Human DevelopmentHuman Development

I. Introduction To DevelopmentI. Introduction To Development

A. Developmental Psychology the branch A. Developmental Psychology the branch of psychology that studies the physical, of psychology that studies the physical, mental and social changes throughout the mental and social changes throughout the human life cycle. human life cycle.

B. The major issues in developmentB. The major issues in development– 1. Nature Vs Nurture = The question 1. Nature Vs Nurture = The question

involves which has more impact on our involves which has more impact on our development; the traits we inherit or the development; the traits we inherit or the environment that we live inenvironment that we live in

– 2. Continuity Vs Stages (discontinuity) = 2. Continuity Vs Stages (discontinuity) = Asks the question is development gradual, Asks the question is development gradual, or does it proceed through a sequence of or does it proceed through a sequence of separate stagesseparate stages

– 3. Stability Vs Change = Do our 3. Stability Vs Change = Do our personality traits persist or do we become personality traits persist or do we become different as we agedifferent as we age

II. Prenatal DevelopmentII. Prenatal Development

A. Prenatal DevelopmentA. Prenatal Development– 1. The Germinal Stage1. The Germinal Stage

a. Zygote = the fertilized egg; it enters a 2-a. Zygote = the fertilized egg; it enters a 2-week period of rapid cell division and develops week period of rapid cell division and develops into an embryo into an embryo b. At about 7 days the egg becomes implanted b. At about 7 days the egg becomes implanted on the uterine wall.on the uterine wall.c. Also during this time period the placenta is c. Also during this time period the placenta is formed. The placenta both provides support for formed. The placenta both provides support for the developing human and also helps to the developing human and also helps to process waste material.process waste material.

– 2. embryo = the developing human organism 2. embryo = the developing human organism from about 2 weeks after conception through from about 2 weeks after conception through the second monththe second month

– 3. Fetus = the developing human organism 3. Fetus = the developing human organism from about 9 weeks through birthfrom about 9 weeks through birth

40 Days 45 Days2

Months4

Months

– 4. Teratogen =Agents 4. Teratogen =Agents such as chemicals and such as chemicals and viruses, that can reach viruses, that can reach the embryo or fetus the embryo or fetus during prenatal during prenatal development and cause development and cause harmharm

– 5. Fetal Alcohol 5. Fetal Alcohol Syndrome = physical and Syndrome = physical and cognitive abnormalities in cognitive abnormalities in children caused by a children caused by a pregnant woman’s heavy pregnant woman’s heavy drinking. Symptoms drinking. Symptoms include facial mis-include facial mis-proportionsproportions

– 6. Development 6. Development occursoccurs

a. cephalocaudal = a. cephalocaudal = head first then the head first then the bodybody

b. and b. and Proximodistal = Proximodistal = meaning form the meaning form the center outwardcenter outward

Development of NewbornsDevelopment of Newborns

Once upon a time,Once upon a time,

you were like this too…you were like this too…

What is an infant?What is an infant?

While there is no formal definition of an While there is no formal definition of an infant, infant, a child is considered an infant until a child is considered an infant until the age of 1 or until he/she can walkthe age of 1 or until he/she can walk

The Competent NewbornThe Competent Newborn– 1. Reflex Abilities1. Reflex Abilities

a. a. Rooting reflex Rooting reflex = a baby’s tendency, = a baby’s tendency, when when touched on the cheek, to open the mouth turn touched on the cheek, to open the mouth turn the head and search the head and search for the nipplefor the nipple

b. b. Sucking reflex Sucking reflex – the tendency to suck on an – the tendency to suck on an object placed in the mouthobject placed in the mouth

c. c. Grasping reflex – If Grasping reflex – If an object is placed in an object is placed in the palm the palm or in the foot or in the foot pad, thepad, the baby will try baby will try to grasp it and hold to grasp it and hold on.on.

d. d. Moro reflex Moro reflex – – when when startled a baby startled a baby will first will first lash out with lash out with its arms and legs and its arms and legs and then try to pull its then try to pull its arms and legs in arms and legs in to to make it as small as make it as small as possible.possible.

e. e. Babinski reflex – Babinski reflex – When a baby’s foot is When a baby’s foot is stroked he or she will stroked he or she will spread the toesspread the toes..

– 2. 2. Research on the capabilities of Research on the capabilities of baby’sbaby’s

a. In regard to hearinga. In regard to hearing– Babies prefer the sound of a human voice, Babies prefer the sound of a human voice,

especially their motherespecially their mother– babies will suck more vigorously on a babies will suck more vigorously on a

pacifier that triggers a recording of their pacifier that triggers a recording of their mother’s voicemother’s voice

b. b. In regards to smell In regards to smell – Babies will turn their heads toward the smell Babies will turn their heads toward the smell

of their own motherof their own mother

c. In regards to vision?c. In regards to vision?– A newborn can only see roughly 18 cm away from themA newborn can only see roughly 18 cm away from them– Babies prefer to look at an object that resembles a human Babies prefer to look at an object that resembles a human

faceface– They prefer objects that are between 8 - 12 inches away - They prefer objects that are between 8 - 12 inches away -

which happens to be about the distance from the breast to which happens to be about the distance from the breast to the mother’s facethe mother’s face

Perceptual Development Perceptual Development

Babies are always perceiving what is in Babies are always perceiving what is in their world and the world around their world and the world around themselvesthemselves

Gibson and Walk Gibson and Walk experimented with experimented with babies’ perceptual babies’ perceptual abilityability

They found that They found that children like children like patterns and faces patterns and faces the most the most

