CHAPTER 1 Lifespan Segments 1 Prenatal conception to birth 2 Infancy 0 2 yrs 3 Childhood preschool 2 6 and middle 6 12 4 Adolescence 12 20 5 Early Adulthood 20 40 6 Middle adulthood 40 65 7 Late adulthood 65 Lifespan Human Development systematic continuities and changes from conception to death in 3 domains a physical development growth of body physiological changes b cognitive development changes in perception language learning memory c psychosocial development changes in personality and emotions NURTURE emphasize change in response to environment all the external lifespan human development involves an interplay between nature and nurture question of how biological forces and environmental forces act and interact to make us what we are NATURE influence of heredity universal maturational processes guided by genes biologically based predispositions by evolution biological influences such as hormones and brain growth spurts development is largely a process of maturation biological unfolding of the individual according to a plan contained in the genes physical and social conditions stimuli and events that can affect us Emphasize learning the process thru which experience brings about relatively permanent changes in thoughts feelings or bvr Scientific method method an attitude of systematic observation theory a set of concepts and propositions intended to describe and explain some experience hypotheses predictions generated to test theory data collection methods 1 verbal reports IQ tests personality tests interviews surveys 2 behavioral observations a naturalistic observations in everyday life such as playgrounds classrooms observe b structured observations where we set up the situation and then c physical measures heart rate hormone levels 1 Sample selection once we have our theory hypothesis and data collection strategy we select a sample of individuals to study research sample group being studied population larger group from which sample is drawn random sample means of drawing sample from population that increases confidence in the representative nature of the sample Research Designs 1 experimental design manipulate a variable to see how it affects another variable assign one group of children to watch violent video games and another to watch a video about taking a walk in the woods 2 correlational design assess children on a measure of violent video between game playing and aggression and calculate the correlation between the two 3 cross sectional design the performances of people of different age groups or cohorts are compared assess children s violent video game play and their aggression at ages 5 10 15 and 20 to see if video game play has a diff impact depending on age of the individual 4 longitudinal design the performance of one cohort of individuals is assessed repeatedly overtime study the same children s violent video game play and their aggression at when they are 5 10 15 and 20 Experiment an investigator manipulates or alters some aspect of the environment to see how this affects the bvr of the sample of individuals studied Independent variable variable manipulated so that its causal effects can be assessed Dependent variable behavior expected to be affected The Correlational Method generally involves determining whether two or more variables are related in a systematic way a positive correlation as one goes up the other goes up b negative correlation one goes up the other goes down CHAPTER 2 Activity passivity issue focuses on whether people are active in their own development or passively shaped by forces outside themselves Discontinuity theorists propose people progress thru developmental stages A stage is a distinct phase of the life cycle characterized by a particular set of abilities motives emotions or bvrs that form a coherent pattern Psychoanalytic Theory Freud s lasting contributions impact of early experience importance of unconscious processes study of parenting harsh vs permissive parenting 2 Freud s psychoanalytic theory challenged prevailing notions of human nature and human development by proposing that people are driven by motives and emotional conflicts of which they are largely unaware and that they are shaped by their earliest experiences in life humans have biological urges or drives that must be satisfied Driven by instincts or inborn biological forces that motivate bvr strongly believed in unconscious motivation the power of instincts and other inner forces to influence bvr without awareness 3 components of personality 1 id the impulsive irrational part of the personality whose mission is to satisfy the instincts 2 ego rational side of the individual that tries to find realistic ways of gratifying instincts 3 superego individual s internalized moral standards Psychosexual Development the child matures biologically the psychic energy of the sex instinct called the libido shifts from one part of the body to another 5 psyhosexual stages oral anal phallic latent genital to defend itself agst anxiety the ego adopts unconscious coping devices called defense mechanisms ex fixation arrested development in which part of the libido remains tied to an early stage Regression involves retreating to an earlier less traumatic stage of development child acting like a baby biological needs drive development but parents can contribute to emotional problems especially if they are overly restrictive although Freud called attention to the unconscious early experience and emotions many specifics of his theory lack support Erik Erikson humans everywhere experience 8 major psychosocial stages or conflicts during their lives Placed more emphasis on social influences the rational ego the potential for overcoming early problems and the whole life span Parents peers and the larger culture influence how conflicts are resolved The theories of Freud and Erikson are difficult to test and describe development better than they explain it Watson behaviorism rested on his belief that conclusions about human development and functioning should be based on observations of overt bvr rather than on speculations about unobservable cognitive and emotional processes Pavlov and classical conditioning a simple form of learning in which a stimulus that initially had no effect on the individual comes to elicit a response thru its association with a stimulus that already elicits the response Watson and Raynor present Albert with a white rat and loud noise The UCS is the loud noise The UCR is