HDFS 311, notes from 1.22-1.28
HDFS 311, notes from 1.22-1.28 HDFS 311
Popular in Adolescent/Early Adult Development in Context
Popular in Human Development
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This 7 page Bundle was uploaded by Shelby Creech on Saturday January 30, 2016. The Bundle belongs to HDFS 311 at Colorado State University taught by Aimee Kleisner Walker in Winter 2016. Since its upload, it has received 30 views. For similar materials see Adolescent/Early Adult Development in Context in Human Development at Colorado State University.
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Date Created: 01/30/16
HDFS 311 01/26/2016 ▯ Notes: 1.26. ▯ Adolescence: A Cultural Construct: Construct: Almost all cultures recognize “adolescence” as a life period The length, content, and daily experience differ across cultures Different cultures define adult status, roles and responsibilities differently What is adult status in the US? How do you know you’ve achieved adulthood? o * Self sufficient, paying bills, when you’re 18 yrs old, when you’re 23/24 because not on parents health insurance anymore or you can drink. Transition to adulthood: Other perspectives: o Israel: Completing military service o Argentina: Being able to support a family financially o India and China: Being able to support parents financially ▯ Fundamental changes: Although adolescence is culturally constructed there are universal changes in… o Biology o Cognition o Social roles Very different based on culture, but also different in adulthood Adolescence is… The period after puberty begins and before adult roles are taken on Culturally constructed A fairly new term, coming into common usage in the early 20 th Century (comes from Latin “to grow up” ▯ Historical perspective: 1890-1920 Industrial Revolution: legislation prohibiting child labor o 10 year olds were able to take on adult roles Requirements for children to attend secondary schooling o Adolescence is now a period of extended education Adolescence as a distinct field of scholarship ▯ ▯ G Stanley Hall (1844-1924) Key ideas: o Founder of the study of adolescence and wrote the first textbook o Child Study Movement: research is to better the lives of children and adolescents o Storm and Stress: Upheaval and disorder is a normal part of adolescent development Chaos and instability and unknown = element of adolescence Defining Emerging adulthood: Legally age 18 Living on own (look above*) Approximately the age span of 18-25 years of age 5 characteristic of identity exploration, instability, self-focus, feeling in-between, possibilities ▯ In America… Characterized in increasing individualism: o Accepting responsibility for oneself Making independent decisions Self-sufficient Becoming financially independent 5 characteristics of individualism relevant to emerging adulthood: Age of identity exploration Self-focused age Age of instability Age of possibilities Age of feeling in-between ▯ “Storm and Stress” Is adolescence a period of storm and stress? o Not as clear cut as once thought Risks peak during adolescence Majority don’t engage in risky behaviors to extent media or popular perceptions depict Overview of social science and research methods: What are our sources of information about adolescence? o Journal o Surveys o Experience o Adolescence themselves o Social Media o Textbooks o TV shows and films What are the key developmental issues: o Continuity and discontinuity Continuous is similar to a starfish (just gets bigger, doesn’t change form) Discontinuity is like a frog (changes form) o Stability and change What is staying the same and what is it and why is it important? o Nature vs. Nurture Both important, cannot ignore either Continuity: o Gradual, cumulative changes o Quantitative changes: differences in how much (or how many) of something exists Height and weight in human beings Discontinuity: o Abrupt changes o Qualitative changes in kind or type o Stages Emergence of reproductively mature sex drive, new and abstract thought capabilities Stability and change: o Going through one or the other Stuft animals from childhood to adulthood o Evidence: Highly stable to our development=early experience is crucial to this stability o BUT later experiences are important =there is potential for malleability o Actual change vs. potential for change Nature vs. nurture: o Biology vs. environment o Nature and nurture are tied together- never exists independent of each other ▯ Overview of scientific method: Burning question: o Identify a research idea Hypothesis: o Proposed, testable, explanations for important phenomena that emerge from theory or previous research Method: o Approach used to test hypotheses Research design: Plan for how/when to collect data Why important?: Sampling: Choosing participants Implications? Procedure: Way study is conducted Measures: How assess variables? So what? ▯ Statistical analysis: Video conclusions: Needs to be more general (studies limitations) Not interview all people Sample has a big enough percentage Can say what the future directions for future studies should be based on the limitations Types of research design: Correlational: o Observe without trying to change Cross-sectional Longitudinal Experimental: o Conduct an experiment o Manipulate some variables Cross sectional: o Measuring 2 or more vairables at the same time o When two things are correlated scores on one variable are associated with scores on another variable o Purpose= to show associations; using something about one variable to determine the co-occurrence of another variable Correlation does not imply causation! o Why? Directionality problem What you think is the “cause” may actually be the “effect”! Third variable problem: A spate variable may cause both correlated variables ▯ Correlational Research: Pros: o Study problems where intervention is impossible or unethical o Useful for prediction o Efficient and can include multiple factors ▯ Longitudinal research: Same individuals are studied over a period of time Repeated measurement design Examines intra-individual change ▯ Cross Sectional vs. Longitudinal: ▯ Experimental: Manipulation of an INDEPENDENT variable to determine the affects on DEPENDENT variables Only research design that allows for causal inferences USUALLY utilizes: random assignment of participants to groups (groups are the same expect for the independent variable) By manipulating the independent variable, experiments allow researches to rule out the directionally problem By controlling other variables, experiments also allow researchers to allow… ▯ ▯ ▯
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