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Developmental Psychology AP Psychology Ms. Brown Myers, Ch. 4

Developmental Psychology

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Developmental Psychology. AP Psychology Myers, Ch. 4. Developmental Psychology. Studies physical, cognitive, and social change throughout the lifespan. “From womb to tomb”. Nature AND Nurture. Nature - Genes, heredity, predispositions - PowerPoint PPT Presentation

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Page 1: Developmental Psychology

Developmental Psychology

AP PsychologyMs. Brown

Myers, Ch. 4

Page 2: Developmental Psychology

Developmental Psychology Studies physical, cognitive, and social change throughout the lifespan.

“From womb to tomb”

Page 3: Developmental Psychology

Nature AND Nurture Nature - Genes, heredity,

predispositions Nurture - Environmental influences,

culture, parents, peers

Nurture works on what nature endows.

Maturation - The natural sequenced process of development

Regardless of nurture influences, all humans progress through some of the same stages at the same times.

Page 4: Developmental Psychology

Cross-sectional study People of different ages are

compare with one another at one time.

Longitudinal study The same people are restudied

and retested over a long period of time.

How do we study development?

Page 5: Developmental Psychology

Critical Periods

A window in development when a person is best suited to learn a particular skill or behavior.

If not learned during critical period, it cannot be learned successfully in the future.

EX: critical period for language development

Page 6: Developmental Psychology

Womb Zygote – fertilized egg Embryo – 2-8 wks Fetus – 9 wks-birth (38-40 wks)

Nourished by the placenta Can also transmit teratogens (harmful

agents) Ex: alcohol fetal alcohol syndrome Ex: drugs, AIDS

Page 7: Developmental Psychology

Infancy Innate reflexes

Rooting reflex – tendency for infants, when touched on the cheek, to turn their head towards the sensation (searching for nourishment)

Universal emotional expression Cry when in pain, hungry, etc Smile when amused or satisfied Stare when confused

Swift brain development lots of sleep Development of neural pathways Long term memory not formed until 3 yrs

(hippocampus not fully developed)

Page 8: Developmental Psychology

Contact Comfort Harry Harlow – Nourishment or

Comfort?

Baby monkeys and 2 fake mother monkeys

Cloth, no food (Comfort) Wire, food (Nourishment)

Baby monkeys preferred COMFORT (cloth monkey without food)

Contact comfort - Instinctual need to touch and be touched, especially for babies (ex: NICU babies)

Page 9: Developmental Psychology

Attachment Separation anxiety - Fear of separation from caregiver

Each baby is different depending on security

Stranger anxiety - Fear of strangers Develops by 8 months

Imprinting - Process by which some animals form immediate, instinctual attachment during a critical period

Conrad Lorenz and baby geese Infants do not “imprint” immediately, but do form strong

attachments with primary caregivers

Page 10: Developmental Psychology

Attachment Mary Ainsworth’s “Strange Situation”

(1) Mother, baby and experimenter (lasts less than one minute).

(2) Mother and baby alone.

(3) Stranger joins mother and infant.

(4) Mother leaves baby and stranger alone.

(5) Mother returns and stranger leaves.

(6) Mother leaves; infant left completely alone.

(7) Stranger returns.

(8) Mother returns and stranger leaves.

Attachment Characteristics As AdultsSecure (70%)

Mild distress when parent leaves

Happy upon parent returnPrefers parent to stranger

Trusting relationshipsHigh self-esteem

Comfortable with sharing emotions

Seeks social supportAmbivalent

(15%)Intense distress when parent

leavesAvoidance and fear of strangerResistant upon parent return

Reluctant to develop relationshipsInsecure in relationships

Distraught when relationships end

Avoidant (15%)

Indifference when parent leavesOk with stranger as with parentIndifferent upon parent return

Intimacy problemsInvest little emotion in

relationshipsUnwilling or unable to share

emotions

Page 11: Developmental Psychology

Parenting Styles

Children raised by AUTHORITATIVE parents correlates with higher self esteems, more self-reliant, and more socially competent

Permissive Authoritative

Neglecting Authoritarian

High Warmth

High Control

Low Warmth

Low Control

Page 12: Developmental Psychology

Piaget’s Stages of Cognitive Development

Jean Piaget (1896-1980) Emphasis on NATURE’S influence on development Cognition - all the mental activities associated with thinking, knowing,

remembering, and communicating

4 cognitive stages through which all children pass

Schemas(mental

concepts that organize info)

Assimilation(taking in new info)

Accommodation(modification due

to new info)

