Une 2 psy250 session 2 intro to lifespan fa 2013
•Download as PPTX, PDF•
0 likes•450 views
This document provides an introduction to lifespan development and key theories of human development. It discusses: 1. The lifespan perspective, which studies development across all phases of life. 2. Key influences on development like nature (genetics) and nurture (environment). The nature vs nurture debate is more about how much each factor influences development rather than which is more important. 3. Major theories of development including behavioral/learning theories, cognitive theories, psychoanalytic theories, and sociocultural theories which provide frameworks for understanding patterns of development.
More Related Content
What's hot
What's hot (20)
Similar to Une 2 psy250 session 2 intro to lifespan fa 2013
Similar to Une 2 psy250 session 2 intro to lifespan fa 2013 (14)
Recently uploaded
Recently uploaded (20)
Une 2 psy250 session 2 intro to lifespan fa 2013
- 1. Psy250 LifeSpan Development Session 2 Introduction Continued Dr. Susan M. Hansen
- 2. Life-span perspective is an approach that studies human development… A. Through childhood B. Through adulthoof C. Through all phases of life
- 3. What causes people to change or remain the same over time? science of human development: Seeks to understand how and why people of all ages and circumstances change or remain the same over time. Science Defining Development
- 4. Is the question of nature or nurture more about how much rather than which factor? 8 nature: Traits, capacities, limitations each individual inherits genetically from parents (at conception). nurture: All environmental influences that affect development (after conception). Influences Defining Development
- 5. dynamic-systems theory: A view of human development as an ongoing, ever-changing interaction between the physical and emotional being and between the person and every aspect of his or her environment, including the family and society. How do people interact with other people, and do so continuously over time, each interaction affecting the other? 9 Dynamic Systems Theory Defining Development
- 6. 10 life-span perspective: Study of human development that takes into account all phases of life. How do human characteristics change in every direction to reflect development as multidirectional? Multidirectional Defining Development
- 7. 11 Date of Birth Milestones – Critical Moments in Time Events, Goals, Expected Roles Expected Date of Death
- 8. 12 The enduring behaviors, ideas, attitudes, and traditions shared by a large group of people and transmitted from one generation to the next. culture People whose ancestors were born in the same region and who often share a language, culture, and religion. ethnic group A group of people who are regarded by themselves or by others as distinct from other groups on the basis of physical appearance. (Social scientists think race is a misleading concept.) Multicontextual Four Characteristics of Development
- 9. When monkey sees, why does monkey do? 13 mirror neurons: Cells in an observer’s brain that respond to an action performed by someone else in the same way they would if the observer had actually performed that action. Multidisciplinary Four Characteristics of Development
- 10. Brain damage/ injury The brain is plastic, able to reassign neurons Change may occur, some functions may be restored. plasticity: Human traits can be molded (as plastic can be), yet people maintain a certain durability of identity (as plastic does). How plastic (moldable) are the brain and personality? 14 Plasticity Four Characteristics of Development
- 11. 15 ecological-systems approach: The view that in the study of human development, the person should be considered in all the contexts and interactions that constitute a life. How does the ecological- systems approach work? Multicontextual Four Characteristics of Development
- 12. behavioral (learning theory) cognitive John B. Watson, Ivan Pavlov, B.F. Skinner, Albert Bandura Jean Piaget Study of observable behavior; describes the laws and processes by which behavior is learned. Focus on changes in how people think over time; also thoughts shape our attitudes, beliefs, and behaviors. 16 psychoanalytic Freud, Erikson Irrational, unconscious drives and motives, often originating in childhood, underlie human behavior. Founders Description
- 13. Freud’s Personality/Mind Iceberg Personality develops from the efforts of our ego, our rational self, to resolve tension between our id, based in biological drives, and the superego, society’s rules and constraints. The Unconscious, in Freud’s view: A reservoir of thoughts, wishes, feelings, memories, that are hidden from awareness because they feel unacceptable. The Mind is mostly below the surface of conscious awareness
- 14. In Maslow’s view, people are motivated to keep moving up a hierarchy of needs, growing beyond getting basic needs met. At the top of this hierarchy are self-actualization, fulfilling one’s potential, and self- transcendence. Maslow: The Self-Actualizing Person In this ideal state, a personality includes being self-aware, self-accepting, open, ethical, spontaneous, loving caring, focusing on a greater mission than social acceptance.
