Life span chapter 1

Chapter 1 Chapter 1 Introduction to Life-Introduction to Life-span Developmentspan Development

Jenni FauchierJenni FauchierButchered by Professor CarneyButchered by Professor Carney

Life-span PerspectiveLife-span Perspective

DevelopmentDevelopment– The pattern of movement or change The pattern of movement or change

that begins at conception & that begins at conception & continues through the human life continues through the human life span. span.

– Each of us develops Each of us develops Partly like Partly like

– AllAll others others– SomeSome others others– NoNo other individuals other individuals

Each of us develops Each of us develops Partly like: Partly like:

Characteristics of Life-Characteristics of Life-Span PerspectiveSpan Perspective

Development involvesDevelopment involves– GrowthGrowth– Decline Decline

Characteristics of Life-Span Characteristics of Life-Span PerspectivePerspective

Traditional Traditional approach emphasizesapproach emphasizes– Extensive change birth to Extensive change birth to

adolescenceadolescence– Little or no change in adulthoodLittle or no change in adulthood– Decline in old age Decline in old age

Characteristics of Life-Characteristics of Life-Span PerspectiveSpan Perspective

Life-spanLife-span approach approach emphasizesemphasizes– Developmental change Developmental change

throughoutthroughout Childhood Childhood AdulthoodAdulthood

Life Span vs Life Life Span vs Life ExpectancyExpectancy

Human Life SpanHuman Life Span – Oldest age documented -- 122 yrs Oldest age documented -- 122 yrs

Maximum life span of humans Maximum life span of humans – Not changed since beginning of recorded history Not changed since beginning of recorded history

Life ExpectancyLife Expectancy – ““Average number of years that a Average number of years that a

person born in a particular year can person born in a particular year can expect to live.”expect to live.” Life expectancy increased 30 yrs in 20Life expectancy increased 30 yrs in 20thth century century

Characteristics of Life-Span Characteristics of Life-Span PerspectivePerspective

Life-span perspective views Life-span perspective views development as:development as:

1.1. Lifelong Lifelong 2.2. Multidimensional Multidimensional 3.3. MultidirectionalMultidirectional4.4. PlasticPlastic5.5. Multidisciplinary Multidisciplinary 6.6. ContextualContextual7.7. Involves growth, maintenance & Involves growth, maintenance &

regulation of lossregulation of loss8.8. Construction of biology, culture & the Construction of biology, culture & the

individual individual

Life-Span Perspective Views Life-Span Perspective Views Development as:Development as:

1. Lifelong1. Lifelong– No age period dominates No age period dominates

2. Multidimensional 2. Multidimensional – These change & affect each These change & affect each

otherother BiologicalBiological

– NatureNature

CognitiveCognitive– Thinking Thinking

EmotionsEmotions RelationshipsRelationships


3. Multidirectional3. MultidirectionalExpansion & shrinkageExpansion & shrinkage

–Older Older –Card game Card game

Skill increasesSkill increasesProcessing speed declinesProcessing speed declines


4. Plastic4. Plastic– ChangeableChangeable

Meth addiction changes Meth addiction changes someone's life?someone's life?

Brain injuryBrain injury


5. Multidisciplinary5. Multidisciplinary– Studied by:Studied by:

PsychologistsPsychologists SociologistsSociologists AnthropologistsAnthropologists NeuroscientistsNeuroscientists Medical researchersMedical researchers



6. Contextual6. Contextual 3 Types of Influences: Normative3 Types of Influences: Normative (normal) (normal)

1. Normative 1. Normative AgeAge-graded Influences-graded Influences

2. Normative 2. Normative HistoryHistory-graded Influences -graded Influences

3. Non-normative or Highly 3. Non-normative or Highly IndividualizedIndividualized Life Life Events Events


7. Involves growth, maintenance & 7. Involves growth, maintenance & regulation of lossregulation of loss


8.8. Combination of biology, culture Combination of biology, culture & the individual& the individual

– Example:Example:

– Shaped by experiences that individuals Shaped by experiences that individuals have or pursue.have or pursue.

