Santrock Section 1 Chapter 1

INTRODUCTION

1. THE LIFE-SPAN PERSPECTIVE

Ted Kaczynski

Development – the pattern of movement or change that begins from conception and continues throughout the life span.

Sprinted through high school HS: Made passing efforts at social contact Attended Harvard University at age 16 Was a loner during his college years Avoided people by quickly shuffling by them and slamming the door behind him Took up his Ph.D. in mathematics at University of California at Berkeley Hid from social contact Moved to a rural area if Montana Lived in a shack for 25 years Described as a ‘‘bearded eccentric’’ Described himself as a “genius in a kid’s body and sticking out like a sore thumb in his surroundings as a child” 1996: charged and arrested Became a notorious Unabomber, America’s most wanted killer Sent 16 mail bombs Wounded and maimed 23 people 3 people dead Pleaded guilty Sentenced to life in prison

Alice Walker Born in 1944 Eight child of Georgia sharecroppers who earned $300 a year 8 yrs old: brother accidentally shot her in the left eye with a BB gun Blind in the left eye Battled racism in Mississippi Won her first fellowship Used the price to put herself into the heart and heat of civil rights movement Won a Pulitzer Price for her book The Color Purple A novelist, essayist, poet, short-story writer, and a social activist

IMPORTANCE OF LIFE-SPAN PERSPECTIVE DEVELOPMENT DECLINE

INVOLVES

GROWTH

AND

CHARACTERISTICS OF LIFE-SPAN PERSPECTIVE Traditional approach – study of development emphasize extensive change from birth to adolescence, little or no change in adulthood and decline in old age Life span – based on oldest age documented 122 years – oldest age documented Life expectancy – average number of years that a person can expect to live 78 years – current life expectancy Note: Maximum life span of humans has not changed since the beginning, but life expectancy has. Life span perspective, views development as: 1. Lifelong - No age period dominated development. 2. Multidimensional - Development consists of biological, socio-emotional and cognitive factors. 3. Multidirectional - Some dimensions expand, some shrink Ex. Children – acquiring second or third language decreases Adolescence – time with friends decrease Adults- perform more poorly on tasks that require speed in processing information 4. Plastic Plasticity – capacity for change

Notes/Reviewer on Human Development (UST) Prepared by: Burgos, Assumpta Minette C.

5. Multidisciplinary - Interest of various disciplines – neuroscientists, psychologists, anthropologists, sociologists, etc. 6. Contextual - Develop within context

2. NATURE OF DEVELOPMENT BIOLOGICAL, COGNITIVE, SOCIOEMOTIONAL PROCESSES 1. Biological - changes in physical nature Height and weight gains

Context – changes - influenced by historical, social, economic and social factors.

Changes in motor skills

a. normative age-graded influences - changes that occur in a particular age group

Hormonal changes

b. normative history-graded influences - changes that occur in a particular generation c. nonnormative life events - unusual occurrences that have a major influence on an individual 7. Involves growth, maintenance and regulation of loss 8. Co-construction of biology, individual and cognitive

AND

Nutrition Exercise

Cardiovascular decline 2. Cognitive - changes in thoughts, knowledge, and language Putting together a two-word sentence Memorizing a poem Imagining what is it like to live your dream Solving a crossword puzzle 3. Socio-emotional - changes in relationship, personality and emotion Response to touch

SOME CONTEMPORARY CONCERNS

Toddler’s aggressive attack on playmate

1. Health and Well-Being

School age’s assertiveness

2. Parenting and Education

Adolescent enjoying senior prom Elderly couple reflecting

3. Socio-cultural Contexts and Diversity culture – patterns/beliefs passed on from generation to generation - result of interaction cross-cultural studies - compare two or more cultures- similar, culture-specific, across culture ethnicity – religion, language, races, nationality, cultural heritage. socioeconomic status (SES) - status based on education, position and economic status

CONNECTING BIOLOGICAL, COGNITIVE, AND SOCIOEMOTIONAL PROCESSES Developmental cognitive neuroscience – links between development, cognitive, and the brain Developmental socioemotional neuroscience – links between development, socioemotional, and the brain.

