’t…. Gardner’s Theory of Multiple Intelligences Linguistic
Logical-mathematical
Spatial
Musical
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalistic
Existential more recent theory: from perspective of Piaget’s and information-processing theories
Much broader view of intelligence: most ambitious is Gardner’s theory
Rather than basing this on intelligence tests, he drew on research in childhood development, studies of brain-damage, and studies of the exceptionally talented
Linguistic: knowing the meaning of words, ability to use words to understand new ideas, and using language to convey ideas
Logical-mathematical: understanding relations that exist among objects, actions, and ideas; logical and mathematical operations
Spatial: perceiving objects accurately; imagining appearance of objects before and after transformations
Musical: comprehending and producing sounds that vary in pitch, rhythm, and emotional tone
Bodily-kinesthetic: using one’s body
Interpersonal: identifying different moods, feelings, motivations, and intentions in others
Intrapersonal: understanding own emotions, strengths, and weaknesses
Naturalistic: recognizing and distinguishing among members of groups (species) and describing relations between groups
Existential: considering “ultimate” issues (ie. purpose of life, nature of death)
more recent theory: from perspective of Piaget’s and information-processing theories
Much broader view of intelligence: most ambitious is Gardner’s theory
Rather than basing this on intelligence tests, he drew on research in childhood development, studies of brain-damage, and studies of the exceptionally talented
Linguistic: knowing the meaning of words, ability to use words to understand new ideas, and using language to convey ideas
Logical-mathematical: understanding relations that exist among objects, actions, and ideas; logical and mathematical operations
Spatial: perceiving objects accurately; imagining appearance of objects before and after transformations
Musical: comprehending and producing sounds that vary in pitch, rhythm, and emotional tone
Bodily-kinesthetic: using one’s body
Interpersonal: identifying different moods, feelings, motivations, and intentions in others
Intrapersonal: understanding own emotions, strengths, and weaknesses
Naturalistic: recognizing and distinguishing among members of groups (species) and describing relations between groups
Existential: considering “ultimate” issues (ie. purpose of life, nature of death)
44. Con’t…. Gardner’s Theory of Multiple Intelligences Linguistic
Logical-mathematical
Spatial
Psychometric theories
linguistic develops before others
each intelligence is regulated to an area of the brain musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential are unique to this theory
How did he reach this theory of different intelligences?
Developmental differences: linguistic develops much earlier
Each intelligence is regulated by different areas of the brain (studies of brain-damage)
Each intelligence has special cases of talented individuals: SAVANTS (individuals with mental retardation who are extremely intelligent in one domain)
musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential are unique to this theory
How did he reach this theory of different intelligences?
Developmental differences: linguistic develops much earlier
Each intelligence is regulated by different areas of the brain (studies of brain-damage)
Each intelligence has special cases of talented individuals: SAVANTS (individuals with mental retardation who are extremely intelligent in one domain)
45. Con’t…. Other Intelligence Theories
Social Cognitive Flexibility
- skill in solving social problems with relevant social knowledge
Sternberg’s Triarchic Theory
componential subtheory
experiential subtheory
contextual subtheory social cognitive flexibility: an aspect of interpersonal intelligence; studied by presenting different scenarios to adolescents; adolescents who understood the different interpretations to these scenarios may not more skilled verbally or logically, but they were more competent socially and were less likely to have social problems
Sternberg’s Theory
Componential subtheory: intelligence depends on basic cognitive processes called COMPONENTS (different imformation processing skills, ex. monitoring)
Experiential subtheory: intelligence is revealed in both novel and familiar tasks; for novel tasks, intelligence is associated with ability to apply existing knowledge to a new situation; for familiar tasks is associated with automatic processing (using few mental resources)
Contextual subtheory: intelligent behaviour that involves skillfully adapting to an environment; intelligence is always partly defined by an environment or cultural context
UNDERSCORING CULTURAL PROBLEMS IN INTELLIGENCE TESTSsocial cognitive flexibility: an aspect of interpersonal intelligence; studied by presenting different scenarios to adolescents; adolescents who understood the different interpretations to these scenarios may not more skilled verbally or logically, but they were more competent socially and were less likely to have social problems
Sternberg’s Theory
Componential subtheory: intelligence depends on basic cognitive processes called COMPONENTS (different imformation processing skills, ex. monitoring)
Experiential subtheory: intelligence is revealed in both novel and familiar tasks; for novel tasks, intelligence is associated with ability to apply existing knowledge to a new situation; for familiar tasks is associated with automatic processing (using few mental resources)
Contextual subtheory: intelligent behaviour that involves skillfully adapting to an environment; intelligence is always partly defined by an environment or cultural context
