DEVELOPMENTAL PSYCHOLOGY The study of the changes that occurs as we grow and mature Infancy and Childhood

DEVELOPMENTAL DEVELOPMENTAL PSYCHOLOGYPSYCHOLOGY

The study of the changes that The study of the changes that occurs as we grow and matureoccurs as we grow and mature

Infancy and ChildhoodInfancy and Childhood

Nature vs. NurtureNature vs. Nurture

► Is our behavior the result of genetics Is our behavior the result of genetics or the result of our experiences and or the result of our experiences and learning?learning?

““Mom may be holding a full house while Mom may be holding a full house while Dad has a straight flush, yet when Junior Dad has a straight flush, yet when Junior gets a random half of each of their cards gets a random half of each of their cards his poker hand may be a loser.” David his poker hand may be a loser.” David Lykken (2001)Lykken (2001)

NEWBORNSNEWBORNS

►Development begins before birthDevelopment begins before birth►Capacities:Capacities:

See, hear, smell, respond to their environmentSee, hear, smell, respond to their environment Adapt to a drastic change in their Adapt to a drastic change in their

environment at birth (light, noise, temp.)environment at birth (light, noise, temp.) REFLEXES:REFLEXES:

►Grasping and rootingGrasping and rooting The capabilities of newborns are measured by The capabilities of newborns are measured by

measuring observable behaviors while measuring observable behaviors while stimulating the child (heart rate, smiles, eyes)stimulating the child (heart rate, smiles, eyes)

PHYSICAL DEVELOPMENTPHYSICAL DEVELOPMENT► Average weight? 7.5 lbs. Height? 18 – 22 inchesAverage weight? 7.5 lbs. Height? 18 – 22 inches► MATURATION:MATURATION: gives doctors and parents a gives doctors and parents a

timetable to measure progresstimetable to measure progress see the chart on p. 64see the chart on p. 64 Important to remember that every child is unique and Important to remember that every child is unique and

that charts are just a timetablethat charts are just a timetable

PERCEPTUAL DEVELOPMENTPERCEPTUAL DEVELOPMENT

► Figure 3.3 p. 65 Figure 3.3 p. 65 (visual preferences)(visual preferences)

► Depth perceptionDepth perception

LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT

►Studies have been done with Studies have been done with chimpanzeeschimpanzees Sign language (87 signs)Sign language (87 signs) Computer keyboard with special keys Computer keyboard with special keys

►Reinforced behavior vs. inbornReinforced behavior vs. inborn Wrong reinforcement leads to speech Wrong reinforcement leads to speech

therapytherapy

►““The Case of Genie” p. 69The Case of Genie” p. 69

Table 10.2Myers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

Cognitive (Intellectual) Cognitive (Intellectual) DevelopmentDevelopment

►The development of an individual’s The development of an individual’s mental abilitiesmental abilities

►For many years this was measured For many years this was measured mainly by using the results of mainly by using the results of intelligence (I.Q.) testsintelligence (I.Q.) tests

►A Swiss psychologist named Jean A Swiss psychologist named Jean Piaget changed thisPiaget changed this He became interested in reasons instead He became interested in reasons instead

of right or wrong answersof right or wrong answers

Figure 4.10 Pouring experience into mental moldsMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

SchemasSchemas

Figure 4.9 An impossible objectMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

SchemasSchemas► Look at the object below for a few seconds…Look at the object below for a few seconds…► Now try and draw the object.Now try and draw the object.► This is called the Devil’s tuning fork. It is an This is called the Devil’s tuning fork. It is an

impossible object for which we have no schema, impossible object for which we have no schema, therefore it is difficult to draw.therefore it is difficult to draw.

Piaget’s Four Stages of Piaget’s Four Stages of Intellectual DevelopmentIntellectual Development

1.1. Sensory-Motor Stage: (birth – 2 Sensory-Motor Stage: (birth – 2 years)years)

- Use their senses and various muscular Use their senses and various muscular movements to interact w/ the environment movements to interact w/ the environment

- Develop an appreciation of cause and effect Develop an appreciation of cause and effect (mobile moves, toy rattles) (limited)(mobile moves, toy rattles) (limited)

- Between 6 and 9 months they develop a Between 6 and 9 months they develop a sense of sense of object permanenceobject permanence

Figure 4.7 Infant at workMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

Figure 4.8 Scale errorsMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

Figure 4.11 Object permanenceMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

