Chapters 1-4 Journey n2 Adulthood
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| Define Developmental Psychology | The field of study that deals/w/the behavior, thoughts & emotions of individuals as they go thru the lifespan; physical & social changes
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| What is sdult development? | Fom emerging adulthood 2 the end of life -the last breath u take;
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| What is empirical research? | Scientific study of observable events that r measured/evaluated objectively,
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| stability is | the important parts of ourselves that make up a consistent core; something re. u/ur personality that will never change i.e-the love of reading
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| Change is | ? happens 2 us over X that makes us different fr. our younger/older self;opposite force of stability. Some pts of u in ur 20's will not bsame in ur 30-50's. (hopefully not stuck/stagnant in ur 20s, but u'll grow in areas)
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| What r the types of changes & define them | Continuous = slow/gradual-u may not even notice it; Stages = no progress, then abrupt change; Inner changes-i.e fall in/out of love probably a few X's in ur life-change in self perception i.e gain wisdom;
Outer changes-physical-? people will notice re u
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| What influences result in change? | normative age-graded influences
Normative history graded influences
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| What do u mean by Normative age-graded influences? | Common effects of age that r experienced by most adults ie. biology -women concerned/w biological clock ticking, while working on college degrees where will marriage-children fit in-social
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| What = normative history-graded influences? | Effects connected 2 historical events, & conditions that r experienced by everyone w/i a culture @ that X. ie The great Depression; Cultures/cohorts; culture = ur lgr. socialenviron.ie in China they have 1 child policy
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| What are Cohorts? | a grp. of people who shared a common historical experience @ the same stage of life; how they effect u; (See pg. 10 Table 1.1)
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| What r the sources of stability? | Genetics =Our biology @ birth = alot of who u r @ birth doesn't change; Environment -ie study of the Harvard men
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| What was demonstrated by the Grant Study of the Harvard Men re.? | Lifelong effect of early family exper. = those who grew up in warm/trusting homes were more apt to be well-adjusted adults than those from bleak homes
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| What r non-normative life events? | Aspects that influences one's life that = unique 2 that individual. ie becoming a widow/widower in ur early 20's
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| interactionist view | The idea that one's genetic traits determ. how 1 interacts w/environ.-incl.the environ itself- (the 1 u select); nature vs nurture; ie boy who avoids risks (see pg 13 text)
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| Define epigenetic | The process by which the genes one receives @ birth r modified by subsequent environmental events that occur during prenatal per. & throughout the lifespan, which explains how the environ. cn cause perm.lifelong characteristics not pt. of orig. endow.
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| Fill in the Blanks: _____ age = number of years since birth. _____ age = physical condition. _____ age = ability to deal with the environment. _____ age = timing of taking on adult roles. _____ age = how well a person is functioning | Chronological
Biological
Psychological
Social
Fuctional
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| What r the characteristics of the lifespan of Developmental Psychology? | It is lifelong, multidimensional, plastic, contexual, historical embededness, multidisciplinary & has multiple causes See
page 15 Table 1
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| Define ecological Systmes Approach | We must consider the developing person within the context of multiple environments
Urie Bronfenbrenner
The method of studying the developing person w/i the context ofmultiple environments
See page 16, Figure 1.1
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| Who is Urie Bronfenbrenner? | A psychologist who proposed 5 systems: Mirco-exo-macro-meso & chronosystems=the idividual & his devel. cannot be studied out of context-soc environ-fam friends-commun-broader culture-all interacting pg17 fig 1.1
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| All research begins/w/ a_______ | Question
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| What does the researcher ask him/herself? | Should I study grps of people of different ages, or same grp of people over X, or a combination of the 2 = Research methods
Meas How 2 meas. behavior,thoughts emotions studied?
Research methods – should I study groups of people of different a
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| Methods: Choosing the appropriate research design is essential to the scientific study of development. Name the 3 designs | Longitudinal
Cross-sectional
Sequential
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| Which design is this? Include different groups of subjects at different ages. Inform about potential age differences. Do not provide direct information regarding age-related changes. Are limited by cohort effects. | Cross-Sectional
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| Which design is this? Solve many problems of cross-sectional studies. Follow the same subjects over time. | Longitudinal
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| Describe the sequential design | Family of research designs involving either multiple cross-sectional comparisons or multiple longitudinal comparisons, or both.
Used to mitigate cohort and time-of-measurement effects.
Time-Lag Design
Time-Sequential Design
Panel Studies
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| What r the advantages/disadvantages of the Cross-sectional design? | Advantages: - Relatively quick - Highlight possible age differences
Disadvantages: - Age and cohort are confounded. - Cannot draw conclusions about individual consistency and change over time.
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| What r the advantages/disadvantages of the LongitudinalDesign? | Advntges:Age & cohort not cnfnded Chnges seen cn b inferd 2b real chnges Non-chnge reflects real stability Enable researcher 2 look @ chnge or stability w/i individ. Disadvan: Selctv.attrition cn wkn findngs wknd by X of measmnt. effcts smlr samples
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