DEVELOPMENTAL PSYCHOLOGY

Theories and Theorists

Up until about a year, infants do not mind strange people (maybe because everyone is strange to them).

At about 6mths – 1yr, infants develop stranger anxiety.

STRANGER ANXIETY is the fear of strangers.

Infants form schemas for familiar faces and cannot assimilate a new face.

SOCIAL DEVELOPMENT

ATTACHMENTPlaced in a strange situation, 70% show secure attachment.They explore their environment happily in the presence of their mothers but distressed when mom leaves.The other 30% show insecure attachment. These children cling to their mothers or caregivers and are less likely to explore the environment.

ORIGINS OF ATTACHMENT Harry showed that monkeys

needed touch to form attachment.

Harlow (1971) showed that infants bond with surrogate mothers because of bodily contact and not because of nourishment.

Those who are deprived of touch have trouble forming attachment when they are older.

TYPES OF ATTACHMENT Mary Ainsworth’s Strange

Situation. Three types of

attachment:• Secure• Anxious / Avoidant• Anxious / Resistant

Description

Parents impose rules and expect obedience.

Parents submit to children’s demands.

Parents are demanding but responsive to their children.

PARENTING STYLES – (BAUMRIND)

AuthoritarianParents

Permissive

ParentsAuthoritative

Parents

SIGMUND FREUD We all have a libido (sexual

drive). Our libido travels to different

areas of our body throughout our development.

If we become preoccupied with any one area, Freud said we have become fixated on it.

Together Freud called these stages our Psychosexual Stages of Development.

ORAL STAGE (0-18THS) Babies seek pleasure

through out mouths. Fixated people overeat,

smoke or have a childhood dependence on things.

ANAL STAGE (18MTHS - 3) Develops during toilet training Libido is focused on

controlling waste and expelling waste

A person fixated may become overly controlling (retentive) or out of control (expulsive)

PHALLIC STAGE (3-7) Children 1st recognize gender

Causes conflict in families with the Oedipus and Electra Complexes

Fixation can cause later problems in relationships

LATENCY STAGE (7-11) Libido is hidden Cooties stage Freud believed that

fixation in this stage could lead to sexual issues

GENITAL STAGE (12 - RIP) Libido is focused on their genitals

Freud thought fixation in this stage is normal

ERIK ERIKSON—SOCIAL DEVELOPMENT A neo-Freudian Personality is influenced by

our experiences with others Created Stages of

Psychosocial Development where each stage centers on a social conflict

TRUST V. MISTRUST (0-1) The trust or mistrust they develop can carry on

with the child for the rest of their lives

AUTONOMY V. SHAME & DOUBT (1-3) All about control Control bodies (toilet training) Control people (temper tantrums,

saying NO) They either learn control or will they

doubt themselves

INITIATIVE V. GUILT (3-6) Favourite question - WHY? Want to understand the world and ask questions Curiosity is encouraged or scolded

INDUSTRY V. INFERIORITY (6-12) Start School – evaluated by school and peers Feeling good and bad about accomplishments Can lead to inferiority complex

IDENTITY V. ROLE CONFUSION (12-19) Teenage years – try different roles Ask - Who am I? What group do I fit in? May develop an identity crisis

INTIMACY V. ISOLATION (20-25) Balance work and relationships. Must prioritize Struggle to form close relationships and gain

capacity for intimate love…or, feel isolation

GENERATIVITY V. STAGNATION (26-64) Re-evaluating goals / purpose / happiness Mid – life crisis

INTEGRITY V. DESPAIR (65- ?) Reflect on life Contemplate meaningfulness,

Successes, failures, regrets

Stage age Experience + Experience -Trust v. Mistrust B - 1 Parent care: physical

/psychological needsLack of care uncertain parental love

Autonomy v. shame, doubt

2 yrs Encouragement, clear discipline

Criticism, overprotective discipline

Initiative v. guilt 3-5 Encouragement of child’s interests, parental pride

Criticism of child’s failures

Industry v. inferiority

6-12 Guidance and praise of academic/social development

Too high/low expectations to success in school

Identity v. diffusion Adol. Strong role models to promote self-esteem and life goals

no role models, social demands cause inner turmoil

Intimacy v. isolation Young adult

Healthy identity – concern for others – caring relationships

Focus on the self over others fear of being hurt by bad rel.