– Younger babies were not afraid. Younger babies were not afraid. – Older babies realized the drop off and did not Older babies realized the drop off and did not

attempt to crawl across the checkerboard attempt to crawl across the checkerboard tabletable

Language DevelopmentLanguage Development

By the time a baby is 2 years old he/she will By the time a baby is 2 years old he/she will know up to 1,500 wordsknow up to 1,500 words

By the age of five have a rather lengthy By the age of five have a rather lengthy vocabularyvocabulary

Between the ages of 2-5 a child learns, on Between the ages of 2-5 a child learns, on average, 10 words per dayaverage, 10 words per day

Is language learned or innate?Is language learned or innate?– Chomsky vs SkinnerChomsky vs Skinner

Chomsky- Just “happens”- children acquire Chomsky- Just “happens”- children acquire untaught words and grammar at a fast rate untaught words and grammar at a fast rate

Skinner- association, imitation and Skinner- association, imitation and reinforcementreinforcement

Physical DevelopmentPhysical Development

2 months: Raise head 45 degrees2 months: Raise head 45 degrees

4 months: Sit with support4 months: Sit with support

7 months: Pull self into standing position7 months: Pull self into standing position

10 months: Creep (slowly crawl)10 months: Creep (slowly crawl)

12 months: Walking12 months: Walking

c. c.

– 3. Research Strategies3. Research Strategiesa. Habituation = decreasing responsiveness with a. Habituation = decreasing responsiveness with repeated stimulationrepeated stimulation

b. Used with infants to study vision - As infants b. Used with infants to study vision - As infants gain familiarity with repeated exposure to a visual gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away stimulus, their interest wanes and they look away sooner.sooner.

III. Infancy and ChildhoodIII. Infancy and Childhood

A. Physical A. Physical DevelopmentDevelopment– 1. Brain 1. Brain

DevelopmentDevelopmenta. Maturation = a. Maturation = biological growth biological growth processes that processes that enable orderly enable orderly changes in changes in behavior, relatively behavior, relatively uninfluenced by uninfluenced by experienceexperience

At birth 3 months 15 months

Cortical Neurons

b. Maturation and Infant Memoryb. Maturation and Infant Memory– i. We have few early memories because we lack the i. We have few early memories because we lack the

neural connections to make memoriesneural connections to make memories

– ii. What are two examples of memory feats of infantsii. What are two examples of memory feats of infants

3 month olds remembering to use their foot to propel a 3 month olds remembering to use their foot to propel a mobilemobile

shown an out-of-focus picture 3 year olds will recall the shown an out-of-focus picture 3 year olds will recall the picture better if they were shown a clear version, 3 picture better if they were shown a clear version, 3 months earlier even though they have no conscious months earlier even though they have no conscious recollection of ever seeing the picturerecollection of ever seeing the picture

c. Motor Developmenti. The sequence of motor development is

universalii. The timing varies from culture to cultureiii. There are genetic factors that influence

development as well. Twins begin walking on about the same day

iv. Motor development is not entirely a process of maturation, the environment does play a role.

B. Cognitive DevelopmentB. Cognitive Development– 1. In General1. In General

a. Prior to Jean Piaget most people believed a. Prior to Jean Piaget most people believed that children knew less as opposed to that children knew less as opposed to knowing differentlyknowing differently

b. Piaget believed cognitive development b. Piaget believed cognitive development occurred in a series of stagesoccurred in a series of stages

c. According to Piaget the driving force c. According to Piaget the driving force behind our development is our struggle to behind our development is our struggle to make sense of and interpret our ever make sense of and interpret our ever changing environmentchanging environment

d. Schema = a concept or framework that d. Schema = a concept or framework that organizes and interprets informationorganizes and interprets information

e. Assimilation = interpreting one’s new e. Assimilation = interpreting one’s new experience in terms of one’s existing schemasexperience in terms of one’s existing schemas

f. Accommodation = adapting one’s current f. Accommodation = adapting one’s current understandings to incorporate new informationunderstandings to incorporate new information

– 2. Piaget’s Theory and Current thinking2. Piaget’s Theory and Current thinkinga. cognition = all the mental activities a. cognition = all the mental activities associated with thinking, knowing and associated with thinking, knowing and remembering remembering

b. Sensorimotor stageb. Sensorimotor stage– i. Defined = the stage from birth to about 2 years of i. Defined = the stage from birth to about 2 years of

age during which infants know the world mostly in age during which infants know the world mostly in terms of the sensory impressions and motor terms of the sensory impressions and motor activitiesactivities

– ii. Object permanence = the awareness that things ii. Object permanence = the awareness that things continue to exist even when not perceivedcontinue to exist even when not perceived

– iii. Egocentrism = the fact that infants can not iii. Egocentrism = the fact that infants can not distinguish between itself and its environmentdistinguish between itself and its environment

– iv. Evidence for this theory includes Piaget’s study iv. Evidence for this theory includes Piaget’s study on object permanence. Between the ages of 0 to 5 on object permanence. Between the ages of 0 to 5 months an object that was visibly hidden will not be months an object that was visibly hidden will not be searched forsearched for

– v. Evidence against includes v. Evidence against includes

the study done by Bower and Wishart in which the study done by Bower and Wishart in which a child between 1 and 4 months was reaching a child between 1 and 4 months was reaching for an object when the room was darkened. for an object when the room was darkened. Under infra-red light the baby was observed to Under infra-red light the baby was observed to continue reaching for the object. continue reaching for the object.

