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Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

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Page 1: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Developing Through the LifespanAKA: Developmental Psychology

Myers Chapter 4:PhysicalCognitiveSocial

Page 2: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

In the Womb…

•Zygote- Embryo- Fetus- Birth (Infant)

•Genetic (Down Syndrome) and environmental factors affect development in the womb: Nutrients vs. teratogens (fetal alcohol syndrome)

Page 3: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Infancy and Early ChildhoodNEWBORNS•Born with survival mechanisms: rooting,

and facial identification.

•Knows its mother’s smell within days

•Recognizes mother’s voice by 3-weeks.

•Habituation: can distinguish colors, shapes, and sounds

Page 4: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Infancy and Early Childhood

•The brain- neural networks are established in the womb, BUT have rapid growth after birth.

•Ages 3 – 6 the frontal lobe rapidly develop- enables rational planning.

•Association areas of the cortex (thinking, memory and language) develop last

•Maturation- biological process of growth accounts for commonalities

Page 5: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Motor development commonalities•Universal sequence- varying timing.

▫Roll over before sitting▫Creep before walking

•Genetic role- identical twins often on same day

•Experience- little effect for physical skills

Page 6: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

The magic age… 3.5

•At this age language areas of the cortex have developed

•This is why memories before age 3 are unreliable… there is not language to translate those memories into.

Page 7: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Schema

•Schemas- concepts or frameworks that we use to organize and interpret new experiences▫Assimilate- interpreting a new experience

in terms of our current schema (all 4-legged animals are dogs)

▫Accommodate- adjusting our current understanding to incorporate new information.

Page 8: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Jean Piaget- Cognitive Development•Sensorimotor- birth to 2- experience

world through senses and actions.

•Object permanence- things still exist even when out of sight… around 8 months of age.

Page 9: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

“I am the center of the world”

•Preoperational stage- until age 6 or 7•Egocentric- can not perceive from

another’s point of view (DOES NOT MEAN SELFISH)

•Lack “theory of mind” or ability to read another’s intentions or mental state▫Remember the moving doll experiment!

Page 10: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Concrete Operational Stage•Ages 6-7•Logical thinking about concrete events, analogies, mathematical operations•Conservation- quantity remains the same despite changes in shape- develops during this stage

Page 11: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Formal Operational Stage

•By age 12•Abstract thinking: imagined realities and

symbols. If-then logical reasoning, hypotheticals

Page 12: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Social Development

•Attachment bond- survival- keep close to caregivers- not only b/c they provide nourishment, but body contact (Harlow)

•Familiarity leads to attachment development

•Imprinting- humans don’t “imprint” we attached to what they know

•Critical period- generally by age 2 1/2

Page 13: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

AttachmentSecure Insecure

• Sensitive, responsive parents

• Some genetic influence on temperament

• When left will be distressed, but soon play and then seek parent attention when they return

• Erik Erickson- Basic Trust- the world is sensible and reliable- is a result

• Insensitive and unresponsive parenting style

• Less likely to explore their surroundings, cry and remain upset when parent leaves

• May be indifferent to the coming or going

• Adult relationships tend to reflect the attachment style of early childhood.

Page 14: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Parenting StyleAuthoritarian

• Impose rules

• Expect obedience

• “Because I said so”

Permissive Authoritative

• Submit to child’s desires make few demands

• Few rules and punishments

• Demanding and responsive – set rules but discuss

• Develops high self esteem, self-reliance, and social competence

• Correlation is not causation

Page 15: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Kohlberg’s Moral Ladder

As moral development progresses, the focus of concern moves from the self to the wider social world. SAME AS COGNITIVE DEVELOPMENT!

Morality of abstractprinciples: to affirm

agreed-upon rights andpersonal ethical principles

Morality of law andsocial rules: to gainapproval or avoid

disapproval

Morality of self-interest:to avoid punishment

or gain concrete rewards

Conventional level

Pre-conventional level

Post- conventional level

Page 16: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

AdolescencePhysical Development

•Puberty- begins▫Around age 12 for girls and 14 for boys

•Early maturation is good for boys and more stressful for girls

Page 17: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Erikson- Childhood Stages

•Infancy (to 1 year): trust vs. mistrust

•Toddlerhood (1 – 2 years) Autonomy vs. shame and doubt

•Preschooler (3 – 5) Initiative vs. guilt

Page 18: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Erikson- School-age Stages

•Elementary school (6 yrs to puberty) Competence vs. Inferiority

•Adolescence (teens into 20’s) Identity vs. Role Confusion▫Role confusion is typical- and identity

(comfortable sense of self) is evolving.▫Erikson believed that a clear and

comfortable identity is necessary for establishing close relationships.

Page 19: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Erikson Stages- The Later Years

•Young Adulthood ( 20’s to early 40’s) Intimacy vs. Isolation

•Middle Adulthood (40’s to 60’s) Generativety vs. Stagnation

•Late Adulthood (60’s +) Integrity vs. despair

Page 20: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

AdulthoodPhysical Changes•Muscular strength reaction time, sensory

keenness, and cardiac output peek at mid 20▫accelerated during middle adulthood.

•Life expectancy is around 80 years (49 in 1950)▫In later life short term illnesses are fewer,

but life threatening illnesses are more evident

▫Brains remain healthy, except in Alzheimer's patients

Page 21: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Adulthood and intelligence

•Recognition is easier than recall- ability to recognize lists of words remains consistent.

•Capacity to learn and remember is effected less than verbal recall. * the older the person, the more reminder cues they may need.

Page 22: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Age and intelligence

•Fluid intelligence (ability to reason quickly and abstractly) declines with age especially in late adulthood

•Crystallized intelligence (accumulated knowledge and verbal skills) increases up to old age

Page 23: Developing Through the Lifespan AKA: Developmental Psychology Myers Chapter 4: Physical Cognitive Social

Life SatisfactionTeenagers- experience highs and

lows, recover in about one hour

Adults- moods are less extreme and more enduring

Older adults- less intense joy but more

contentment and spirituality

All ages report feelings of

happiness and satisfaction with

life.As we age we

experience less excitement, intense pride, but also less

depression