Children ≠ Mini-adults

Page 13: Developmental Psychology

Sensorimotor Stage

Birth – 2 yrs

Experience and interact with the world through senses

Developmental phenomena Stranger anxiety Object permanence - The awareness that objects

exist when not seen EX: why Peek-A-Boo is so entertaining to babies

Page 14: Developmental Psychology

Preoperational Stage 2-6/7 yrs

Developmental phenomena Egocentrism - Inability to see another person’s point of view

Think the world exists to meet their needs; not the same as selfishness Artificialism - Natural events are caused by people Animism - Objects are alive and conscious

Language acquisition

Conservation - Key properties of substances stay the same even if their shape or arrangement changes

Theory of mind – ideas about one’s own and other people’s mental states/emotions and the behaviors these might predict

Autism - a disorder marked by deficient communication, social interaction, and understating of others’ states of mind

Often diagnosed during this stage

Page 15: Developmental Psychology

Concrete Operational Stage

6/7-12

Developmental phenomena Ability to think logically but not abstractly Mathematical transformations

EX: 8+4= 12 and 12-4=8

Page 16: Developmental Psychology

Formal Operational Stage 12 yrs +

Developmental phenomena Abstract thought and reasoning

Symbols, representations, hypothetical propositions

Self-concept – a sense of one’s identity and personal worth, develops by the end of childhood (12 yrs)

“Who am I?” Positive self concepts can lead a child to be more confident, independent, assertive and

sociable

Page 17: Developmental Psychology

Criticisms of Piaget

Too narrow and strict - underestimates/simplifies children’s abilities

Specific to Western cultures – doesn’t consider cultural differences

Unscientific - lack of controls, small samples, and absence of statistical analysis in his research

Crash Course – Cognitive Development

Page 18: Developmental Psychology

Adolescence the transition period between

childhood and adulthood

The “teen” years

Frontal lobe experiences development personality matures judgment/decision making improve – however

not fully developed

Gradually reach the formal operational stage – capable of more abstract logic

Able to spot hypocrisy and inconsistencies in logic (fights with parents)

Page 19: Developmental Psychology

Puberty

the period of sexual maturation produced by a surge of hormones; lasts about 2 years

~11 yrs in females; estrogen ~13 yrs in males; testosterone

Females MalesPrimary Sex

Characteristics(the reproductive organs

and external genitalia)

Ovaries Testes

Secondary Sex Characteristics

(nonreproductive traits)

BreastsHips

Menarche (1stcycle)Pubic hair

Underarm hair

“Adam’s apple”Lowered voice

Pubic hairIncreased body/face

hair

Page 20: Developmental Psychology

Kohlberg’s Theory of Moral Development Lawrence Kohlberg (1927-1987)

Used the Heinz Dilemma to study moral development in people of all ages

A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radiation that a pharmacist in the same town had recently discovered. The drug was expensive to make, but the pharmacist was charging 10 times what the drug cost him to make. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could raise only a small bit of money. He told the pharmacist that his wife was dying and asked him to sell it cheaper or let him pay later. But the pharmacist rejected the man’s plea saying that he had discover the drug and intended to make money from it.

Should Heinz steal the drug? Why or why not?

3 levels with 2 stages in each

Page 21: Developmental Psychology

Kohlberg’s Moral LadderPostconventional Morality

Ability develops in adulthoodStage 5 – Social Contract and

Individual RightsStage 6 – Universal Ethical

Principles

Conventional MoralityAbility develops in adolescence

Stage 3 – Interpersonal Relationships and Conformity

Stage 4 – Obeying Law and Order

Preconventional MoralityAbility develops prepuberty

Stage 1 – Obedience and Avoid Punishment

Stage 2 – Individual Needs

Page 22: Developmental Psychology

Which level and stage? “Heinz should not steal the drug because he will get in trouble.”

Preconventional – Stage 1 “Heinz should break the law and steal the drug to draw attention to the

injustices of capitalism.” Postconventional – Stage 6

“Heniz should steal the drug because that’s what a good husband would do for his wife.”

Conventional – Stage 3 “Heinz should not steal the drug because stealing is against the law.”

Conventional – Stage 4 “Heinz should steal the drug because his wife needs it!”

Preconventional – Stage 2 “Even though stealing is illegal, Heinz should steal the drug because the

pharmacist is being greedy.” Postconventional – Stage 5

Page 23: Developmental Psychology

Carol Gilligan’s Critique of Kohlberg Kohlberg does not consider gender differences due to differences in

socialization different types of logic

“Heinz should steal the drug because it’s logical to value human life over the law.”Postconventional, Stage

5Male“ethics of justice” – able

to separate morality and law using logic

“Heinz should not steal the drug because if he goes to jail, who will take care of his wife? He could borrow the money.”Preconventional, Stage 1-2Female“ethics of care” – unable to

separate the problem from the surrounding world

Crash Course – Attachment and Morality

Page 24: Developmental Psychology

Erikson’s Psychosocial Stages

Erik Erikson (1902-1994)

Each stage in life has its own psychosocial dilemma that needs resolution. These dilemmas work to shape identity and self-concept.

