Dunn Ch01 Lecture-1
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INTRODUCTION TO HUMAN DEVELOPMENT Chapter 1
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Developmental Health Lecture
Transcript of Dunn Ch01 Lecture-1
INTRODUCTION TO HUMAN DEVELOPMENT
Chapter 1
Introduction to Human Development
• Refers to changes over time in a person’s body, thought, and behavior due to biological and environmental influences
Development
• Focus on common features of human development
• Usually divide lifespan into developmental periods or stages that most people share
Developmental psychologists
Introduction to Human Development
Presenter
Presentation Notes
Developmental period: Discrete period in lifespan during which predictable changes occur.
Developmental Periods in the Human Lifespan
Presenter
Presentation Notes
Each period corresponds to a segment of the lifespan during which predictable changes occur.
Stop and Think!
Do you think that the developmental
periods that comprise typical
lifespan development in the United States today
will shift over the next few decades?
Why or why not?
Human development is result of several
interacting forces
Interdisciplinary approach is
necessary to fully understand all
forces that impact the lifespan
Forces include biological potentials,
social and environmental factors, and
individual responses to those
circumstances
Interaction of Developmental Forces
Presenter
Presentation Notes
Development of an individual is best seen as a dynamic interplay of biological potentials, social and environmental forces, and the individual’s own interpretation of and responses to these circumstances.
Guiding Themes in Human Development
Individual biology and environment interact
Development is deeply embedded in sociocultural context
Children are viewed more favorably today than in past as a result of a changing historical context
Collectivist cultures stress interdependence and cooperation Individualistic cultures stress competition and personal achievement
Individualistic cultures emphasize individual achievement and competition
The Nature of Human Development
Presenter
Presentation Notes
Most development throughout the lifespan is a result of successive interactions between biology and experience. Maturation is used when developmental changes are heavily influenced by biological processes. Learning infers that what is learned is the result of the person’s interaction with the environment and is largely independent of biological influences. An issue related to the respective roles of biological and environmental influences involves the distinction between maturation and learning. At present, the historical shift continues toward more humane attitudes about children and child-rearing practices, with legal protection for children’s rights now in place throughout most of the world.. Society and culture have influenced the definitions of developmental periods at various times. Development is deeply embedded in context, the immediate and extended environmental settings in which it occurs.
What Do You Think?
Do you think culture-based expectations placed on children growing up in the United States today
are becoming more relaxed or more strict?
Why?
Presenter
Presentation Notes
Follow-up question to be used after exploring text content on child-rearing
Phy
sica
l
Changes in physical shape, size, sensory capabilities, motor skills
Cog
nitiv
e Acquisition of skills in perceiving, thinking, reasoning, problem solving, language
Per
sona
lity
Acquisition of stable and enduring personality traits
Soc
iocu
ltura
l
Processes of socialization and enculturation
The Domains of Human Development
Changing Perspectives
Children and War • Immediate and obvious impact
– Demoralization, depression, and a chronic sense of fear and uncertainty
– High rates of PTSD and related symptoms
• Child soldiers – Fifty regions around the world at war during 1990s – More than two-thirds of conflicts involved use of
underage soldiers who sometimes were as young as age 5 and who often had not reached puberty
The Effects of War on Children
Interview with UNICEF executive director about the effect of war on children in Gaza: http://www.cnn.com/video/#/video/world/2009/01/16/curnow.gaza.children.veneman.intv.cnn
Theories
• Broad frameworks of understanding • Organized, coherent sets of ideas that
help us understand, explain, and make predictions
Theoretical Frameworks for Human Development
Presenter
Presentation Notes
Theories change over time and may contradict each other. Traditionally, theories about human development have been categorized into groups, based on the similarity the assumptions upon which the theories are based.
Basic Ideas About Theories
Rol
e of
The
ory No theory is either right or wrong
It is best to consider what each theory contributes and to use knowledge to better understand the
phenomenon being studies
Theories are based on data
All theories change over time
Presenter
Presentation Notes
Different theories may seem to contradict each other. There is typically more than one way to view a subject. Theories simply provide the best explanations that are currently available. All theories change over time as scientists discover new findings that help them better understand the topics they study.
Major types of theories
Biological
Psychodynamic Behavioral
Cognitive
Theoretical Frameworks for Human Development
• Genetics • Studies biological
instructions encoded in human genome
• Developmental neuroscience • Focuses on links between
brain function, behavior, and thought
• Evolution and natural selection • Focus on adaptation of a
species to its environment
Biologically determined processes
and events exert important influences
on development
Biological Views of Human Development
Presenter
Presentation Notes
Human genome: entire arrangement of all human genes. Developmental neuroscience: focus on the development of our understanding of the brain structures and functions that are associated with different kinds of memory and problem-solving approaches.
• Sigmund Freud • Three processes (id,
ego, superego) and five psychosexual stages
• Erik Erikson • Psychosocial theory,
emphasizing individual and social interactions, in which people pass through eight stages.
