Developmental Developmental PsychologyPsychology

Ch 10, 11, 12Ch 10, 11, 12

Developmental Developmental PsychologyPsychology

Developmental Psychology- branch of Developmental Psychology- branch of psychology that studies physical, cognitive, psychology that studies physical, cognitive, and social change throughout the lifetimeand social change throughout the lifetime

Maturation- automatic, orderly, sequential Maturation- automatic, orderly, sequential process of physical and mental developmentprocess of physical and mental development Relatively unaffected by experienceRelatively unaffected by experience

Growth Cycles- orderly patterns of Growth Cycles- orderly patterns of developmentdevelopment By age 8, 95% of the brain structure is complete By age 8, 95% of the brain structure is complete

but only 55% of the bodily structure is completebut only 55% of the bodily structure is complete Girls have a faster growth cycle and mature Girls have a faster growth cycle and mature

earlierearlier

InfancyInfancy Newborns prefer human voices and Newborns prefer human voices and

facesfaces Newborns prefer the sound and Newborns prefer the sound and

smell of their mothersmell of their mother Newborns become bored with Newborns become bored with

repeated stimulus but their attention repeated stimulus but their attention renews with new stimulusrenews with new stimulus

Preferred ->

InfancyInfancy Babies as young at 3 Babies as young at 3

months can learn that months can learn that kicking and moving kicking and moving will move a mobilewill move a mobile

Development begins Development begins with reflexeswith reflexes If you place your finger If you place your finger

in the palm of an infant in the palm of an infant they will grasp itthey will grasp it

Reflexes go away over Reflexes go away over time as the brain time as the brain begins to make begins to make decisionsdecisions

InfancyInfancy Critical Period- specific period of development Critical Period- specific period of development

that is the only time when a particular skill can that is the only time when a particular skill can develop or a particular association can occurdevelop or a particular association can occur For dogs it is the first 12 weeksFor dogs it is the first 12 weeks

Imprinting- biological process in which young Imprinting- biological process in which young species follow and become attached to their species follow and become attached to their mothermother

Attachment- emotional tie with another personAttachment- emotional tie with another person Separation Anxiety- infants and young children Separation Anxiety- infants and young children

show distress when removed from caregivershow distress when removed from caregiver Birds accept almost anything as a “mother”Birds accept almost anything as a “mother”

http://www.videodetective.com/movie_trailer/http://www.videodetective.com/movie_trailer/FLY_AWAY_HOME/trailer/P00006650.htmFLY_AWAY_HOME/trailer/P00006650.htm

Harry Harlow Monkey Harry Harlow Monkey ExperimentExperiment

Harry Harlow made 2 Harry Harlow made 2 “mothers”“mothers”

One was made of wire, hard, One was made of wire, hard, cold– but had milkcold– but had milk

The other was made of cloth, The other was made of cloth, soft, fuzzy- but did not have soft, fuzzy- but did not have milkmilk

Monkeys preferred the soft Monkeys preferred the soft mother, even though “she” did mother, even though “she” did not have what was needed for not have what was needed for survivalsurvival

http://video.google.com/http://video.google.com/videoplay?videoplay?docid=2364883146140025008docid=2364883146140025008##

InfancyInfancy

If learning during the critical period is If learning during the critical period is missed, humans may not acquire this missed, humans may not acquire this knowledge throughout the rest of their knowledge throughout the rest of their liveslives

Humans and animals need constant Humans and animals need constant amounts of touch during this time periodamounts of touch during this time period Children in orphanages in 3Children in orphanages in 3rdrd world countries world countries

Feral Children- children reared by animalsFeral Children- children reared by animals Genie Case StudyGenie Case Study

ChildhoodChildhood Nuclear Family- parents and their childrenNuclear Family- parents and their children Extended Family- nuclear family plus relatives Extended Family- nuclear family plus relatives

(grandparents, aunts, uncles, cousins)(grandparents, aunts, uncles, cousins) Parenting Styles: Permissive, Authoritarian, Parenting Styles: Permissive, Authoritarian,

AuthoritativeAuthoritative Permissive- parents let children do whatever they Permissive- parents let children do whatever they

want, few rules made/enforcedwant, few rules made/enforced Creates impulsive and irresponsible childrenCreates impulsive and irresponsible children