PERIODS OF DEVELOPMENT birth – 2 – 5 – 11 – 21 – 30s – 50s – 70s 1. Prenatal period - conception to birth Tremendous growth Nine-month period


2. Infancy period - birth to 18-24 month

*personal

Extreme dependence on parents

coordination,

social

involvement

and

8. Late adulthood – 60’s to 70’s

social

Life review

learning- are beginning

Retirement

3. Early childhood - 2 to 5

*adjustment to new social roles

Preschool years

Decreasing strength and health

More time is spent playing with pears

Longest span

More

self-sufficient

and

responsibility

Psychological learning- symbolic thoughts, sensorimotor

and

and

to

care

for

themselves *School readiness (following instructions,

Baltes and Jacqui – argued that major changes happen in an adult lives as they become the “oldest of the old.”

identifying letters) First grade marks the end of early childhood 4. Middle and late childhood - 6 to 11 Elementary years Fundamental skills writing, reading and arithmetic skills are mastered

Oldest of the old – loss in cognitive skills , increase in chronic stress, more frail Baltes and Jacqui – considerable PLASTICITY and ADAPTABILITY characterize adults from their 60’s until their mid-80’s

FOUR AGES

Achievement becomes central theme

Four ages – developmentalist who focus that adult

*Self-control increases

development 5. Adolescence – 10-12 to 18-21

and

aging

describe

life-span

development

Rapid physical changes

1. First

Pursuit of independence and identity

Childhood, adolescence

*thoughts are more logical, abstract and 2. Second

idealistic.

Prime adulthood,

More time is spent outside the family

20’s to 50’s

6. Early adulthood – 20’s to 30’s Establishing

economic

and

social

independence *career development Selecting a mate

3. Third 60 to 79 Healthier, more active, more productive 4. Fourth

Starting a family

80 and older

Learning to live with someone in an intimate

Health and well-being decline

way 7. Middle adulthood – 40’s to 50’s Maintaining and *reaching satisfaction in career Mentoring youths


CONNECTIONS

ACROSS

PERIODS

OF

DEVELOPMENT Development in one period is connected to the development of another period.

THE SIGINIFANCE OF AGE

DEVELOPMENTAL ISSUES

1. Age and Happiness - happiness increases with age

1. Nature and Nurture

-

older adults: o

more content with what they have

o

have better relationship with the people who mattered to them

o

less pressured to achieve

o

have more time for leisurely pursuits

o

have many years of experiences which helps them to adapt

2. Conceptions of Age Chronological age is not relevant to understanding a person’s psychological development Chronological age – number of years that have elapsed since birth

- extent to which it is influenced by nature and by nurture Nature – biological inheritance *An evolutionary and genetic foundation produces commonalities in growth and development Nurture – environmental factors/experiences *Extreme

environment

represses

development 2. Stability and Change -

degree

to

which

early

traits

and

characteristics persist through life or change Stability – result of heredity and possibly early

Biological age – person’s age in terms of biological health.

experiences in life. Change – later experiences can produce change

*The younger the person’s biological age, the longer the person is expected to live.

3. Continuity and Discontinuity - degree to which development involves

Psychological age – individual’s adaptive capacities Example: hates groupmate but o well, continues work, maturity

either gradual or distinct stages. Continuity (QUANTITATIVE) – gradual, cumulative change -- oak growing, puberty

*older adults who continue to learn, are flexible, are motivated, have personality controls, control their emotions, and think clearly are engaging in more adaptive behaviors. Social age – social roles and expectations related to

Discontinuity (QUALITATIVE) – distinct stages -- butterfly EVALUATING THE DEVELOPMENTAL ISSUES Development is strongly influenced by these factors

a person’s age.

