1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph...
-
Upload
edgar-adams -
Category
Documents
-
view
222 -
download
0
Transcript of 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph...
![Page 1: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/1.jpg)
1
Social & Personality Development (4th ed.) Shaffer
Chapter 1
Introduction
University of GuelphPsychology 3450 — Dr. K. Hennig
Winter 2004 Term
![Page 2: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/2.jpg)
2
Lecture in outline
General Course Orientation Development as Continuity Through
Change/Transformation• example
Questions About Development Research Methods (Example: aggression)
• Measures• Research Designs
![Page 3: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/3.jpg)
3
GENERAL COURSE ORIENTATION
Assessment, due dates, etc. Chapters 1-3: Methods and theories Chapters 4-10: Topic by topic overview of
what we know about different aspects of social development (personality, self-esteem; omit C.7 achievement)
Chapters 11-14: Contexts in which development takes place (family, peers; omit C. 12 TV, schools)
![Page 4: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/4.jpg)
4
What is Social & Personality Development?
A branch of developmental psychology that focuses on the social aspects of a person’s behaviors, thoughts, and feelings• Personality / Emotion• Attachment style• Self-esteem• Achievement motivation• Sex differences• Aggression• Altruism and morality
![Page 5: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/5.jpg)
5
What is NOT Social and Personality Development
Physical• Motor• Hormonal
Cognitive development• Sensory• Language• Memory• Intelligence
![Page 6: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/6.jpg)
6
QUESTIONS ABOUT DEVELOPMENT
What is “development” (vs. change)?• Continuity through change/transformation• Is development continuous or discontinuous?• What is the appropriate level of analysis for
understanding persons? [not in text]
Activity vs. passivity Human nature: innately pure, sinful, or neutral? To what end (Grk. telos) is development
moving?
![Page 7: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/7.jpg)
7
What is “development?”Continuity vs. change: Is this child evil?
![Page 8: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/8.jpg)
8
Sept. 11, 2001 Twin Towers, NY
![Page 9: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/9.jpg)
9
Minutes later…
![Page 10: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/10.jpg)
10
![Page 11: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/11.jpg)
11
John Walker Lindh, Age 12
Born in 1981, the second of three children (older brother, younger sister)
A “Typical” middle class family Grew up in Marin county Father was a lawyer and mother stayed at home to
raise the kids Raised and baptized Catholic “He’s a really good boy. He’s shy, but sweet.
Everyone who knows him loves him.” [his parents]
![Page 12: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/12.jpg)
12
John Walker Lindh, Age 16
At age 16, he converted to Islam. At age 17, he traveled to Yemen to
study Arabic and Islam. [Parents tried to talk him out of going.]
Told father that killing of 17 U.S. sailors on U.S. Battleship Cole was justified
At age 19, he traveled to Pakistan to continue his religious studies. [“In the U.S. I feel alone. Here I feel comfortable and at home.”]
Lost contact with parents
![Page 13: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/13.jpg)
13
John Walker Lindh, Age 20
Captured by U.S. military fighting for the Taliban; known by other Taliban soldiers as Abdul Hamid
Described himself as a “jihadi”, a fighter of holy wars; said he received combat training at Osama bin Laden’s training camp
Said he supported attack on World Trade Center
Will probably spend 20 years in jail [gov’t dropped 9 felony charges that would have brought life sentences and possibly the death penalty]
![Page 14: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/14.jpg)
14
How do you understand John Walker’s change? Is he the same person? How so?
1. To understand the roots of aggression and antisocial behavior, whatwould we want to learn about Walker’s psychological make-up,family background, childhood experiences, etc.?2. How would we obtain that information? [Methods]
![Page 15: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/15.jpg)
15
Development
Development as stability in and through transformation (whether gradual or stage-like)
How has John changed? How is John the same? How do you account for his self-identity
through time?