We are shaped by:We are shaped by:

Culture Shapes our BrainCulture Shapes our BrainExampleExample

American & Chinese studentsAmerican & Chinese students– Placed in an MRIPlaced in an MRI– Shown imagesShown images

Example on previous slideExample on previous slide

Americans primary attentionAmericans primary attention– On “object” in the pictureOn “object” in the picture

Chinese Chinese – Context of picture—the lobbyContext of picture—the lobby– Greater level of anxiety regarding the Greater level of anxiety regarding the

incongruence of a sheep standing in a lobbyincongruence of a sheep standing in a lobby

The Nature Of The Nature Of DevelopmentDevelopment

Changes in:Changes in:

1. Biological processes1. Biological processes– Changes in an individual’s physical Changes in an individual’s physical

naturenature HormonalHormonal BrainBrain Height & weight gains Height & weight gains


2. Cognitive processes2. Cognitive processes– Changes in the individual’sChanges in the individual’s

ThoughtThought IntelligenceIntelligence Language Language


3. Socioemotional processes 3. Socioemotional processes – Changes in individual’s:Changes in individual’s:

Relationships with others Relationships with others EmotionsEmotions Personality Personality


Periods of DevelopmentPeriods of Development

Developmental period Developmental period – Time frame in a person’s life that is Time frame in a person’s life that is

characterized by certain featurescharacterized by certain features Prenatal periodPrenatal period

– Conception to birth Conception to birth InfancyInfancy

– Birth to 18 or 24 months Birth to 18 or 24 months Early childhoodEarly childhood

– End of infancy to age 5 or 6End of infancy to age 5 or 6 Middle and late childhoodMiddle and late childhood

– 6 to 11 years of age 6 to 11 years of age

Periods of Development Periods of Development Cont.Cont.

– AdolescenceAdolescence Transition from childhood to early Transition from childhood to early

adulthoodadulthood Approximately 10 - 12 to 18 - 22 yearsApproximately 10 - 12 to 18 - 22 years

– Early adulthoodEarly adulthood Late teens or early twenties through the Late teens or early twenties through the

thirtiesthirties

– Middle adulthoodMiddle adulthood Approximately 40 - 60 yearsApproximately 40 - 60 years

– Late adulthoodLate adulthood 60’s or 70’s until death 60’s or 70’s until death

Conceptualizing AgeConceptualizing Age

Chronological ageChronological age Biological ageBiological age Psychological agePsychological age Social ageSocial age


Chronological ageChronological age– # of years since birth # of years since birth


Biological ageBiological age– Age in terms of biological health Age in terms of biological health – People you know very healthy or People you know very healthy or

unhealthy for their age?unhealthy for their age?


Psychological agePsychological age– Individual’s adaptive capacitiesIndividual’s adaptive capacities

Changes in technology Changes in technology

– MaturityMaturity


Social ageSocial age– Society’s age expectationsSociety’s age expectations– Example:Example:

What are expectations for a 10 yr. What are expectations for a 10 yr. old old

– In our culture?In our culture?– Another culture?Another culture?

Nature-Nurture IssueNature-Nurture Issue

NatureNature– Biological inheritanceBiological inheritance

NurtureNurture– Environmental experiences Environmental experiences

Which has the greatest influence?Which has the greatest influence? How do they interact?How do they interact?

Class ExerciseClass Exercise

Nature versus Nurture in Your Nature versus Nurture in Your LifeLife

Scientific MethodScientific Method 4-step process:4-step process:

– 1. Conceptualize a process or 1. Conceptualize a process or problem to be studiedproblem to be studied

– 2. Collect research information 2. Collect research information (data)(data)

– 3. Analyze data3. Analyze data– 4. Draw conclusions4. Draw conclusions

Theories of DevelopmentTheories of Development

Psychoanalytic TheoryPsychoanalytic Theory Cognitive TheoryCognitive Theory Behavioral & Social TheoryBehavioral & Social Theory Ethological TheoryEthological Theory Ecological TheoryEcological Theory Eclectic Theoretical OrientationEclectic Theoretical Orientation