3. THEORIES OF DEVELOPMENT Example: tantrums Teen pregnancy – is not an example of any but is an offshoot of it, meaning it’s the consequence/effect


Scientific method: 1. conceptualize a process or problem 2. collect research information (data) 3. analyze data 4. draw conclusion

theory – interrelated, coherent set of ideas that helps to explain a phenomena and make predictions hypothesis – specific assertions and predictions

Fixated – or locked in, if the need for pleasure is overgratified or undergratified

BEGINNINGS:

PSYCHOANALYTIC THEORIES

Josef Breuer – used hypnosis

Psychoanalytic theories: 1. primarily unconscious 2. heavily colored by emotions 3. behavior is a surface characteristic 4. development requires analyzing of symbolic meanings 5. development requires analyzing of inner workings of the mind 6. early experiences extensively affect development

Bertha Pappenheim -- Anna O -- Austrian-Jewish Feminist -- social pioneer and founder of many institutions -- suffered hysteric symptoms -suffered aphasia, neuralgia, visual impairments, paralysis of the right side of the body, extreme mood swings, eating disorder, and amnesia.

PSYCHOANALYTIC 5 stages Primary motivation is sexual in nature The first five years of an individual’s life is the crucial to one’s development Early experiences are more important than later ones

PSCYCHOSOCIAL 8 stages Primary motivation is to affiliate with other people Development occurs throughout the life span

aphasia – only being able to talk in English, French or Spanish

Early experiences are equally important to later experiences

THREE LEVELS OF THE MIND:

neuralgia – facial pain Studies on Hysteria -- physical symptoms are caused by deep conflicts.

iceberg – there is much to be seen above but what constitutes the most part of the iceberg is what’s below the water.

1. FREUD’S THEORY OAPLG : 1.5 – 3 – 6 – PUBERTY – ONWARDS Nature – Change – Discontinuous (L)

DEFINITION: The two cornerstones for this theory are sex and aggression. Human are naturally sexual and aggressive beings. Behavior is caused by hidden disturbances and controlled by unconscious, instinctual, and aggressive drives. Do not have free will. Problems were the result of experiences early in life Focus of pleasure and sexual impulses shifts from the mouth to the anus and eventually to the genitals


1. conscious -- tip of the iceberg -- mind’s mental processes

-- focus of our attention 2. preconscious -- below the water surface -- can be easily retrieved 3. unconscious -- bulk of the iceberg -- instincts, primitive urges -- contains significant and disturbing materials that are the real causes of our behavior.

THE PSYCHE:

Directly influenced by the outside world Helps separate what is the realistic of the ego’s standards Rationalizes id’s instinct riding a horseback – id is the powerful force, while the ego is what the reins the power in. Reality Principle – works out realistic ways to follow the id’s demands to avoid bad consequences. Secondary process rational, logical.

thinking

–

realistic,

3. superego Above I Last to develop Ages 3 to 5 Higher thoughts and actions Incorporates values and morals from family and society Controls id’s impulses Orient the ego to create moralistic solutions

1. id It Inherited component of personality Internal and basic needs hunger thirst sleep sexual aggressive drives newborn child – example of such Pleasure Principle – every wishful thinking impulse must be satisfied immediately despite the consequences Primary process thinking – irrational, illogical, impulsive 2. ego I Second element Decision-making part


2 systems: (developed during childhood) 1. Conscience – employs guilt whenever the ego succumbs to id’s demands. 2. Ideal-self – imaginary picture of ourselves -- includes goals and aspirations

DEFENSE MECHANISMS: 1. Repression First defense mechanism that Freud discovered. Keeps disturbing thoughts from entering the consciousness. E: repress thoughts that could result to guilt. 2. Projection Attributing your thoughts and feelings to another person. E: aggressive or sexual fantasies. 3. Displacement Redirection of an impulse to an object E: sexual frustration 4. Regression Going back to a psychological time E: sucking your thumb, wetting the bed

5. Sublimation Displaces your emotions to something more constructive E: art – artwork 6. Denial Block out the events from your awareness E: smoker refusing that smoking is bad for one’s health

Anal-retentive personality – forcing the child to control their bowel movement Effects of anal-retentive personality: stubborn, obsessively tidy, punctual and very careful over their money. Anal-expulsive adults – soiled their pants whenever they pleased. Effects of anal-repulsive personality:

PSYCHOLOGICAL THEORIES:

messy, disorganized, and rebellious 1. Psychosexual Stages Libido have various erogenous zones Has 5 stages Fixation may occur when not completed

