Chapter 1 - Human Development

PSY 232 Human Development
Lecturer: Brian John Dorai

Development Through the Lifespan Sixth Edition Laura E. Berk
Copyright 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
Flow of 1st lesson
1. Course structure
2. Coursework explanation
3. Chapter 1
What is human development?
Discuss !
Give your views and ideas for each
statement below
1. My baby started walking and talking earlier than other
babies. I know he will be smart.
2. I pick up my baby as soon as she cries. My friend
thinks that Im going to spoil her.
3. I only want to have one child, but my partner thinks that
only children will have problem relating to others.
4. I think that in order to raise a well- disciplined child, I
will have to use physical discipline.
Bio-Psycho-Social
What can you remember?
INFANT/ ADOLESCENCE
TODDLER
CHILDHOOD YOUNG ADULT
Chapter 1
History, Theory, and
Research Strategies
Developmental Science
The study of
CONSTANCY
and CHANGE
throughout the lifespan
Blend Images/Shutterstock
The Field of
Developmental Science
Scientific
Applied
Interdisciplinary
Irina Magrelo/Shutterstock
Theory
An orderly,
integrated
set of statements
that
describes
explains
predicts
BEHAVIOURS
Eg. Social Learning
Theory, Psychosocial
Theory bikeriderlondon/Shutterstock
Basic Issues
in Development
Continuous (piano ability) or
discontinuous (patterns of thinking)?
One course of development or many?
Relative influence of nature and
nurture?
Contexts of Development
Unique combinations
of personal and
environmental
circumstances can
result in different
paths of change
PERSONAL + ENVIRONMENT
= GROWTH
xanirakx/Shutterstock
Basic Issues
Nature vs. Nurture
Nature Nurture
Hereditary Physical and
information social forces
Received from Influences
parents at biological and
conception psychological
development
Stability and Plasticity
Stability Plasticity
Persistence of Development is
individual open to lifelong
differences change
Lifelong patterns Change occurs
established by based on influential
early experiences experiences
Development as a
Dynamic System
Ongoing process from conception

to death
Molded by network of influences:
biological
psychological
social
Lifespan Perspective
Development is
Lifelong
Throughout life,
changes happen
Multidimensional and
multidirectional
Affected by
biopsychosocial factors
GROWTH and
DECLINATION
Intellistudies/Shutterstock
Lifespan Perspective
Development is
Highly plastic
Very modifiable throughout life (due to
experiences and biological change)
Influenced by multiple, interacting
forces
Age-graded (fairly predictable)
History-graded (period/era)
Nonnormative (not typical)
Periods of Development
Prenatal Conception to birth

Infancy and toddlerhood Birth2 years
Early childhood 26 years
Middle childhood 611 years
Adolescence 1118 years
Early adulthood 1840 years
Middle adulthood 4065 years
Late adulthood 65 yearsdeath
Major Domains
of Development
Figure 1.2
Influences on Development
Multiple, interacting forces:

Age-graded
History-graded
Nonnormative
auremar/Shutterstock
Resilience
Ability to adapt effectively

in the face of threats to
development
Factors in resilience:
Personal characteristics
Warm parental relationship
Social support outside family
Community resources and iofoto/Shutterstock
opportunities
Question for Discussion
How predictable are you?

Which aspect of your personality have
remained same since you were a young
child and which have changed?
Lifespan View of
Development
Figure 1.3
Scientific Beginnings
Theory of
Darwin
evolution
Normative
Hall, Gesell
approach
Mental testing
Binet
movement
Early Scientific Theories
Theory of evolution (Darwin)

Natural selection
Survival of the fittest
Normative approach (Hall, Gesell)
Child study movement (motor achievements,
social behaviours, personality)
Development as a maturational process (flower
analogy)
Mental testing movement (Binet- France )
First successful intelligence test (Stanford-Binet)
In forefront of naturenurture controversy
Psychoanalytic Perspective
Freud and Erikson
Emphasis on
individuals unique
life history
Conflicts between
biological drives
and social
expectations
szefei/Shutterstock
Freuds Three Parts
of the Personality
Focus on unconscious
Freuds Psychosexual Theory
Freuds Three Parts
of the Personality
Largest portion of the mind

Id Unconscious, present at birth
Source of biological needs/desires
Conscious, rational part of personality

