berger ls 7e ch 1
TRANSCRIPT
![Page 1: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/1.jpg)
Kathleen Stassen Berger
Prepared by Madeleine Lacefield Tattoon, M.A.
1
Part I
Introduction
Chapter One
Defining Development
Five Characteristics of
Development
Developmental Study as a
Science
Cautions from Science
![Page 2: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/2.jpg)
2
Beginnings
![Page 3: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/3.jpg)
3
Introduction
What will happen to the baby just born, or to the schoolchild trying to make a friend, or to the emerging adult wondering how to pay for college, or to the elder contemplating retirement?
Why should you care?
![Page 4: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/4.jpg)
4
Defining Development
The science of human development seeks to understand how and why people—all kinds of people, everywhere—change or remain the same over time.
There are 3 crucial elements.
![Page 5: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/5.jpg)
5
1. Science
• developmental study is a science….–theories–data–analysis–critical thinking–sound methodology
![Page 6: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/6.jpg)
6
2. Diversity
• studying all kinds of people–young and old–rich and poor–every ethnicity, background–sexual orientation
![Page 7: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/7.jpg)
7
3. Connections Between Change and Time
• Changing or remaining the same over time–transformations–consistencies of human life•beginning to end–understanding each segment of life
![Page 8: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/8.jpg)
8
Dynamic Systems Theory
• stresses the fluctuations and transitions– the dynamic synthesis of multiple levels of analysis
• the interaction between people and within each person– parent and child– prenatal and postnatal life– between ages 2 and 102
![Page 9: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/9.jpg)
9
Bioecological Systems
• Urie Bronfenbrenner –a leader in understanding ecological systems approach •he believed that developmentalists need to examine all systems surrounding the development of each person–microsysems–exosystems–macrosystems
![Page 10: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/10.jpg)
10
The Ecological Model• microsysems
– a person’s immediate surroundings
• exosystems– local institutions, such as schools and churches
• macrosystems– larger social setting, including cultural values, economic polices, and political processes
![Page 11: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/11.jpg)
11
Five Characteristics of Development
“…developmentalists are acutely aware of the reciprocal connections between one moment in life and another… leading to five principles that are useful for understanding any age of human life…”
![Page 12: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/12.jpg)
12
1. Multidirectional
• changes in direction; development is dynamic, not static–each fraction of a second–years are analyzed, revealing unexpected twist and turns
![Page 13: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/13.jpg)
13
Gains and Losses
![Page 14: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/14.jpg)
14
The Butterfly Effect–the power of a small change•all change may have a large effect•every change affects a dynamic system
–a tiny event could have an enormous impact, not that is always does•opposite can occur… large changes can affect people in contradictory ways (i.e., lottery jackpots)
![Page 15: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/15.jpg)
15
2. Multicontextual“…humans develop in dozens of contexts that profoundly affect their development…”– physical surroundings– family patterns
• Social context– historical– socioeconomic
![Page 16: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/16.jpg)
16
The Historical Context–corhort•people born within a few years of one another–these people are affected by the same» values» events» technologies» culture
![Page 17: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/17.jpg)
17
The Socioeconomic Context
– socioeconomic status (SES)•“social class”
– more than money– occupation– education– place of residence
•includes advantages and disadvantages
• Question: does low SES cause damage in infancy or in late adulthood?