Also Bower did a study on 1 month olds where Also Bower did a study on 1 month olds where an object was shown then placed behind a an object was shown then placed behind a screen. The object was then removed and the screen. The object was then removed and the screen lifted. The babies seemed to show screen lifted. The babies seemed to show surprisesurprise

c. The preoperational stagec. The preoperational stage– i. is the stage from about 2 - 6 or 7 years old during i. is the stage from about 2 - 6 or 7 years old during

which a child learns to use language but does not yet which a child learns to use language but does not yet comprehend the mental operations of concrete logiccomprehend the mental operations of concrete logic

– ii. Conservation the principle that properties such as ii. Conservation the principle that properties such as mass volume and number remain the same despite mass volume and number remain the same despite changes in the forms of the objectschanges in the forms of the objects

– iii. Judy DeLoach illustrate this concept in her iii. Judy DeLoach illustrate this concept in her experiment where a dog was hidden in model room and experiment where a dog was hidden in model room and then in a real room. 2 1/2 year olds couldn’t use model 3 then in a real room. 2 1/2 year olds couldn’t use model 3 year olds couldyear olds could

– iv. Egocentrism = the inability of the preoperational child iv. Egocentrism = the inability of the preoperational child to take another’s view pointto take another’s view point

– v. Theory of Mind = v. Theory of Mind =

People’s ideas about their own and others’ People’s ideas about their own and others’ mental states- about their feelings, perceptions, mental states- about their feelings, perceptions, and thoughts and the behavior these might and thoughts and the behavior these might predictpredict

Autism impacts the Theory of Mind because Autism impacts the Theory of Mind because children with autism have difficulty removing children with autism have difficulty removing themselves from their own perspective. Thus in themselves from their own perspective. Thus in the study by Peterson & Siegal the child with the study by Peterson & Siegal the child with autism cannot separate their knowledge from autism cannot separate their knowledge from that of Sally the doll.that of Sally the doll.

vi. Evidence forvi. Evidence for– In class inclusion test In class inclusion test

children can not use sets children can not use sets and subsets like in the and subsets like in the bead experimentbead experiment

– Piaget and Inhelder used Piaget and Inhelder used the Three Mountain task to the Three Mountain task to demonstrate egocentrism demonstrate egocentrism in children. The in children. The participants could not participants could not express the scene from express the scene from another’s perspectiveanother’s perspective

Conservation experiments use test like moving water Conservation experiments use test like moving water from a fat short beaker to a large beaker to see if a from a fat short beaker to a large beaker to see if a child understands reversibility child understands reversibility

– vii. Evidence againstvii. Evidence against

McGarrigle et al found that when they made the task McGarrigle et al found that when they made the task more understandable and appropriate children in the more understandable and appropriate children in the preoperational stage with a mean age of 6 could preoperational stage with a mean age of 6 could accomplish this type of class inclusion test In this case accomplish this type of class inclusion test In this case the transformation to the rows was made by a naughty the transformation to the rows was made by a naughty teddy bearteddy bear

Hughes demonstrated that 3.5 year olds could Hughes demonstrated that 3.5 year olds could complete the three mountain task if set up differently. complete the three mountain task if set up differently. In his demonstration a boy doll had to hide from two In his demonstration a boy doll had to hide from two police dollspolice dolls

d. Describe the Concrete operational staged. Describe the Concrete operational stage– i. Defined = from about ages 6 or 7 to 11 during which i. Defined = from about ages 6 or 7 to 11 during which

children gain the mental operations that enable them to think children gain the mental operations that enable them to think logically about concrete eventslogically about concrete events

– ii. Evidence for ii. Evidence for

Children can now perform conservation of liquid Children can now perform conservation of liquid experiments because they can compensate for the experiments because they can compensate for the changes in height and width and they can mentally changes in height and width and they can mentally reverse the procedurereverse the procedure

They can also pass the conservation of number test as They can also pass the conservation of number test as they are no longer fooled by how far apart the items arethey are no longer fooled by how far apart the items are

– iii. Evidence against = McGarrigle and Donaldson who found iii. Evidence against = McGarrigle and Donaldson who found that children in the preoperational stage could perform these that children in the preoperational stage could perform these taskstasks

e. Describe the Formal operational stagee. Describe the Formal operational stage– i. Defined = beginning about age 12 the stage i. Defined = beginning about age 12 the stage

during which people begin to think logically about during which people begin to think logically about abstract conceptsabstract concepts

– ii. Evidence forii. Evidence for

Child can now to transitive inference tasks Child can now to transitive inference tasks without the use of manipulatives (objects)without the use of manipulatives (objects)

Children when given a problem will use Children when given a problem will use deductive reasoning and logic to solve a problem deductive reasoning and logic to solve a problem rather than trial and errorrather than trial and error

– iii. Evidence against = Gladwin pointed out how iii. Evidence against = Gladwin pointed out how Piaget overlooked culture using the Polynesian Piaget overlooked culture using the Polynesian navigators as an examplenavigators as an example

– 3. Reflecting on Piaget3. Reflecting on Piageta. Theoretical Criticisma. Theoretical Criticism

– i. Agei. Age

Much research has seemingly demonstrated that Much research has seemingly demonstrated that children posses many of the cognitive abilities that children posses many of the cognitive abilities that Piaget outlined at ages much earlier than he expectedPiaget outlined at ages much earlier than he expected

Often improving upon the method of assessing the Often improving upon the method of assessing the child reveals their cog. abilities betterchild reveals their cog. abilities better

In addition, Piaget seemed to have over estimated In addition, Piaget seemed to have over estimated people’s formal operational ability – some research people’s formal operational ability – some research has even suggested that only on third of the population has even suggested that only on third of the population actually reach this stageactually reach this stage

– ii. Conceptsii. Concepts

Some of the concepts are vague and the stages often Some of the concepts are vague and the stages often show so much overlap that development is better show so much overlap that development is better described as continuousdescribed as continuous

By focusing on the child’s By focusing on the child’s mistakes, Piaget may have mistakes, Piaget may have over looked important abilities over looked important abilities that children do possess that children do possess

4. Lev Vygotsky4. Lev Vygotsky– a. Russian researcher who a. Russian researcher who

placed more emphasis on placed more emphasis on social interactionsocial interaction

– b. More similar to Bruner b. More similar to Bruner than Piaget.than Piaget.

