Chapter 1 Flashcards by Bailey Davis

Systematic changes and continuities from conception to death
Called “womb to tomb”
Orderly patterned and relatively ending (not fleeting)

Development

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growth of the body, functioning of physiological systems, physical aging

Physical development

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Changes in perception, learning, memory, language, problem solving

Cognitive development

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personal and interpersonal social skills, personality, relationship roles.

Psychosocial development

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socially defined age group

Age Grade

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how people should “act their age”

Age norms

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youth reach adulthood/experience adult milestones earlier

Low SES communities

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Then
Mini adults, should contribute to family survival

Now
Different from adults, innocent

Childhood

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Then
Not recognized until child labor was restricted

Now
Time of significant change

Adolescence

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Then
Not recognized

Now
Recently categorized as transition to actual adulthood

Emerging Adulthood

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Then
Considered adulthood

Now
Parents have fewer children that eventually grow up and leave home

Middle age

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Then
Considered adulthood

Now
Retirement and personal fulfillment

Old Age

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79 vs 47 years in 1900
Hispanic Americans live the longest
followed by White Caucasians, then African Americans

Life expectancy

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heredity, universal maturation guided by genetics

Unique development is a result of individual hereditary traits

Nature

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learning and experience brings about a relatively permanent change in thoughts, feelings, and behaviors
unique development is a result of different environments

Nurture

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nature and nurture interact

Interactionist perspective

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Development:
is a lifelong process
is multidirectional
involves gains and losses
is characterized by lifelong plasticity
is shaped by historical-cultural context
nature and nurture
involves multiple disciplines

Modern Lifespan Perspective

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Describing: Normal development, induvial differences, behavior changes with age.
Predicting
Identifying factors that contribute to developmental trajectories

Explaining
Typical and induvial different development
Optimizing
Positive development, enhancing human capacities
Prevention and overcoming difficulties

Achieved with evidence-based practice

Goals of Life-Span Development Study

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set of concepts that describe and explain certain phenomena
Internally consistent
Falsifiable
Supported by data

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Theory

specific predictions based on theory or observation

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Hypothesis

Population: large, well-defined group
Sample: group of individuals studied

Random sampling is best
Community or convenience sampling is easier

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Sample Selection

interview, questionnaires
Advantages: straightforward, easy to administer
Disadvantages: may not by correctly understood \, may need informant reporting (kids, disabilities), people may lie.

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Self-Reports

Advantage: natural setting – more “true to life”
Disadvantage: conditions no controlled (maybe got into car accident)

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Behavioral observations

Naturalistic

Advantage: conditions to isolate variables
Disadvantage: cannot generalize to natural settings

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Behavioral observations

Structured (Lab)

Advantages: hard to fake (can’t fake an MRI) Disadvantage: sometimes expensive, not clear what is being assessed

Physiological measurements

the amount of agreement between different observers or testers. Agreement should be high.

Interrater reliability

Results should be similar over repeating resting. E.g., distress of infants when separated from their pacifiers.

Test–retest reliability

are effects overserved attributable to conditions the researcher intentionally manipulated Researcher needs to rule put other variables that could account for the research results

Internal validity

do the conclusions allow generalization beyond the particulars of this experiment

External validity

In-depth study of one person or a very small number of people Analyze data from multiple sources Used for very rare or unusual cases Not able to generalize very well

Case Study

2+ variables are related in a systematic way Influence of many variables can be studied race, sex, SES, social class Used to identify relationships among variables rather than determine a cause-effect relationship Some variables cannot be manipulated

Correlational Study

Systematic relationship between two variables | DOES NOT INDICATE CAUSATION

correlation

Symbolizes as r Ranges from -1.00 to 1 and can be 0 Indicates strength

Correlation coefficient

High values of one variable are associated with high values of another variable. Ex: More time spent reading, the higher reading achievement scores. Can range from +1 to +.01

Positive Correlation

High values of one variable are associated with low values on another variable. Ex: the more overweight the child, the, slower his or her running speed -1 to -.01

Negative correlation

direction of cause-effect relationship could be opposite of expected Does being taller cause you to have a larger shoe size or does having a larger shoe size cause you to be taller.

Directionality problem

another variable may be influencing the relationship | The relationship between height and shoe size might actually be caused by age.

Third variable problem

The experience that the experimental group is exposed to | MANIPULATED OR CHANGED

Independent variable

Behavior that is affected by exposure to the experiment MEASURED OR OBSERVED Example: Meditation Study Behavior that is affected by exposure to the experiment MEASURED OR OBSERVED Example: Meditation Study

Dependent variable

Measures DIFFERENT groups of people at ONE time point Groups are cohorts Gives information on differences between groups, age differences Advantages: inexpensive, not time-consuming, demonstrates clear age differences in behavior Disadvantages: cohort effects, no information about how individuals change over time Cross-sectional: measured 30 year olds, 50 year olds, and 70 year olds in 2000

Cross-Sectional Design

Measures the SAME group of people at SEVERAL time points Describes age changes over time Advantages: indicates similarities and differences in development over time, can link early experiences to later behavior Disadvantages: period or time of measurement effects, time-consuming and expensive, measures may be outdated Longitudinal: measured a group of 30 year olds from 1960 until 2000 at age 30, age 50, and age 70

Longitudinal Design

effect of being born in one historical context The “generation effect” Cross-sectional designs can give us difference between cohorts but not info about how people change Study: Computer skills at age 20, 40, and 60 Cross-sectional study in 2018 Younger people grew up with personal computers Being a part of a generation that did or didn’t grow up using computers is a cohort effect

Cohort Effects

effect of historical events occurring when the data is collected “time and place” effect Longitudinal designs can only show us how people change, but only in that period of time. Study: Computer skills at age 20, 40, and 60 Longitudinal study, starting in 1960 First personal computer: 1975 Doing the study before personal computers were common is a time of measurement effect

Time-of-measurement Effects

A combination of cross-sectional and longitudinal designs Advantages of both designs Gives information about Which age-related trends are age effects Which are-related trends are truly cohort effects Which age-related trends are truly time-of-measurements effects Disadvantages: complex, time-consuming, expensive

Sequential Designs

``` 66% of research samples in published studies were American, only 5% of the world population is American Most samples are WEIRD White Educated Industrialized Rich Democratic ```

Culturally Sensitive Research

Informed consent given by participant Parental/caregiver consent and participant assent depending on age and ability. Debriefing after the study To address any deception and to provide resources of needed Protection from harm Physical and psychological Confidentiality of information collected

Protecting the Rights of Research Participants

Chapter 1 Flashcards

(46 cards)