Psychoanalytic TheoryPsychoanalytic Theory

Sigmund Freud’s theorySigmund Freud’s theory– Behavior & problems result of Behavior & problems result of

experiences early in life experiences early in life Mainly first 5 yearsMainly first 5 years Adult personalityAdult personality

– Resolution of conflicts between sources of Resolution of conflicts between sources of pleasure at each stage & the demands of pleasure at each stage & the demands of reality reality

Freud’s Psychosexual Freud’s Psychosexual StagesStages

Psychosocial TheoryPsychosocial Theory

Erik Erikson Erik Erikson – Primary motivation for human behaviorPrimary motivation for human behavior

Social Social – Developmental changeDevelopmental change

Occurs throughout life spanOccurs throughout life span

Erikson’s Psychosocial Erikson’s Psychosocial StagesStages

Erikson & FreudErikson & Freud

Erikson’s Psychosocial StagesErikson’s Psychosocial Stages 1. Trust Versus Mistrust 1. Trust Versus Mistrust

(Hope)(Hope)


1. Trust Versus Mistrust (Hope)1. Trust Versus Mistrust (Hope)– Infancy - 1 Infancy - 1 – Does child believe caregivers are Does child believe caregivers are

reliable? reliable? – Successful Successful

Develops trust & security & a basic Develops trust & security & a basic optimism.optimism.

– Badly handledBadly handled Becomes insecure & mistrustful. Becomes insecure & mistrustful.

Erikson’s Psychosocial StagesErikson’s Psychosocial Stages2. Autonomy Versus Shame & Doubt 2. Autonomy Versus Shame & Doubt

(Will)(Will)


2. Autonomy Versus Shame & 2. Autonomy Versus Shame & Doubt (Will)Doubt (Will)– Infancy: Infancy: 1 – 31 – 3– Early part of crisisEarly part of crisis

Stormy self – will Stormy self – will TantrumsTantrums StubbornnessStubbornness NegativismNegativism

– "well - parented" child"well - parented" child ConfidentConfident Happy with new found controlHappy with new found control ProudProud

Erikson’s Psychosocial StagesErikson’s Psychosocial Stages3. Initiative Versus Guilt (Purpose)3. Initiative Versus Guilt (Purpose)

3. Initiative Versus Guilt (Purpose)3. Initiative Versus Guilt (Purpose)– 3 – 5 yrs.3 – 5 yrs.– Child learns to: Child learns to: – ImagineImagine

Broaden skills through active play, fantasyBroaden skills through active play, fantasy CooperateCooperate Lead & follow Lead & follow

– Immobilized by guilt: Immobilized by guilt: Fearful Fearful Hangs on fringes of groups Hangs on fringes of groups Too dependent on adultsToo dependent on adults Restricted in development of play skills & Restricted in development of play skills &

imagination. imagination.


Erikson’s Psychosocial StagesErikson’s Psychosocial Stages4. Industry Versus Inferiority 4. Industry Versus Inferiority

(Competence)(Competence)

4. Industry Versus Inferiority (Competence)4. Industry Versus Inferiority (Competence)– 6- puberty6- puberty– Learns to master more formal skills of life: Learns to master more formal skills of life:

(1) Relating with peers according to rules (1) Relating with peers according to rules (2) Progressing from free play - structured play(2) Progressing from free play - structured play

– Rules & teamworkRules & teamwork (3) Mastering social studies, reading, arithmetic. (3) Mastering social studies, reading, arithmetic.

– TrustingTrusting Autonomous Autonomous Full of initiativeFull of initiative Easily learn to be industrious Easily learn to be industrious

– Mistrusting child Mistrusting child Doubt futureDoubt future Shame & guilt, experiences defeat & inferiority. Shame & guilt, experiences defeat & inferiority.