Emphasis on NURTURE‘S influence on personal development

Page 25: Developmental Psychology

Erikson’s Psychosocial StagesAge Dilemma Description Key Task

Infancy(0-1)

Trust vs. Mistrust

If needs are dependably met, infants develop a sense of basic trust.

Feeding

Toddlerhood(1-2)

Autonomy vs. Shame/Doubt

Toddlers learn to exercise will and do things for themselves, or they doubt their abilities.

Potty training

Preschooler(3-5)

Initiative vs. Guilt

Preschoolers learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independent.

Exploration of environment

Elementary Schooler (6-puberty)

Competence vs. Inferiority

Children learn the pleasure of applying themselves to tasks, or they feel inferior.

Schooling

Page 26: Developmental Psychology

Erikson’s Psychosocial StagesAge Dilemma Description Key TaskAdolescence(Teens-20s)

Identity vs. Role Confusion

Teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are.

Identity and Social relationships

Young Adulthood(20s-early 40s)

Intimacy vs. Isolation

Young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated.

Intimate relationships

Middle Adulthood (40s-60s)

Generativity (productivity) vs. Stagnation (unproductivity)

In the middle age, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose.

Work and parenthood

Late Adulthood(late 60s – death)

Integrity vs. Despair

When reflecting on his or her life, the older adult may feel a sense of satisfaction or failure.

Reflection

Page 27: Developmental Psychology

Criticisms of Erikson

Gender differences?

Focuses too much on infancy

Too culturally and time specific

Page 28: Developmental Psychology

Emerging Adulthood Adolescence is a time to form an identity (similar to self-concept)

Transition to adulthood Develop capacity for intimacy – the ability to form lasting, close, and loving

relationships. Shift away from parents, towards peers.

Page 29: Developmental Psychology

Men

Decline in sperm count and testosterone

Increased depression, insomnia, irritability, weakness

Women

Decline in fertility and estrogen Menopause – the cessation of

menstruation (~50 yrs)

Adulthood and Aging

BothDecreased vision (pupils shrink)Brain regions atrophy if not stimulated (memory)Weakening of immune system increased illnesses

Page 30: Developmental Psychology

Social Clock The culturally preferred timing of social events such as marriage,

parenthood, and retirement. “I should be married by now…” “I should have a career by now…” “I should have had children by now…”

Are midlife crises real? Research has found that the idea of a midlife crisis is false - rather people

reporting unhappiness in the midlife stage usually are triggered by some kind of major event such as illness, divorce, or job loss.

Page 31: Developmental Psychology

Aging and Intelligence Crystallized intelligence – accumulated knowledge and verbal

skills, increases with age. Fluid intelligence – ability to reason abstractly and quickly,

decreases in late adulthood

Page 32: Developmental Psychology

Alzheimer’s Disease

a progressive and irreversible brain disorder characterized by gradual deterioration of memory, reasoning, language, finally, physical functioning.

3% of ppl by age 75 Sometimes caused by the deterioration

of the neurons that produce acetylcholine

Page 33: Developmental Psychology

Dying and Death

Grief is expected after the loss of a spouse, family member, or friend.

grief is more intense in instances of sudden death, and less intense when death is expected.

Page 34: Developmental Psychology

The Stages of Grief Elizabeth Kubler-Ross - 1969

Denial• “I feel fine.”• “This cannot be

happening.”

Anger• “Why me?!”• “This is all ____’s

fault!”Bargaining

• “I’ll do anything for…”• “Take me instead of

____.”

Depression• “Why go on?”• “I’m so miserable

without _____.”

Acceptance• “I will be ok.”• “I can’t change it, I

should prepare for it.”

CRITICISMS•Does not consider cultural rituals with grief•Does not consider the personal environment•Studies show that some people experience no grief or experience the stages in different order, or skip some stages

Page 35: Developmental Psychology

Reflections on Development

NATURE - Biological/evolutionary perspectives Development as a series of genetically predisposed steps.

NURTURE - Behavioral/Cognitive perspectives Development as a slow and continuing processes emphasizing learning and

experience

The theories of Piaget, Kohlberg, and Erikson have allowed psychologists to see how people mature throughout life in a number of ways.

Crash Course – Adolescence - Death