Exam1 - 19:37 How do we conceptualize DEVELOPMENT? Physical...

Info iconThis preview shows pages 1–6. Sign up to view the full content.

View Full Document Right Arrow Icon

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: 19:37 How do we conceptualize DEVELOPMENT? Physical age Behaviors, ability Status, privileges BASIC DOMAINS OF DEVELOPMENT: Physical Growth of the body and organs Brain Wrinkles Cognitive Learning/reasoning Perception Language Memory Social Interpersonal relationships Motives Emotions Personality Periods of Development AGE GRADES Prenatal period Infancy Preschool period/Toddlerhood Middle Childhood Adolescence (Emerging Adulthood) Early Adulthood Middle Adulthood Late Adulthood Age norms Behavioral expectations by age Social Clock Individuals idea of when things should be done AGE GRADES (categories) AGE NORMS (socially defined behaviors) SOCIAL CLOCK (Individual Timeline NATURE vs. NURTURE Nature Inborn, biological Based on genetic inheritance, evolution Hormones, brain development Nurture Physical and social environment Conditioning, learning Family, friends Pollution, neighborhood Context matters Multiple layers of context we need a way to organize A person has many environments NESTED SYSTEMS THE BIOECOLOGICAL MODEL Urie Bronfenbrenner MICROSYSTEM: immediate environment MESOSYSTEM: relationships between Microsystems EXOSYSTEM: social systems MACROSYSTEM: culture CHRONOSYSTEM: changes occur in a time fram This is an INTERACTIONIST MODEL Why do we study lifespan development? DESCRIBE What generally happens when? Normal development, individual differences EXPLAIN Processes, relationships Typical and individually different development OPTIMIZE Help people overcome obstacles Positive development, enhancing human capacities Prevention and overcoming difficulties Key Assumptions of Modern Life-span Perspectives Lifelong process Multidirectional Gains and losses along the way Plasticity Historical-cultural context matters Multidimensional Interdisciplinary How do we study development? THE SCIENTIFIC METHOD RESEARCH DESIGNS Correlational vs. Experimental CORRELATIONAL Testing for relationships between variables Correlation does NOT imply causation CORRELATION COEFFICIENT Summary Number EXPERIMENTAL Testing for cause and effect between variables Three Critical Features INDEPENDENT (Y) and DEPENDENT (X) variables Manipulation of IV RANDOM ASSIGNMENT of individuals to treatment conditions CONTROL GROUP Experimental Control Quasi-experiment = NO random assignment Cross-sectional vs. Longitudinal vs. Sequential CROSS-SECTIONAL One time test, studying many different people LONGITUDINAL Multiple times testing, follow same group of people AGE EFFECTS: changes which occur due to age COHORT EFFECTS: born in one historical context Changes due to differences in society Disadvantage of cross-sectional design TIME OF MEASUREMENT EFFECTS: historical Take place at time of data collection Disadvantage of longitudinal design SEQUENTIAL DESIGNS: a combination of cross-sectional and longitudinal designs Advantages of both designs Which AGE-RELATED TRENDS are AGE EFFECTS Which AGE-RELATED TRENDS are COHORT EFFECTS Which AGE-RELATED TRENDS are a result of HISTORICAL EVENTS...
View Full Document

Page1 / 25

Exam1 - 19:37 How do we conceptualize DEVELOPMENT? Physical...

This preview shows document pages 1 - 6. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online