1. CHAPTER 1 History, Theory, and Research Strategies

2. Domains and Periods of Development Theory Research Strategies Plan for lecture 3. Domains of Development Domain Changes in Physical Body size & proportions, appearance Functioning of body systems, health Perceptual & motor capacities Cognitive Intellectual abilities Emotional and Social Emotional communication Self-understanding, knowledge about others Interpersonal skills & relationships Moral reasoning & behavior 4. Domains of Development Physical Cognitive Emotional/ Social 5. Periods of Development Prenatal Conception to birth Infancy and Toddlerhood Birth to 2 years Early Childhood 2 to 6 years Middle Childhood 6 to 11 years Adolescence 11 to 18 years Emerging Adulthood 18 to 25 years 6. Theory An orderly, integrated set of statements that describes, explains, and predicts behavior Gives meaning to what we see Provides a basis for practical action 7. Basic Issues in Development 1. Continuous or discontinuous? 2. One course of development or many possible courses? 3. Relative influence of nature and nurture? 8. Continuous or Discontinuous Development 9. One or many courses? One course: Stage theorists assume that people everywhere follow the same sequence of development Multiple courses: Distinct contexts may result in different paths of change Combination of personal and environmental circumstances 10. Nature or Nurture? Nature Inborn, biologic givens Based on genetic inheritance Nurture Physical and social world influences biological and psychological development 11. Stability vs. Plasticity? Stability Individuals high or low in a characteristic remain so at later ages Heredity and early experience are important Plasticity Change is possible, based on new, influential experiences Implications for practice? 12. Resilience Ability to adapt effectively in the face of threats to development: Personal characteristics A warm parental relationship Social support outside the immediate family Community resources and opportunities 13. Early Scientific Study of Development Evolutionary Theory Darwins ideas of natural selection and survival of the fittest are still influential Normative Approach Hall & Gesell: Age-related averages based on measurements of large numbers of children Mental Testing Movement Binet & Simon: Early developers of intelligence tests 14. Historical Views of Childhood Medieval Era Childhood (to age 7 or 8) regarded as separate phase with special needs, protections 16th Century Puritan child depravity views 17th Century John Locke tabula rasa or blank slate view; continuous development 18th Century Jean-Jacques Rousseau noble savages view; natural maturation 15. Freuds Three Parts of the Personality Id Largest portion of the mind Unconscious, present at birth Source of biological needs & desires Ego Conscious, rational part of mind Emerges in early infancy Redirects id impulses acceptably Superego The conscience Develops from ages 3 to 6, from interactions with caregivers 16. Freuds Psychosexual Stages 17. Erikson 18. Behaviorism & Social Learning Classical Conditioning Stimulus Response Operant Conditioning https://www.youtube.com/w atch?v=FMnhyGozLyE Reinforcers & punishments Social-Cognitive Approach Modeling, observational learning Personal standards and self-efficacy 19. Behavior Modification Combines conditioning and modeling to eliminate undesirable behaviors and increase desirable responses 20. Piagets Stages of Cognitive Development 21. Information-Processing Flowchart Figure 1.3 22. Ethology Concerned with the adaptive or survival value of behavior and its evolutionary history Roots traced to Darwin: Imprinting Critical period Sensitive period 23. Sensitive Period An optimal time for certain capacities to emerge Individual is especially responsive to environment Boundaries less clearly defined than a critical period 24. Evolutionary Developmental Psychology Seeks to understand adaptive value of human competencies Studies cognitive, emotional, and social competencies as they change with age Expands upon ethology Wants to understand the entire organism environment system 25. Vygotskys Sociocultural Theory Transmission of culture to new generation Beliefs, customs, skills Social interaction vital for cognitive development Cooperative dialogues with more knowledgeable members of society 26. Ecological Systems Theory Development within a complex system of relationships affected by multiple levels of the surrounding environment Microsystem Mesosystem Exosystem Macrosystem Chronosystem 27. Dynamic Systems Perspective 28. A. Development is a continuous, gradual progression, with new abilities, skills, and knowledge gradually added at a relatively uniform pace B. Development occurs at different rates, alternating between periods of little change and periods of abrupt, rapid change Your Stance on Development1 29. A. All humans follow the same general sequence of development B. Each individual has a unique course of development Your Stance on Development2 30. A. Children respond to the world in much the same way as adults. The main difference is that childrens thinking is less sophisticated and complex than adults B. Children have unique ways of thinking about and responding to the world that are very different from those of adults Your Stance on Development3 31. A. An individuals personality is mostly determined by heredity B. An individuals personality can be modified through caregiving experiences Your Stance on Development4 32. - Which theory or theories take stances most similar to your own? - Would you choose one theory to represent your stance or elements of several? - Which aspects of your chosen theory or theories make it more attractive than the others? Your Stance on Development 33. Table 1.3 Your Stance 1. A- Continuous B- Discontinuous 2. A- One course B- Many courses 3. A- Continuous B- Discontinuous 4. A- Nature B- Nurture 34. The Process of Research 35. Scientific Research Hypothesis: prediction drawn directly from a theory Research methods: activities of participants Research designs: overall plans for research studies 36. Observational Research Naturalistic Observation In the field or natural environment where behavior happens Structured Observations Laboratory situation set up to evoke behavior of interest All participants have equal chance to display behavior 37. Marshmallow Test Watch the video here: https://www.youtube.com/watch?v=QX_oy9 614HQ 38. Marshmallow Test 39. Interviews Clinical Interview Flexible, conversational style Probes for participants point of view Structured Interview Each participant is asked same questions in the same way May use questionnaires, get answers from groups Not as in-depth 40. Case Study Brings together wide range of information, including interviews, observations, test scores Best used to study unique phenomena May be subjective 41. Ethnography To understand a culture or social group rather than an individual Descriptive, qualitative technique Often through participant observation 42. Correlational Design Researchers gather information and make no effort to alter their experiences. Correlation coefficients: The magnitude of the number indicates the strength of the relationship. The sign of the number indicates the direction of the relationship. 43. Positive correlation Negative correlation 44. Correlational Design Cause and effect cannot be inferred Maternal Depression Child Behavior Problems 45. Experimental Design Independent Variable Experimenter changes or manipulates Expected to cause changes in another variable Dependent Variable Experimenter measures but does not manipulate Expected to be influenced by the independent variable 46. Modified Experiments Field Experiments Use rare opportunities for random assignment in natural settings Natural Experiments Compare differences in treatment that already exist Groups chosen to match characteristics as much as possible 47. Designs for Studying Development Longitudinal Same participants studied repeatedly at different ages Cross-sectional Participants of differing ages all studied at the same time Sequential Several similar cross-sectional or longitudinal studies are conducted at varying times. Microgenetic Participants are presented with a novel task, and their mastery is followed over a series of sessions. 48. Sequential Designs 49. Childrens Research Rights Protection from harm Informed consent Privacy Knowledge of results Beneficial treatments