17.237 Developmental Psychology from Adolescence to Old Age Richard Kruk.

17.23717.237Developmental Psychology Developmental Psychology

from Adolescence to Old from Adolescence to Old AgeAge

Richard KrukRichard Kruk

Developmental PsychologyDevelopmental Psychology

Development: Development: • ChangeChange• DifferencesDifferences

Assumptions:Assumptions:• Age is importantAge is important• Other factors are importantOther factors are important

Normative age-graded influencesNormative age-graded influences• Examples?Examples?

Normative history-graded influencesNormative history-graded influences• Examples?Examples?

Non-normative influencesNon-normative influences• Examples?Examples?

Influences on DevelopmentInfluences on Development

NormativeNormative• Age-gradedAge-graded

SchoolSchool FriendshipFriendship FamilyFamily

• History-GradedHistory-Graded War, terrorismWar, terrorism Economy: depressionEconomy: depression Health: AIDS, Polio, SARSHealth: AIDS, Polio, SARS Technology: Technology:

Influences on DevelopmentInfluences on Development

Non-normativeNon-normative• Specific to individualSpecific to individual

Early death of parentEarly death of parent AccidentAccident IllnessIllness

Ideas and Issues in Adult Ideas and Issues in Adult DevelopmentDevelopment

Why study adult development?Why study adult development?• aging populationaging population

• trendstrends• Population pyramidsPopulation pyramids

2050

% of Pop.

Young

Old

2000

% of Pop.

Young

Old

Human life expectancy at birthHuman life expectancy at birth(average life span: years)(average life span: years)

PrehistoricPrehistoric 1818 Ancient GreeceAncient Greece 2020 Ancient RomeAncient Rome 2222 Middle AgesMiddle Ages 3333 19th Century19th Century 4141 1900 (North America)471900 (North America)47 19151915 5555 19541954 6969 19671967 7070 19711971 7171 19831983 7575 1991 (Canada)1991 (Canada) 81 (Females)81 (Females) 1991 (Canada)1991 (Canada) 74 (Males)74 (Males)

Why the increase in life Why the increase in life expectancy?expectancy?

Additional reasons to study adult Additional reasons to study adult developmentdevelopment

• social stresses: social stresses: • health care, CPPhealth care, CPP

• personal interestpersonal interest• develop potentialdevelop potential• avoid negative experiences, avoid negative experiences,

lifestyleslifestyles

• AltruismAltruism• Care, understanding of aging populationCare, understanding of aging population• Counter negative attitudes (ageism)Counter negative attitudes (ageism)

• Factual Factual • Understand processes of agingUnderstand processes of aging

Course ReviewCourse Review

Text: Lemme (2002). Development in Text: Lemme (2002). Development in Adulthood: 3Adulthood: 3rdrd edition. edition.

Grading: Grading: • 2 term tests, 25% each2 term tests, 25% each• 1 final exam (April 12-28) 35%1 final exam (April 12-28) 35%

25% M.C., non-cumulative25% M.C., non-cumulative 10% essay (integrative)10% essay (integrative)

• In class activitiesIn class activities 4 video; 2 group4 video; 2 group

Course ReviewCourse Review

Domains: Physical, cognitive, Domains: Physical, cognitive, personality, socialpersonality, social

PhysicalPhysical• Concepts of agingConcepts of aging• Structural and functional change over Structural and functional change over

timetime• Reserve capacity: “over-engineered”Reserve capacity: “over-engineered”

CognitiveCognitive• Declines in some domainsDeclines in some domains

Memory, timingMemory, timing

• Gains in others Gains in others Wisdom, expertise, post-formal thinkingWisdom, expertise, post-formal thinking

PersonalityPersonality• Intimacy, generativity, integrationIntimacy, generativity, integration

SocialSocial• Tasks of development?Tasks of development?

Life-Span developmentLife-Span development

lifelong process lifelong process both increases and decreases, and both increases and decreases, and

gains and losses, in behaviour gains and losses, in behaviour Is modifiable or reversible: plasticityIs modifiable or reversible: plasticity Multidimensional, multidirectionalMultidimensional, multidirectional Multiple cultural, social, historical Multiple cultural, social, historical

contextscontexts

Video Activity 1Video Activity 1

My heart leaps up when I beholdMy heart leaps up when I behold A rainbow in the sky:A rainbow in the sky: So was it when my life began;So was it when my life began; So is it now I am a man;So is it now I am a man; So be it when I shall grow old,So be it when I shall grow old, Or let me die!Or let me die!

The Child is father of the Man;The Child is father of the Man; I could wish my days to be I could wish my days to be

Bound each to each by natural piety. Bound each to each by natural piety. William Wordsworth, 1802.William Wordsworth, 1802.

Video: 42 UpVideo: 42 Up

““Show me the boy at age 7, and I will Show me the boy at age 7, and I will show you the man.”show you the man.”

Agree or disagree? Why?Agree or disagree? Why?

Influences on development? Types?Influences on development? Types?

Hand in Activity Sheet next week (meeting Hand in Activity Sheet next week (meeting following the video).following the video).• Make sure you write your nameMake sure you write your name

Milestones and Tasks of AdulthoodMilestones and Tasks of Adulthood

Adolescence and Young AdulthoodAdolescence and Young Adulthood

Middle AdulthoodMiddle Adulthood

Late AdulthoodLate Adulthood