UNDERSCORING CULTURAL PROBLEMS IN INTELLIGENCE TESTS
46. HOW IS INTELLIGENCE VIEWED IN ADULTS? Multidimensional: like theories?
Remember: Gardner, Sternberg, etc.
Others….
47. Con’t…. Life-span perspective
Mutlidirectionality
Interindividual variability
Plasticity
48. WHAT HAPPENS? Formal testing vs. Assessing practical skills
Primary Abilities
number, word fluency, verbal meaning, inductive reasoning, spatial orientation
improve until early 40s then slowly decline
49. Con’t…. How do we reduce the decline??
Absence of chronic disease
Good living environment
Cognitively active
Flexible personality style
Married to someone of high cognitive status
Satisfied with one’s achievements
50. Con’t…. Secondary Abilities
ex. fluid intelligence and crystallized intelligence
somewhat based on each other
fluid declines while crystallized improves
harder to learn with age, but more knowledge
51. Con’t…. Beyond Formal Operations?
Thought process is different in adulthood
considering situational, contextual issues
Postformal Thought
truth can vary across situations
52. Con’t…. Stages of Reflective Judgement
Absolute truth
Truth via authority
Temporary uncertainty
Justified by reference, but idiosyncratic
Contextual and subjective
Personally constructed
Probabilities on evidence
53. Con’t…. Stages of Reflective Judgement…
Optimal level of development
Skill acquisition
Other theories:
Absolutist, Relativistic, Dialectical
54. Con’t…. Adult thinking: integrating emotion and logic
Adolescents: too much emotion
Not so much logic as emotional and pragmatic
ex. resolving relationship difficulties
55. STEREOTYPES IN ADULTS Social knowledge structures and social beliefs
Stereotypes: organized prior knowledge
not always negative!
overlearned, so spontaneously activated?
implicit stereotypes
stereotype threat
56. Con’t…. Implicit Social Beliefs
content, strength, likelihood of automatic activiation
Age differences
Situational differences
57. PERSONALITY
58. CREATING SCENARIOS Life-span construct: past, present, future
identity, values, society
Scenario: expectations
Social clock: biological clock?
Life story: past events
Autobiographical memories
assimilation and accomodation
60. POSSIBLE SELVES Projecting into future: possibilities
Age differences?
fewer domains with age
but, more behaviors to support possible selves
Younger: family issues
Middle: personal issues
Older: family issues, but different focus
Oldest: personal issues
61. SELF-CONCEPT Incorporating scenario/life story into sense of self
Little change in self-concept with age
earlier self-concept is predictive
Ethnic group/cultural attachment
62. PERSONAL CONTROL BELIEFS Degree of control over situations
High versus low sense of control
Important for personality and memory
4 types:
Within oneself
Over oneself
Over environment
From the environment
63. Con’t…. Primary control: affecting external world
based on biological factors
Secondary control: behaviour or cognition aimed at internal world
Less primary and more secondary with age
64. PERSONALITY AND ITS DISORDERS
65. PERSONALITY WHAT IS PERSONALITY?
Relative stability from childhood
temperament
Depends on circumstances
Whether negative or positive trait
Whether trait will be expressed
What is personality?
pattern of behavior that each person develops as a way of coping with his/her traits and abilities, social environment and events experienced
Healthy pattern: flexible way to cope with challenges and demands presented by our environmentsWhat is personality?