Figure 4.12 Baby mathMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

Figure 4.14 Testing children’s theory of mindMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers


2. Pre-operational Stage (2 – 7) years of age2. Pre-operational Stage (2 – 7) years of age

- they learn to use symbols (know the - they learn to use symbols (know the meaning of the word “ball” w/o having it meaning of the word “ball” w/o having it right in front of them) right in front of them) Representational Representational ThoughtThought

- - Egocentric:Egocentric: do not recognize other’s do not recognize other’s points of viewpoints of view

- Lacks - Lacks conservationconservation (quantities do not (quantities do not change just because appearance changes)change just because appearance changes)

(beaker test)(beaker test)

Figure 4.13 Piaget’s test of conservationMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers


3. Concrete Operation Stage (7 – 11)3. Concrete Operation Stage (7 – 11)

- begins to think logically and realize - begins to think logically and realize conservationconservation

- lacks abstract thinking ability- lacks abstract thinking ability


4. Formal Operational Period (11 – up)4. Formal Operational Period (11 – up)

- can grasp very abstract principles - can grasp very abstract principles (algebra)(algebra)

- develop improved critical thinking - develop improved critical thinking skills and problem solving abilitiesskills and problem solving abilities

Figure 4.15 Piaget’s stages (a) Sensorimotor stage (b) Preoperational stage (c) Concrete/formal operational stageMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

Criticisms of PiagetCriticisms of Piaget

1.1. Ages of stages vary quite a bitAges of stages vary quite a bit

2.2. Research has shown that only about 30-Research has shown that only about 30-40% of adolescents and adults have 40% of adolescents and adults have reached the formal operational stage in reached the formal operational stage in the U.S.the U.S.

3.3. Formal operations are almost absent in Formal operations are almost absent in many non-literate culturesmany non-literate cultures

4.4. Individuals who have taken science Individuals who have taken science courses (scientific procedures) are always courses (scientific procedures) are always in formal operationsin formal operations

Emotional DevelopmentEmotional Development

► Refers to an individual’s awareness and Refers to an individual’s awareness and expression of an affective experienceexpression of an affective experience

► Imprinting:Imprinting: becoming attached to the first becoming attached to the first thing that a newborn animal sees or that thing that a newborn animal sees or that moves. (Konrad Lorenz / geese)moves. (Konrad Lorenz / geese) important for survival purposesimportant for survival purposes

► Human infants develop attachment at 6 Human infants develop attachment at 6 monthsmonths Object permanenceObject permanence Especially strong from 6 months to 3 yearsEspecially strong from 6 months to 3 years Stranger anxiety / seperation anxietyStranger anxiety / seperation anxiety Mary Ainsworth’s researchMary Ainsworth’s research

Emotional factors that influence Emotional factors that influence our personalityour personality

►Types of emotions that we experienceTypes of emotions that we experience Unhappy emotions = unhappy Unhappy emotions = unhappy

personality)personality)

►How we handle those emotionsHow we handle those emotions Basketball gets stolen >>> hustle back Basketball gets stolen >>> hustle back

on ‘D’ or run up and trip opponent?on ‘D’ or run up and trip opponent?

What emotions are present at What emotions are present at birth?birth?

►Specific emotions can not be determinedSpecific emotions can not be determined►General state of excitementGeneral state of excitement►Distress and delight show up in infants Distress and delight show up in infants

shortly after birthshortly after birth Distress = muscular tension / cryingDistress = muscular tension / crying Delight = muscles relax / smilingDelight = muscles relax / smiling

►6 months = fear, disgust, anger6 months = fear, disgust, anger►1 year = elation and affection1 year = elation and affection

Emotional behavior changes Emotional behavior changes with agewith age

►Young children show anger more Young children show anger more openly, hostile behavioropenly, hostile behavior

►As they grow older it is not socially As they grow older it is not socially acceptableacceptable

►Middle age it less aggressive and Middle age it less aggressive and hostilehostile

►Later life it turns to distress, grief, self-Later life it turns to distress, grief, self-pity, and boredompity, and boredom

Patterns of fearPatterns of fear

► Infants: Infants: Any possible dangersAny possible dangers

► Young childrenYoung children Strange people, unfamiliar animals, the darkStrange people, unfamiliar animals, the dark

► TeensTeens Social situationsSocial situations

► AdultsAdults Loss of securityLoss of security

► ElderlyElderly Uselessness, financial problems, deathUselessness, financial problems, death

Social DevelopmentSocial Development

AttachmentAttachment

►Stranger Anxiety – beginning at about 8 Stranger Anxiety – beginning at about 8

months, fear of strangers is displayed.months, fear of strangers is displayed.