– c. Focuses on the role of c. Focuses on the role of social interaction and social interaction and language on the acquisition of language on the acquisition of cognitive abilities.cognitive abilities.

d. The Zone of Proximal Developmentd. The Zone of Proximal Development– A child maybe capable of higher cognitive functioning A child maybe capable of higher cognitive functioning

with the aid of a more able helper.with the aid of a more able helper.– For example if you give a young child a puzzle that is For example if you give a young child a puzzle that is

above their level they may struggle to complete it. above their level they may struggle to complete it. However with the adult’s guidance they might be able to However with the adult’s guidance they might be able to complete the same puzzlecomplete the same puzzle

C. Social DevelopmentC. Social Development– 1. Attachment1. Attachment

a. Attachment = an emotional tie with another a. Attachment = an emotional tie with another person; shown in young children by their seeking person; shown in young children by their seeking closeness to the caregiver and showing distress on closeness to the caregiver and showing distress on separationseparation

b. Psychologist are concerned with how b. Psychologist are concerned with how attachments form, if there is a critical period in which attachments form, if there is a critical period in which they must form and what happens if these they must form and what happens if these attachments do not form.attachments do not form.

– 2. How does attachment form2. How does attachment forma. Pre-attachment phase = 0-3 months infant shows a. Pre-attachment phase = 0-3 months infant shows a preference for humans over objectsa preference for humans over objects

b. Indiscriminate phase = 3-7 months – infant can b. Indiscriminate phase = 3-7 months – infant can distinguish between people and allows strangers to distinguish between people and allows strangers to handle it.handle it.

c. Discriminate phase = 7-9 months – Infant c. Discriminate phase = 7-9 months – Infant develops specific attachments to certain people develops specific attachments to certain people and shows distress upon separation from them. and shows distress upon separation from them. May show a fear of strangersMay show a fear of strangers

d. Multiple Attachment Phase – 9 months and d. Multiple Attachment Phase – 9 months and beyond – Increasingly independent and forms beyond – Increasingly independent and forms other bonds beyond the initial strong attachments.other bonds beyond the initial strong attachments.

– 3. Forms of Attachment3. Forms of Attachmenta. Type A – Avoidant or detached – approximately a. Type A – Avoidant or detached – approximately 20% of sample, infant ignores mother, not 20% of sample, infant ignores mother, not impacted by her leaving or arriving.impacted by her leaving or arriving.

b. Type B – Securely Attached – 70% of sample – b. Type B – Securely Attached – 70% of sample – plays while mother is present, distressed when plays while mother is present, distressed when mother leaves, and relieved when she returnsmother leaves, and relieved when she returns

c. Type C – Anxious-resistant or ambivalent – c. Type C – Anxious-resistant or ambivalent – 10% of sample – distressed by mother leaving but 10% of sample – distressed by mother leaving but not comforted by her return not comforted by her return

– 4. Stranger Anxiety aka Separation Anxiety4. Stranger Anxiety aka Separation Anxietya. The fear of strangers that infants commonly a. The fear of strangers that infants commonly display at about 8 months of age;display at about 8 months of age;

b. Purpose = it is the ability to evaluate people as b. Purpose = it is the ability to evaluate people as unfamiliar and possibly threatening and therefore unfamiliar and possibly threatening and therefore helps protect babieshelps protect babies

5. The Harlow Study5. The Harlow Study– In Harlow’s famous study he put In Harlow’s famous study he put

a caregiver (wire monkey with a caregiver (wire monkey with food) and a comfort giver (wire food) and a comfort giver (wire monkey covered with fur) in the monkey covered with fur) in the cagecage

– He found that the monkeys He found that the monkeys became more attached to the fur became more attached to the fur monkey rather than the nutrition monkey rather than the nutrition mother. When in stressful mother. When in stressful situations the monkeys returned situations the monkeys returned to the fur mother.to the fur mother.

– The findings illustrated the The findings illustrated the importance of body contact in importance of body contact in attachment and relate to humans attachment and relate to humans in that they too require this in that they too require this attachment to feel safeattachment to feel safe

– Contact comfort = in primates the innate pleasure Contact comfort = in primates the innate pleasure derived from close physical contact.derived from close physical contact.

– 6. Familiarity6. Familiaritya. Critical Periods = an optimal period shortly a. Critical Periods = an optimal period shortly after birth when an organism’s exposure to after birth when an organism’s exposure to certain stimuli or experiences produces proper certain stimuli or experiences produces proper developmentdevelopment

b. Imprinting = the process by which certain b. Imprinting = the process by which certain animals form attachments during a critical animals form attachments during a critical period very early in lifeperiod very early in life

c. The Lorenz Studiesc. The Lorenz Studies– he studied ducks and geese by changing the first object he studied ducks and geese by changing the first object

they came into contact with after they were hatched - they came into contact with after they were hatched - these included himself and even objects like ballsthese included himself and even objects like balls

– The application of his studies to humans is questioned The application of his studies to humans is questioned especially in the area of how important it is to humans especially in the area of how important it is to humans and if there is even a critical period in which this contact and if there is even a critical period in which this contact must be establishedmust be established