![Page 16: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/16.jpg)
16
Levels of self-identity (Chandler)
Self is an ‘entity’ accounts• Level 1: Simple inclusion – Larry has the same
fingerprints, DNA, looks the same• Level 2: Topological – Larry has his different sides• Level 3: Essentialist – there is a core, true(?) self
Functional accounts• Level 4: Foundational – one’s past (cause) determines the
present (as the effect); autobiographical memory (the present adopts or takes ownership of past memories
• Level 5: Narrative – the past is a reconstruction for purposes of the present (self as theory-like)
![Page 17: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/17.jpg)
17
Functional accounts (contd.)An example
Level 4: flashbacks are used to depict Henry’s past to give an explanation of • what has made him the king that he is and• what gets him to this point in his life
Level 5 Shakespeare’s Henry V
• Lawrence Olivier (1944) – there was a war on and Olivier was seeking to rally the English public for D-Day
• Branagh (1989) – “born in Ireland… little patience for the sunlit majesty of the English [empirial] spirit”
![Page 18: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/18.jpg)
18
Is development…Continuous of discontinuous?
Darwin: biological and psychological continuity
Freud: “three blows to man’snarcissism”
Darwin
![Page 19: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/19.jpg)
19
Continuous of discontinuous? (contd)
Dr. Penny Patterson and KoKo the gorrilla "Humans can fly about 30 feet - that's what
they do in the Olympics. Is that flying? The question is totally meaningless" (Chomsky)
an educated chimp = a 2-yr-old?
![Page 20: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/20.jpg)
20
Stages of Development
Prenatal Conception to birth Infancy First 2 years Toddlerhood 2-6 years (the play years) Childhood 6-12 years (until puberty) Adolescence 12-20 years Young adulthood 20-40 years Middle age 40-65 years Old age 65 years or older
![Page 21: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/21.jpg)
21
Levels of analysis
Philosophy/ Religious Studies (cosmological)• what is vs. ought to be (can’t derive one from the other)
Historical Socio-anthropology (cultural) Psychology (the individual)
• cross-cultural psychology• social psychology• person as individual processor of informat’n• neuropsychology
Biology Chemistry Physics
![Page 22: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/22.jpg)
22
Activity vs. Passivity Agents vs. patients; players vs. pawns?
Level 1: Pawn• A person describes their behavior in passive or reactive
terms. Self responsibility: “I am not responsible for the person I have become or will be” rather it is the responsibility of history, society
• choice is only apparent; fate & circumstance are determining
Level 2: Limited coping• One’s actions are not unfolded from within but elicited from
the environment• Individuals are self-aware to the point of recognizing what
situations evoke from them and thereby exercise control over what situations they find themselves in
![Page 23: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/23.jpg)
23
Activity (contd.)
Level 3: Social agent• capable of deliberate choices in determining one’s roles• but the range of possible roles is limited by society (strong
sense of situationalism remains)
Level 4: • self as an active agent capable of forming its own identity in
so far as it is free to choose or “construct” its roles• while situated in society can break out of assigned roles
and rules
Level 5: Self-determining agent• capable of action without preordained purpose• who one is or will become are not grounded in any
necessary principles
![Page 24: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/24.jpg)
24
Human natureThe moral question?
innate goodness, badness, or neutrality (tabla rasa)?• Freud (good & bad-pessimistic?
ambivalent?)• Piaget (begin ego-centric but
development is fundamentally growth inducing; basically good)
• Social Learning (tabla rasa)
assuming responsibility• unconscious motivation (Freud)• “bad faith” (Sartre)
![Page 25: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/25.jpg)
25
Towards what is development aimed? What are it’s ideals?
Erickson and “pathways” Socrates’ discussion with the tyrant Callicles habits -> character, but character -> valued habits
• to see the “good” one first has to be good (character is like a perceptual organ)
• how to break out of this circle? the self-righting potential, openness love and work, honesty, ‘where the unconscious was there
shall consciousness be (Freud) – increase awareness to provide life with choices
wisdom (Sternberg, Baltes)
![Page 26: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/26.jpg)
26
Mazes (e.g., Carol Shield’s “Larry’s Party”)
![Page 27: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/27.jpg)
27
INTEGRATION - hard/wet wareSpock as the ideal rational “man”?