►Attachment – emotional tie with Attachment – emotional tie with

another person, shown in children by another person, shown in children by

seeking closeness to the caregiver and seeking closeness to the caregiver and

showing distress on separation.showing distress on separation.

Harlow’s MonkeysHarlow’s Monkeys

► 1950’s – Harry and Margaret Harlow bred 1950’s – Harry and Margaret Harlow bred monkeys for a learning study.monkeys for a learning study.

► The monkeys were isolated from mom’s shortly The monkeys were isolated from mom’s shortly after birth to equalize their experiences.after birth to equalize their experiences.

► The monkeys became attached to the The monkeys became attached to the cheesecloth blanket that was included in their cheesecloth blanket that was included in their sanitary cage.sanitary cage.

► This reaction contradicted the idea that This reaction contradicted the idea that attachment derives from the association with attachment derives from the association with nourishment.nourishment.

Harlow’s Monkeys (cont’d)Harlow’s Monkeys (cont’d)

►To prove this more directly, they To prove this more directly, they created fake “mothers”. One providing created fake “mothers”. One providing nourishment but no comfort and one nourishment but no comfort and one providing comfort but no nourishment.providing comfort but no nourishment.

►What were the results of their study?What were the results of their study?

Harlow’s Monkeys (cont’d)Harlow’s Monkeys (cont’d)

► Monkeys preferred Monkeys preferred the cloth mother.the cloth mother.

► Used her as a Used her as a secure secure base base to explore.to explore.

► Other experiments Other experiments showed rocking, showed rocking, warmth and feeding warmth and feeding made the cloth made the cloth mother even more mother even more appealing.appealing.

AttachmentAttachment

►Secure attachment – they play Secure attachment – they play comfortably and explore happily in comfortably and explore happily in mother’s presence, cry when she leaves mother’s presence, cry when she leaves and seek contact when she returns.and seek contact when she returns.

► Insecure attachment – less likely to Insecure attachment – less likely to explore, cling to mothers, cry loudly and explore, cling to mothers, cry loudly and even continue crying upon her return.even continue crying upon her return.

►Basic Trust (Erik Erikson) – the sense the Basic Trust (Erik Erikson) – the sense the world is predictable and reliable. This is world is predictable and reliable. This is seem in securely attached children.seem in securely attached children.

Mary AinsworthMary Ainsworth

►Studied attachment.Studied attachment.►Sensitive, responsive mothers (noticed Sensitive, responsive mothers (noticed

what baby was doing and responded what baby was doing and responded appropriately) had babies that exhibited appropriately) had babies that exhibited secure attachments.secure attachments.

► Insensitive, unresponsive mothers Insensitive, unresponsive mothers (attended to babies when they felt like it (attended to babies when they felt like it but ignored them at other times) had but ignored them at other times) had babies that exhibited insecure babies that exhibited insecure attachments.attachments.

Harlow’s Monkeys and Harlow’s Monkeys and AttachmentAttachment

► Harlow’s monkeys, when put in strange Harlow’s monkeys, when put in strange situations without their artificial mothers, situations without their artificial mothers, were terrified and panic-stricken.were terrified and panic-stricken.

► Is this study ethical?Is this study ethical?

Parenting stylesParenting styles

► Authoritarian Families:Authoritarian Families: parents in complete control, and do not believe parents in complete control, and do not believe

they have to explain their actionsthey have to explain their actions Parents believe that the child has no right to Parents believe that the child has no right to

question their desicionsquestion their desicions

► Democratic / Authoritative Families:Democratic / Authoritative Families: Children participate in decision makingChildren participate in decision making Parents explain rules and expectationsParents explain rules and expectations Children may make some decisions, but parents Children may make some decisions, but parents

can vetocan veto


►Permissive: (permissive indulgent)Permissive: (permissive indulgent) Children have the final sayChildren have the final say Parents are less controlling and non-Parents are less controlling and non-

punishingpunishing

►Uninvolved: (permissive indifferent)Uninvolved: (permissive indifferent) Self-centered in child rearing Self-centered in child rearing Distant from childDistant from child