3. Phallic 3 to 6 Pp: genitals Sexual desires for parent

2. Neo-Analytic Development does not stop at age 6 Development is a lifetime Jung, Horney, Erikson, Anna Freud

Oedipus Complex – boy unconsciously hates and wishes for the death of his father. Desires mother Castration – punishment of the boy

5 PSYCHOANALYTIC STAGES

Electra complex – girl hates mother and

OAPLG : 1.5 – 3 – 6 – PUBERTY – ONWARDS Nature – Change – Discontinuous (L)

wishes to have a penis. 4. Latency 7 to puberty

1. Oral

Child represses sexual interest and develops

Birth to 1.5 years

social and intellectual skills

Pleasure point: mouth Satisfies by putting things inside the mouth E:

tasting,

licking,

sucking,

and

swallowing Rooting and sucking reflexes Child learns to be less dependent Go through process of weaning Weaning – infants starts to take food from a different source other than the breast Incomplete stage: nail biting, smoking, chewing objects, drinking and/or eating problems. 2. Anal 1.5 years to 3 Pleasure point: anus (potty training) Taught to control bowel movement Ability to pass or withhold feces


Dormant stage Parents discourage sexual activities 5. Genital Puberty onward Sexual reawakening Sexual urges are directed towards engaging in sexual intercourse with the opposite sex. Sexual instincts are directed towards opposite sex. Fixation: inability to maintain a stable relationship.

2. PSYCHOSOCIAL THEORY TAGICISI : 1 – 3 – 5 – PUBERTY – 20’s – 30’s – 50’s – death Nurture – Change – Discontinuous( L)

8 PSYCHOSOCIAL STAGES TAGICISI : 1 – 3 – 5 – PUBERTY – 20’s – 30’s – 50’s – death Nurture – Change – Discontinuous( L) 1. TRUST vs MISTRUST Birth to one World as a good place to live in + Children are provided with their basic needs Constantly experience the pleasant voice of caregiver World is loving too little trust makes them gullible and vulnerable Caregiver constantly fails to provide the child with his/her basic needs. World is ignorant. too much trust leads to frustration, depression, hostility and aggression. 2. AUTONOMY vs SHAME AND DOUBT 1 to 3 Discover their own behavior. + The caregiver gave the child the independence to explore their own surroundings, believe in their selves. Shame and doubt are instilled when they are not given the liberty to make their own choices. 3. INITIATIVE vs GUILT 3 to 5 : Preschool years Children are active, purposeful, and responsible. + When the child is given the chance to explore and try his own ideas and try out new things. When people reject their efforts.


4. INDUSTRY vs INFERIORITY 6 to puberty Mastering the child’s basic fundamental (reading, writing, and arithmetic) skills. + When the child is encouraged by his to teacher, the child gains confidence and feels empowered. When the child is ignored or scolded, the child starts to doubt himself and his capabilities. 5. IDENTITY vs ROLE CONFUSION puberty to early 20’s Find out who they are, what they are all about, and where they are going. What do I want to become? Will I fit in? How will I stand out? + If successful, the adolescent has a strong sense of identity and less prone to anxiety. If unsuccessful, adolescent becomes confused and may result to blending in. 6. INTIMACY vs ISOLATION 20’s to 30’s Forming intimate relationships Am I loved and wanted? Shall I share my life with someone or live alone? + In order to create a relationship, one must establish an identity The person lacking the ability to form reciprocal exchanges based on understanding, support and empathy. 7. GENERATIVITY vs STAGNATION 40’s to 50’s Helping the younger generation to live a useful life What may I offer? Will I be of value or fail to be? + Help the younger generation Adults who are averse to contribute to the younger generation

8. INTEGRITY vs DESPAIR 60’s to death Reflection of the past + An individual is proud of what he or she has accomplished. Integrity leads to the attainment of wisdom. An individual manifest regret, bitterness, and loss of hope. This leads to ceasing the meaning of life.