![Page 28: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/28.jpg)
28
Star Trek: The Next Generation
![Page 29: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/29.jpg)
29
Data: Android – subhuman machine
![Page 30: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/30.jpg)
30
Counselor Deanna Troi; half-human/half-alien (Betazoid)
![Page 31: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/31.jpg)
31
Wisdom involves knowledge vs. true belief
• “Children have real understanding [knowledge] only of that which they invent themselves, and each time that we try to teach them something too quickly, we keep them from re-inventing it themselves.” (Piaget)
bucket theory of learning – fixed capacities
vs.
![Page 32: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/32.jpg)
32
Basic premise of the course
we are fundamentally ‘selves-in-relationship• the origins of the self development (mirroring)• we both grow in the context of relationships, and• find our greatest sources of strife & violence within
relationships-strongest predictor of who becomes friends is physical propinquity; stronger was the finding that propinquity predicted enemies
• jealousy as the leading cause of homicides and of spouse battering cross-culturally (Daly & Wilson, 1988)
• child abuse
![Page 33: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/33.jpg)
33
A ‘general empirical method’The “infant scientist” (Piaget)
wonder (drive to know) -> experience (unavoidable) -> question (“What is it?” “Why?”) -> insight (“suppose…”; comes with a release
from tension) Is it so? (collect data and test) Is it of value? Is it of ultimate value?
![Page 34: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/34.jpg)
34
Gathering dataE.g., Measuring “aggression”
Self-report Questionnaires• Self• Other: Parent, teacher, and peer reports
Interviews (Structured) Observational Methods
• Naturalistic Observation• Structured Observation
• Behavioral measures• Physiological measures
Case Studies Ethnography-participant observation
![Page 35: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/35.jpg)
35
Measuring “aggressiveness”Questionnaires
Questionnaires• Self, parent, teacher, and peer reports• e.g., Child Behavior Checklist (CBCL; Achenbach)
Items on the CBCL “Aggressive” subscale • “Argues”• “Cruel to others”• “Disobeys at home/school”• “Fights”• “Excessive talk”• “Teases”• “Loud”• “Whining”• “Impulsive”
![Page 36: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/36.jpg)
36
Measuring aggressiveness (contd.)Structured Interview
Structured Interview Diagnostic criteria for Antisocial Personality Disorder:A. There is a pervasive pattern of disregard for and
violation of the rights of others occurring since age 15 years, as indicated by three (or more) or the following:
1) failure to conform to social norms with respect to lawful behaviors as indicated by repeated performing acts that are grounds for arrest
2) deceitfulness, as indicated by repeated lying… 3) impulsivity or failure to plan ahead4) irritability and aggressiveness .…
7) lack of remorse
B. The individual is at least age 18 years
![Page 37: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/37.jpg)
37
Measuring aggression (contd.)Naturalistic observation
• Naturalistic observation• Goodall’s apes• playground aggression
• Case Study• Piaget’s grandchildren• Freud’s patients (“clinical data”)• Sybil’s multiple personalities
![Page 38: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/38.jpg)
38
Measuring Shyness (contd.)Structured observation
Structured observation context• Parent-child interaction• Stranger• Unfamiliar stimuli (e.g., novel toy)
Observation measuresa) Behavioral (e.g., running away, crying, facial
expressions)
b) Psychophysiology (e.g., heart rate, skin conductance)
![Page 39: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/39.jpg)
39
Structured observation (a) Behavioral measures
E.g., facial coding Advantages and Disadvantages
![Page 40: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/40.jpg)
40
Structured observation Physiological Measures
General somatic activity (electromechanical transducer under chair detects motion)
Skin conductance level Heart rate Finger & ear pulse transmission time (time it takes
blood to go from heart to finger/ear = how hard the heart is beating)
Finger temperature (lower temp=flight response) Cortisol & norepinephrine levels (saliva, blood levels) Neural activation (e.g., activation in right frontal lobes
associated with shyness)
![Page 41: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/41.jpg)
41
DETECTING RELATIONSHIPS Correlational design
Researcher gathers statistical information on already existing groups of individuals without changing their experiences.