– 7. Responsive Parenting 7. Responsive Parenting a. Mary Ainsworth and other believed that a. Mary Ainsworth and other believed that responsive parenting would lead to secure responsive parenting would lead to secure attachment.attachment.

b. One possible explanation of this phenomenon b. One possible explanation of this phenomenon is that it is learned from the mother - rats pups is that it is learned from the mother - rats pups raised by attentive adoptive mothers are more raised by attentive adoptive mothers are more likely to be attentive to their own pupslikely to be attentive to their own pups

c. Studies on responsive c. Studies on responsive parenting parenting – i. Mary Ainsworth’s study = i. Mary Ainsworth’s study =

placed young children into placed young children into “strange situations” and “strange situations” and then measured their then measured their response - those children response - those children who were more securely who were more securely attached did not react with attached did not react with the distress that the the distress that the insecurely attached insecurely attached children didchildren did

Monkeys raised by artificial mothers were terror-stricken when placed in strange situations without their surrogate mothers

– ii. The Van den Boom studyii. The Van den Boom study

100 6-9 month old temperamentally difficult children 100 6-9 month old temperamentally difficult children randomly assigned to one of two conditionsrandomly assigned to one of two conditions

one group’s mothers were given special training on one group’s mothers were given special training on responsive parenting the others received no trainingresponsive parenting the others received no training

The result showed that at age 1, 68% of the babies in The result showed that at age 1, 68% of the babies in the experimental condition had become securely the experimental condition had become securely attached. attached.

– 8. Deprivation of 8. Deprivation of AttachmentAttachment

a. Children raised in a. Children raised in institutions such as institutions such as orphanages often are orphanages often are unable to make unable to make connections later in life connections later in life due to the lack of due to the lack of relationships as a childrelationships as a child

b. When raised in isolation Harry Harlow’s b. When raised in isolation Harry Harlow’s monkeysmonkeys

– i. cowered in fear or lashed out aggressively when later i. cowered in fear or lashed out aggressively when later placed with other monkeysplaced with other monkeys

– ii. many were unable to mateii. many were unable to mate– iii. those artificially impregnated were either neglectful iii. those artificially impregnated were either neglectful

or abusive parentsor abusive parents

c. This relates to criminal behavior in thatc. This relates to criminal behavior in that– i. many people who abuse children were also abused i. many people who abuse children were also abused

themselvesthemselves– ii. 6/7 juveniles awaiting execution in one prison were ii. 6/7 juveniles awaiting execution in one prison were

horribly abused as childrenhorribly abused as children

– 9. Disruption of Attachment = Infants 9. Disruption of Attachment = Infants removed from their foster mothers removed from their foster mothers experience difficulties at first - but by experience difficulties at first - but by age 10 there is no visible effectsage 10 there is no visible effects

– 10. Does Day Care Affect Attachment10. Does Day Care Affect Attachmenta. In a study by Sandra Scarr, results indicate that a. In a study by Sandra Scarr, results indicate that in the case of high quality day care programs in the case of high quality day care programs there appears to be no problems - kids are very there appears to be no problems - kids are very “sturdy”“sturdy”b. Ideal day care programs = warm supportive b. Ideal day care programs = warm supportive interactions with adults in a safe, healthy, and interactions with adults in a safe, healthy, and stimulating environment - an environment in stimulating environment - an environment in which any child can frequently talk with a familiar which any child can frequently talk with a familiar adult caregiveradult caregiver

c. Studies on infant day carec. Studies on infant day care– i. Belsky and Zigler found that children who attended i. Belsky and Zigler found that children who attended

over 20 hrs/week of early day care were less secure as over 20 hrs/week of early day care were less secure as 1 yr olds and more likely to be disobedient 1 yr olds and more likely to be disobedient

– ii. two separate studies showed that children who were ii. two separate studies showed that children who were in quality programs prior to 6 months of age were more in quality programs prior to 6 months of age were more outgoing, popular, and academically successfuloutgoing, popular, and academically successful

D. Self ConceptD. Self Concept– 1. Self concept = a sense of one’s identity 1. Self concept = a sense of one’s identity

and personal worthand personal worth– 2. According to Darwin Self-concept 2. According to Darwin Self-concept

emerges when a child recognizes himself in emerges when a child recognizes himself in the mirrorthe mirror

– 3. This idea was tested by dabbing a dot 3. This idea was tested by dabbing a dot of rouge on a child’s nose - at around 15-of rouge on a child’s nose - at around 15-18 months the child will touch his own nose 18 months the child will touch his own nose thus showing they recognize the face in the thus showing they recognize the face in the mirror is their ownmirror is their own

E. Child Rearing PracticesE. Child Rearing Practices– 1. Authoritarian parenting style = imposes 1. Authoritarian parenting style = imposes

rules and expects obediencerules and expects obedience– 2. Permissive style = makes few demands 2. Permissive style = makes few demands

and uses little if any punishmentand uses little if any punishment

Parental Authority QuestionaireParental Authority Questionaire

Column 1 = add up 1; 6; 10; 13; 14; 17;19; Column 1 = add up 1; 6; 10; 13; 14; 17;19; 21; 24; 2821; 24; 28

Column2 = add up 2; 3; 7; 9; 12; 16; 18; Column2 = add up 2; 3; 7; 9; 12; 16; 18; 25; 26; 2925; 26; 29

Column 3 = add up 4; 5; 8; 11; 15; 20; 22; Column 3 = add up 4; 5; 8; 11; 15; 20; 22; 23; 27; 3023; 27; 30

