1.11.19-1.18.19 PDF

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Class notes for Dr. Kacy Welsh-Morris....

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1.11.19 

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Development: systematic changes and continuities in individuals from conception to death; 2 main processes o Maturation: biological unfolding due to genes o Learning: relatively permanent changes in feelings, thoughts, and behavior due to experiences The Lifespan o Prenatal: conception to birth o Infancy-Toddlerhood: birth-2 years o Early Childhood: 2-6 years (beginning of kindergarten) o Middle childhood: 6-11 years (beginning puberty) o Adolescence: 11 (puberty) - 18 years (separate from parents) o Emerging Adulthood(?): 18 (H.S. graduation) -29 years (stable career and relationship) o Young Adulthood: 18-40 years o “Middle” Adulthood”: 40-65 years o Late Adulthood”: 65-older (death) o Age norms: unspoken societal rules based on age  Set social clocks which gives sense of timing for life transitions or expectations o Is socially constructed and depends on where and when one lives o Individual differences in development  Age is just an average; if there is a large deviation from average then there is a concern Topical approach to studying development o Physical: involving body’s physical makeup o Cognitive: involving growth and change in intellectual capability and thinking o Emotional and Social: involving understanding of self and others, emotional reactions and controls and interactions with others Developmental Theories and Research o Are orderly, integrated, set of statements that describe, explain, and predict behavior o Best theories = most testable

1.14.19 

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Baby Biographies: detailed descriptions of own children' development o Problems: subjective, and only based on one child-hard to compare because each parent focuses on a different aspect G. Stanley Hall: father of development o Normative approach: measured behaviors in large groups to get average age for development milestones o Became interested in teenagers and adolescents Cross-Sectional Designs

Observations of groups of differently aged participants are compared Pro: fast and inexpensive to conduct Cons: no info on development on a single person  Cohort effects: effect of being born in one particular historical context; cohort is a group of people born at the same time, and exposed to similar cultural and historical context growing up Longitudinal Design o Same group of participants are observed at different ages o Pro: can study development of individual participants and examine relationship between early and late behavior and no concern on cohort effects o Cons: hard to generalize to groups not part of the cohort, expensive and timeconsuming, initial question may not be interesting, or measure of data may be outdated, participants may be lost over time, and there may be practice effects Sequential Design o Combine cross-sectional and longitudinal designs by following 2+ cohorts for short longitudinal periods o Pro: can separate effects due to development, cohort effects and reduce crossgenerational problems o Cons: more costly and time consuming and can be complex Microgenetic Design: different from first 3 o Participants are measured frequently over a short period of time as developmental changes occur  Usually presented with a new task or developmental skill they’re about to learn o Pro: allow researchers to study the moment the change occurs, and gives better understanding of how and why major developmental changes occur o Cons: costly, time-consuming, complicated, may have practice effects and learn the task sooner than others o o o

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1.16.19 Basic Questions about Human Development Nature and Nurture both play an important role in development.

The question is, how much does each play devel Development is mainly due to nur

Development is mainly due to nature

Developmental Neuroscience – sort of (There really aren’t any great options for this!) Active v. Passivity: do we shape our development or are we shaped by outside forces? Children are active in their development

Behaviorism (Skinner,Watson), Bandu Bronfenbrenner (ecological theory), F Erikson We are active in our development even during in Children are passive in their deve

Piaget, Bronfenbrenner (ecological theory), Vygotsky (sociocultural theory) Continuity v. Discontinuity: do we develop gradually or do we develop in sudden, abrupt stages? Development is continuous: quantitative (like tree growth) Behaviorism (Skinner,Watson), Bandura, Information-Processing, Bronfenbrenner Universality v. Context Specificity: is there one developmental path we all follow or are there multiple developmental paths? Development is universal

Freud, Erikson, Piaget, Information-Processing

Freud, Erikson, Behaviorism (Skinner

Still a heavy debate! Development is discontinuous: qualitative (like a caterpillar to a butterfly) [known as the stage the Freud, Erikson, Piaget Depends on who you ask! Development is context-specific Bronfenbrenner, Vygotsky, Behavioris Bandura (Because behaviors that are modeled/reinforced may be very diffe each child)

1.18.19 

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Genetic code: carries out all biochemical instructions o DNA: arranged into 46 bodies called chromosomes  Sperm and ovum each contain 23 chromosomes  Each chromosome is made of thousands of genes-both members of chromosomes pair up; at the same loci on each chromosome, that gene influences the same characteristics Meiosis o Reproductive germ cell divides and produces sperm or ova which contain half of the original chromosome  Ova: xx  Sperm: some have x and some have y  Zygote: sperm that match up with ova during fertilization Translation of Genetic Code o Genotype: genetic material a person inherits o Phenotype: directly observable physical and behavioral characteristics determined by genetic and environmental factors Patterns of Gene-Gene Interactions o Allele: each of 2 forms of gene located at same place on a pair of chromosomes o Homozygous: alleles match; person will display inherited trait o Heterozygous: alleles don’t match; display will depend on the relationship between alleles; parents can still pass recessive allele on to the child o Dominant/Recessive Pattern: dominant allele is expressed if present

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X-Linked Inheritance o Problem with x and y: they aren’t the same length o A pattern of inheritance in which harmful allele is carried on X chromosome, so people with XY combo are more likely than people with XX combo to be affected Genetic Complexity o Single gene-pair complexity is rare o Polygenic Inheritance: characteristics influenced by multiple pairs of genes Behavioral Genetics: study of how much genetics and environment contribute to differences in behavioral traits o Selective breeding: determine whether traits can be bred in animals through selective mating...