Generativity v. isolation.

Adult - hood

Make good personal decisions, success, enjoy work, concern for growth others

Self-centered, lack of concern for others

Integrity v. dispair Old age

Self-confident, having led a complete life - satisfaction

Depression, lacking fulfillment, sense of failure

Erikson's psychosocial crisis stages(syntonic v dystonic)

Freudian psycho- sexual stages

life stage / relationships / issues basic virtue and second named strength (potential positive outcomes from each crisis)

maladaptation / malignancy(potential negative outcome - one or the other - from unhelpful experience during each crisis)

1. Trust v Mistrust

Oral infant / mother / feeding and being comforted, teething, sleeping

Hope and Drive Sensory Distortion / Withdrawal

2. Autonomy v Shame & Doubt

Anal toddler / parents / bodily functions, toilet training, muscular control, walking

Willpower and Self-Control

Impulsivity / Compulsion

3. Initiative v Guilt

Phallic preschool / family / exploration and discovery, adventure and play

Purpose and Direction

Ruthlessness / Inhibition

4. Industry v Inferiority

Latency schoolchild / school, teachers, friends, neighbourhood /achievement and accomplishment

Competence and Method

Narrow Virtuosity / Inertia

5. Identity v Role Confusion

Puberty and Genitality

adolescent / peers, groups, influences / resolving identity and direction, becoming a grown-up

Fidelity and Devotion

Fanaticism / Repudiation

6. Intimacy v Isolation

(Genitality) young adult / lovers, friends, work connections / intimate relationships, work and social life

Love and Affiliation

Promiscuity / Exclusivity

7. Generativity v Stagnation

n/a mid-adult / children, community / 'giving back', helping, contributing

Care and Production

Overextension / Rejectivity

8. Integrity v Despair

n/a late adult / society, the world, life / meaning and purpose, life achievements

Wisdom and Renunciation

Presumption / Disdain

JEAN PIAGET – COGNITIVE DEVELOPMENT Cognitive development - information

processing, concepts, and perceptual skill. The construction of thought processes (remembering, problem solving, and decision-making), from childhood through adolescence to adulthood

4 Stages / Levels

IMPORTANT TERMS FIRST!!! Schema – Ways we interpret the world

around us (picture in our heads) Assimilation – incorporating new

experiences into existing schemas. Eg, meeting someone new

Accomodation – Changing an existing schema to adopt new info. Eg, Campion

SENSORIMOTOR STAGE (0-2) Experience world through senses Developing object permanence Understands some symbols and language

PRE-OPERATIONAL STAGE (2-6) Develops language, symbol use, memory and

imagination Nonlogical thinking Ego-centric Does not understand conservation

CONSERVATION

CONSERVATION

CONSERVATION

TYPES OF CONSERVATION TASKS

CONCRETE OPERATIONAL STAGE (7-11) Develops logic Understands symbol use Demonstrates conservation

FORMAL OPERATIONAL STAGE (12- ADULT) Develops abstract reasoning Hypothesis testing Trial and error Metacognition Not all adults reach this stage

KOHLBERG & GILLIGAN – MORAL DEVELOPMENT Moral development - the process

through which children develop proper attitudes and behaviours toward other people in society, based on social and cultural norms, rules, and laws.

Gilligan

Kohlberg

Heinz Steals the DrugIn Europe, 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 radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that? (Kohlberg, 1963, p. 19)

LEVEL STAGES1. Pre-Conventional

Decisions based on rewards and punishments

1.Follow rules to avoid punishment2.Follow rules for personal benefit

2. Conventional

Desire to please others

3.Do good because it is expected of you by others4. Follow rules because society expects you to follow standards.

3. Post-Conventional

Belief in morality because it’s the right thing to do

5. Follow rules for benefit of all6.Follow rules because of conscience

CRITICISMS OF KOHLBERGCarol Gilligan

pointed out that Kohlberg only tested boys.

Boys tend to have more absolute value of morality.

Girls tend top look at situational factors.