Introduction
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PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Introduction Common beliefs about aging Theories of adult de elopment development PSYC 2007: Adult Development Introduction Models of development Introduction Common beliefs about aging Common beliefs about aging Young = more creative Theories of adult development ode s of o development de e op e t Models Menopause = severe physical y p symptoms Over 75 years of age, in nursing home Etc. Theories of adult development Introduction Common beliefs about aging An important distinction Theories of adult development Developmental Theory Models ode s of o development de e op e t vs. Models M d l off D Development l t Page 1 PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Developmental theory vs. models of development Developmental theory vs. models of development A developmental theory describes and explains Models of development Describe how specific developmental p p processes occur Empirical evidence for changes in behaviour with age Differences in such changes between individuals and groups Theories of adult development Introduction Common beliefs about aging Theories shaped by a number of concepts Theories of adult development Models ode s of o development de e op e t Crowder s biological factors Crowder’s Birren’s Psychological definition Social Sciences point of view Other important concepts Theories of adult development Theories of adult development Theories shaped by a number of concepts Theories shaped by a number of concepts Crowder Crowder’s s biological factors Crowder Crowder’s s biological factors Birren’s Psychological definition Social Sciences point of view Other important concepts Endogenous factors Internal changes Exogenous factors Environmental Factors Page 2 PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Theories of adult development Theories shaped by a number of concepts Theories shaped by a number of concepts Birren’s Psychological definition Changes over time in representative organisms living under representative t ti environments i t Crowder’s biological factors Birren’s Psychological definition Social Sciences point of view Other important concepts James E. Birren (1918- ) Theories of adult development Theories shaped by a number of concepts Theories shaped by a number of concepts Social Sciences point of view Aging includes normative life changes Crowder’s biological factors Birren’s Psychological definition Experienced by majority Problem only when out of sequence Influenced by cultural and historical settings Social Sciences point of view Other important concepts Theories of adult development Theories shaped by a number of concepts Theories shaped by a number of concepts Other important concepts Chronological age vs. biological age Chronological age Biological age Time since birth Crowder’s biological factors Birren’s Psychological definition Social Sciences point of view Time until death Social age Other important concepts Measured by standing in society Psychological age Page 3 Functioning according to environmental demands PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Theoretical approaches Theoretical approaches Psychoanalytic approach Humanistic approach Cognitive Theories Social-Psychological theories Socioemotional Selectivity Theory Life-Span Perspective Psychoanalytic approach Emotional conflicts Unconscious mental processes Primary Example Erikson’s eight stages of development Humanistic approach Cognitive g Theories Social-Psychological theories Socioemotional Selectivity Theory Life-Span Perspective Erikson’s stages of adulthood Psychoanalytic approach Personality and motivations Stage 6 Young adulthood Intimacy vs. Isolation Stage 7 Middle adulthood Generativity vs. Stagnation Stage 8 Late Life Integrity vs. Despair Erik Erikson 1902--1994 1902 Theoretical approaches Humanistic approach Focuses on motivation Psychoanalytic approach Humanistic approach Individual differences approach Cognitive Theories Social-Psychological theories Socioemotional Selectivity Theory Life-Span Perspective Especially higher motives E.g., spiritual Emphasis on personal growth Self-actualization Becoming the best one can be Page 4 Abraham Maslow (1908-1970) PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Theoretical approaches Maslow’s Hierarchy of Needs Psychoanalytic approach Humanistic approach Cognitive Theories Cognitive Theories Social Psychological theories Social-Psychological Socioemotional Selectivity Theory Life-Span Perspective Theoretical approaches Concerned with causes of age differences Distal influences Proximal influences Psychoanalytic approach Humanistic approach Individual differences approach Cognitive g Theories Social-Psychological theories Social-Psychological theories Socioemotional Selectivity Theory Dialectic Approach Life-Span Perspective Theoretical approaches Concerned with normal and abnormal changes How social-psychological processes influence change/stability Psychoanalytic approach Humanistic approach Individual differences approach Cognitive g Theories Social-Psychological theories Socioemotional Selectivity Theory E.g., family status, perceived control Page 5 Life-Span Perspective PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Socioemotional Selectivity Theory Socioemotional Selectivity Theory Prominent Theory of Aging developed by Laura Carstensen A life-span theory of motivation Explains the motivation behind the social withdrawal of older adults Laura Carstensen Socioemotional Selectivity Theory Socioemotional Selectivity Theory Age makes us have different goals Age makes us have different goals Goals of younger life: Knowledge goals Goals of y younger g life: Knowledge g goals Goals of later life: Emotion-Related goals Need to learn about the social and physical world Helps one establish a career or increase status Want to spend time with people we care about Focus on positive emotions and things that make us feel good Socioemotional Selectivity Theory Socioemotional