Role of unconscious mind and interactions of psychic processes
emphasized
Psychodynamic Approach
Presenter
Presentation Notes
Freud believed that much of human development was determined by unconscious processes, which operated in parts of the mind (or psyche) of which we have no awareness. Freud saw development as proceeding through five psychosexual stages. In each stage, sexual energies are channeled in different directions. Later development depends on how successfully the child is able to moved through each stage. The core concept of Erikson’s theory is ego identity, which is defined as a basic sense of who we are as individuals in terms of self-concept and self-image. Erikson’s theory emphasizes social interactions and argues that a major force in human development is the culture within which one is raised, especially with respect to the infant’s early interactions with caregivers. According to Erikson, social forces continue to shape personality throughout the lifespan as the individual experiences relationships with others.
Erikson’s Psychosocial Stages Trust versus mistrust – birth to 1 year
Autonomy versus shame and doubt – 12 to 36 months
Initiative versus guilt – 3 to 6 years
Industry versus inferiority – 6 to 12 years
Ego identity versus ego diffusion – 12 to 18 years
Intimacy versus isolation – 18 to 40 years
Generativity versus self-absorption – 40 to 65 years
Integrity versus despair – 65 years and older
Presenter
Presentation Notes
See Table 1-4 for additional information.
• Pavlov • Classical Conditioning:
biologically-based responses to environment
• B.F. Skinner • Operant Conditioning:
how rewards and punishment influence our behavior
• Albert Bandura • Social Learning Theory:
what we learn from observing others
Processes that produce observable
behavior are highlighted
Behavioral Views
Presenter
Presentation Notes
Behaviorists argued that to focus attention on unobservable constructs, such as emotions, thoughts, or the unconscious, was an unscientific approach, Three general trends within the behaviorist tradition deserve special attention not only because they have historical significance but also because they provide useful concepts with which to understand human development. Classical conditioning is a form of learning in which a naturally occurring reflex becomes associated with an environmental cue. Operant conditioning describes how rewards and punishments exert an influence on our actions. Social learning theory emphasizes the influence of the social behavior of others on our learning.
• Jean Piaget • Posited processes of
assimilation, accommodation, and schemes, or frameworks of knowledge
• Lev Vygotsky • Emphasized the
importance of learning from other people
Processes that underlie
development of thinking,
reasoning, and problem solving
are key
Cognitive Views
Presenter
Presentation Notes
Cognitive-developmental theories focus on thinking, reasoning, and problem solving, with an emphasis on how such processes develop. Piaget was particularly intrigued by the concept of adaptation, the process by which organisms to be more successful in their environments. Piaget defined schemes or schemas occur when knowledge is organized into mental categories.
Sensorimotor • Birth to 2 years
Preoperational • 2 years to 7 years
Concrete operational • 7 years to 11 or
12 years
Formal operational • 11 or 12 years
and up
Can you identify the developmental milestones of each of these stages?
Piaget’s Stages of Cognitive Development
Piaget’s Stages of Cognitive Development
• Lev Vygotsky • Proposed cognitive
development is “apprenticeships”
• Argued learning is transmitted through shared meanings of objects and events
• Emphasized role of experts or more skilled other in guided participation
Broader focus on all contexts in which humans develop
are involved
Integrative Approaches
Presenter
Presentation Notes
The bioecological model emphasizes that human development is a dynamic, interactive process that begins with an individual’s genetic endowment and unfolds as a result of interactions with the immediate environment. Newer versions of systems models increasingly focus on understanding how genetic mechanisms and biological processes interact with environmental experiences to shape the course of lifespan development.
• Urie Bronfenbrenner • Developed
bioecological model that emphasizes interaction between individual and family and societal forces
• Systems approach • Integrates biological,
psychodynamic, behavioral, cognitive, and ecological perspectives
Broader focus on all contexts in which humans
develop is central
Integrative Approaches
Presenter
Presentation Notes
The bioecological model emphasizes that human development is a dynamic, interactive process that begins with an individual’s genetic endowment and unfolds as a result of interactions with the immediate environment. Newer versions of systems models increasingly focus on understanding how genetic mechanisms and biological processes interact with environmental experiences to shape the course of lifespan development.
The Bioecological Model • Each person’s
development is influenced by a broad set of biological and environmental factors that continually interact as development unfolds across time.
• Iinfluences of family and culture are especially important.
Description of Bronfenbrenner’s bioecological model: http://www.youtube.com/watch?v=me7103oIE-g
The Bioecological Model
Important Principles
Lifespan development
is: Lifelong
Multi-dimensional
Multi-directional Plastic
Context-dependent
Historically and culturally
embedded
Multidisciplinary
Presenter
Presentation Notes
Development is lifelong. Development is multi-dimensional. Development is multi-directional and involves both losses and gains. Development is plastic. Development is context-dependent and historically and culturally embedded. Study of lifespan development is multidisciplinary.