►Children from authoritative families Children from authoritative families tend to be more confident of their own tend to be more confident of their own values and goalsvalues and goals Establishment of limits / more responsive Establishment of limits / more responsive

to childto child Assume responsibility graduallyAssume responsibility gradually Most likely to identify with parentsMost likely to identify with parents

* Correlational not necessarily causal* Correlational not necessarily causal

Figure 4.19 The correlation between authoritative parenting and social competence in childrenMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

CHILD ABUSECHILD ABUSE

►Physical or mental injury, sexual Physical or mental injury, sexual abuse, negligent treatment, or abuse, negligent treatment, or mistreatment of children under the mistreatment of children under the age of 18 by an adult.age of 18 by an adult. Many cases go unreportedMany cases go unreported


►CAUSES:CAUSES: Parents were once victimsParents were once victims Little patience / unrealistic expectationsLittle patience / unrealistic expectations StressStress Low birth-weight, hyperactive, mentally or Low birth-weight, hyperactive, mentally or

physically disadvantaged childrenphysically disadvantaged children UnemploymentUnemployment Lack of family contactLack of family contact


►EFFECTS:EFFECTS: Loss of trustLoss of trust Feelings of guiltFeelings of guilt Anti-social behaviorAnti-social behavior DepressionDepression Identity confusionIdentity confusion Low self-esteemLow self-esteem Emotional problemsEmotional problems

SOCIAL DEVELOPMENTSOCIAL DEVELOPMENT

►SOCIALIZATIONSOCIALIZATION Learning the rules of society, when to Learning the rules of society, when to

apply rules, and when to bend themapply rules, and when to bend them Acquiring an identity: member of society, Acquiring an identity: member of society,

member of social categories, member of a member of social categories, member of a familyfamily

Learning to live w/ other people Learning to live w/ other people ►Others have rights and you have limitationsOthers have rights and you have limitations

SIGMUND FREUDSIGMUND FREUD

► Believed that we are all Believed that we are all born with powerful born with powerful sexual and aggressive sexual and aggressive urges, but through urges, but through socialization we learn socialization we learn to control those urgesto control those urges

► Process of socialization Process of socialization often leads to conflict often leads to conflict between the parent between the parent and childand child

► Immediate gratification Immediate gratification vs. delayed vs. delayed gratificationgratification

SIGMUND FREUDSIGMUND FREUD

► Id: the lustful, impulsive, and fun (cookie monster)Id: the lustful, impulsive, and fun (cookie monster) Immediate gratification of desires regardless of Immediate gratification of desires regardless of

consequencesconsequences► Superego: source of conscience, moral part of Superego: source of conscience, moral part of

personality, like a strict parentpersonality, like a strict parent► Ego: in touch w/ realityEgo: in touch w/ reality

Strives to satisfy the Id w/o offending the superegoStrives to satisfy the Id w/o offending the superego► If the Id is not satisfied the person feels a tension of If the Id is not satisfied the person feels a tension of

longing, anger, or desirelonging, anger, or desire► If the Superego is not obeyed the person feels If the Superego is not obeyed the person feels

guilty or inferiorguilty or inferior

FREUD’S THEORY OF FREUD’S THEORY OF PSYCHOSEXUAL DEVELOPMENTPSYCHOSEXUAL DEVELOPMENT

► Freud believed that the id’s pleasure seeking Freud believed that the id’s pleasure seeking energies focus on distinct pleasure sensitive energies focus on distinct pleasure sensitive areas of the body called erogenous ones.areas of the body called erogenous ones.

► ORAL STAGE (0 – 18 months): pleasure ORAL STAGE (0 – 18 months): pleasure centers on the mouth…sucking, biting, centers on the mouth…sucking, biting, chewingchewing ““give me food” stagegive me food” stage Weaning from nursing can be difficult, because it is Weaning from nursing can be difficult, because it is

the first time the child doesn’t get what it wantsthe first time the child doesn’t get what it wants


► ANAL STAGE (18-36 ANAL STAGE (18-36 months): pleasure months): pleasure focuses on bowel focuses on bowel and bladder and bladder eliminationelimination Curb freedom and Curb freedom and

establish social establish social control control


► PHALLIC STAGE(3 – 6): pleasure zone is now PHALLIC STAGE(3 – 6): pleasure zone is now the genitals as children are now aware of the genitals as children are now aware of gender differencesgender differences

► Boys develop unconscious sexual desires for Boys develop unconscious sexual desires for their mother, and hatred and jealousy for their mother, and hatred and jealousy for their fathertheir father They feel guilt and lurking fear of punishmentThey feel guilt and lurking fear of punishment Oedipus complexOedipus complex

