Upload
patch
View
80
Download
0
Tags:
Embed Size (px)
DESCRIPTION
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
Citation preview
Developmental Psychology
AP PsychologyMs. Brown
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 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.
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?
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
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
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)
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)
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
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
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
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
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
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
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
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
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
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)
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
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
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
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
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
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
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
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
Criticisms of Erikson
Gender differences?
Focuses too much on infancy
Too culturally and time specific
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.
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
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.
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
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
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.
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
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