Results of Authoritative Parenting Results of Authoritative Parenting StyleStyle

– 3. Authoritative parenting style = parents 3. Authoritative parenting style = parents are both demanding and responsive - they are both demanding and responsive - they exert control not only by setting rules and exert control not only by setting rules and enforcing them but also by explaining the enforcing them but also by explaining the reasons and especially with older children, reasons and especially with older children, encouraging open discussion and allowing encouraging open discussion and allowing exceptions when making the rulesexceptions when making the rules

– 4. Baumrind’s studies on parenting style4. Baumrind’s studies on parenting stylea. Shows that children whose parents use an a. Shows that children whose parents use an authoritative style have the highest self esteem, authoritative style have the highest self esteem, self reliance and social competenceself reliance and social competence

b. These findings maybe flawed becauseb. These findings maybe flawed because– i. Correlation does not = causationi. Correlation does not = causation

– ii. Could the child’s temperament change the way the parent ii. Could the child’s temperament change the way the parent parentsparents

– 5. Further studies on parenting style5. Further studies on parenting stylea. One study examined two types of parenting techniquesa. One study examined two types of parenting techniques

– Power assertion – a method of child rearing in which the parent Power assertion – a method of child rearing in which the parent uses punishment and other aversive techniques to control the uses punishment and other aversive techniques to control the child’s behaviorchild’s behavior

– Induction – a method of child rearing in which the parent Induction – a method of child rearing in which the parent appeals to the child’s own abilities, sense of responsibility and appeals to the child’s own abilities, sense of responsibility and feeling for others to control the child’s behavior.feeling for others to control the child’s behavior.

b. Results showed that the children who were punished b. Results showed that the children who were punished were more likely to be aggressive and unruly later on in life.were more likely to be aggressive and unruly later on in life.

Prompt 7:Prompt 7:

You are a student aide for the AP English You are a student aide for the AP English Literature teacher. Your friend is in Literature teacher. Your friend is in danger of failing the class. If they fail they danger of failing the class. If they fail they will loose their scholarship to college. will loose their scholarship to college. They ask you to steal the next test for They ask you to steal the next test for them. Write down them. Write down AS MANYAS MANY reasons reasons (justifications) you can think of as to why (justifications) you can think of as to why you choose to do it or not do it. you choose to do it or not do it.

IV. AdolescenceIV. Adolescence

A. Adolescence = the transition period A. Adolescence = the transition period from childhood to adulthood, extending from childhood to adulthood, extending from puberty to independencefrom puberty to independence

B. Physical DevelopmentB. Physical Development– 1. Puberty = the period of sexual maturation, 1. Puberty = the period of sexual maturation,

during which a person becomes capable of during which a person becomes capable of reproducingreproducing

– 2. Primary Sex Characteristics = the body structures 2. Primary Sex Characteristics = the body structures (ovaries, testes, and external genitalia) that make (ovaries, testes, and external genitalia) that make sexual reproduction possiblesexual reproduction possible

– 3. Secondary Sex Characteristics = non reproductive 3. Secondary Sex Characteristics = non reproductive sexual characteristics, such as female breasts and sexual characteristics, such as female breasts and hips, male voice quality, and body hairhips, male voice quality, and body hair

– 4. Menarche = the first menstrual period4. Menarche = the first menstrual period

C. Cognitive DevelopmentC. Cognitive Development– 1. During adolescence a period of 1. During adolescence a period of

developing reasoning power emerges. developing reasoning power emerges. This relates to Piaget’s last stage of This relates to Piaget’s last stage of cognitive development - the Formal cognitive development - the Formal Operational stage where the person is able Operational stage where the person is able to reason logically about abstract ideasto reason logically about abstract ideas

– 2. During adolescence a period of 2. During adolescence a period of developing moral growth also emergesdeveloping moral growth also emerges

a. Piaget believed that moral reasoning grew a. Piaget believed that moral reasoning grew as cognitive abilities developedas cognitive abilities developed

b. Building on this idea Lawrence Kohlberg b. Building on this idea Lawrence Kohlberg developed a theory of stages of moral developed a theory of stages of moral reasoningreasoning

c. He studied this idea by presenting moral c. He studied this idea by presenting moral dilemmas to his subjects and then asking them dilemmas to his subjects and then asking them to explain why they responded in the way they to explain why they responded in the way they did.did.

d. Stages of Moral Developmentd. Stages of Moral Development– i. Pre-conventional leveli. Pre-conventional level

stage 1. Characterized by the avoidance of stage 1. Characterized by the avoidance of punishmentpunishment

stage 2. Characterized by the desire to further stage 2. Characterized by the desire to further one’s own desires one’s own desires

– ii. Conventional levelii. Conventional level

stage 3. Characterized by living up to the stage 3. Characterized by living up to the expectations of othersexpectations of others

stage 4. Characterized by doing ones dutystage 4. Characterized by doing ones duty– iii. Post-conventional leveliii. Post-conventional level

stage 5 characterized by the understanding that stage 5 characterized by the understanding that values and rules are relative but generally need values and rules are relative but generally need to be upheldto be upheld

stage 6. Universal ethical principlesstage 6. Universal ethical principles

– 3. Moral Action3. Moral Actiona. One of the best predictors of a person’s a. One of the best predictors of a person’s actions is what his friends do.actions is what his friends do.

b. We can teach children moral reasoning b. We can teach children moral reasoning through discussion and action.through discussion and action.

