Professional Documents
Culture Documents
Ted Kaczynski
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
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.
Hormonal changes
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
PERIODS OF DEVELOPMENT
birth 2 5 11 21 30s 50s 70s
1. Prenatal period - conception to birth
Tremendous growth
Nine-month period
*personal
coordination,
social
involvement
and
social
Life review
Retirement
3. Early childhood - 2 to 5
Preschool years
Longest span
More
self-sufficient
and
responsibility
and
and
to
care
for
themselves
*School readiness (following instructions,
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
FOUR AGES
*Self-control increases
development
5. Adolescence 10-12 to 18-21
and
aging
describe
life-span
development
1. First
Childhood, adolescence
idealistic.
Prime adulthood,
20s to 50s
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
way
7. Middle adulthood 40s to 50s
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.
DEVELOPMENTAL ISSUES
older adults:
o
2. Conceptions of Age
Chronological age is not relevant to understanding
a persons psychological development
Chronological age number of years that have
elapsed since birth
environment
represses
development
2. Stability and Change
-
degree
to
which
early
traits
and
experiences in life.
Change later experiences can produce change
Discontinuity (QUALITATIVE)
distinct stages
-- butterfly
EVALUATING THE DEVELOPMENTAL ISSUES
Development is strongly influenced by these factors
a persons age.
3. THEORIES OF DEVELOPMENT
Example: tantrums
Teen pregnancy is not an example of any but is an
offshoot of it, meaning its the consequence/effect
Scientific method:
1. conceptualize a process or problem
2. collect research information (data)
3. analyze data
4. draw conclusion
BEGINNINGS:
PSYCHOANALYTIC THEORIES
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
individuals life is the
crucial
to
ones
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
1. FREUDS 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
-- minds mental processes
THE PSYCHE:
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 ids 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
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 ones health
PSYCHOLOGICAL THEORIES:
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
5 PSYCHOANALYTIC STAGES
1. Oral
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 20s 30s 50s
death
Nurture Change Discontinuous( L)
8 PSYCHOSOCIAL STAGES
TAGICISI : 1 3 5 PUBERTY 20s 30s
50s 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 childs 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 20s
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
20s to 30s
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
40s to 50s
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
60s 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
persons
development
PSYCHOANALYTIC
5 stages
Primary motivation is
sexual in nature
The first five years of an
individuals life is the
crucial
to
ones
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
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 devt.
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
FOUR PROCESSES
1. assimilation adopt the ways of another
culture
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 ones 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
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.
ESSENTIAL FEATURES
1. Interaction = changes
Social interaction will lead to changes in a childs
mind and manner of conducting ones 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 mans 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
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
DIFFERENCES
Piaget
Focused
on
children
Focused
on
development
on children
Vgotsky
Focused
on
development
across
cultures.
Info-Pro
Focused
process
memory
thinking
of
and
Skinner
Nurture
Change
Continuous
Cognitive
Socioemotional
Bandura
Nurture
Change
Cognitive
Socioemotional
Focused
on
social factors.
Based on the
verbalization
of devt.
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
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
increase behavior. (
BASIC ASSUMPTIONS:
1. Observational learning.
3. Goal-directed behavior.
4. Self- regulating people regulate their own
SCHEDULE:
Continuous reinforcement reinforced every time
behavior.
5. Reinforcements and punishments have indirect
effect to behavior.
TYPES OF MODELS:
DIAGRAM:
made.
Variable ratio reinforcement reinforced after
unpredictable number of times.
Variable interval reinforcement giving reinforcers
at changing and inconsistent periods of time.
DEFINTION:
Learning by observing (observational
learning).
DIFFERENCES
Skinner
Nurture
Change
Continuous
Cognitive
Socioemotional
Bandura
Nurture
Change
Cognitive
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
2 KEY CONCEPTS:
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.
EXPERIMENT:
Ducklings (graylag geese) follow the first
Becomes parent.
4 PHASES OF ATTACHMENT:
Crucial stage
years onwards
Biological - Socioemotional
1. Pre-attachment Phase
Birth to 6 weeks
Built-in signals
Cyring
Cooing
ETHOLOGICAL THEORIES
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.
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.
5 SYSTEMS:
Nurture Change Continuous
going
Socioemotional
2. JOHN BOWLBY
1. microsystem
Activities
DEFINITION:
Attachment to a caregiver plays over the first
development
roles
that
child
directly
participates in.
The younger the child, the smaller the
promoting
or
of
social
relationships.
microsystem.
Immediate family members
Childcare
School teachers
ECOLOGICAL THEORY
Peers
Socioemotional
DEFINITION:
Defines complex layers of the environment,
each having an effect on a childs development
2. mesosystems
Relations
between
microsystems
or
3. exosystems
Links between social settings
Though the child may not have dire contact
with it the systems affect the chids development
and socialization because the people in the
DIAGRAM:
4. macrosystems
5. PHYSIOLOGICAL MEASURES
Societal blueprint
span.
RESEARCH DESIGNS
5. chronosystem
Time dimension as it relates to a childs
environment
Either internal (physiological changes
aging) or external (timing of parents death)
4. RESEARCH IN
DEVELOPMENT
LIFE
SPAN
Survey (questionnaire)
-- useful when information is from many
1. DESCRIPTIVE RESEARCH
Aims to observe and record behavior
Reveal important information about peoples
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
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.
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 persons 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 studys 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.