Class Notes (835,006)
Canada (508,865)
Psychology (4,048)
PSY3128 (44)
Lecture 2

PSY3128 Lecture 2: PSY3128- Lecture 2
Premium

7 Pages
74 Views
Unlock Document

Department
Psychology
Course
PSY3128
Professor
Patrick Davidson
Semester
Spring

Description
PSY3228- PSYCHOLOGY OF AGING CLASS 2- May 3 rd Chapter 2: Models of Development: Nature and Nurture in Adulthood Key concepts in the study of the lifespan Life span perspective: emphasizes continuity of development from childhood to old age Contextual influences: Life span change is a function of nature and nurture Developmental science: Need to look at multiple factors in development 1. Nature vs nurture interaction between nature and nurture, organism (person) vs. Context Concept of Niche-picking: aware of environment Reciprocity principal: People influence and are influenced by the events in their lives 2. Psychological models Grand, over-arching theories of Psychology of Aging are… • Rare: how the mind goes to adulthood and ages • Often not supported by data • Too vague/imprecise • Too difficult to falsify • Too broad • Therefore, we will work piecemeal, domain-by-domain Erikson’s psychological theory Epigenetic principle • Each stage unfolds from the precious stage in predestined order, but • People may experience a psychosocial issue at an age other that the one shown where it crosses the diagonal. Terror management theory • We fear death and so we distance ourselves from older adults (who remind us of our mortality) • Does this motivate all of our behavior, without our awareness? • A more constant, quantitative influence? • Does terror get weaker or stronger as we get older? Qualitative changes over stages? Steady changes and influences • on us, personality, frontal lobe functions, constantly changing 3. Biological models Programmed aging theories: Propose that aging and death are built into the hard-wiring of all organisms and therefore are part of the genetic code. • Species live to different maximum ages (lifespan) • “good genes gone bad” theory: evolution has selected for species that are vigorous through the period of optimal sexual reproduction and then are less important once that period is passed ex: APOE • Replicative senescence: the loss of the ability of cells to reproduce • The telomere theory of aging: According to the telomere theory, each cell replication reduces the length of telomeres until the chromosome’s tips are no longer protected. Q: Do we need to age biologically? 4. “Plasticity” Plasticity: course of development may be altered depending on nature of individual’s interactions with environment Podcast: Do We really want to live forever young? – NAD molecule controls the longevity of us but as we get older ex: 50 we produce half of what we used to with this molecule. Chapter 3: The Study of Adult Development and Aging: Research Methods 1. Basics of research methods Why bother with all this? 2 • Anecdotes and folk wisdom • What happens to learning abilities in aging? o You’re never too old to learn! o You can’t teach an old dog new tricks! •Control bias: how we set up our statistical test •Careful when we do our study •P-hack: p values when doing a statistic test, see where the significant is, false positive •Publication bias: results that are boring not novel, doesn't make sense, doesn't prevail the dominant hypothesis 2. Designs 1. Experimental: we manipulate a variable and measure its effect on another variable – there’s correlations • Most direct way to test a hypothesis About a cause-effect relationship between variables. • Experimenter controls one variable IV- independent variable o Hypothesized to cause effect on another variable • The other is observed and measured: dependent o Usually behavior, hypothesize to be affected • All other variables held constant: control • Make sure there’s is only one thing different (your variable of interest) between experimental and control groups • Confound: another variable you didn’t notice or control that provides an alternative explanation for your findings, so something that might be working. • If you’ve done a good job, can make inferences about causality, something you might want to include can be PLACEBO • Random assignment: randomly assign treatment 3 • Blinding: minimize expectancy by eliminating knowledge about experimental conditions o Single and double blind studies o Double blind procedure: participants and staff are ignorant about whether the participants are in the
More Less

Related notes for PSY3128

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit