BIOM 121 1nd EditionExam # 1 Study Guide Lectures: 1 - 10Lecture 1 (January 21)I. The life – span perspective.Development: Pattern of movement or change that begins at conception and continues through the human life span- Prepares us to take care of the next generation.- Gives us insight into our own lives. II. Types of contextual influences.Normative age-graded influences - (ex. – 16, you’re able to drive. 18, you’re able to vote. 21, able to legally drink.)Normative history-graded influences- (historical influences that have effected people during that time. Ex.- 9/11, social media, great depression. These things have effected the way people have experience life.)Nonnormative life events(unusual assurances that majorly impact someones life. Ex. – getting pregnant at the ageof 13. losing parents at a young age. )III. Biological, cognitive, & socioeconomic processes.Biological processes – brain development, height, weight, cardio vascular healthCognitive processes – thinking, intelligence, language.Socioemotional processes – relationships with other people, emotions, and personality.IV. Periods of development.Conceptions of agea. Four types of agei. Chronological age – current ageii. Biological age – how you have aged, how healthy you are. People who take care of themselves seem younger than their actual age. iii. Psychological age – individuals adaptive capacities compared to those who are the same age. iv. Social age – connectedness to others. People who have favorable social networks are happier and tend to live longer. V. Development issues. Stability-change issue: Involving the degree to which early traits and characteristics persist through life or changeEx. – Does a grumpy infant who cries all the time mean that is how they are going to remain? No. we change and develop. But more extreme behaviors are more difficult to change.  Continuity-discontinuity issue: Focuses on the degree to which development involves either: Gradual, cumulative change or distinct stages Evaluating the developmental issues Nature and nurture, stability and change, continuity and discontinuity characterize development throughout the human life spanLecture 2 (January 23)I. Theories of development.Psychoanalytic theoriesCognitive theoriesBehavioral and social cognitive theoriesEthological theoryEcological theoryAn eclectic theoretical orientationII. Cognitive theories.Behavioral and social cognitive theoriesEthological theoryEcological theoryAn eclectic theoretical orientationIII. Behavioral and social cognitive theories.Development can be described in terms of behaviors learned through interactions with our surroundingsa. Skinner’s operant conditioningb. Bandura’s social cognitive theoryHeavily emphasize the environment… extreme side of nurture (behavioral and social cognitive theorists)Operational conditioning – how we learn is mainly related to being rewarded and punished. This doesn’t explain all of our behavior.IV. Ethological theory.Ethology: Study of the behavior of animals in their natural habitat and trying to explain human behavior based on these observationsa. Theory stresses that behavior is:i. Strongly influenced by biology- genetic factors.ii. Tied to evolutioniii. Characterized by critical or sensitive periods: there are certain times where our brains are primed for learning. Sensitive period- period of timewhere we are best suited for certain types of development. Critical period- certain time where you can learn a skill. But once you pass that period you can not learn it anymore. (look up the case of genie)b. John Bowlby - Attachment to a caregiver over the first year of life has important consequences throughout the life spanV. Bronfenbrenner’s ecological theory. In order to understand development we have to understand the environment in which they live.First level- microsystem (direct interactions parent child, husband wife, brother sister)Second level- mesosystem (home and school, child care and home, immediate neighborhood… connections between microsystem)Third- exosystem (doesn't’t impact directly but still affects child.. Fathers boss is mean, dad comes home and is in a bad mood, effects child! Extended family members could fallin here as well)Fourth- macrosystem (gov. social policies, cultural values, current economy.)Chronosystem- temporal dimension or time dimension… the timing of events also effectsthe development. Parents getting divorced effects a teenager differently than an infant.  Evaluation Contributions include: Systematic examination of macro and micro dimensions of environmentalsystems Attention to connections between environmental systems Emphasis on a range of social contexts beyond the family Criticism Giving inadequate attention to biological factors Too little emphasis on cognitive factorsLecture 3 (January 26)I. Methods for collecting data.- Observation – observe as its occurring a. Laboratory: Controlled setting in which many of the complex factors of the real world are removed (problem: artificial… how they act in this environment is different than in real life. )b. Naturalistic observation: Studies that involve observing behavior in real-world settings (problem: we cant control what happens in the environment.)- Survey and interview (problem: they can lie. Good thing: anonymous, they don’t cost much, simple, bigger group and fast, easier to collect data. )- Standardized test: Uniform procedures for administration and scoring (ex. IQ tests.)- Case study: extensive research that is done that uses one person or a few. Used when you want to find a full/ really detailed observation on someone. Problem: you cant generalize with other people. - Physiological measures: methods that measure types of things like heart rate, blood pressure, sweating… when exposed to certain things.II. Research design.Descriptive research: research that’s designed for us to observe and record behavior. Two different waysCorrelational research: looking at the relationship between something. a. Correlation coefficient: A number based on statistical analysis that is used to describe the degree of association between two variables… there’s a relationship between how much we study and how well we do on tests. Strength of relationship not causation!! i. Ranges from -1.00 to +1.00 – closer you get to one or the other the stronger the relationship Experimental research – can