pattern of behavior that each person develops as a way of coping with his/her traits and abilities, social environment and events experienced
Healthy pattern: flexible way to cope with challenges and demands presented by our environments
66. Con’t…. 5 factor model:
Neuroticism
Extraversion
Openness to Experience
Agreeableness
Conscientiousness
* all along continuums Neuroticism: individual prone to psychological distress, unrealistic ideas, excessive cravings or urges, and maladaptive coping responses; emotional instability
HIGH: worrying, nervous, emotional, insecure, inadequate, hypochondriac
LOW: calm, relaxed, unemotional, hardy, secure, self-satisfied
2. Extraversion: assesses quantity and intensity of interpersonal interactions, activity level, need for stimulation, capacity for joy, expressing positive emotions
HIGH: sociable, active, talkative, person-oriented, optimistic, fun-loving, affectionate
LOW: reserved, sober, unexuberant, aloof, task-oriented, retiring, quiet
3. Openness to Experience: assesses proactive seeking and appreciation of experience for its own sake, toleration for and exploration of the unfamiliar
HIGH: curious, broad interests, creative, original, imaginative, untraditional
LOW: conventional, down-to-earth, narrow interests, unartistic, unanalytical
4. Agreeableness: assesses the quality of one’s interpersonal orientation along a continuum from compassion to antagonism in thoughts, feelings, and actions, willingness to cooperate, empathize with others
HIGH: soft-hearted, good natured, trusting, helpful, forgiving, gullibile, straight forward
LOW: cynical, rude, suspicious, uncooperative, vengeful, ruthless, irritable, manipulative
5. Conscientiousness: assesses the individual’s degree of organization, contrasts dependable, fastidious people with those who are lackadaisical and sloppy
HIGH: organized, reliable, hard-working, self-disciplined, punctual, scrupulous, neat, ambitious, persevering
LOW: aimless, unreliable, lazy, careless, lax, negligent, weak-willed, hedonisticNeuroticism: individual prone to psychological distress, unrealistic ideas, excessive cravings or urges, and maladaptive coping responses; emotional instability
HIGH: worrying, nervous, emotional, insecure, inadequate, hypochondriac
LOW: calm, relaxed, unemotional, hardy, secure, self-satisfied
2. Extraversion: assesses quantity and intensity of interpersonal interactions, activity level, need for stimulation, capacity for joy, expressing positive emotions
HIGH: sociable, active, talkative, person-oriented, optimistic, fun-loving, affectionate
LOW: reserved, sober, unexuberant, aloof, task-oriented, retiring, quiet
3. Openness to Experience: assesses proactive seeking and appreciation of experience for its own sake, toleration for and exploration of the unfamiliar
HIGH: curious, broad interests, creative, original, imaginative, untraditional
LOW: conventional, down-to-earth, narrow interests, unartistic, unanalytical
4. Agreeableness: assesses the quality of one’s interpersonal orientation along a continuum from compassion to antagonism in thoughts, feelings, and actions, willingness to cooperate, empathize with others
HIGH: soft-hearted, good natured, trusting, helpful, forgiving, gullibile, straight forward
LOW: cynical, rude, suspicious, uncooperative, vengeful, ruthless, irritable, manipulative
5. Conscientiousness: assesses the individual’s degree of organization, contrasts dependable, fastidious people with those who are lackadaisical and sloppy
HIGH: organized, reliable, hard-working, self-disciplined, punctual, scrupulous, neat, ambitious, persevering
LOW: aimless, unreliable, lazy, careless, lax, negligent, weak-willed, hedonistic
67. PERSONALITY DISORDERS Generally:
Social and occupational disruptions
Defined: based on what’s acceptable
Hardest to diagnose and hard to treat
No distress over symptoms
Much co-morbidity among disorders
68. Con’t…. Cluster A: asocial, odd, and/or eccentric
Cluster B: flamboyant, dramatic, emotional, and/or erratic
Cluster C: anxious, fearful, and/or lack of emotional warmth Cluster A: similar to symptoms found in schizophrenics; traits may precede onset of full-blown psychosis
Cluster B: marked difficulties in sustaining interpersonal relationships, unclear why these disorders are clumped together in this cluster
Cluster C: preoccupation with rulesCluster A: similar to symptoms found in schizophrenics; traits may precede onset of full-blown psychosis
Cluster B: marked difficulties in sustaining interpersonal relationships, unclear why these disorders are clumped together in this cluster
Cluster C: preoccupation with rules
