life span chapter 1
DESCRIPTION
TRANSCRIPT
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
Life-Span Perspective Views Life-Span Perspective Views Development as:Development as:
2. Multidimensional 2. Multidimensional – These change & affect each These change & affect each
otherother BiologicalBiological
– NatureNature
CognitiveCognitive– Thinking Thinking
EmotionsEmotions RelationshipsRelationships
Life-Span Perspective Views Life-Span Perspective Views Development as:Development as:
3. Multidirectional3. MultidirectionalExpansion & shrinkageExpansion & shrinkage
–Older Older –Card game Card game
Skill increasesSkill increasesProcessing speed declinesProcessing speed declines
Life-Span Perspective Views Life-Span Perspective Views Development as:Development as:
4. Plastic4. Plastic– ChangeableChangeable
Meth addiction changes Meth addiction changes someone's life?someone's life?
Brain injuryBrain injury
Life-span perspective views Life-span perspective views development as:development as:
5. Multidisciplinary5. Multidisciplinary– Studied by:Studied by:
PsychologistsPsychologists SociologistsSociologists AnthropologistsAnthropologists NeuroscientistsNeuroscientists Medical researchersMedical researchers
Life-span perspective views Life-span perspective views development as:development as:
Life-span perspective views Life-span perspective views development as:development as:
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
Life-span perspective views Life-span perspective views development as:development as:
7. Involves growth, maintenance & 7. Involves growth, maintenance & regulation of lossregulation of loss
Life-span perspective views Life-span perspective views development as:development as:
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
The Nature Of The Nature Of DevelopmentDevelopment
2. Cognitive processes2. Cognitive processes– Changes in the individual’sChanges in the individual’s
ThoughtThought IntelligenceIntelligence Language Language
The Nature Of The Nature Of DevelopmentDevelopment
3. Socioemotional processes 3. Socioemotional processes – Changes in individual’s:Changes in individual’s:
Relationships with others Relationships with others EmotionsEmotions Personality Personality
The Nature Of The Nature Of DevelopmentDevelopment
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
Conceptualizing AgeConceptualizing Age
Chronological ageChronological age– # of years since birth # of years since birth
Conceptualizing AgeConceptualizing Age
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?
Conceptualizing AgeConceptualizing Age
Psychological agePsychological age– Individual’s adaptive capacitiesIndividual’s adaptive capacities
Changes in technology Changes in technology
– MaturityMaturity
Conceptualizing AgeConceptualizing Age
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)
Erikson’s Psychosocial Erikson’s Psychosocial StagesStages
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)
Erikson’s Psychosocial Erikson’s Psychosocial StagesStages
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 Erikson’s Psychosocial StagesStages
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 Erikson’s Psychosocial StagesStages
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
Erikson’s Psychosocial Erikson’s Psychosocial StagesStages
Erikson’s Psychosocial Erikson’s Psychosocial StagesStages
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
Erikson’s Psychosocial Erikson’s Psychosocial StagesStages
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 Erikson’s Psychosocial StagesStages
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 Erikson’s Psychosocial StagesStages
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.
Erikson’s Psychosocial Erikson’s Psychosocial StagesStages
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
Sensorimotor StageSensorimotor Stage
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?
Sensorimotor StageSensorimotor Stage
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