Authoritarian- parents rigidly set rules and demand Authoritarian- parents rigidly set rules and demand obedienceobedience Creates children who have low self esteem and can not Creates children who have low self esteem and can not

make decisionsmake decisions Authoritative- parents seek input from children, Authoritative- parents seek input from children,

parents are consistent yet flexibleparents are consistent yet flexible Creates self-reliant and self-confident childrenCreates self-reliant and self-confident children

ChildhoodChildhood

Parenting Styles SkitParenting Styles Skit

Piaget’s Stages of Cognitive Piaget’s Stages of Cognitive DevelopmentDevelopment

Jean PiagetJean Piaget Cognitive Development- ways in Cognitive Development- ways in

which thinking and reasoning grow which thinking and reasoning grow and changeand change

Created 4 Stages of Cognitive Created 4 Stages of Cognitive DevelopmentDevelopment

Children must progress through Children must progress through each stage of developmenteach stage of development

Typical Age Range

Description of Stage

Developmental Phenomena

Birth to nearly 2 years SensorimotorExperiencing the world through senses and actions (looking, touching, mouthing)

•Object permanence•Stranger anxiety

About 2 to 6 years

About 7 to 11 years

About 12 through adulthood

PreoperationalRepresenting things with words and images but lacking logical reasoning

•Pretend play•Egocentrism•Language development

Concrete operationalThinking logically about concrete events; grasping concrete analogies and performing arithmetical operations

•Conservation •Mathematical transformations

Formal operationalAbstract reasoning

•Abstract logic•Potential for moral reasoning

Piaget’s Stages of Cognitive Piaget’s Stages of Cognitive DevelopmentDevelopment

Object Permanence- awareness that Object Permanence- awareness that things continue to exist even when not things continue to exist even when not perceivable (visible)perceivable (visible)

Conservation- the idea that an objects Conservation- the idea that an objects characteristics can be changed while characteristics can be changed while others remain the sameothers remain the same Changing shape does not change volumeChanging shape does not change volume 2 pieces of the same clay, roll one into a long 2 pieces of the same clay, roll one into a long

cylinder, leave the other in a sphere shape– cylinder, leave the other in a sphere shape– they are still the same mass/sizethey are still the same mass/size

1. Objects placedin case.

2. Screen comesup.

3. Object is removed.

4. Impossible outcome:Screen drops, revealing two objects.

4. Possible outcome:Screen drops, revealingone object.

Piaget’s Stages of Cognitive Piaget’s Stages of Cognitive Dev ContDev Cont Schema- framework to organize informationSchema- framework to organize information

Assimilation- interpreting one’s new experience Assimilation- interpreting one’s new experience in terms of existing schemasin terms of existing schemas

Accommodation- adapting one’s schemas to Accommodation- adapting one’s schemas to incorporate new information (make a new incorporate new information (make a new schema)schema)

Ex. Dogs and CatsEx. Dogs and Cats All animals with 4 legs are dogs, see a cat, call it All animals with 4 legs are dogs, see a cat, call it

a doga dog Cats are not dogs so must make a new schema Cats are not dogs so must make a new schema

for catsfor cats Now they see a squirrel and say cat Now they see a squirrel and say cat

(assimilation) until they make a new schema for (assimilation) until they make a new schema for squirrels (accommodation)squirrels (accommodation)

Kohlberg’s Ladder of Moral Kohlberg’s Ladder of Moral DevelopmentDevelopment

Lawrence KohlbergLawrence Kohlberg 3 Levels- move from bottom to top3 Levels- move from bottom to top Preconventional Level- 1Preconventional Level- 1stst stage, stage,

morality is based on the power of an morality is based on the power of an outside authorityoutside authority

Conventional Level- 2Conventional Level- 2ndnd stage, morality stage, morality is based on the expectations of othersis based on the expectations of others

Postconventional Level- 3Postconventional Level- 3rdrd stage, stage, morality is based on personal ethics morality is based on personal ethics and human rightsand human rights

Adolescence Adolescence

Adolescence- period of development Adolescence- period of development between childhood and adulthoodbetween childhood and adulthood

Erikson’s Theory of Social Erikson’s Theory of Social DevelopmentDevelopment

Erik Erikson developed a theory regarding Erik Erikson developed a theory regarding how we develop socially (personality)how we develop socially (personality)

8 stage theory that goes from birth to 8 stage theory that goes from birth to deathdeath

Obstacles at each stage you must Obstacles at each stage you must overcome or you can not move on to the overcome or you can not move on to the next stagenext stage

Battle between group identity and Battle between group identity and alienation for adolescencealienation for adolescence

Erikson’s Stages of Social Erikson’s Stages of Social DevelopmentDevelopment

Approximateage Stage Description of Task

Infancy Trust vs. mistrust If needs are dependably met, infants(1st year) develop a sense of basic trust.