► Some psychoanalysts say that girls Some psychoanalysts say that girls experience a similar set of feelings referred experience a similar set of feelings referred to as the electra complexto as the electra complex


►PHALIIC STAGE cont.PHALIIC STAGE cont.► Identification occurs: children identify Identification occurs: children identify

with the same sex (rival) parent.with the same sex (rival) parent. Children’s superego’s gain strength as Children’s superego’s gain strength as

they incorporate many of their parent’s they incorporate many of their parent’s valuesvalues

Provides our gender identity (discussed Provides our gender identity (discussed later)later)


►LATENCY STAGE (6 – puberty):LATENCY STAGE (6 – puberty): Sexual desires are pushed into the Sexual desires are pushed into the

background (sublimation)background (sublimation) Social and intellectual skillsSocial and intellectual skills

►GENITAL STAGE (puberty – on):GENITAL STAGE (puberty – on): Maturation of sexual interestsMaturation of sexual interests Seek relationships with othersSeek relationships with others

►Success depends partly on how well we resolved Success depends partly on how well we resolved the Oedipus complex or Electra complexthe Oedipus complex or Electra complex

Erik Erikson’s Theory of Erik Erikson’s Theory of Psychosocial DevelopmentPsychosocial Development

► Social development Social development depends on how we depends on how we handle handle “crisis”/issues and “crisis”/issues and how others respond how others respond to our to our achievementsachievements

► Emphasis is on Emphasis is on social approvalsocial approval

Erikson’s stage theoryErikson’s stage theory

► 0-1 0-1 Trust vs. MistrustTrust vs. Mistrust If needs are met dependably, infants develop a sense If needs are met dependably, infants develop a sense

of basic trustof basic trust If not they approach the world with fearIf not they approach the world with fear

► 1-2 1-2 Autonomy vs. DoubtAutonomy vs. Doubt Toddlers learn to exercise will and do things for Toddlers learn to exercise will and do things for

themselvesthemselves Or they doubt their abilitiesOr they doubt their abilities

► 3-5 3-5 Initiative vs. GuiltInitiative vs. Guilt Preschoolers learn to initiate tasks and carry out plansPreschoolers learn to initiate tasks and carry out plans Or they feel guilty about their efforts to be Or they feel guilty about their efforts to be

independentindependent


► 6-Puberty 6-Puberty Competence vs. InferiorityCompetence vs. Inferiority Children learn the pleasure of applying Children learn the pleasure of applying

themselves to tasksthemselves to tasks Or they feel inferiorOr they feel inferior

► Adolescence Adolescence Identity vs. Role confusionIdentity vs. Role confusion Teenagers work at refining a sense of self by Teenagers work at refining a sense of self by

testing roles and then integrating them to form a testing roles and then integrating them to form a single identitysingle identity

Or they become confused about who they areOr they become confused about who they are► Young Adulthood Young Adulthood Intimacy vs. IsolationIntimacy vs. Isolation

Young adults struggle to form close relationships Young adults struggle to form close relationships and to gain the capacity for intimate loveand to gain the capacity for intimate love

Or they feel socially isolatedOr they feel socially isolated


► Middle Adulthood Middle Adulthood Generativity vs. Generativity vs. StagnationStagnation In middle age, people discover a sense of In middle age, people discover a sense of

contributing to the world, usually through family contributing to the world, usually through family and workand work

Or they may feel a lack of purposeOr they may feel a lack of purpose

► Late Adulthood Late Adulthood Integrity vs. DespairIntegrity vs. Despair When reflecting on his or her life, the older adult When reflecting on his or her life, the older adult

may feel a sense of satisfaction may feel a sense of satisfaction Or failureOr failure

Learning TheoristsLearning Theorists

►Socialization occurs through Socialization occurs through conditioning and imitationconditioning and imitation

►Children imitate older people and get Children imitate older people and get rewardedrewarded

►The child is a piece of clay being The child is a piece of clay being shaped by adultsshaped by adults

Cognitive ApproachCognitive Approach

►The child acts on their environment The child acts on their environment and makes sense of their experiences and makes sense of their experiences (cognitive processing)(cognitive processing)

►Emphasize game playing / role-playingEmphasize game playing / role-playing Enables them to learn for themselves the Enables them to learn for themselves the

importance of agreeing on rules or importance of agreeing on rules or structurestructure