Ego Emerges in early infancy
Redirects id impulses in acceptable ways
The conscience
Superego Develops from ages 3 to 6 through
interactions with caregivers
Freuds Psychosexual Stages
Eriksons Psychosocial Stages
Behaviorism and
Social Learning Theory
Classical
Stimulusresponse
conditioning
Operant Reinforcers and

conditioning punishments
Social learning Social-cognitive

theory approach
Behaviorism and
Social Learning Theory

Contributions:
Behavior modification
Modeling, observational learning
Limitations:
Narrow view of environmental influences
Underestimates individuals active role
Piagets Cognitive-
Developmental Theory
Children actively construct knowledge by
manipulating and exploring their world
Mental structures adapt to better fit with
environment
Development moves through four broad
stages
Piagets Stages
Information Processing
View of the human mind as a

symbol-manipulating system
Development as a continuous
process
Use of rigorous research methods
Little insight into creativity or
imagination
Information Processing
Developmental Cognitive
Neuroscience
Relationship of brain changes to cognitive

processing and behavior patterns
Brings together researchers from
psychology
biology
neuroscience
medicine
Practical applications
Ethology
Adaptive value and

evolutionary history of
behavior (science)
Acquisition of adaptive
behaviors:
Critical period
Nervous system is sensitive
to environment
Sensitive period
Biologically prepared for
Nick Biemans/Shutterstock gaining
Evolutionary Developmental
Psychology
Adaptive value of
cognitive
emotional
social
competencies as they change with age
Personenvironment system throughout
the lifespan
Vygotskys
Sociocultural Theory
Transmission to the next

generation of a cultures
values
beliefs
customs
skills
Cooperative dialogues
between children and more
expert members of society
Andresr/Shutterstock
Vygotskys
Sociocultural Theory
Ecological Systems Theory
Ecological Systems Theory
Layers of the
environment:
microsystem
mesosystem
exosystem
macrosystem
Chronosystem:
Temporal dimension
Zurijeta/Shutterstock
(time)
Common Research Methods
Systematic observation:
Naturalistic observation
Structured observation (lab)
Self-reports:
Clinical interview (usually exploratory)
Structured interview, questionnaires,
tests
Clinical, or case study, method
Ethnography
Systematic Observation
Naturalistic Structured
Observation Observation
Observation of Observation of
behavior in natural behavior in laboratory
contexts Gives all participants
Reflects participants opportunity to display
everyday lives behavior
Self-Reports
Clinical Structured
Interview Interview
Conversational style All participants are
Probes for asked the same
participants questions in the
viewpoint same way
Provides large amount Permits comparisons
of information in brief and efficient data
period collection
Clinical/Case Study Method
Full picture of individuals

psychological functioning
Combines information from
Interviews
Observations
Test scores
Ethnography
Participant observation
of culture or social group
Rich, descriptive insights
Does not permit
generalization from
findings
skyfish/Shutterstock
General Research Designs
Correlational Experimental
Reveals relationships Participants randomly
between participants assigned to treatment
characteristics and conditions
behavior Detects cause-and-
Does not permit effect relationships
cause-and-effect Findings may not
inferences apply in real-world
conditions
Correlation Coefficients
Experimental Design
Independent Dependent
Variable Variable
Manipulated by Measured, but not
experimenter manipulated, by
Expected to cause experimenter
changes in another Expected to be
variable influenced by
independent variable
Random Assignment
Unbiased procedure used to assign

participants to treatment conditions
Increases chances that characteristics will be
equally distributed across conditions
iofoto/Shutterstock
Modified Experiments
Field Experiment Natural/Quasi-

Conducted in Experiment
natural settings Compares existing
Capitalizes on differences in
existing treatment
opportunities Participant groups
for random matched as much as
assignment possible
Developmental
Research Designs
Same group studied

Longitudinal
at different times
Different groups studied

Cross-sectional
at the same time
Compares similar
Sequential cross-sectional or longitudinal
studies (sequences)
Problems in Conducting
Longitudinal Research
Participant dropout
Practice effects
Test-wise subjects
Cohort effects
Eg. Similar kind of thinking
Improving
Developmental Designs
Sequential designs
Compare several similar cross-sectional or
longitudinal studies
Permit longitudinal and cross-sectional
comparisons
Combining experimental and developmental
designs
Experimental manipulation of experiences
Provides evidence of causal association between
experiences and development
Rights of Research
Participants
Protection from harm

Informed consent
Privacy
Knowledge of results
Beneficial treatments
Goodluz/Shutterstock

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Chapter 1 - Human Development

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PSY 232 Human Development

Lecturer: Brian John Dorai

CHILDHOOD YOUNG ADULT

Nature vs. Nurture

Ongoing process from conception

Prenatal Conception to birth

Multiple, interacting forces:

Ability to adapt effectively

How predictable are you?

Theory of evolution (Darwin)

Freud and Erikson

Largest portion of the mind

Conscious, rational part of personality

Social Learning Theory

Operant Reinforcers and

Social learning Social-cognitive

Social Learning Theory

View of the human mind as a

Relationship of brain changes to cognitive

Adaptive value and

Transmission to the next

Full picture of individuals

Unbiased procedure used to assign

Field Experiment Natural/Quasi-

Same group studied

Different groups studied

Protection from harm

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