- 15. Stages and Continuity Three different types of development-cognitive, moral, and psychosocial--have been running in parallel. Differences in Theory - Are they really separate stages, or a continuous process of development?
- 16. What kind of framework do theories provide for the study of human development? 20
- 17. 21
- 18. developmental theories: A framework for explaining patterns and problems of development. Produce hypotheses Generate discoveries Offer practical guidance 22 What do theories about human development really do?
- 19. How do adults interact with children to teach them social norms? What do you say? Please? Okay Thank you 23 sociocultural theory: Development results from the dynamic interaction of each person with the surrounding social and cultural forces. Sociocultural Theory
- 20. 24 Evolutionary Theory selective adaptation: Process by which genes that enhance survival and reproductive ability are selected and, over generations, become more frequent. Scared of death by car? In 2010,10 U.S. death in 100,000 Scared of death by snake? 12 deaths in 2010 (out of 314 million people) What are you more scared of? Which fear would have helped our ancestors survive?
- 21. What do theories contribute to our understanding of nature and nurture? 25 The Nature – Nurture Controversy
Editor's Notes
- What kind of research was conducted here? SurveyCross-Sectional Studies[edit source | editbeta]In cross-sectional studies, a sample (or samples) are drawn from the relevant population and studied once[1] A cross-sectional study describes characteristics of that population at one time, but cannot give any insight as to the causes of population characteristics because it is a predictive, correlational design.Case Study – only applies to this class / cannot be applied to other populationsLongitudinal?
- Most people naturally divide the life cycle into separate periods of time, or stages, during which they expect certain events to occur (starting a family, establishing a career, retirement, etc.). To clarify your own view of the life cycle, fill in the details of your life up to this point and as you project them to be for the future, along the “life line” that follows. At the top of the line, list your date of birth. At the bottom, list a projected date of death. At an appropri- ate spot midway along the line (depending on your age), list today’s date. Now, summarize your life to the present by listing any especially significant events at the appropriate points along the line above today’s date (starting school, moving to a new neighborhood, puberty, etc.). Next, project your future as you see it today by filling in the bottom part of your lifeline. List who you hope to be (your profession or family plans, for example), what you hope to accomplish, and any expected pressures and responsibilities (dealing with adult children and elderly parents, for example) 5 years from now, 10 years from now, and so forth until your death. When Gilligan asked women, "How would you describe yourself?" she found that women define who they are by describing relationships. Men defined themselves by separation, or the use of "I" statements. Gilligan compares this study to childhood fairytales. Men fantasize about slaying dragons, where women would fantasize about a relationship. She also found that men think in more violent terms than women. "Justice is ultimate moral maturity for adolescents (usually male) who see themselves as autonomous. Care is the ultimate responsibility of adolescents (usually female) who see themselves as linked to others.[4]"
- Click to reveal bullets.
- Click to reveal bullets.
- Click to reveal bullets and example.Developmental psychology is the study of how we change over our lifespans. Physical, intellectual, and emotional growth all contribute to psychological development. Physical changes during prenatal development, like exposure to alcohol, can have long-lasting cognitive consequences; not being able to feel love from parents and form attachments can result in social impairments. We'll look at studies designed to investigate these kinds of relationships, as well as at several theories of developmental stages proposed by Piaget and by other psychologists Erik Erikson and Lawrence Kohlberg. Piaget focused mainly on cognitive changes; Erikson on changes in motivations; and Kohlberg on changes in moral thinking.
- Click to reveal bullets.Instructor: here you can highlight the “nature vs. nurture” and “continuity vs. stages” concepts, and question where Jean Piaget stands on these issues. You can mention here or later that Piaget’s positions have been somewhat modified by recent research, especially the idea that certain stages are tied maturationally/genetically to certain ages.