Toddler Autonomy vs. shame Toddlers learn to exercise will and (2nd year) and doubt do things for themselves, or they

doubt their abilities.

Preschooler Initiative vs. guilt Preschoolers learn to initiate tasks(3-5 years) and carry out plans, or they feel

guilty about efforts to be independent.

Elementary Competence vs. Children learn the pleasure of applying(6 years- inferiority themselves to tasks, or they feel puberty) inferior.

Erikson’s Stages of Social Erikson’s Stages of Social DevelopmentDevelopment

Approximateage Stage Description of Task

Adolescence Identity vs. role Teenagers work at refining a sense of self by(teens into confusion testing roles and then integrating them to 20’s) form a single identity, or they become

confused about who they are.

Young Adult Intimacy vs. Young adults struggle to form close relation- (20’s to early isolation ships and to gain the capacity for intimate 40’s) love, or they feel socially isolated.

Middle Adult Generativity vs. The middle-aged discover a sense of contri-(40’s to 60’s) stagnation buting to the world, usually through family

and work, or they may feel a lack of purpose.

Late Adult Integrity vs. When reflecting on his or her life, the older(late 60’s and despair adult may feel a sense of satisfaction orup) failure.

Marcia’s Stages of Identity Marcia’s Stages of Identity DevelopmentDevelopment

James MarciaJames Marcia 4 Stages of Identity Development for 4 Stages of Identity Development for

adolescentsadolescents Do not have to hit each stage or Do not have to hit each stage or

progress in a certain way through progress in a certain way through stagesstages

Marcia’s Stages of Identity Marcia’s Stages of Identity DevelopmentDevelopment

Identity AchievementIdentity Achievement Identity ForeclosureIdentity Foreclosure-Adolescent is not Adolescent is not currently searching and currently searching and has developed an has developed an identityidentity-Figured out on their Figured out on their own “who they are”own “who they are”

-Adolescent is not Adolescent is not currently searching but currently searching but has developed an has developed an identityidentity-Accepting what others Accepting what others have told them as “who have told them as “who they are”they are”

Identity MoratoriumIdentity Moratorium Identity DiffusionIdentity Diffusion-Adolescent is currently Adolescent is currently searching but has not searching but has not developed an identitydeveloped an identity-Will figure out “who Will figure out “who they are” after searchingthey are” after searching

-Adolescent is not Adolescent is not currently searching and currently searching and has not developed an has not developed an identityidentity-Does not care to figure Does not care to figure out “who they are”out “who they are”

AdulthoodAdulthood Early Adulthood (20-39)Early Adulthood (20-39) Main things:Main things:

Marriage (and possibly divorce)Marriage (and possibly divorce) Starting a family and having kidsStarting a family and having kids Maintaining a careerMaintaining a career

Middle Adulthood (40-59)Middle Adulthood (40-59) Main things:Main things:

Midlife transitionMidlife transition Physical declinePhysical decline MenopauseMenopause Empty Nest SyndromeEmpty Nest Syndrome

AdulthoodAdulthood

Late Adulthood (60 and up)Late Adulthood (60 and up) Main things:Main things:

Physical decline (heart problems, Physical decline (heart problems, stroke, cancer)stroke, cancer)

Reaction time and mental sharpness Reaction time and mental sharpness decline (dementia and Alzheimer's)decline (dementia and Alzheimer's)

Retirement and isolation (perhaps Retirement and isolation (perhaps institutionalized)institutionalized)

Bereavement and griefBereavement and grief

Death and DyingDeath and Dying Thanatology- study of deathThanatology- study of death Grief Cycle- 5 step process developed by Grief Cycle- 5 step process developed by

Elisabeth Kubler-RossElisabeth Kubler-Ross Must move through all stages to properly grieveMust move through all stages to properly grieve

DABDADABDA Denial- do not believe, in shockDenial- do not believe, in shock Anger- mad at self, others, GodAnger- mad at self, others, God Bargaining- usually with GodBargaining- usually with God Depression- sadness, unable to talk about it or Depression- sadness, unable to talk about it or

deal with itdeal with it Acceptance- able to accept death and talk about Acceptance- able to accept death and talk about

it or deal with itit or deal with it