Erikson’s Psychosocial StagesErikson’s Psychosocial Stages 5. Identity Versus Identity Confusion 5. Identity Versus Identity Confusion

(Fidelity)(Fidelity)

5. Identity Versus Identity 5. Identity Versus Identity Confusion (Fidelity)Confusion (Fidelity)– 10 – 20 yrs.10 – 20 yrs.– "Who am I?“"Who am I?“

Learns answer satisfactorily & Learns answer satisfactorily & happily happily

Role identity confusionRole identity confusion– Most experiment with minor Most experiment with minor

delinquencydelinquency– Rebellion Rebellion – Self - doubts Self - doubts



5. Identity Versus Identity Confusion 5. Identity Versus Identity Confusion (Fidelity) cont.(Fidelity) cont.– Successful early adolescenceSuccessful early adolescence

Mature time perspective developedMature time perspective developed Self-certainty Self-certainty Experiments with different usually constructive Experiments with different usually constructive

roles roles Anticipates achievement & achievesAnticipates achievement & achieves Later adolescenceLater adolescence

– Clear sexual identity Clear sexual identity Seeks leadership (someone to inspire him)Seeks leadership (someone to inspire him) Develops a set of ideals socially congruent & Develops a set of ideals socially congruent &

desirabledesirable Can experimentCan experiment

– Try various roles, & find one most suitableTry various roles, & find one most suitable


6. Intimacy Vs Isolation 6. Intimacy Vs Isolation (Love)(Love)

6. Intimacy Vs Isolation (Love)6. Intimacy Vs Isolation (Love) 20’s, 30’s20’s, 30’s

– Successful young adultSuccessful young adult 11stst time, can experience true intimacy time, can experience true intimacy

– Makes possible good marriage or a genuine Makes possible good marriage or a genuine & enduring friendship.& enduring friendship.


Erikson’s Psychosocial StagesErikson’s Psychosocial Stages 7. Generativity Vs Stagnation 7. Generativity Vs Stagnation

(Care) (Care)

7. Generativity Vs Stagnation 7. Generativity Vs Stagnation (Care)(Care)

40’s, 50’s40’s, 50’s– "Generativity" "Generativity"

Term coined by EriksonTerm coined by Erikson– Creativity between generations. Creativity between generations. – Can be expressed in many waysCan be expressed in many ways– Try to "make a difference" with your life, to Try to "make a difference" with your life, to

"give back”"give back” From raising a child to stopping a tradition From raising a child to stopping a tradition

of abuseof abuse From writing a family history to starting a From writing a family history to starting a

new organization. new organization.


Erikson’s Psychosocial StagesErikson’s Psychosocial Stages8. Integrity Versus Despair (Wisdom)8. Integrity Versus Despair (Wisdom)

8. Integrity Versus Despair (Wisdom)8. Integrity Versus Despair (Wisdom) 60’s onward60’s onward

– If other 7 psychosocial crisis have been successfully If other 7 psychosocial crisis have been successfully resolved:resolved: Develops peak of adjustment; integrity. Develops peak of adjustment; integrity. TrustsTrusts IndependentIndependent Works hardWorks hard Well defined role in lifeWell defined role in life Happy with self-concept Happy with self-concept

– Can be intimate without strain, guilt, regret, or lack of Can be intimate without strain, guilt, regret, or lack of realismrealism

– Proud of what you createProud of what you create ChildrenChildren WorkWork HobbiesHobbies

– 1 or more earlier psychosocial crises unresolved1 or more earlier psychosocial crises unresolved May view self & his life with disgust & despair. May view self & his life with disgust & despair.


Cognitive TheoryCognitive Theory

Emphasis on conscious thoughts Emphasis on conscious thoughts – 3 important cognitive theories 3 important cognitive theories

Piaget’s cognitive developmental Piaget’s cognitive developmental theorytheory

Vygotsky’s sociocultural cognitive Vygotsky’s sociocultural cognitive theorytheory

Information-processing theoryInformation-processing theory

Piaget’s Cognitive Piaget’s Cognitive Developmental Theory Developmental Theory

Child: 4 stages of cognitive Child: 4 stages of cognitive development development

Each stageEach stage– Age-relatedAge-related– Distinct way of thinkingDistinct way of thinking– Different way of understanding Different way of understanding

Jean Piaget, Swiss Pychologist, Jean Piaget, Swiss Pychologist, 1896 - 19801896 - 1980

Cognitive Development Cognitive Development In ChildhoodIn Childhood

Jean PiagetJean Piaget– 50 yrs observed children’s 50 yrs observed children’s

intellectual functioning.intellectual functioning.– Cognitive development progresses Cognitive development progresses

in stages. in stages. – All children progress through these All children progress through these

stages stages Same sequence.Same sequence.