– 4. Critique of moral reasoning4. Critique of moral reasoninga. Kohlberg’s stages has been criticized as a. Kohlberg’s stages has been criticized as being to Euro centric. His system values being to Euro centric. His system values the individual more whereas certain the individual more whereas certain cultures are more collective.cultures are more collective.

b. Carol Gilligan has argued that Kohlberg’s b. Carol Gilligan has argued that Kohlberg’s model was biased towards malesmodel was biased towards males

– i. In her theory men show a “i. In her theory men show a “morality of justicemorality of justice” ” based on equality whereas women show a “based on equality whereas women show a “morality morality of careof care” based on the idea that none should be hurt” based on the idea that none should be hurt

– ii. She developed three stages of moral ii. She developed three stages of moral development for women; Care for one’s own development for women; Care for one’s own survival, Care for others, and Care for integrity of self survival, Care for others, and Care for integrity of self and otherand other))

D. Social DevelopmentD. Social Development– 1. Erik Erikson = a developmental psychologist of 1. Erik Erikson = a developmental psychologist of

the psychodynamic perspective - his theory states the psychodynamic perspective - his theory states that we develop socially in stagesthat we develop socially in stages

– 2. Contends that each stage of life has its own 2. Contends that each stage of life has its own psychosocial task, a crisis that needs resolutionpsychosocial task, a crisis that needs resolution

– 3. Stages of Psychosocial Development before 3. Stages of Psychosocial Development before PubertyPuberty

a. Infancy = Age 0 through 1 a. Infancy = Age 0 through 1 – i. known as the Trust Vs. Mistrust stage.i. known as the Trust Vs. Mistrust stage.

– ii. Task = if needs are met infants develop a sense of ii. Task = if needs are met infants develop a sense of basic trustbasic trust

b. Toddlerhood =1 - 2 years b. Toddlerhood =1 - 2 years – i. Known as = Autonomy Vs. Shame and doubt i. Known as = Autonomy Vs. Shame and doubt

– ii. Task = learn to exercise will and do things for ii. Task = learn to exercise will and do things for themselves or they will doubt their own abilitiesthemselves or they will doubt their own abilities

c. Preschooler = 3 -5 years c. Preschooler = 3 -5 years – i. Known as = Initiative Vs. guilt i. Known as = Initiative Vs. guilt

– ii. Task = learn to initiate tasks and carry out plans, or they ii. Task = learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independentfeel guilty about efforts to be independent

d. Elementary School = 6 - Puberty d. Elementary School = 6 - Puberty – i. Known as = Competence Vs. Inferiority i. Known as = Competence Vs. Inferiority

– ii. Task = children learn the pleasure of applying ii. Task = children learn the pleasure of applying themselves to tasks, or they feel inferiorthemselves to tasks, or they feel inferior

– 4. Stages After Puberty4. Stages After Pubertya. Adolescence = teen years into early 20’sa. Adolescence = teen years into early 20’s

– i. Known as Identity Vs. Role Confusioni. Known as Identity Vs. Role Confusion– ii. Task = Teenagers work at refining a sense of self ii. Task = Teenagers work at refining a sense of self

by testing roles and then integrating them to form a by testing roles and then integrating them to form a single identity, or they become confused about who single identity, or they become confused about who they arethey are

– iii. Identity = one’s sense of self; according to iii. Identity = one’s sense of self; according to Erikson, the adolescent’s task is to solidify a sense Erikson, the adolescent’s task is to solidify a sense of self by testing and integrating various rolesof self by testing and integrating various roles

b. Young Adulthood Age 20’s - Early 40’s b. Young Adulthood Age 20’s - Early 40’s – i. Known as = Intimacy Vs. Isolationi. Known as = Intimacy Vs. Isolation– ii. Task = Young adults struggle to form close ii. Task = Young adults struggle to form close

relationships and to gain the capacity for intimate relationships and to gain the capacity for intimate love, or they feel socially isolatedlove, or they feel socially isolated

– iii. Gender and Social Connectednessiii. Gender and Social Connectedness

According to Carol Gilligan males are more According to Carol Gilligan males are more individualist - they use communication to offer individualist - they use communication to offer solutions to problems whereas females are more solutions to problems whereas females are more relationship oriented relationship oriented

Giuliano’s research found that males are more Giuliano’s research found that males are more willing to hazard guesses to questions rather willing to hazard guesses to questions rather than admit they just don’t know. She coined this than admit they just don’t know. She coined this the male answer syndrome the male answer syndrome

– iv. Intimacy = the ability to form close, loving iv. Intimacy = the ability to form close, loving relationships; a primary development relationships; a primary development

VI. AdulthoodVI. Adulthood

A. Physical ChangesA. Physical Changes– 1. Menopause = the time of natural 1. Menopause = the time of natural

cessation of menstruationcessation of menstruation– 2. Physical Changes in later life2. Physical Changes in later life

a. Life Expectancy as a whole we now live a. Life Expectancy as a whole we now live longer than ever before. Women live longer longer than ever before. Women live longer than males than males b. Sensory abilities diminish with age. For b. Sensory abilities diminish with age. For example visual acuity diminishes, reaction time example visual acuity diminishes, reaction time slows down, muscle strength diminishes, as slows down, muscle strength diminishes, as well as many other areas.well as many other areas.

c. Dementia and Alzheimer'sc. Dementia and Alzheimer's– i. Alzheimer’s = a progressive and irreversible brain i. Alzheimer’s = a progressive and irreversible brain

disorder characterized by gradual deterioration of memory, disorder characterized by gradual deterioration of memory, reasoning, language, and finally physical functioningreasoning, language, and finally physical functioning