69. Con’t…. Cluster A Paranoid: distrust, suspicious, overreact
low extraversion, low openness, very low agreeableness
Schizoid: restricted range of emotions, social isolation, loners
very low extraversion
Schizotypal: discomfort with relationships, cognitive & perceptual distortions, peculiar behaviour, bizarre fantasies
very high neuroticism, very low extraversion, high openness
70. Con’t…. Cluster B Antisocial: frequent violation of rights of others; impulsive, aggressive, reckless
low neuroticism, very low agreeableness and conscientiousness
Borderline: instability of relationships, self-image, emotions, and control over impulses
very high neuroticism, high extraversion, low agreeableness and conscientiousness Antisocial: begins in childhood or adolescence; persistent failure to perform responsibilities that are associated with occupational and family roles; frequent conflicts with others; irritable, irresponsible
Borderline: diffuse category whose essential feature is pervasive pattern of instability of mood and interpersonal relationships; difficult to be alone; form intense, unstable relationships with other people, are often seen as manipulative; opinions of others often vascillate between extremely negative to extremely positive; emotional instability (depression to anger in hours); can’t maintain an image that incorporates their positive and negative feelings; chronic feelings of emptiness and boredom
identity disturbance?
high rate of depression in these patientsAntisocial: begins in childhood or adolescence; persistent failure to perform responsibilities that are associated with occupational and family roles; frequent conflicts with others; irritable, irresponsible
Borderline: diffuse category whose essential feature is pervasive pattern of instability of mood and interpersonal relationships; difficult to be alone; form intense, unstable relationships with other people, are often seen as manipulative; opinions of others often vascillate between extremely negative to extremely positive; emotional instability (depression to anger in hours); can’t maintain an image that incorporates their positive and negative feelings; chronic feelings of emptiness and boredom
identity disturbance?
high rate of depression in these patients
71. Con’t…. Histronic: excessive emotionality and attention seeking
high neuroticism, extraversion, and openness, low conscientiouness
Narcissistic: grandiosity, need for admiration, lack of empathy
high neuroticism, extraversion, and conscientiousness, very low agreeableness Histronic: self-centred, vain, and demanding; constantly seek approval of others; shallow, may vacillate erratically; react with inappropriate exaggeration
Narcissistic: exaggerated sense of importanceHistronic: self-centred, vain, and demanding; constantly seek approval of others; shallow, may vacillate erratically; react with inappropriate exaggeration
Narcissistic: exaggerated sense of importance
72. Con’t…. Cluster C Avoidant: social inhibition
very high neuroticism and very low extraversion
Dependent: excessive need of care
very high neuroticism and agreeableness, high extraversion
Obsessive-Compulsive: preoccupation with perfection, orderliness
high neuroticism, low extraversion and openness, and very high conscientiousness Avoidant: feelings of inadequacy, hypersensitive to negative evaluation
Dependent: excessive need to be taken care of; leading to submissive and clinging behavior
Obsessive-Compulsive: preoccupation with orderliness and perfection at the expense of flexibilityAvoidant: feelings of inadequacy, hypersensitive to negative evaluation
Dependent: excessive need to be taken care of; leading to submissive and clinging behavior
Obsessive-Compulsive: preoccupation with orderliness and perfection at the expense of flexibility
73. Con’t…. Much overlap of traits among disorders
Prevalence: not clear
High among psychiatric patients
Role of biology and environment
some sort of role of genetics
but… since large of role of social aspects high among psychiatric patients being treated for another disorder
Not much known, but thought to appear as reaction to environment
Possibly it is biology underlying factors such as cognition, impulsivity, aggression, affective instability, and chronic anxiety rather than direct link to disorderhigh among psychiatric patients being treated for another disorder
Not much known, but thought to appear as reaction to environment
Possibly it is biology underlying factors such as cognition, impulsivity, aggression, affective instability, and chronic anxiety rather than direct link to disorder