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No notes for slide• • • • The Christian notion of original sin teaches that children are born with a selfish nature and must be spiritually reborn. • French philosopher Jean-Jacques Rousseau also believed in the idea of interaction between internal and external forces, but he claimed that all human beings are naturally good and seek out experiences that help them grow. Скачать Бесплатно Игру Point Blank Без Регистрации И Смс here. For Rousseau, the goal of human development was to achieve one’s inborn potential.
Deprivation leads to frustration and anger. • John Locke insisted that at birth the mind is a blank slate—in Latin, a tabula rasa. All knowledge, he argued, is created by experience.
Lifespan Development, 6th Edition. By Denise Boyd, Helen Bee. About this title; Description. Boyd/Bee, Lifespan Development provides the most support for student. Lifespan Development (6th Edition) (520) Denise Boyd, Helen L. Bee, ISBN-10:, ISBN-13: 9520, tutorials, pdf, ebook, torrent, downloads, rapidshare, filesonic, hotfile, megaupload, fileserve.
• Darwin’s baby biographies; the concept of developmental stages • Hall: “Contents of children’s minds on entering school” (1891) • Children and adults experience major life passages. Parenthood Retirement Paul Baltes—capacity for positive change—plasticity; positive aspects of advanced age; development of strategies to maximize gains and compensate for losses • Hall: “Contents of children’s minds on entering school” (1891); • As we age, use strategies to maximize gain and compensate for losses.
Emphasis on positive aspects of advancing age • Using domain classifications helps to organize discussions of human development. Physical: change in size, shape, characteristics of body; change is how individuals sense and perceive world Cognitive: change in thinking, memory, problem-solving, and other intellectual skills; examination of individual differences among children and adults related to intradomain variables Social: relationship of individual with others; individual development in social skills, personality, and individual beliefs about others • • • Nature versus nurture, also referred to as heredity versus environment or nativism versus empiricism. Picture of John Watson, early behaviorist who exemplifies the nurture arguments As Watson put it, Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select—doctor, lawyer, merchant, chief, and yes, even beggar-man and thief, regardless of his talents, penchants, abilities, vocations, and the race of his ancestors. 104) • Development involves reorganization. Qualitative changes in kind or type Emergence of wholly new strategies, qualities, or skills (qualitative change) Stage theories Qualitatively distinct periods of development • Development involves reorganization. Qualitative changes in kind or type Emergence of wholly new strategies, qualities, or skills (qualitative change) Stage theories Qualitatively distinct periods of development • Group-specific changes are shared by all individuals in a particular group (such as a culture) with its own system of customs, values, attitudes, laws, moral guidelines and ways of living. Historical context examines which historical forces shape the similarities and differences that affect each generation.
Individual differences include genetics; timing and critical periods; on-time and off-time events; atypical development. • The same environment can affect different children differently. Effect depends on the qualities a child brings to interactions. • • • Ask: Can you provide examples? Critical period Sensitive period On-time events When most members of a society experience events such as marriage Off-time events Atypical development Mental retardation, psychopathology • These questions would be good for general discussion, use with small groups, or writing assignments. As writing assignments, students who are given choices to write about display more intrinsic motivation.
Students can write about one or more questions per chapter and writings can be kept in a journal for collections at later times in the semester rather than on a daily or weekly basis. They may also serve as part of participation grades in the class. • Theories: sets of statements that propose general principles of development Hypothesis: an educated guess that is testable by data collection • Describe development State what happens. Explain development Why events and changes occur Predict developmental events Predictions/hypotheses produced by useful theories Influence some developmental outcomes For example: memory declines • Variable EXAMPLE: years of age One variable can relate to another variable.
EXAMPLE: years of age and memory decline • Observe people in their normal environments; includes schools or assisted living facilities • Case Studies In-depth examination of a single individual Useful in making decisions about individuals Frequently basis of important hypotheses about unusual developmental events • Ask people questions and record their answers. Use samples Subsets of a total collection (population) of people People’s answers may be affected by perceived social desirability. • Correlations range from -1.00 to +1.00. Describe the strength of the relationship between two variables A “0” means two variables are not related. Url2 Sifteam E1 Download Firefox. Positive correlation High scores on one variable usually accompany high scores on the other: Better-educated people generally have higher family incomes.
Negative correlation Scores on the two variables move in opposite directions: Better-educated people are less likely to smoke cigarettes • A large correlation between two variables does NOT mean one variable caused the other. • Randomly assign participants to different treatment and control groups. The experimental group gets a treatment the experimenter thinks will produce a particular effect. The control group gets no treatment or neutral treatment. • Quasi-experiments Participants not randomly assigned For example, children in daycare programs may be compared with children kept at home. • Quasi-experiments Participants not randomly assigned For example, children in daycare programs may be compared with children kept at home.