COGNITIVE THEORIES Cognitive theories: 1. primarily conscious

DIFFERENCES Piaget Focused on children Focused on development on children

ISSUES NURTURE

CHANGE

Related to experiences and the environment

No absolute change occurs throughout a person’s development

PSYCHOANALYTIC 5 stages Primary motivation is sexual in nature The first five years of an individual’s life is the crucial to one’s development Early experiences are more important than later ones OAPLG 1.5 – 3 – 6 – puberty – onwards Nature Change Discontinuous (L)

PSCYCHOSOCIAL 8 stages Primary motivation is to affiliate with other people Development occurs throughout the life span

Early experiences are equally important to later experiences TAGICISI 1 – 3 – 5 – puberty – 20s – 30’s – 50’s – death Nurture Change Discontinuous (L)

Focused on development across cultures.

Info-Pro

Focused process memory thinking

of and

Focused on the role of language.

DISCON QUALITATIVE They go through a cycle

DIFFERENCES

Vgotsky

Focused on social factors. Based on the verbalization of dev’t. Proposed stages

Cognitive development is a continuous process. Information is processes, manipulated, and stored.

Focused on basic cognitive process

Nature Change Discon. (L)

Nurture Change Contin. (N) Non Reduc Mechanistic

Nature Change Contin (N) Non Reduc Mechanistic

1. COGNITIVE DEVELOPMENTAL THEORY (PIAGET) SPCF: 2 – 7 – 11 – 15 Nature – Change – Discontinuous (L) Schema – basic building block

FOUR PROCESSES 1. assimilation – adopt the ways of another culture


2. accommodation – look for a common ground 3. equilibrium – state of cognitive balance 4. disequilibrium –

FOUR STAGES SPCF: 2 – 7 – 11 – 15 1. SENSORIMOTOR Birth to 2 Coordinating sensory experiences to motoric actions Actions are discovered by accident and are done repeatedly a. Reflexive 0 to 2 months Infants responds to a particular stimuli Reflexes are vital to one’s survival Sucking the pacifier b. Primary circular reactions 2 to 4 months Accidentally discover new actions and coordinating them with sensations Actions give pleasure Sucking (oral stage) c. Secondary circular reactions 4 to 8 months Do more intentional actions More responsive Realize that their actions affects the objects around him Grabbing the toy and putting it in his mouth d. Coordination of secondary reactions 8 to 12 months Goal-oriented behavior Does things for their own credit OBJECT PERMANENCE is the awareness that a certain object exists even if it is not in sight. Peek-a-boo


e. Tertiary circular reactions 12 to 18 months Behavior becomes more flexible They crave for attention by creating sounding and moving. Experimenting with objects leads to new outcomes Dropping the ball at different heights f. Invention of New Means through Mental Combination 18 to 24 months Symbolic thought – mental representation Deferred imitation – when a child remembers an past action and imitates them at a later time rather than on the spot

2. PREOPERATIONAL 2 to 7 Lack of understanding concrete logic Symbolic thoughts – use symbols to represent things Egocentrism – they can only see and understand things in their own perspective Do not have a sense of conservation 3. CONCRETE 7 to 11 Logical thinking Inductive logic – deriving a conclusion form a particular principle to a general one. Reversibility – actions can be preserved. Recognize his dog a Labrador, that a Labrador is a dog, that a dog is an animal. Conservation – when something changes its shape or appearance it still remains the same. Disappearance of egocentrism. Decentration – ability to focus on different things at the same time Sociocentric – understand that people have thoughts of their own. 4. FORMAL 11 to 15 Abstract thoughts – ability to develop images of ideal circumstances Logical reasoning – solves the problem in a scientific method.

2. SOCIOCULTURAL COGNITIVE THEORY (VGOTSKY) Nurture – Change – Continuous (N) – Nonreductionist – Mechanistic Socioemotional DEFINITION: Connections between people and the sociocultural context in which they act and interact in shared experiences. Community plays a central role in the process of “making meaning” Speech and thought becomes interdependent. Speech and though become verbal and representational.

ESSENTIAL FEATURES 1. Interaction = changes Social interaction will lead to changes in a child’s mind and manner of conducting one’s self. 2. Zone of Proximal Development (ZPD) Problem solving under the guidance of a more knowledgeable other. Consequently, the individual becomes more socialized. 2 dispositions: 1. subjectivity - beginning a task with a different understanding 2. scaffolding - change in social assistance over the course of a teaching session 3. Language as man’s greatest tool. 2 Critical Roles: 1. Manner/methods of an adult in transmitting information to children. 2. Language as a powerful tool of intellectual adaptation. 3 Forms of languages: 1. Social speech – external communication. In other words, communication with others.