Sensorimotor StageSensorimotor Stage

Sensorimotor stageSensorimotor stage– Birth – 2Birth – 2

Learn to coordinate senses & motor Learn to coordinate senses & motor behavior.behavior.

Organize world into schemas:Organize world into schemas:– What can I put in my mouthWhat can I put in my mouth– What is graspableWhat is graspable– What makes noiseWhat makes noise


Object permanenceObject permanence– Perception that objects continue to Perception that objects continue to

exist even when out of sight.exist even when out of sight.– Baby’s favorite game?Baby’s favorite game?

Why?Why?


Self-recognitionSelf-recognition– Towards end of stageTowards end of stage– Rouge test Lewis & Brooks 1979Rouge test Lewis & Brooks 1979– Placed in front of mirrorPlaced in front of mirror– Touched nose at 18 – 24 monthsTouched nose at 18 – 24 months

Preoperational StagePreoperational Stage

Ages 2 to 7Ages 2 to 7– Able to use mental representations & Able to use mental representations &

language tolanguage to DescribeDescribe RememberRemember ReasonReason

– about the world, though only an egocentric about the world, though only an egocentric fashion fashion

EgocentrismEgocentrism– Inability to see things from another Inability to see things from another

person's point of view.person's point of view.

Preoperational StagePreoperational Stage

Animistic ThinkingAnimistic Thinking– Imagining that inanimate objects have Imagining that inanimate objects have

life & mental processes.life & mental processes. Child tripped over coffee table, what will they Child tripped over coffee table, what will they

say?say?

Fantasy PlayFantasy Play– Believe they are BatmanBelieve they are Batman

Symbolic GesturesSymbolic Gestures– Stick becomes a gunStick becomes a gun

Cognitive Development Cognitive Development In ChildhoodIn Childhood

ConservationConservation– Understanding Understanding

that a change that a change in the size or in the size or shape of a shape of a substance substance does not does not change the change the amount of that amount of that substance. substance.

Concrete OperationalConcrete Operational

Ages 7 - 11Ages 7 - 11 Can attend to more than 1 thing at a x.Can attend to more than 1 thing at a x. Can understand another's point of Can understand another's point of

view. view. In the nowIn the now Understand conservationUnderstand conservation Parent can be more than just your Parent can be more than just your

parent parent Thought more logical Thought more logical

– Thinking limited to concert mattersThinking limited to concert matters Mystery GardenMystery Garden

Thought Thought more more logical logical

Thinking Thinking limited to limited to concert concert mattersmatters

Mystery Mystery GardenGarden

Formal Operational StageFormal Operational Stage

Ages 11 & aboveAges 11 & above Capable of abstract thought Capable of abstract thought Formulate hypothesis & test itFormulate hypothesis & test it Beyond here & nowBeyond here & now Cause & effectCause & effect Consider possibilitiesConsider possibilities

Vygotsky’s Sociocultural Vygotsky’s Sociocultural Cognitive TheoryCognitive Theory

Emphasizes how culture & social Emphasizes how culture & social interaction guide cognitive interaction guide cognitive development development

The Information-Processing The Information-Processing Theory Theory

Thinking is information Thinking is information processingprocessing– Perceive Perceive – EncodeEncode– RepresentRepresent– Store Store – RetrieveRetrieve

The Information-The Information-Processing Theory Processing Theory

Emphasis on ways individuals Emphasis on ways individuals – Manipulate informationManipulate information– Monitor informationMonitor information– Strategize information Strategize information

Develop a gradually increasing Develop a gradually increasing capacity for processing capacity for processing informationinformation– Allows for acquisition of Allows for acquisition of

increasingly complex knowledge & increasingly complex knowledge & skillsskills

Behavioral & Social Behavioral & Social Cognitive TheoriesCognitive Theories

BehaviorismBehaviorism– Scientifically study only what can Scientifically study only what can

be directly observed & measured be directly observed & measured 2 versions of behaviorism 2 versions of behaviorism