The Scientific Approach to Studying Human Development
Presenter
Presentation Notes
Methods include: Descriptive: case studies, observations, surveys, interviews, and psychological tests Longitudinal Studies: study people over time Correlational research: looks at relationships between variables Experiments: test hypothesis by means of rigid controls Video 1g Lecture 1b Lecture 1c Lecture 1d
Case study
• Compilation of detailed information on individual, family, or community through interview, observations, and formal testing • Baby biography
Systematic observation
• Observational method in which researchers go into everyday settings and observe and record behavior while being as unobtrusive as possible • Naturalistic
observation • Laboratory
observation
Descriptive Methods
Presenter
Presentation Notes
See Table 1-7 for additional details.
Questionnaire
• Paper and pencil method that asks respondents to answer questions
Survey
• Questionnaire administered to a large group
Interview
• Questionnaire that is administered verbally, usually in a one on one setting
Descriptive Methods
Presenter
Presentation Notes
See Table 1-7 for additional details. Paper and pencil method that asks respondents to answer questions about past or present behavior, attitudes, preferences, opinions, feelings, and so forth
What role does representative sampling play
in the construction, administration, and interpretation of results in survey and
interview research?
Do You Know?
Presenter
Presentation Notes
Representative sampling: selecting a sample from a larger population so that the sample represents or mirrors the population in every important way.
Psychological tests
• Often involve measurement of intelligence or personality traits
• Must be carefully constructed and administered so that accurate results are obtained
Descriptive Methods
Presenter
Presentation Notes
It is important to understand how different levels of ability or different personality traits, dispositions, or levels of adjustment are related to human development.
Longitudinal design
• Same participants are studied at various points in time to see how they change with age
Cross-sectional design
• Compares individuals of different ages at one point in time • Confounding • Cohort effects
Sequential cohort design
• Several overlapping cohorts of different ages are studied longitudinally
Studying Development Across Time
Presenter
Presentation Notes
See Table 1-7 for additional details. Because development is a dynamic and continuous process, developmental studies—in contrast to other types of research—often focus on changes that individuals experience as they grow older.
Developmental Research Designs Compared
Current Issues
• What unexpected findings emerged from the Fragile Families and Child Well-Being Study?
• In what ways might such findings impact policy-makers and child welfare workers?
Presenter
Presentation Notes
More than one half of the unwed couples in the study lived together and 30% of the remainder were romantically involved—a finding that contradicts a common stereotype about “unwed mothers.” Furthermore, more than two thirds of the unmarried participants expected to get married eventually, and the overwhelming majority of unwed mothers wanted the fathers to be involved in the child’s life. The Fragile Families data has provided a much needed source of information about the impact that non-cohabiting parental relationships. Views of policy makers about this population and the circumstances of their lives may well be colored by misinformation and negative social stigma.
Correlation
• Research technique that describes relationship between two variables
Correlation coefficient
• Research technique that describes relationship, or correspondence, between two variables
Causation
• Correlation tells us nothing about causation
Correlational Research
Presenter
Presentation Notes
See Table 1-7 for additional details.
Experiments Focusing on
Groups
Random assignment
Independent variable
Dependent variable
Experimental Research Study of Cause and Effect
Presenter
Presentation Notes
See Table 1-7 for additional details. Random assignment: participants assigned to groups enhances probability that the groups will not differ from each other in significant ways Independent variable: variable that is manipulated in order to observe its effects on the dependent variable Dependent variable: variable that changes as a result of manipulating the independent variable
Experimental Research
Quasi-Experimental
Method
Involves selecting groups, upon which variable is tested,
without any random pre-selection
processes
Ideally utilizes replication or
repetition of studies to insure
consistency of results
Presenter
Presentation Notes
See Table 1-7 for additional details. Regardless of method, it is important to replicate, or repeat the studies to insure consistency of results. Each method has strengths and weaknesses. Sometimes methods are combined, as in a quasi-experiment.
Org
aniz
atio
nal
ethi
cal g
uide
lines
Organizations
American Psychological Association (APA)
Society for Research in Child Development
(SRCD)
Recommendations and laws
Ethical guidelines are not merely
recommendations; they are backed up by law
Ethics in Developmental Research
Moral Foundations of Ethical Research with Human Participants
Mor
al F
ound
atio
ns
IRB
s
Protection from Harm
Informed Consent
Privacy and Confidentiality
Knowledge of Results
Beneficial Treatments
Presenter
Presentation Notes
All methods must observe strict ethical guidelines and are the subject to scrutiny by Institutional Review Boards Guiding ethical principles are informed consent, confidentiality, provision of results and beneficial treatments, and doing no harm to the subject Protection from Harm Institutional Review Boards evaluate research projects with regard to their potential risks to participants Informed Consent Informed consent is a clear statement of the procedures and risks as well as the obligations of both the participants and the researchers