• May show a relationship but not necessarily cause-and-effect.
• Correlation coefficient – A number from +1.00 to -1.00 that indicates how two
variables are related – Zero correlation indicates no association.– A value near +1.00 or -1.00 denotes a strong
relationship.– Positive sign (+) means that as one variable increases,
the other also increases.– Negative sign (-) indicates that as one variable
increases, the other decreases.
![Page 42: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/42.jpg)
42
Correlations: one thing goes with another thing
r = 1.0
r = .42
r = -.54
![Page 43: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/43.jpg)
43
Correlational designs (contd.)Correlation is NOT causation
TV viewing, aggression, 3rd variable (neglect)
Meat consumption and colon cancer
# of tatoos and motorcycle accidents
Contraception use and STDs
Hair length and anti-war attitudes
![Page 44: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/44.jpg)
44
Experimental Design
Necessary for causal conclusions:• random assignment
• Control group, treatment group, confounding variables
• active manipulation of one variable at a time• Treatment = soil quality (good vs. poor)
![Page 45: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/45.jpg)
45
Structure of a scientific experiment
Experimental Group
pretest
treatment
posttest
Change?
Control Group
pretest
posttest
Change?
![Page 46: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/46.jpg)
46
DESIGNS FOR STUDYING DEVELOPMENT: E.g., shyness
Inquiry: Why? Insight/guess: Is aggression caused by lack of parental warmth? [Causality question]
Correlational• Correlate measures of shyness with parental warmth
Experimental design• Manipulate parental warmth and test effect on child’s shyness• Parental warmth training program
Natural (quasi) experiments• Ethics & random assignment• Independent & dependent variables (event, outcome)• Natural event occurs that influences parental warmth (e.g.,
neurological damage to parent; depressed parent)
![Page 47: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/47.jpg)
47
Procedure
1. Get three samples:• 11 year olds• 18 year olds• 23 year olds
2. Measure aggression in all three age groups
3. Do the three groups differ in their mean level of aggression?
![Page 48: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/48.jpg)
48
Procedure (contd.)
1. Get a sample of 11-year olds 2. Follow them over time and assess their
aggression repeatedly (11, 18, & 23 yrs)
3. Do individuals increase or decrease in aggression across the course of human development?
![Page 49: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/49.jpg)
49
Longitudinal Cross-
sectional Longitudinal-
sequential
Designs for studying development
![Page 50: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/50.jpg)
50
RESEARCH QUESTIONS
Questions about the causes (explanations) of development …• Why does a person become aggressive?
• What are the appropriate levels of explanation?
in order to exert volitional/conscious control over our lives.• e.g., we now know that certain pollutants (freon) are destroying the
environment -> don’t use freon in airconditioning; we know smoking causes cancer -> stop
Questions about change/continuity over time:• Do aggressive kids become aggressive adults?
• Was Walker a violent kid?
• When does aggression first emerge and how does it change over the course of development?
![Page 51: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/51.jpg)
51
![Page 52: 1 Social & Personality Development (4 th ed.) Shaffer Chapter 1 Introduction University of Guelph Psychology 3450 — Dr. K. Hennig Winter 2004 Term.](https://reader031.fdocuments.us/reader031/viewer/2022020721/56649e925503460f94b97d72/html5/thumbnails/52.jpg)
52
Social & Personality Development (4th ed.) Shaffer
Chapter 1
Introduction
University of GuelphPsychology 3450 — Dr. K. Hennig
Winter 2004 Term