Introductory Lecture Flashcards
Outline
- Introduction to the module
- Overview of major themes in developmental psychology: What sorts of things may affect development? How do we test this?
Learning outcomes
- Refresh knowledge from year 1
- Understand the aims and key questions of developmental psychology
- Develop a critical approach of research designs in developmental psychology
What is developmental psychology?
It is a branch of psychology that studies the physical, cognitive, social and emotional changes that occur throughout the human life span.
The most dramatic developmental changes in humans occur….
In prenatal development, infancy, childhood
Happens earlier in life
Aims of developmental psychologists (3)
- Describe human development (Making observations on what we see)
- Explain human development (Designing experiments to see what drives these developmental changes)
- Optimize human development (uses results of research to drive human development)
OMBEA Discussion
Q1. Human development begins at….
Conception
OMBEA DISCUSSION
Q2. Bowlbly use the term ‘Secure Base’ to refer to:
B) The presence of an attachment figure
OMBEA DISCUSSION
Q3. The term senescene describes..
C) Biological ageing
What influences development?
- Genetic inheritance
- Individual learning: How you interact with your environment as an individual
- Social learning: Learning from others in your enviroment
- Parents
- Culture
- Biology
- Evolution
The way we think about the factors that influence development is by asking 3 key questions
What are the 3 key questions..?
- Continuity vs Discontinuity
- Stability vs Change
- Nature vs Nurture
Continuity vs Discontinuity?
- Thinking about the trajectory that development takes place.
- Is it a gradual continuous path with no qualitative leaps or time, but gradual increments of quantitative change
- Or is it discontinuity where you are making the qualitative changes between steps (discrete age-specific periods or stages)
- Most argue it is stage theorist it is a discontinuous process for example Freud, Piaget.
- The difference between qualitative vs quantitative.
- The way we measure plays a role. For example, looking at 6 months vs 2 year old. One walks and one doesn’t, shows qualitative change. but look 6 month vs 9 months old vs 12 months old then more gradual like quantiative.
- Combing step wise vs continuous process.
- Certain behaviours continuous vs discontinous.
- Like measuring behaviour every week or every year like longitudinal feeds the trend.
Stability vs Change
- The same person you were fundamentally when you were born until you die or do you change in some kind of qualitative l way?
- A lot of researchers talk about this in personality and individual differences as some traits are stable.
- Stability (small tree to big tree)
- Change (cataphiles vs butterfly)
- Does a behaviour or trait stay stable over time or change like shyness
- Importance of early experience (critical period? something has to develop and exposed during that period early on in order for given behaviour or trait to develop, sensitive period is more predisposed to pick up on those).
- Solid evidence of early experiences like romanian adoptees (Rutter et al. 1998), adoptees were deprived, some were adopted into UK and looked compared to control group of UK adoptees adopted into UK family that were not subject to global deprivaiton. Looked age at which Romanian adoptees adopted into those families. Find that if they were adopted before age of 6 months, then no significant difference between both, tells us some hope that some are able to catch up despite early experiences. When adopted later then 6-24 then significant difference with UK population.
Batle’s Conceptualisation of Life-Span Development
- Baltes is a German psychologist who was influential in emphasising the life-span nature of development and the importance of historical influences
- Baltes pointed that age-related trends of developmental psychology only focus only on one of the 3 influences on development throughout a lifespan of normative age-graded influences.
- Each of these influences is determined by the interaction of biological and environmental factors.
Batle’s Conceptualisation of Life-Span Development
Normative age-graded influences
+ Examples
- This influences have a strong relationship with chronological age.
- For example, the occurrence of puberty at adolscene is an example of a normative age-graded influence with a strong biological component.
- Another example is starting school at 5 years old would be an example of normative age-graded influence with little biological determination.
Batle’s Conceptualisation of Life-Span Development
Normative history-graded influences
+ Examples
- These are influences that are linked with historical events that affected entire generations/cohorts.
- For example, COVID-19 pandemic, A famine, earthquakes in Haiti in 2010. The arrival of television in 1950s, Internet and mobile phone use in 1980s and 1990s.
Batle’s Conceptualisation of Life-Span Development
Non-Normative life events
+ Examples
- These are events that do not happen in any normative age-graded or history-graded influences for most individual.
- For example effects of brain damage in an accident is an example with strong biological determinants.
- Effect of losing a job or moving to a house are examples with less strong biological determinants.
- Thesr are all significant events that can happen across a lifespan of an individual with many age points and at many historical times.
- How do we test for these influences?
- Age
- Cohort
- Tiem of testing
Important of Batle’s Conceputalisation
- Think development not in restrictive way but including all these influences to change our research design.
Research Designs
- Cross-sectional studies
- Longitudinal studies
- Cohort studies
- Cohort sequential studies
Research Design
Cross-sectional studies
- Studying different age groups simultaenously
- For example, love of cats and test this 12 months old vs 3 years old.
- For example, record language ability in 3 years old and 4 years old
Research Design
Cross-sectional studies
Advantages
- Advantages:
- It is quick to conduct
- Cost-effective
Research Design
Cross-sectional studies
Disadvantages
- Can’t control individual differences, overcome of obtaining the large sample.
- Testing 30,60,90 years old, not considering how normative history graded influences affect their performance.
- Individuals differences
- Cannot establish cause and effect due to individual differences of investigating different participants
Research Design
Longitudinal
Avoid individual differences from cross-sectional
- An investigator will follow certain individuals over a period of time, by measuring their change.
- For example, record language ability of 3 years old sample then year later record the same children and their language ability when they turn 4 years old.
Research Design
Longitudinal Design
Advantages
- High attribution rate (high drop out rate) as some participants may move away, lose contact or be unable to participate the next time of testing. This can influence the strength of generalizability of conclusions/
- Another limitation is that they are time-consuming
- A limitation of long longitudinal study that go on for a long period of time, a limitation may arise when the original research question may not be viable anymore. For example, some major longitudinal studies in USA and Britian in 1930 and 1940, provide longitudinal data from birth over time span of 20, 30 or 40 years. For example, the effects of parental divorce on child’s later adjustment may be different now as divorce is more frequent and socially acceptable than when it was 50 years ago when the stigma towards divorce in Western societies were much more greater.
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