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CHAPTER 1 UNDERSTANDING LIFE-SPAN HUMAN DEVELOPMENT

CHAPTER 1 UNDERSTANDING LIFE-SPAN HUMAN DEVELOPMENT. What is Development?. Systematic changes and continuities In the individual Between conception and death “ Womb to Tomb ” Three broad domains Physical, Cognitive, Psychosocial. Other Developmental Definitions.

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CHAPTER 1 UNDERSTANDING LIFE-SPAN HUMAN DEVELOPMENT

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  1. CHAPTER 1 UNDERSTANDING LIFE-SPAN HUMAN DEVELOPMENT

  2. What is Development? • Systematic changes and continuities • In the individual • Between conception and death • “Womb to Tomb” • Three broad domains • Physical, Cognitive, Psychosocial

  3. Other Developmental Definitions • Growth: Physical changes that occur from birth to maturity • Aging: Positive and negative changes in the mature organism • Maturation: The biological unfolding of the individual genetic plan • Learning: Relatively permanent changes due to environmental experiences

  4. Age Grades, Age Norms, and the Social Clock • Age Grade: Socially defined age groups • Statuses, roles, privileges, responsibilities • Adults can vote, children can’t • Age Norms: Behavioral expectations by age • Children attend school • Social Clock: When things should be done • Early adulthood – time for 1st marriages • “Off time” experiences are more difficult

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  6. Phases of the Life Span • Before 1600: Children viewed as miniature adults

  7. Modern View: Children innocent, need protection

  8. Average life expectancy in 1900 was 47 year • In 2000 it was 77.5 years • Females: White=80, Black=76 • Males: White=75, Black=69 • Increasing population - age 65 and older

  9. The Demographics of AgingPopulation Trends in the United States

  10. The Demographics of AgingPopulation Trends in the United States

  11. The Demographics of AgingPopulation Trends in the United States

  12. The Demographics of AgingPopulation Trends in the United States

  13. Diversity of Older Adults in the U.S.

  14. Population Trends Around the World

  15. Population Trends Around the World

  16. Framing the Nature/Nurture Issue • Nature: heredity • Maturational processes guided by genes • Biologically based predispositions • Biological unfolding of genes • Nurture: environment • Learning: experiences cause changes is thoughts, feelings, and behaviors • Interactionist view: nature & nurture interact

  17. The Bioecological Model • Microsystem: Immediate environment • Mesosystem: Relationships • Exosystem: Social Systems • Macrosystem Culture • Chronosystem: Changes occur in a time frame • This is an interactionist model

  18. Urie Bronfenbrenner

  19. Goals of Studying Life-Span Development • Description • Normal development, individual differences • Explanation • Typical and individually different development • Optimization • Positive development, enhancing human capacities • Prevention and overcoming difficulties

  20. Methods of Studying Life-Span Development • Historical • Baby Biographies: Charles Darwin • Questionnaires: G. Stanley Hall • Key Assumptions of Modern Life-Span Perspectives • Lifelong, multidirectional process • Gain and loss and lifelong plasticity • Historical/cultural contexts, multiple influences • Multi-disciplinary studies

  21. Unique Challenges in Developmental Research • Infants and young children • Attention, instruction, answering questions may be difficult • Elderly Adults • Possible sensory impairments • Discomfort being studied, tested

  22. Conducting Developmental Research • Self-reports: interview, questionnaires, tests • Behavioral Observations (Experiments) • Naturalistic • Advantage: natural setting • Disadvantage: conditions not controlled • Structured (Lab) • Disadvantage: cannot generalize to natural settings • Advantage: conditions controlled

  23. The Scientific (Experimental) Method • Three Critical Features • 1. Manipulation of independent variable • 2. Random assignment of individuals to treatment conditions • 3. Experimental control

  24. The scientific method in action

  25. The Correlational Method • Determine if 2 or more variables are related • Correlation: A measure of the relationship • Can range from +1.0 to –1.0 • Positive: variables move in same direction • Negative: variables move in opposite dir. • No relationship if correlation is 0 • Cannot establish a causal relationship

  26. Developmental Research Designs • Cross-Sectional Designs • >1 cohorts or age-groups studied • 1 time of testing • Studying age differences at any one time • Longitudinal Designs • <1 cohort • +1 time of testing • Study changes across time in one cohort

  27. Cross-sectional and longitudinal studies of development from age 30 to age 70.

  28. Age, Cohort, and Time of Measurement Effects • 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

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