The document discusses various philosophical and scientific perspectives on human development including innate goodness, blank slate, and evolutionary theories. It then covers research methods such as observations, surveys, correlations and experimental designs that are used to study development across the lifespan. Key issues include the interplay between nature and nurture, continuity versus discontinuity of changes, and factors like gender, resilience and timing that influence development.
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Characteristics of Puberty
Criteria of puberty
Causes Of Puberty
Age of puberty
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Effect of Puberty Changes
Sources of concern
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A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of Education; Pakistan
Stages or periods of development and learning
A presentation I created for a Human Behavior in the Social Environment course at Radford University on several key ideas of adolescents. Feedback is appreciated.
Developmental changes in puberty
Characteristics of Puberty
Criteria of puberty
Causes Of Puberty
Age of puberty
Body changes at puberty
Effect of Puberty Changes
Sources of concern
Hazards of Puberty
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of Education; Pakistan
Stages or periods of development and learning
A presentation I created for a Human Behavior in the Social Environment course at Radford University on several key ideas of adolescents. Feedback is appreciated.
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. In This Chapter
Introduction to Human Development
Key Issues in the Study of Human
Development
Research Methods and Designs
3. An Introduction to Human
Development
Human Development: Scientific study of
age-related changes in:
• Behavior
• Thinking
• Emotion
• Personality
An entire lifespan!
4. Philosophical Roots
Original Sin
Augustine of Hippo
Humans are born selfish and must seek
spiritual rebirth.
Developmental Outcomes
Individuals struggle to overcome immoral
actions.
5. Philosophical and Scientific Roots
Innate Goodness
Jean-Jacques Rousseau
• Emphasis on children and basic
goodness of human nature
• Nurturance and protection needed
Developmental Outcomes
• Children’s environment interferes or
encourages
6. Philosophical and Scientific Roots
The Blank Slate
John Locke
• Empiricism
• Children as passive recipients of
environmental experiences
Developmental Outcomes
• Individual differences due to
experience
7. Early Scientific Theories
Charles Darwin
First organized study of human development
Evolution
Interplay of genetics and environmental
adaptation
Baby biographies
Detailed records of his own children’s
early years
8. Early Scientific Theories
First scientific study of child development
G. Stanley Hall
Psychologist
Emphasis on norms or average ages
at which developmental milestones
occur
Coined “storm and stress”
(adolescence)
10. Early Scientific Theories
Systematic description of children across
domains, particularly in the first five years
of life
Arnold Gesell
Maturation occurs “naturally” from
genetically programmed sequence.
Used movie cameras, one-way mirrors
11. The Lifespan Perspective
Paul Baltes
• Multi-contextual nature of development
• Plasticity and adaptability at all ages
• Interdisciplinary perspective and research
• With age, strategies used to maximize gain
and compensate for losses
14. Stop and Think!
What marks the end of each of
these periods of development?
How do you know?
15. Key Issues in the Study of Human
Development
Nature versus Nurture
Nature
Inborn propensities; biological influences
Inborn biases
Nurture
Learning from environmental experiences
Internal models of experience
16. Continuity versus Discontinuity
Continuity = Quantitative change in
amount or degree
Discontinuity = Qualitative, step-like
change
What are the advantages and
disadvantages of each kind of
change?
17. Another Way to Look at It!
If development consists only of additions,
the concept of stages is not needed.
If development involves reorganization or
emergence strategies, quality, or skills,
than stages are useful.
18. Three Kinds of Change
Qualitative Changes in Kind or Type
Normative age-graded universal changes
Social clock or age norms
Normative history-graded changes
Cohort or generational effects
Non-normative changes
Unique, unshared changes or individual
differences
19. Contexts of Development
Vulnerability and Resilience
Vulnerabilities and protective factors interact
with a child’s environment.
Environments cause differential effects.
Resilient children gain support from optimal
environments.
20. Contexts of Development
Gender
Gender matters.
Influences individual development
Interaction between characteristics and
environment influences and is influenced by
gender.
22. Contexts of Development
Individual differences related to timing
Critical period
Sensitive period
On-time events
Off-time events
Atypical development
“Double Whammy”
23. Now that you have heard several issues, which
do you think are more important in
understanding development—nature issues
or nurture issues? Why?
What part of the life span interests you the
most? What issues would you like to learn
about the most?
Questions To PonderQuestions To PonderQuestions To PonderQuestions To Ponder
24. Research Methods and Designs
Are theories and hypotheses the same?