• Cross-sectional research very useful because it is relatively quick to do. It can indicate possible age differences or age changes. But age-related differences may become confused with cohort or generational effects. Cohort: age-related differences due to grouping by age • Different generations can have unique experiences. Your generation grew up with computers. 100 years ago, people didn’t have radio. Your great-grandparents may have lived through World War II or the Great Depression of the 1930s.
When (and where) you were born could affect nutrition, sleeping arrangements, or your age at marriage. In cross-sectional studies or “one-shots,” cohort and aging effects may become entangled. • In this study, researchers compared the ability to recognize various kinds of facial expression across young adult, middle-aged adult, and older adult groups. • Some studies last for several years. The Berkeley/Oakland Growth Study continued for several decades.
• “Practice” or “testing” effects can occur when people are repeatedly studied. Study “attrition” People die, move away, stop participating. Better-educated, healthier people more often remain in the study. This can create biases in studying aging.
• Cohort: age-related differences due to grouping by age. • Sequential designs allow for comparison of cohorts while incorporating some degree of individual differences.
Age-group comparisons provide the same kind of information as a cross-sectional study would. Comparisons of the scores or behaviors of participants in each group to their own scores or behaviors at an earlier testing point provide longitudinal evidence at the same time. Sequential designs also allow for comparisons of cohorts. • • May compare two or more cultures or subcultures; perhaps particular age or ethnic groups • Cross-cultural studies search for universal and unique developmental changes. Hope to improve people’s lives EXAMPLE: Encourage more cooperation by learning from collectivist cultures.
• Universities, government, and organizations often have Institutional Review Boards (IRBs). Often called “Human Subjects Committees.” Special attention paid to studies of children, pregnant women, and individuals with learning or other disabilities • Protection from harm: We protect participants from harm. Informed Consent: Participants learn possible risks and benefits of the study; ability to withdraw without retribution. Confidentiality: Research data is kept confidential.
Knowledge of Result: Participants are given information about results. Deception: Any deception is explained to participants after data are collected. Bee & Boyd, Lifespan Development, Chapter 1 • 1. Chapter 1: Basic Concepts and Methods • In This Chapter Introduction to Human Development Key Issues in the Study of Human Development Research Methods and Designs • An Introduction to Human Development Human Development: Scientific study of age-related changes in: • Behavior • Thinking • Emotion • Personality An entire lifespan! • Philosophical Roots Original Sin Augustine of Hippo Humans are born selfish and must seek spiritual rebirth.
Developmental Outcomes Individuals struggle to overcome immoral actions.
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No notes for slide• • • • The Christian notion of original sin teaches that children are born with a selfish nature and must be spiritually reborn. • French philosopher Jean-Jacques Rousseau also believed in the idea of interaction between internal and external forces, but he claimed that all human beings are naturally good and seek out experiences that help them grow. Скачать Бесплатно Игру Point Blank Без Регистрации И Смс here. For Rousseau, the goal of human development was to achieve one’s inborn potential.
Deprivation leads to frustration and anger. • John Locke insisted that at birth the mind is a blank slate—in Latin, a tabula rasa. All knowledge, he argued, is created by experience.
Lifespan Development, 6th Edition. By Denise Boyd, Helen Bee. About this title; Description. Boyd/Bee, Lifespan Development provides the most support for student. Lifespan Development (6th Edition) (520) Denise Boyd, Helen L. Bee, ISBN-10:, ISBN-13: 9520, tutorials, pdf, ebook, torrent, downloads, rapidshare, filesonic, hotfile, megaupload, fileserve.
• Darwin’s baby biographies; the concept of developmental stages • Hall: “Contents of children’s minds on entering school” (1891) • Children and adults experience major life passages. Parenthood Retirement Paul Baltes—capacity for positive change—plasticity; positive aspects of advanced age; development of strategies to maximize gains and compensate for losses • Hall: “Contents of children’s minds on entering school” (1891); • As we age, use strategies to maximize gain and compensate for losses.
Emphasis on positive aspects of advancing age • Using domain classifications helps to organize discussions of human development. Physical: change in size, shape, characteristics of body; change is how individuals sense and perceive world Cognitive: change in thinking, memory, problem-solving, and other intellectual skills; examination of individual differences among children and adults related to intradomain variables Social: relationship of individual with others; individual development in social skills, personality, and individual beliefs about others • • • Nature versus nurture, also referred to as heredity versus environment or nativism versus empiricism. Picture of John Watson, early behaviorist who exemplifies the nurture arguments As Watson put it, Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select—doctor, lawyer, merchant, chief, and yes, even beggar-man and thief, regardless of his talents, penchants, abilities, vocations, and the race of his ancestors. 104) • Development involves reorganization. Qualitative changes in kind or type Emergence of wholly new strategies, qualities, or skills (qualitative change) Stage theories Qualitatively distinct periods of development • Development involves reorganization. Qualitative changes in kind or type Emergence of wholly new strategies, qualities, or skills (qualitative change) Stage theories Qualitatively distinct periods of development • Group-specific changes are shared by all individuals in a particular group (such as a culture) with its own system of customs, values, attitudes, laws, moral guidelines and ways of living. Historical context examines which historical forces shape the similarities and differences that affect each generation.