![Page 18: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/18.jpg)
18
![Page 19: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/19.jpg)
19
3. Multicultural“…culture affects each human at every moment… culture is so pervasive, people rarely notice their culture while they are immersed in it…”
![Page 20: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/20.jpg)
20
Deciding What to Do Each Moment
– culture•the patterns of behavior that are passed from one generation to the next
•groups have their own culture– values– customs– clothes– dwellings– cuisine– assumptions
•people are influenced by more than one culture
![Page 21: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/21.jpg)
21
Ethnicity, Race, and Income
– ethnic groups–share certain attributes
» ancestral heritage» national origin» religion» culture» language
•ethnic categories arise from history, sociology, and psychology, not from biology
![Page 22: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/22.jpg)
22
Ethnicity, Race, and Income
– race– used to categorize groups of people
» based on appearance» 95% of the genetic differences between one person and another occur within, not between, supposed racial groups
• race is misleading as a biological category– race = social construction– an idea created by society– perceived racial differences lead to discrimination
– affect cognition
![Page 23: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/23.jpg)
23
Ethnicity, Race, and Income
–social construction•SES (socioeconomic status) –a form of income or wealth–overlaps with ethnicity and race–national history and SES affect culture, development
![Page 24: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/24.jpg)
24
Issues and Applications
“My Name Wasn’t Mary”
![Page 25: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/25.jpg)
25
4. Multidisciplinary“…a broad array of disciplines and cross-cutting topics… each person develops simultaneously in body, mind, and spirit…”
Development is divided into three domains; – biosocial– cognitive– psychosocial
![Page 26: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/26.jpg)
26
The Three Domains
![Page 27: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/27.jpg)
27
Mirror Neurons–reflected brain cells–observed actions•mirror the intentions, sensations, and emotions of those around
–implications of Mirror-Neuron Research•possible cultural transmission or social organization
![Page 28: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/28.jpg)
28
5. Plasticity• denotes two complementary aspects of development– human traits can be molded
•yet maintaining durability of identity
•culture and upbringing affect both aspects of plasticity
•Genes and other biological influences
– provides hope and realism•hope = changes is possible•realism = each developing person must build on what has come before
![Page 29: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/29.jpg)
29
Developmental Study as a Science
• based on objective evidence
• laden with subjective perceptions• making developmental science
challenging
![Page 30: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/30.jpg)
30
Steps of the Science Method• to avoid distortions of
unexamined opinions and to control the biases of personal experience1. ask a question2. developing a hypothesis3. test the hypothesis4. draw conclusions5. Make the finding available
– Replication
![Page 31: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/31.jpg)
31
Ways to Test Hypotheses
• Four methods:1. Observation2. The Experiment3. The Survey4. The Case Study
![Page 32: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/32.jpg)
32
Observation• record behavior
systematically and objectively– occur in a naturalistic
setting– tries to be unobtrusive– can occur in a laboratory or
in searches of archival data
![Page 33: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/33.jpg)
33
The Experiment • used to establish cause
– a particular treatment to expose to a specific condition• notes whether their behavior
changes– independent variable = imposed treatment
or special condition– dependent variable = specific behavior
being studied» experimental group: is given a particular
treatment» control group: does not get the treatment
![Page 34: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/34.jpg)
34
The Experiment
![Page 35: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/35.jpg)
35
The Survey• Information is collected
from a large number of people by: – interview– questionnaire– some other means• wording and the questions can
influence answers
![Page 36: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/36.jpg)
36
The Case Study• intensive study of one
individual or situation– asking about past history– current thinking– future plans
• can provide unanticipated insight
![Page 37: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/37.jpg)
37
Studying Change over Time
![Page 38: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/38.jpg)
38
Studying Change over Time
• Cross-Sectional Research– designed to compare groups
of people who differ in age but share other important characteristics (i.e., education, SES, ethnicity)
![Page 39: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/39.jpg)
39
Studying Change over Time• Longitudinal Research
– design in which the same individuals are followed over time and their development is repeatedly assessed
![Page 40: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/40.jpg)
40
Studying Change over Time
• Cross-Sequential Research– designed to first study
several groups of different ages and then follow those groups over the years
![Page 41: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/41.jpg)
41
Caution from Science• developmental scientists
also discover changes that are not beneficial– television, divorce, shift
work, automobiles.
![Page 42: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/42.jpg)
42
Caution from Science• Correlation and Causation
– can be confusing• a correlation indicates the degree of
relationship between two variables.– a correlation is positive if both variables
tend to increase or decrease together– a correlation is negative if one variables
tends to increase when the other decreases– a correlation is zero if no connection is
evident
![Page 43: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/43.jpg)
43
Caution from Science• Quantity and Quality– a second caution concerns how
much scientists should rely on data produced• quantitative research:
provides data that can be expressed with numbers
• qualitative research contains descriptions of conditions, and participants’ ideas
![Page 44: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/44.jpg)
44
Caution from Science• Ethics in Research– Caution for all scientists
is to ensure that research meets ethical standards• “code of ethics”– A set of moral principles that
members of a profession or group are expected to follow
![Page 45: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/45.jpg)
45
Caution from Science• Protection of Research
Participants– Researcher must ensure that
participation is voluntary, confidential, and harmless
![Page 46: Berger LS 7e Ch 1](https://reader033.vdocuments.us/reader033/viewer/2022061204/547f21a3b37959492b8b56bd/html5/thumbnails/46.jpg)
46
Caution from Science• What should we Study?– Consider the most important
ethical concern: • “Are scientists studying
issues that are crucial to human development?”