Theories
Predictions or hypotheses
25. The Goals of Developmental Science
Describe development
Explain development
Predict developmental event
Influence some developmental
outcome
26. Descriptive Methods
Variables: characteristics that vary across
people
Relationship: when two or more variables
vary together
Can you think of two variables we could
study to learn about our class?
28. Descriptive Methods
Case Studies and Laboratory
Observations
Case Studies
In-depth examination of a single
individual
Laboratory Observations
Controlled setting for study
29. Descriptive Methods
Surveys, Interviews and Questionnaires
Two broad survey areas:
Questionnaires
Interviews
Methods
Questions asked; answers recorded
Samples used
30. Correlations
Correlations
Describe the strength of the relationship
between two variables
Positive correlation
High scores on one variable usually
accompany high scores on the other.
Negative correlation
Scores on two variables move in opposite
directions.
31. Limitations of Correlations
Correlation is NOT causality.
• Correlations measure the level or degree
of covariation between two variables.
• They do not prove causal relationships.
32. Experimental Designs
Test causal hypotheses.
Randomly assign participants to different
treatment and control groups.
Experimental (treatment) group
Control group
35. Designs to Study Age-Related
Changes
Cross-Sectional Designs
People studied from different age groups at
same time point
Can indicate possible age differences or
age changes
But age-related differences may become
confused with cohort or generational
effects.
36. Birth Cohort or Generational Effects
Different generations have unique
experiences.
Cohort and generational effects can
become entangled.
37. Can you see any cohort patterns?
Figure 1.1 An Example of a Cross-Sectional Design
38. Designs to Study Age-Related
Changes
Longitudinal Designs
Same individuals studied over a period of
time
Individual consistencies and
inconsistencies can be observed.
Net change assessed over time in the
same people.
41. Designs to Study Age-Related
Changes
Sequential Designs
Combined groups from at least two cohorts
followed in a longitudinal study
Comparison of cohorts while incorporating
some degree of individual differences
Both aging AND cohort effects are possible.
43. Cross-Cultural Research
Ethnographies
In-depth descriptions of single culture or
context
May compare two or more cultures or
subcultures
Can provide both descriptive and interpretive
information
45. Research Ethics
Ethics: broad ethical principles for responsible
conduct of research and use of any
outcomes resulting from research
In Research:
Protection of animal rights and human
subjects
Universities, government, and organizations
often have Institutional Review Boards
(IRBs).
The Christian notion of original sin teaches that children are born with a selfish nature and must be spiritually reborn.
French philosopher Jean-Jacques Rousseau also believed in the idea of interaction between internal and external forces, but he claimed that all human beings are naturally good and seek out experiences that help them grow. For Rousseau, the goal of human development was to achieve one’s inborn potential.
Deprivation leads to frustration and anger.
John Locke insisted that at birth the mind is a blank slate—in Latin, a tabula rasa. All knowledge, he argued, is created by experience.
Darwin’s baby biographies; the concept of developmental stages
Hall: “Contents of children’s minds on entering school” (1891)
Children and adults experience major life passages.
Parenthood
Retirement
Paul Baltes—capacity for positive change—plasticity; positive aspects of advanced age; development of strategies to maximize gains and compensate for losses
Hall: “Contents of children’s minds on entering school” (1891);
As we age, use strategies to maximize gain and compensate for losses.
Emphasis on positive aspects of advancing age
Using domain classifications helps to organize discussions of human development.
Physical: change in size, shape, characteristics of body; change is how individuals sense and perceive world
Cognitive: change in thinking, memory, problem-solving, and other intellectual skills; examination of individual differences among children and adults related to intradomain variables
Social: relationship of individual with others; individual development in social skills, personality, and individual beliefs about others
Nature versus nurture, also referred to as heredity versus environment or nativism versus empiricism.
Picture of John Watson, early behaviorist who exemplifies the nurture arguments
As Watson put it,
Give me a dozen healthy infants, well-formed, and my own specified
world to bring them up in and I’ll guarantee to take any one at random
and train him to become any type of specialist I might select—doctor,
lawyer, merchant, chief, and yes, even beggar-man and thief, regardless of
his talents, penchants, abilities, vocations, and the race of his ancestors.
(1930, p. 104)
Development involves reorganization.
Qualitative changes in kind or type
Emergence of wholly new strategies, qualities, or skills (qualitative change)
Stage theories
Qualitatively distinct periods of development
Development involves reorganization.