►The child is the shaperThe child is the shaper

Lawerence Kohlberg’s Theory of Lawerence Kohlberg’s Theory of Moral DevelopmentMoral Development

► Pre-conventionalPre-conventional At first decisions are made based on avoiding At first decisions are made based on avoiding

punishmentpunishment Later on avoiding punishment and/or receiving Later on avoiding punishment and/or receiving

rewardreward► ConventionalConventional

At first decisions are based on social approvalAt first decisions are based on social approval Later on law and orderLater on law and order

► Post-conventionalPost-conventional At first decisions are based on what is fair and justAt first decisions are based on what is fair and just Later decisions are based on moral lawsLater decisions are based on moral laws

Figure 4.22 Kohlberg’s moral ladderMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

Lawerence Kohlberg’s Theory of Lawerence Kohlberg’s Theory of Moral DevelopmentMoral Development

►CriticismsCriticisms Great deal of overlapGreat deal of overlap Gender bias (girls are taught empathy, Gender bias (girls are taught empathy,

while boys are taught justice)while boys are taught justice) Cognitive abilities influence moral Cognitive abilities influence moral

developmentdevelopment►See other people’s point of viewSee other people’s point of view

Understanding vs. actionUnderstanding vs. action

ADOLESCENT ADOLESCENT DEVELOPMENTDEVELOPMENT

Physical DevelopmentPhysical Development

►Average height from childhood to Average height from childhood to adolescenceadolescence Different for males and femalesDifferent for males and females Childhood: boys tend to be slightly taller Childhood: boys tend to be slightly taller

than girlsthan girls Puberty:Puberty: sexual maturation and rapid sexual maturation and rapid

physical changesphysical changes Puberty begins earlier for females than Puberty begins earlier for females than

males causing females to be slightly taller males causing females to be slightly taller than females through the early years of than females through the early years of pubertypuberty

Figure 4.20 Height differencesMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

PubertyPuberty

►What physical changes occur for males What physical changes occur for males during puberty?during puberty? Sex organs growSex organs grow Voice deepensVoice deepens Physique changesPhysique changes Muscle tissue increases Muscle tissue increases Facial, chest, and pubic hair developFacial, chest, and pubic hair develop

PubertyPuberty

►What physical changes occur for What physical changes occur for females during puberty?females during puberty? Breasts growBreasts grow Hips widenHips widen Fat tissue increasesFat tissue increases Pubic hair developsPubic hair develops Menstrual cycle beginsMenstrual cycle begins

PubertyPuberty

►Why do physical changes during Why do physical changes during puberty lead to stress in many puberty lead to stress in many adolescents’ lives?adolescents’ lives? Doesn’t occur for the same time for Doesn’t occur for the same time for

everyoneeveryone Those who enter puberty early or late will Those who enter puberty early or late will

feel out of placefeel out of place Creates new and sometimes unwelcome Creates new and sometimes unwelcome

responsibilitiesresponsibilities

PubertyPuberty

► How does the age at which an adolescent How does the age at which an adolescent reaches maturity affect an adolescent’s social reaches maturity affect an adolescent’s social development?development? Boys who mature early: social advantage, become Boys who mature early: social advantage, become

leaders, sports stars, more confidenceleaders, sports stars, more confidence Girls who mature early: often feel embarrassed, Girls who mature early: often feel embarrassed,

tend to date older boys, often have a difficult time tend to date older boys, often have a difficult time w/ boys their own agesw/ boys their own ages

Boys who mature late: social disadvantage, more Boys who mature late: social disadvantage, more likely to be picked on, feelings of inferioritylikely to be picked on, feelings of inferiority

Girls who mature late: tend to be less quarrelsome Girls who mature late: tend to be less quarrelsome and bossy, get along with peers more easilyand bossy, get along with peers more easily

Figure 4.24 Adolescence is being stretched from both endsMyers: Psychology, Eighth EditionCopyright © 2007 by Worth Publishers

Personal DevelopmentPersonal Development

►Cognitive Development (Which stage?)Cognitive Development (Which stage?) Adolescents can think in more abstract Adolescents can think in more abstract

terms (hypothetical situations)terms (hypothetical situations) RATIONALIZATION:RATIONALIZATION:

►Explaining why something happened in a way Explaining why something happened in a way that preserves their self-esteem (what else is that preserves their self-esteem (what else is that an example of?)that an example of?)