Individual differences include genetics; timing and critical periods; on-time and off-time events; atypical development. • The same environment can affect different children differently. Effect depends on the qualities a child brings to interactions. • • • Ask: Can you provide examples? Critical period Sensitive period On-time events When most members of a society experience events such as marriage Off-time events Atypical development Mental retardation, psychopathology • These questions would be good for general discussion, use with small groups, or writing assignments. As writing assignments, students who are given choices to write about display more intrinsic motivation.
Students can write about one or more questions per chapter and writings can be kept in a journal for collections at later times in the semester rather than on a daily or weekly basis. They may also serve as part of participation grades in the class. • Theories: sets of statements that propose general principles of development Hypothesis: an educated guess that is testable by data collection • Describe development State what happens. Explain development Why events and changes occur Predict developmental events Predictions/hypotheses produced by useful theories Influence some developmental outcomes For example: memory declines • Variable EXAMPLE: years of age One variable can relate to another variable.
EXAMPLE: years of age and memory decline • Observe people in their normal environments; includes schools or assisted living facilities • Case Studies In-depth examination of a single individual Useful in making decisions about individuals Frequently basis of important hypotheses about unusual developmental events • Ask people questions and record their answers. Use samples Subsets of a total collection (population) of people People’s answers may be affected by perceived social desirability. • Correlations range from -1.00 to +1.00. Describe the strength of the relationship between two variables A “0” means two variables are not related. Url2 Sifteam E1 Download Firefox. Positive correlation High scores on one variable usually accompany high scores on the other: Better-educated people generally have higher family incomes.
Negative correlation Scores on the two variables move in opposite directions: Better-educated people are less likely to smoke cigarettes • A large correlation between two variables does NOT mean one variable caused the other. • Randomly assign participants to different treatment and control groups. The experimental group gets a treatment the experimenter thinks will produce a particular effect. The control group gets no treatment or neutral treatment. • Quasi-experiments Participants not randomly assigned For example, children in daycare programs may be compared with children kept at home. • Quasi-experiments Participants not randomly assigned For example, children in daycare programs may be compared with children kept at home.
• Cross-sectional research very useful because it is relatively quick to do. It can indicate possible age differences or age changes. But age-related differences may become confused with cohort or generational effects. Cohort: age-related differences due to grouping by age • Different generations can have unique experiences. Your generation grew up with computers. 100 years ago, people didn’t have radio. Your great-grandparents may have lived through World War II or the Great Depression of the 1930s.
When (and where) you were born could affect nutrition, sleeping arrangements, or your age at marriage. In cross-sectional studies or “one-shots,” cohort and aging effects may become entangled. • In this study, researchers compared the ability to recognize various kinds of facial expression across young adult, middle-aged adult, and older adult groups. • Some studies last for several years. The Berkeley/Oakland Growth Study continued for several decades.
• “Practice” or “testing” effects can occur when people are repeatedly studied. Study “attrition” People die, move away, stop participating. Better-educated, healthier people more often remain in the study. This can create biases in studying aging.
• Cohort: age-related differences due to grouping by age. • Sequential designs allow for comparison of cohorts while incorporating some degree of individual differences.
Age-group comparisons provide the same kind of information as a cross-sectional study would. Comparisons of the scores or behaviors of participants in each group to their own scores or behaviors at an earlier testing point provide longitudinal evidence at the same time. Sequential designs also allow for comparisons of cohorts. • • May compare two or more cultures or subcultures; perhaps particular age or ethnic groups • Cross-cultural studies search for universal and unique developmental changes. Hope to improve people’s lives EXAMPLE: Encourage more cooperation by learning from collectivist cultures.
• Universities, government, and organizations often have Institutional Review Boards (IRBs). Often called “Human Subjects Committees.” Special attention paid to studies of children, pregnant women, and individuals with learning or other disabilities • Protection from harm: We protect participants from harm. Informed Consent: Participants learn possible risks and benefits of the study; ability to withdraw without retribution. Confidentiality: Research data is kept confidential.
Knowledge of Result: Participants are given information about results. Deception: Any deception is explained to participants after data are collected. Bee & Boyd, Lifespan Development, Chapter 1 • 1. Chapter 1: Basic Concepts and Methods • In This Chapter Introduction to Human Development Key Issues in the Study of Human Development Research Methods and Designs • An Introduction to Human Development Human Development: Scientific study of age-related changes in: • Behavior • Thinking • Emotion • Personality An entire lifespan! • Philosophical Roots Original Sin Augustine of Hippo Humans are born selfish and must seek spiritual rebirth.
Developmental Outcomes Individuals struggle to overcome immoral actions.
![](/uploads/1/2/5/7/125742388/907516682.jpg)