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Lifespan Human Development PSY 223

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A field of study that aims to understand constancy & change in physical, ... Human intelligence is determined almost exclusively by genetic factors. OR ... – PowerPoint PPT presentation

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Title: Lifespan Human Development PSY 223


1
Lifespan Human Development PSY 223
  • MTWR 1015-1220
  • SB 106

2
Syllabus Course Materials
  • available online at
  • http//people.uncw.edu/alean/PSY223.htm

3
Lifespan human development
  • A field of study that aims to understand
    constancy change in physical, cognitive,
    social, emotional factors throughout the
    lifespan.

4
What do you think?
  • Development is continuous, gradual progression,
    with new abilities, skills, knowledge gradually
    added at a relatively uniform pace.
  • OR
  • Development occurs at different rates,
    alternating between periods of little change and
    periods of abrupt, rapid change.

5
Basic issues
  1. Continuous or discontinuous development?

Qualitative new skills emerge at particular
periods
Quantitative - adding on more or more complex
skills
6
What do you think?
  • Humans everywhere follow the same general
    sequence of development.
  • OR
  • Each human passes through a unique course of
    development.

7
Basic issues
  1. One course of development or many?
  • Universal basic process for everyone
    differences are simply variations in basic
    process
  • Context-specific - unique process for everyone
    differences result from different environments

8
What do you think?
  • Human intelligence is determined almost
    exclusively by genetic factors.
  • OR
  • Human intelligence is largely the result of
    experiential factors.

9
Basic issues
  1. Nature or Nurture?
  • Nature human development is biologically
    (genetically) determined
  • Nurture - the physical and social environment
    influence human development
  • Contemporary developmental psychologists say
    both

10
When do humans stop developing?
  • Traditional population pyramid more children
    young
  • Projected population pyramid equal young old

11
Lifespan Perspective Paul Baltes (1987)
Max Planck Institute for Human Development http//
www.mpib-berlin.mpg.de/
Table 1.5 Major Theories of Human Development
12
Development as lifelong (Table 1.1)
Period Approximate age range







13
What abilities increase with age?
What abilities decline with age?
14
Multidirectional multidimensional
  • Multidirectionality decline growth at all
    points in lifespan
  • development doesnt occur in one direction
  • ratio shifts with age

15
ratio between gains losses shifts across
lifespan
16
Multidirectional multidimensional
  • Multidirectionality decline growth at all
    points in lifespan
  • development doesnt occur in one direction
  • ratio shifts with age
  • Multidimensionality pattern of decline growth
    varies across within domains

17
gains losses depend on domain
Emotional understanding
Vocabulary
Memory
Ability to learn foreign language
18
Plasticity
  • Humans have a range of functioning
  • Natural occurring plasticity through compensation
  • Plasticity through training
  • Less plasticity with increasing age

19
Embedded in multiple contexts
  • Age-graded influences
  • related to chronological age
  • History-graded influences
  • related to generational (cohort) events
  • Nonnormative influences
  • related to unique experiences

20
(No Transcript)
21
Research Methods
22
Developmental psychology in the news
23
Playing violent video games, like Grand Theft
Auto, leads to increased aggression in
adolescents.
24
General Research Designs
  1. Correlational design see how two (or more)
    pre-existing variables are related

variables move in same direction -
variables move in opposite direction
.46
-.09
Ranges 0 to 1 Closer to 1 stronger the relation
25
What conclusions can we make?
  • Cannot make cause effect conclusion

directionality problem do not know the direction
of relation
third variable problem other variable might
account for relation
26
Playing violent video games, like Grand Theft
Auto, leads to (i.e., causes) increased
aggression in adolescents.
27
General Research Designs
  1. Experimental design manipulate variable to test
    the effects on outcome variable

Variables
(Aggressive behavior)
28
General Research Designs
  1. Experimental design manipulate variable to test
    the effects on outcome variable

Variables
Group 1 nonviolent game Group 2 violent
game
(Aggressive behavior)
29
How do I know if experiment worked?
30
What conclusions can we make?
  • Because have random assignment to IV
  • rules out confounds other explanations
  • without it, do not have a true experiment

31
Playing violent video games, like Grand Theft
Auto, leads to increased aggression in
adolescents.
32
Developmental Research Designs
Building blocks of ALL developmental research
Variables Measure Effects from



Changes in a person
experiences unique to a generation
circumstances during data collection
33
Developmental Research Designs
  • Cross-sectional age cohort vary, time constant

Time
Cohort 2005
1995 10
1990 15
1985 20
Can only conclude age differences
34
Developmental Research Designs
  • Longitudinal age time vary, cohort constant

Time Time Time
Cohort 1995 2000 2005
1985 10 15 20
Can conclude age change
35
Advantages Disadvantages
Practical quick
Age differences Cohort effect
Time effects Practice effects Nonrandom drop-out
Lack of generalizability
Measures age change
With all the problems, what should researchers
do?
36
Developmental Research Designs
  • Sequential combine cross-sectional
    longitudinal designs

Time Time
Cohort 2005 2010
1995 10 15
1990 15 20
1985 20 25
37
  • Considered the best developmental research
    designbut hardly ever done?

38
In-class Assignment 1
  • The purpose of this assignment is to give you an
    opportunity to apply and practice
  • what you have learned about general and
    developmental research designs.
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