– B.F. Skinner’s operant conditioningB.F. Skinner’s operant conditioning– Albert Bandura’s social cognitive Albert Bandura’s social cognitive

theorytheory

Mrs. Garrison’s Theory of Mrs. Garrison’s Theory of EvolutionEvolution

Behavioral TheoriesBehavioral Theories

Skinner’s Operant ConditioningSkinner’s Operant Conditioning

– Consequences of a behavior Consequences of a behavior produce changes in the probability produce changes in the probability of the behavior’s occurrence of the behavior’s occurrence Rewards & punishments shape Rewards & punishments shape

developmentdevelopment

Behavioral TheoriesBehavioral Theories

Rewards & punishments shape Rewards & punishments shape developmentdevelopment– What happens if you get in trouble What happens if you get in trouble

with your parents for shooting a with your parents for shooting a someone with your sling shot? someone with your sling shot?

Social Cognitive TheoriesSocial Cognitive Theories

Bandura’s Social Cognitive Bandura’s Social Cognitive Theory Theory – Key factors in development Key factors in development

BehaviorBehavior EnvironmentEnvironment CognitionCognition

– Observational learning (also Observational learning (also called imitation or modeling)called imitation or modeling) Cognitively represent behavior of others Cognitively represent behavior of others Sometimes adopt behavior themselves Sometimes adopt behavior themselves

Ethological TheoryEthological Theory Ethology (Comparative Psychology) Ethology (Comparative Psychology)

– Examines: Examines: Origins or causes of behavior Origins or causes of behavior Evolutionary Psychologists use this information to Evolutionary Psychologists use this information to

attempt to compare our behavior to other speciesattempt to compare our behavior to other species

Behavior strongly influenced by biologyBehavior strongly influenced by biology– Tied to evolutionTied to evolution– Characterized by critical or sensitive periods Characterized by critical or sensitive periods

Noted ethologistsNoted ethologists– Konrad LorenzKonrad Lorenz– John BowlbyJohn Bowlby– {Mrs. Garrison}{Mrs. Garrison}

Eclectic Theoretical Eclectic Theoretical OrientationOrientation

No single theory No single theory – Explains complexity of life-span Explains complexity of life-span

developmentdevelopment Each contributes to understanding Each contributes to understanding

development development

Research in Life-Span Research in Life-Span DevelopmentDevelopment

Application of scientific methodApplication of scientific method Methods for collecting dataMethods for collecting data

– ObservationObservation Laboratory Laboratory Naturalistic Naturalistic

– Survey & interviewSurvey & interview– Standardized testingStandardized testing– Case studyCase study– Physiological measuresPhysiological measures

Research DesignsResearch Designs

Descriptive researchDescriptive research– Observe & record behavior Observe & record behavior

Correlational researchCorrelational research– Describe strength of relationship Describe strength of relationship

between 2 or more events or between 2 or more events or characteristics characteristics

ExperimentExperiment– 1 or more variables manipulated 1 or more variables manipulated

while all other factors held constant while all other factors held constant

Experimental & Control Experimental & Control Groups Groups

Experimental groupExperimental group– Experience manipulatedExperience manipulated

Control groupControl group– Comparison group Comparison group

Time Span of ResearchTime Span of Research

Cross-sectional approachCross-sectional approach– Simultaneously compares individuals Simultaneously compares individuals

of different ages of different ages Longitudinal approachLongitudinal approach

– Same persons studied over a period of Same persons studied over a period of xx Usually several years Usually several years

Cohort (PeerEffectsCohort (PeerEffects– How same event affects peersHow same event affects peers

HolocaustHolocaust– Effect on teens Effect on teens

Research EthicsResearch Ethics

Addresses:Addresses:– Rights of participant Rights of participant – Responsibilities of researchers Responsibilities of researchers – APA’s guidelines address 4 APA’s guidelines address 4

important issues important issues Informed consent Informed consent ConfidentialityConfidentiality DebriefingDebriefing DeceptionDeception

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