Egocentric Egocentric

Variations in cognitive maturity Variations in cognitive maturity ►Individuals, economic status, ethnic group, Individuals, economic status, ethnic group,

nationsnations


► Adolescents tend to be idealisticAdolescents tend to be idealistic Compare the hypothetical to real lifeCompare the hypothetical to real life

► Why not quit your job?Why not quit your job?

Messiah complexMessiah complex Teens and work p. 103Teens and work p. 103 Problems adolescents develop p. 103Problems adolescents develop p. 103

► InvulnerabilityInvulnerability► IndecisiveIndecisive► Adults do not measure upAdults do not measure up► 80% have committed crimes for which they could have 80% have committed crimes for which they could have

been arrestedbeen arrested


►Moral DevelopmentMoral Development Advanced cognitive development allows Advanced cognitive development allows

for but does not guarantee higher levels for but does not guarantee higher levels of moral thinkingof moral thinking

►High schoolHigh school very little change very little change►College -> definite changesCollege -> definite changes


► Identity developmentIdentity development Erikson’s theory of Erikson’s theory of identity crisisidentity crisis Be unique vs. fitting inBe unique vs. fitting in Include everything about themselves and Include everything about themselves and

express it in a socially acceptable wayexpress it in a socially acceptable way Children live in the present / adolescents Children live in the present / adolescents

think about the futurethink about the future


►Dr. David ElkindDr. David Elkind SOCIAL EGOCENTRISM:SOCIAL EGOCENTRISM: teens teens

overestimate their impact on the overestimate their impact on the environmentenvironment

►InvincibleInvincible►““No one understands how much we love each No one understands how much we love each

other”other”


►Critics of EriksonCritics of Erikson Point out that he studied mostly troubled / Point out that he studied mostly troubled /

disturbed adolescents.disturbed adolescents.►Adolescents chosen at random appear to be Adolescents chosen at random appear to be

progressing smoothly through adolescence progressing smoothly through adolescence and do not experience a crisis.and do not experience a crisis.


► Social Learning View (Albert Bandura / Social Learning View (Albert Bandura / Margaret Mead)Margaret Mead) Continuous process emphasizing interaction with Continuous process emphasizing interaction with

othersothers When a crisis develops in an individual’s life it When a crisis develops in an individual’s life it

usually has an external cause (divorce, loss of a usually has an external cause (divorce, loss of a loved one, etc.)loved one, etc.)

Mead studied children in Samoa where Mead studied children in Samoa where adolescence virtually doesn’t existadolescence virtually doesn’t exist

► Claims that stress is a by-product of industrialized Claims that stress is a by-product of industrialized societysociety


►How has the role of families changed How has the role of families changed in regards to social development?in regards to social development? More divorcesMore divorces More 2 income familiesMore 2 income families Single parentsSingle parents


► The Role of PeersThe Role of Peers Schools have well defined, easily recognizable, Schools have well defined, easily recognizable,

predictable groupspredictable groups Early adolescence by genderEarly adolescence by gender Later by social class and activitiesLater by social class and activities Clique:Clique: group within a group group within a group

► Helps adolescents establish identityHelps adolescents establish identity► Self-confidence, independence, values, new rolesSelf-confidence, independence, values, new roles

Conformity:Conformity:► fear of being too differentfear of being too different► Acting in accordance with the rest of the groupActing in accordance with the rest of the group


►Parents vs. Peers (who has more Parents vs. Peers (who has more influence?)influence?) Peers Peers

►Fashion, music, school related issuesFashion, music, school related issues ParentsParents

►Marriage, religion, educational plansMarriage, religion, educational plans What can parents do?What can parents do?

►Judith Harris-> live in a good neighborhood Judith Harris-> live in a good neighborhood (environment)(environment)

►Critics->parenting style is more importantCritics->parenting style is more important

Teenage Depression and Teenage Depression and SuicideSuicide

►Causes of DepressionCauses of Depression Loss of loved oneLoss of loved one Family relocationFamily relocation DivorceDivorce Death Death

*Reaction is grief, guilt, panic, and/or anger*Reaction is grief, guilt, panic, and/or anger

Teenage Depression and Teenage Depression and SuicideSuicide

► SymptomsSymptoms AngerAnger Rebellious -> skipping, running away, drugsRebellious -> skipping, running away, drugs Hyperactive or franticHyperactive or frantic Change in intensity and frequency of rebellious Change in intensity and frequency of rebellious

behaviorbehavior Withdrawal from friends, risk taking, talk about Withdrawal from friends, risk taking, talk about

suicide, self-criticismsuicide, self-criticism

*How to deal with: communication w/parent or *How to deal with: communication w/parent or friend, and professional helpfriend, and professional help