Qualitative changes in kind or type
Emergence of wholly new strategies, qualities, or skills (qualitative change)
Stage theories
Qualitatively distinct periods of development
Group-specific changes are shared by all individuals in a particular group (such as a culture) with its own system of customs, values, attitudes, laws, moral guidelines and ways of living. Historical context examines which historical forces shape the similarities and differences that affect each generation.
Individual differences include genetics; timing and critical periods; on-time and off-time events; atypical development.
The same environment can affect different children differently.
Effect depends on the qualities a child brings to interactions.
Ask: Can you provide examples?
Critical period
Sensitive period
On-time events
When most members of a society experience events such as marriage
Off-time events
Atypical development
Mental retardation, psychopathology
These questions would be good for general discussion, use with small groups, or writing assignments.
As writing assignments, students who are given choices to write about display more intrinsic motivation.
Students can write about one or more questions per chapter and writings can be kept in a journal for collections at later times in the semester rather than on a daily or weekly basis.
They may also serve as part of participation grades in the class.
Theories: sets of statements that propose general principles of development
Hypothesis: an educated guess that is testable by data collection
Describe development State what happens.
Explain development
Why events and changes occur
Predict developmental events
Predictions/hypotheses produced by useful theories
Influence some developmental outcomes
For example: memory declines
Variable
EXAMPLE: years of age
One variable can relate to another variable.
EXAMPLE: years of age and memory decline
Observe people in their normal environments; includes schools or assisted living facilities
Case Studies
In-depth examination of a single individual
Useful in making decisions about individuals
Frequently basis of important hypotheses about unusual developmental events
Ask people questions and record their answers.
Use samples
Subsets of a total collection (population) of people
People’s answers may be affected by perceived social desirability.
Correlations range from -1.00 to +1.00.
Describe the strength of the relationship between two variables
A “0” means two variables are not related.
Positive correlation
High scores on one variable usually accompany high scores on the other:
Better-educated people generally have higher family incomes.
Negative correlation
Scores on the two variables move in opposite directions:
Better-educated people are less likely to smoke cigarettes
A large correlation between two variables does NOT mean one variable caused the other.
Randomly assign participants to different treatment and control groups.
The experimental group gets a treatment the experimenter thinks will produce a particular effect.
The control group gets no treatment or neutral treatment.
Quasi-experiments
Participants not randomly assigned
For example, children in daycare programs may be compared with children kept at home.
Quasi-experiments
Participants not randomly assigned
For example, children in daycare programs may be compared with children kept at home.
Cross-sectional research very useful because it is relatively quick to do.
It can indicate possible age differences or age changes.
But age-related differences may become confused with cohort or generational effects.
Cohort: age-related differences due to grouping by age
Different generations can have unique experiences.
Your generation grew up with computers.
100 years ago, people didn’t have radio.
Your great-grandparents may have lived through World War II or the Great Depression of the 1930s.
When (and where) you were born could affect nutrition, sleeping arrangements, or your age at marriage.
In cross-sectional studies or “one-shots,” cohort and aging effects may become entangled.
In this study, researchers compared the ability to recognize various kinds of facial expression across young adult, middle-aged adult, and older adult groups.
Some studies last for several years.
The Berkeley/Oakland Growth Study continued for several decades.
“Practice” or “testing” effects can occur when people are repeatedly studied.
Study “attrition”
People die, move away, stop participating.
Better-educated, healthier people more often remain in the study.
This can create biases in studying aging.
Cohort: age-related differences due to grouping by age.
Sequential designs allow for comparison of cohorts while incorporating some degree of individual differences.
Age-group comparisons provide the same kind of information as a cross-sectional study would.
Comparisons of the scores or behaviors of participants in each group to their own scores or behaviors at
an earlier testing point provide longitudinal evidence at the same time.
Sequential designs also allow for comparisons of cohorts.
May compare two or more cultures or subcultures; perhaps particular age or ethnic groups
Cross-cultural studies search for universal and unique developmental changes.
Hope to improve people’s lives
EXAMPLE: Encourage more cooperation by learning from collectivist cultures.
Universities, government, and organizations often have Institutional Review Boards (IRBs).
Often called “Human Subjects Committees.”
Special attention paid to studies of children, pregnant women, and individuals with learning or other disabilities
Protection from harm: We protect participants from harm.
Informed Consent: Participants learn possible risks and benefits of the study; ability to withdraw without retribution.
Confidentiality: Research data is kept confidential.
Knowledge of Result: Participants are given information about results.
Deception: Any deception is explained to participants after data are collected.