- Click to reveal bullets and example.Why do we study psychological development? People change over their lifetimes, and developmental psychology helps us explore what changes and what stays the sameIn the years immediately following WWI, Piaget was teaching at a school in Paris. There, he became involved in scoring some of the first intelligence tests, and noticed that children tended to provide similar reasoning for their wrong answers. Intrigued by this, Piaget eventually moved back to Switzerland and studied how intelligence develops in children.
- Click to reveal answer/example.If students want this stated in definition form: assimilation refers to incorporating new experiences into our existing schema/categories; accommodation refers to adjusting our schema to better fit our experiences.Piaget argued that the conflict between assimilation and accommodation drove intellectual growth. Accommodation helps children develop more sophisticated systems of categorizing information, since new and modified schemas are created in response to objects not fitting. But assimilation allows children to gather information quickly and to interact with the world in ways for which they're best developmentally suited. Together, assimilation and accommodation work to help children learn quickly and with increasing sophistication.
- No animation.Cognition refers to the mental activities that help us function, including: problem-solving. figuring out how the world works. developing concepts.storing and retrieving knowledge. understanding and using language. using self-talk and inner thoughts.repeat
- Click to reveal bullets.
- Click to reveal bullets.Instructor: in this image, the brain of the person empathizing/mirroring the feelings of another are firing in some of the same areas as the person experiencing pain. Notice that the areas are more closely related to the emotional anguish than the physical sensations (the sensory strip is not firing in the empathizer). This mirroring can be involuntary, leading to the emotional “contagion” of moods and attitudes spreading from one person to another.
- Click to reveal bullets.Instructor: perhaps you can nudge students to speculate why humans are more likely to have such a strong biological tendency to spontaneously have mirror neurons fire, and to have contagious emotions and behaviors.One clue might be by seeing what is lost for children with autism who do not experience contagious yawning or have mirror neurons fire when seeing others experience actions and feelings. These children miss out on cognitive practice/observational learning of social skills, and have difficulty making social-emotional connections with others. They are able to feel such a connection, typically with family and partners, but have more difficulty establishing such connections without the quick “ESP” of neuronal mirroring.
- Click to reveal bullets and start animation of pictures from left to right.Instructor: point out to students that in each of the three pairs of pictures, the child is doing a behavior shown by the adult above. Maybe that’s selective editing and a coincidence…but the kids echoed the adult’s words also.Students might consider a critical thinking question that some have asked in recent years: were the children really acting out aggression, or just bored? Actually, it doesn’t matter; the adults were not narrating anger, just narrating their actions. Even if the motivation is boredom, the kids were still imitating the adults’ behaviors.
- Click to reveal bullets and example.Regarding the first bullet point: by contrast, Jean Piaget was more focused on how children learned through interaction with the physical environment.
- Click to reveal bullets and example.Regarding the first bullet point: by contrast, Jean Piaget was more focused on how children learned through interaction with the physical environment.\Lev Vygotsky's cultural-historical theory focused on the role of culture and social interactions. Vygotsky maintained that speech is a major psychological tool in the child's development of thinking. As children age and develop, their basic speech becomes more complex.
- Click to reveal bullets and example.Regarding the first bullet point: by contrast, Jean Piaget was more focused on how children learned through interaction with the physical environment.\Lev Vygotsky's cultural-historical theory focused on the role of culture and social interactions. Vygotsky maintained that speech is a major psychological tool in the child's development of thinking. As children age and develop, their basic speech becomes more complex.Vygotksy's theory is guided by six major assumptions:children develop through informal and formal conversations with adultsthe first few years of life are critical for development, as this is where thought and language become increasingly independentcomplex mental activities begin as basic social activitieschildren can perform more difficult tasks with the help of a more advanced individualtasks that are challenging promote cognitive development growthplay is important and allows children to stretch themselves cognitivelyThese assumptions are also covered in more detail in another lesson.
- Click to reveal bullets.
- Instruction:Click to reveal each question, then the category.Please note, this page is available to use with a clicker system.