2. Private speech -- internal communication used to self. Serves intellectually 3. Private inner speech – diminishes in audibility as it transforms to silent inner speech. -- monologues Pilipinas Spoon and fork Titio, tita Extended family

Estados Unidos Spoon and knife First name basis Nuclear family

2. INFORMATION PROCESSING THEORY Nature – Change – Continuous (N) – Nonreductionist – Mechanistic Biological DEFINITION: Human mind receives information, processes it and stores. Emphasizes a continuous pattern

of

development. 3 PROCESSES: 1. input – analysis of stimuli 2. storage – coding and manipulation of a stimuli 3. Output – preparation for an appropriate response to a stimuli. NOTE: Information that is received can go to different paths depending on attention, encoding, recognition, and storage. SYSTEM: 1. Information is processed by the Working Memory or Short Term Memory *working memory is where information are temporarily held before discarding or transferring to the long term memory. 2. Information is transferred and stored to the Long Term Memory.

*long

term

memory

provide

unlimited

repository for all facts and knowledge acquired. It gradually expands. It also allows easy retrieval of information once it is needed.

DIFFERENCES Piaget Focused on children Focused on development on children

Vgotsky

Focused on development across cultures.

Info-Pro

Focused process memory thinking

of and

BEHAVIORAL AND SOCIAL COGNITIVE THEORIES Behaviorism – we can only study scientifically what can be directly understand and observed and measured.

Skinner Nurture

Change Continuous Cognitive Socioemotional

Bandura Nurture Change Cognitive Socioemotional

1. SKINNER’S OPERANT CONDITIONING Focused on the role of language.

Nurture – Change – Continuous (N) Cognitive - Socioemotional

1. SKINNER’S OPERANT CONDITIONING

Focused on social factors.

Nurture – Change – Continuous (N) Cognitive - Socioemotional

Based on the verbalization of dev’t. Proposed stages

Cognitive development is a continuous process. Information is processes, manipulated, and stored.

Focused on basic cognitive process

Nature Change Discon. (L)

DEFINITION:

Nurture Change Contin. (N) Non Reduc Mechanistic

Nature Change Contin (N) Non Reduc Mechanistic


Method of learning that associates behavior and certain consequences to that behavior. Operant meaning any active behavior that operates upon the environment to generate consequences.

EXPERIMENT: Skinner created a box that had a lever that when pulled would release food and momentarily stops electric shock. This box would contain a small animal (rat). The rat then accidentally pulled the lever, consequently releasing food (positive reinforcement) and stopping electric shock (negative reinforcement). Once the rat realizes the patter, it would repeatedly do it.

TERMS: Reinforcement – strengthens or increases behavior.

EXPERIMENT: Observer (child) were asked to watch a video wherein a woman hits a bobo doll aggressively. After

Positive reinforcement – adding something to

watching the video, the observer plays in a room with

increase the behavior. (giving reinforcers)

the same object. Here, the child either imitates what

Negative reinforcement – taking away something to

he/she has observed or not.

increase behavior. (

BASIC ASSUMPTIONS: 1. Observational learning.

Punishment – decreases or weakens behavior

2. Internal processes may lead to the behavior- it all

Positive punishment – adding an unfavorable

depends on the observer.

stimulus to decrease behavior (pay bail)

3. Goal-directed behavior. 4. Self- regulating – people regulate their own

Negative punishment – removing something to decrease behavior (confiscation of phones)

SCHEDULE: Continuous reinforcement – reinforced every time

behavior. 5. Reinforcements and punishments have indirect effect to behavior.

TYPES OF MODELS:

a specific behavior occurs.

1. live models – observational models

Fixed ratio reinforcement – reinforced after the

2. symbolic models – fictional characters that can

behavior is done for a certain number of times.

influence one’s behavior

Fixed interval reinforcement – reinforced in a fixed time interval but at least one correct answer has been

DIAGRAM:

made. Variable ratio reinforcement – reinforced after unpredictable number of times. Variable interval reinforcement – giving reinforcers at changing and inconsistent periods of time.