Eating DisordersEating Disorders

►More common in femalesMore common in females►Significant rise in males recently Significant rise in males recently ►Affect the physiology of the bodyAffect the physiology of the body

Health risksHealth risks


►Possible causesPossible causes Distorted body imageDistorted body image Reaction to pressures of adolescence, and Reaction to pressures of adolescence, and

trying to avoid growing uptrying to avoid growing up Way to feel in controlWay to feel in control Feelings of alienation and isolationFeelings of alienation and isolation To gain social approvalTo gain social approval


►Anorexia NervosaAnorexia Nervosa Refusal to eatRefusal to eat Extreme weight lossExtreme weight loss Lack of proper nutritionLack of proper nutrition Fear of gaining weightFear of gaining weight Distorted body imageDistorted body image


►Bulimia NervosaBulimia Nervosa Binge eating followed by purgingBinge eating followed by purging Excessive concern about body shape and Excessive concern about body shape and

weightweight Hiding purging behaviorsHiding purging behaviors Often experiences depression, anxiety, or Often experiences depression, anxiety, or

mood swingsmood swings

Gender RolesGender Roles

►Set of behaviors that society considers Set of behaviors that society considers appropriate for each sex.appropriate for each sex.

►Between 2 and 3 children learn to Between 2 and 3 children learn to label themselves as boys or girlslabel themselves as boys or girls

►By 5 most have learned the thoughts, By 5 most have learned the thoughts, expectations, and behaviors of their expectations, and behaviors of their gendergender


►Males:Males: Dominant Dominant CompetitiveCompetitive Emotionally reservedEmotionally reserved

►Females:Females: SubmissiveSubmissive Cooperative Cooperative Emotionally responsiveEmotionally responsive


►Varies from society to societyVaries from society to society►Can change within a societyCan change within a society►Gender StereotypesGender Stereotypes: oversimplified or : oversimplified or

distorted generalization about the distorted generalization about the characteristics of men and women.characteristics of men and women.

►Androgynous: Androgynous: combining or confusing combining or confusing traditional male and female traits.traditional male and female traits. Allows for more flexibilityAllows for more flexibility


► More differencesMore differences Males more confident and aggressiveMales more confident and aggressive Women more verbally aggressiveWomen more verbally aggressive Men more physically aggressiveMen more physically aggressive Men talk more than women and they are more Men talk more than women and they are more

likely to interruptlikely to interrupt Women use more hedging statementWomen use more hedging statement Women more likely to show submission and Women more likely to show submission and

warmthwarmth Men more confidence and statusMen more confidence and status Women are more sensitive to non-verbal cuesWomen are more sensitive to non-verbal cues

Origins of Gender DifferencesOrigins of Gender Differences

►Biological Theory:Biological Theory: Emphasizes the role of anatomy, Emphasizes the role of anatomy,

hormones, and brain organizationhormones, and brain organization Behavior is biologicalBehavior is biological

►Psychoanalytical TheoryPsychoanalytical Theory Between 3 and 5 child identifies with Between 3 and 5 child identifies with

same sex parentsame sex parent Critics say that this is the result of gender Critics say that this is the result of gender

typing not the causetyping not the cause


►Social Learning TheorySocial Learning Theory Learn gender roles through observation, Learn gender roles through observation,

imitation, and reinforcementimitation, and reinforcement

►Cognitive-Developmental TheoryCognitive-Developmental Theory Children learn different sets of standards Children learn different sets of standards

through interacting with their environmentthrough interacting with their environment Child develops a schema about gender Child develops a schema about gender

roles. Acting in accordance with that roles. Acting in accordance with that schema makes them feel more confident.schema makes them feel more confident.


►Changing gender rolesChanging gender roles More women in the workplaceMore women in the workplace Women do not advance in position or pay Women do not advance in position or pay

as quickly as men do. Why?as quickly as men do. Why?►DiscriminationDiscrimination►Time off for child rearing Time off for child rearing ►Society has taught them to have different Society has taught them to have different

goals and ambitionsgoals and ambitions

Documents

DEVELOPMENTAL PSYCHOLOGY The study of the changes that occurs as we grow and mature Infancy and Childhood