Selectivity Theory Monitoring time an important part of this theory Monitoring time an important part of this theory Individuals are aware of the time they have remaining in life Individuals are aware of the time they have remaining in life When have lots of time, we focus on learning as much as we can When have lots of time, we focus on learning as much as we can Knowledge goals When have little time (as we grow older), we focus on making remaining time as meaningful as possible Emotional goals Page 6 PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Laura Carstensen discusses her theory Socioemotional Selectivity Theory http://www.ted.com/talks/laura_carstensen _older_people_are_happier.html Helps explain social withdrawal of aging Older adults withdraw because of limited time and social energy Spend time in meaningful relationships only Socioemotional Selectivity Theory Theoretical approaches Helps explain social withdrawal of aging Older adults withdraw because of limited time and social e e gy energy Younger adults willing to interact with just about anyone Possibly gain more knowledge or status through these interactions Social learning approach Psychoanalytic approach Humanistic approach Individual differences approach pp Cognitive Theories Social-Psychological theories Socioemotional Selectivity Theory Life-Span Perspective Life-Span Perspective Life-Span Perspective Proposed by Paul Baltes and colleagues Divides human development into 2 phases Early y phase p Childhood and adolescence Later phase Young, middle and older adulthood Paul B. Baltes 1939--2006 1939 Page 7 PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Life-Span Perspective Life-Span Perspective 4 key features 4 key features Multidirectionality Multidirectionality Plasticity Development p involves both g growth and decline One’s capacity not predetermined Life-Span Perspective Life-Span Perspective 4 key features 4 key features Multidirectionality Multidirectionality Plasticity Plasticity sto ca Context Co te t Historical Historical Context Multiple causation We are all influenced by Development results from multiple factors Historical events of our times Culture in which we develop Selective optimization with compensation model Life-Span Perspective Selective optimization with compensation model Biological factors Psychological factors Sociocultural factors Life-cycle forces Different developmental processes Show different developmental trajectories Usual pattern Rapid early growth Some processes maintained Why? Page 8 Steady state period Eventual decline 4 factors influence trajectories PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Selective optimization with compensation model Selective optimization with compensation model 4 factors influencing trajectories 4 factors influencing trajectories 1. Biologically based resources 1. Biologically based resources 2. Cultural influences Decline with age Rapid early growth Slows over time Must have more and more resources to sustain rapid growth Selective optimization with compensation model Selective optimization with compensation model 4 factors influencing trajectories 4 factors influencing trajectories 1. Biologically based resources 1. Biologically based resources 2. Cultural influences 2. Cultural influences 3. Efficiency of using cultural resources 3. Efficiency of using cultural resources 4. Cultural support Lack of such support for growing older Declines with age Selective optimization with compensation model Selective optimization with compensation model Successful aging interaction between 3 processes Successful aging interaction between 3 processes Selection Choosing goals, goals life domains, domains and life tasks 2 types Elective selection Loss-based selection Selection Compensation C ti Page 9 When losses influence ability to reach goals Will find alternative way of reaching goal PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Selective optimization with compensation model Introduction Successful aging interaction between 3 processes Common beliefs about aging Theories of adult development Models of development p Selection Compensation Optimization Finding ideal match between remaining abilities and life goals Optimization may require changes In goals In compensation strategies Models of Development Models of Development Trend Models Trend Models Multiple factors model Models of Development Trend Models Multiple factors model Models of Development Trend Models 3 types 3 types Increment Increment Stability S bili Most change in positive direction Most common in child development Focus on stable factors E.g., certain aspects of personality Page 10 PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Models of Development Trend Models 3 types Increment Stability Models of Development Trend Models Multiple factors model Decrement Most common in adult development Most change in negative direction Some irreversible Some decrement with compensation Can be fixed (e.g., vision) Models of Development Multiple factors model Models of Development Multiple factors model Normative age-graded influences Biological and environmental influences Closely related to chronological age E.g., menarche, puberty, entering school, marrying In given culture At given time E.g., great depression, Sept. 11 Models of Development Multiple factors model Normative age-graded influences Normative history-graded influences Events widely experienced Models of Development Multiple factors model Normative age-graded influences Normative history-graded influences Normative age-graded influences Normative history-graded influences Nonnormative N ti influences i fl E Events widely id l experienced i d Cohort effects Affect only one generation Time-of-measurement or period effects Limited time, affect entire population Unusual events affect individuals only E.g., winning lottery Early death of parent/spouse Page 11 PSYC 2007 Winter 2014: Introductory LECTURE January 7, 2014 Next Lecture Becoming an adult (Material from Chapter 11 of your textbook) Page 12