2. BANDURA’s SOCIAL COGNITIVE Nurture – Change – Continuous (N) Cognitive - Socioemotional Reciprocal determinism - important relationship

DEFINTION: Learning by observing (observational learning).

between observing other and learning. Triadic reciprocal causation – interplay between environmental factors, personal and cognitive factors which lead to certain behaviors.


DIFFERENCES Skinner Nurture

Change Continuous Cognitive Socioemotional

Bandura Nurture Change Cognitive Socioemotional

LIFE COURSE THEORY EEASMEL : 22 – 28 – 33 – 40 – 45 – 50 – above Nurture – Change – Discontinuous Socioemotional

DEFINITION: 7 ADULT DEVELOPMENTAL STAGES: Life course – interaction between historical events, personal decisions, and individual opportunities. -- concrete character of life in its evolution from beginning to end

EEASMEL : 22 – 28 – 33 – 40 – 45 – 50 – above Nurture – Change – Discontinuous Socioemotional

Course – indicates sequence, temporal flow Life structure – underlying patter or design of a person’s life at a given time

1. Early Adulthood (17 to 22) Transitional stage from adolescence to adulthood

-- develops through an orderly sequence of age-linked periods during adult years.

Young people make initial choices for adult life.

2 KEY CONCEPTS:

First gain independence

1. Structure-building (stable period) Crucial choices are made Build life structure around those choices Pursue goals within that life structure

E: go to college, leave home, or join

2. structure-changing (transitional period) Signifies the end of a stage Creation of new possibilities that will lead to a beginning stage in life

workforce 2. Entering the adult world (22 to 28) Young adults make more concrete choices Presence of a mentor can be a great influence. E: occupation, values, relationships 3. Age 30 transition (28 to 33) Changes occur in adults life. E: marriage or having children. Young adults reflects on his life. Make changes or modifications or sets the ground for next stage.


4. Settling down (33 to 40) Marks the end of the era of early adulthood.

EXPERIMENT: Ducklings (graylag geese) follow the first

Person starts behaving more like an adult

moving object they see. (imprinting – rapid, innate

Becomes parent.

learning that involves attachment to the first moving

Realizes youthful aspiration.

object seen). Done with Nikolas Tinbergen

Establishes a niche in the society. 5. Mid-life transition (40 to 45)

4 PHASES OF ATTACHMENT:

Crucial stage

PACF: 6 weeks – 6 to 8 months – 18 months – 2

Adult begins to reflect on his life

years onwards

Drastic changes occur

Biological - Socioemotional

E: career change or divorce Begins to think more of death and legacy 6. Entering middle adulthood (45 to 50) Makes new choices about the future

1. Pre-attachment Phase Birth to 6 weeks Built-in signals

Commit oneself to new tasks

Cyring

Think about legacy

Cooing

7. Late Adulthood (60 and above) Boundary between middle and late adulthood Begin to reflect on their life and the choice they’ve made.

Gazing into adult’s eyes Smiling Comfortable with being left with unfamiliar person 2. “Attachment in the Making” phase

ETHOLOGICAL THEORIES

6 weeks to 6-8 months

PACF: 6 weeks – 6 to 8 months – 18 months – 2

Respond differently to familiar people than do

years onwards Biological - Socioemotional

to strangers Parents continue to build attachment by meeting the basic needs

DEFINITION: Behavior is influence by biology, tied to evolution, and is characterized by critical or sensitive periods. There are specific time frames.

3. “Clear-cut” Attachment Phase 6-8 months to 18 months Separation anxiety Craves for caregivers attachment Being receptive to the child

1. KONRAD LORENZ DEFINITION: Ethology is the study of animal behavior. Behavior is influence by biology, tied to evolution, and is characterized by critical or sensitive periods.

Meeting the basic needs Playing with the child strengthens the attachment 4. Formation of Reciprocal Relationship 18 months to 2 years onwards Rapid language growth Understanding of new concepts


Begin to understand a parent’s coming and

5 SYSTEMS: Nurture – Change – Continuous

going

Socioemotional

2. JOHN BOWLBY

1. microsystem Activities

DEFINITION: Attachment to a caregiver plays over the first

Critical period - period of imprinting and optimal

development

roles

that

child

directly

participates in. The younger the child, the smaller the

year of life has important consequences.

promoting

or

of

social

relationships.

microsystem. Immediate family members Childcare School teachers

ECOLOGICAL THEORY

Peers

Nurture – Change – Continuous

Neighborhood play area

Socioemotional

DEFINITION: Defines complex “layers” of the environment, each having an effect on a child’s development

2. mesosystems Relations

between

microsystems

or

connections between contexts

Also called bioecological systems theory

Develops sense of belonging

The child isn’t just a passive recipient

The child may not be indirectly involved, but

As people affect the child, so the child has an influence on them

could still be affected. Relationship between family and school

Nothing ever remains static The child, system and environments are ever changing. Milestone and life events occur as time passes, the child grows and contexts change.

3. exosystems Links between social settings Though the child may not have dire contact with it the systems affect the chid’s development and socialization because the people in the

DIAGRAM:

child’s life are affected by the exosystems and the mesosystems. Extended family Family networks Mass media Workplace Neighbors Community health systems


4. macrosystems

5. PHYSIOLOGICAL MEASURES

Societal blueprint

Study development at different points in life

Contains the attitudes, ideologies, values,

span.

laws and customs of a culture.

RESEARCH DESIGNS 5. chronosystem Time dimension as it relates to a child’s environment Either internal (physiological changes – aging) or external (timing of parent’s death)

4. RESEARCH IN DEVELOPMENT

LIFE

SPAN

METHODS FOR COLLECTING DATA 1. OBSERVATION Have to be systematic Where? 1. Laboratory – controlled setting 2. Naturalistic – in real world settings 2. SURVEY AND INTERVIEW Best and quickest way to get information

Survey (questionnaire) -- useful when information is from many

1. DESCRIPTIVE RESEARCH Aims to observe and record behavior Reveal important information about people’s behavior 2. CORRELATIONAL STUDIES Help predict how people will behave Describe the strength of the relationship between two or more characteristics. Correlational coefficient -- a number based on statistical analysis -- degree of association between variables 3. EXPERIMENTAL RESEARCH Regulated procedure where other factors are manipulated while others are held constant. Independent variables -- manipulated, influential factor -- potential cause Dependent variable -- response to changes caused by independent variable

people -- questions are clear and unbiased

Experimental group -- experience is manipulated

3. STANDARDIZED TEST Uniform procedures for administration and scoring.

Control group -- baseline -- effects of the manipulated will be compared

Person’s behavior is consistent and stable, yet personality and intelligence can vary with the

Random Asssignment -- researchers assign participants to experimental and control groups by chace

situation. 4. CASE STUDIES In-depth look at a single individual Must be cautious at generalizing Involve judgments of unknown reliability.


TIME SPAN OF RESEARCH 1. CROSS-SECTIONAL APPORACH Simultaneously compares individuals different ages Advantage: Time saving

at

2. LONGITUDINAL APPROACH Same individuals studied over a period of time. 3. COHORT EFFECTS Cohort – group of people who are born at a similar point in history and share similar experiences Cohort effects –due to a person’s time of birth, era or generation but not actual age. Additional: Informed consent -- all participants must know what he research participation will involve and what risks might develop Debriefing -- after the study, participants should be informed of the study’s purpose and methods that were used Deception -- researchers must ensure that deception will not harm participants, and that participants are fully debriefed.

MINIMIZING BIAS 1. GENDER BIAS Preconceived notions about the abilities and women and men Research can affect how people think about gender differences. 2. CULTURAL AND ETHNIC BIAS Life-span research needs to include more people from diverse ethnic groups. Ethnic gloss – using an ethnic label in a superficial way that portrays an ethnic group as being more homogenous than it really is.


REFERENCE: Santrock, J. W. (2010). Life-Span development (13th ed.). New York, USA: McGraw Hill.


Santrock Section 1 Chapter 1

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