– Research on estrogen therapy and Alzheimer’s shows that Research on estrogen therapy and Alzheimer’s shows that women who took estrogen supplements for at least 10 years women who took estrogen supplements for at least 10 years were 40% less likely to suffer from Alzheimer’swere 40% less likely to suffer from Alzheimer’s

– 3. Cognitive Changes3. Cognitive Changesa. Aging and Memorya. Aging and Memory

– i. According to researchers Schonfield and Robertson recall i. According to researchers Schonfield and Robertson recall memory declines with age, but no measurable decline in memory declines with age, but no measurable decline in recognition tasks has been demonstratedrecognition tasks has been demonstrated

– ii. Information with out a clear meaning or purpose ii. Information with out a clear meaning or purpose ( nonsense syllables) and timed events (like remembering ( nonsense syllables) and timed events (like remembering medicationmedication

b. Aging and Intelligenceb. Aging and Intelligence– i. Cross-sectional studies are studies in which people of i. Cross-sectional studies are studies in which people of

different ages are compared with one anotherdifferent ages are compared with one another– ii. These type of studies show that intelligence declines with ii. These type of studies show that intelligence declines with

ageage– iii. a longitudinal study is research in which the same people iii. a longitudinal study is research in which the same people

are restudied and re-tested over long periods of timeare restudied and re-tested over long periods of time– iv. These type of studies show that intelligence remains iv. These type of studies show that intelligence remains

stable until very late in lifestable until very late in life– A cohort sequential study – combines cross sectional and A cohort sequential study – combines cross sectional and

longitudinal. Corrects for the cohort effectlongitudinal. Corrects for the cohort effect– The cohort effect – occurs because people raised in similar The cohort effect – occurs because people raised in similar

times might exhibit similar qualities.times might exhibit similar qualities.– v. Crystallized intelligence = One’s accumulated knowledge v. Crystallized intelligence = One’s accumulated knowledge

and verbal skills - which tend to increase with ageand verbal skills - which tend to increase with age– vi. Fluid intelligence = One’s ability to reason speedily and vi. Fluid intelligence = One’s ability to reason speedily and

abstractly - tends to decrease during late adulthoodabstractly - tends to decrease during late adulthood

– 4. Social Changes4. Social Changesa. Middle Adulthood = 40’s - 60’sa. Middle Adulthood = 40’s - 60’s

– i. Known as = Generativity Vs. Stagnationi. Known as = Generativity Vs. Stagnation– ii. Task = the middle-aged discover a sense of contributing ii. Task = the middle-aged discover a sense of contributing

to the world, usually through family and work. If they do not to the world, usually through family and work. If they do not develop this sense the will feel a lack of purposedevelop this sense the will feel a lack of purpose

b. Late Adulthood = 60’s and Upb. Late Adulthood = 60’s and Up– i. Stage = Integrity Vs. Despairi. Stage = Integrity Vs. Despair– ii. Task = A sense of satisfaction with the life that has been ii. Task = A sense of satisfaction with the life that has been

led or a sense of failure and despair at opportunities lostled or a sense of failure and despair at opportunities lost

c. Social clock = the culturally preferred timing of c. Social clock = the culturally preferred timing of social events such as marriage, parenthood and social events such as marriage, parenthood and retirementretirement

B. Death and DyingB. Death and Dying– 1. Kubler-Ross Stages of Death1. Kubler-Ross Stages of Death

a. Denial = resistance to the initial discovery by a. Denial = resistance to the initial discovery by seeking other opinions or refusal to accept death will seeking other opinions or refusal to accept death will occuroccurb. Anger and resentment = often directed at others b. Anger and resentment = often directed at others out of resentment, frustration and feelings of injustice out of resentment, frustration and feelings of injustice (Why me?)(Why me?)c. Bargaining for more time = with God, fate or c. Bargaining for more time = with God, fate or medical professionals to change the situationmedical professionals to change the situationd. Depression = when the inevitability of death is d. Depression = when the inevitability of death is realized. Preparatory grieving or depression may realized. Preparatory grieving or depression may occur for all that will be lostoccur for all that will be loste. Acceptance = giving up to death, becoming more e. Acceptance = giving up to death, becoming more resolved withdrawn and emotionally drainedresolved withdrawn and emotionally drained

– 2. Ramsay and DeGroot’s stages of grief2. Ramsay and DeGroot’s stages of griefa. Shock – the initial reactiona. Shock – the initial reaction

b. Disorganization = inability to planb. Disorganization = inability to plan

c. Denial = behaving as if the deceased is still alivec. Denial = behaving as if the deceased is still alive

d. Depression = pinning or despaird. Depression = pinning or despair

e. Guilt = for thoughts or behavior towards the dead. e. Guilt = for thoughts or behavior towards the dead.

f. Anxiety = about inability to cope with the changesf. Anxiety = about inability to cope with the changes

g. Aggression = resulting from anger and frustrationg. Aggression = resulting from anger and frustration

h. Resolution = increasing acceptance of deathh. Resolution = increasing acceptance of death

i. Reintegration = reorganization and adjustmenti. Reintegration = reorganization and adjustment

– 3. Evaluation3. Evaluationa. Much of the evidence comes from a. Much of the evidence comes from observational studies observational studies

b. Various responses based on cultureb. Various responses based on culture– i. Expression of grief varies – Japanese stoicism to i. Expression of grief varies – Japanese stoicism to

Muslim wailingMuslim wailing– ii. Duration varies from Navajo 4 day period to Orthodox ii. Duration varies from Navajo 4 day period to Orthodox

Jew period of 1 yearJew period of 1 year– iii. Attitudes vary from fear of the dead by the Hopi to iii. Attitudes vary from fear of the dead by the Hopi to

worshiping of the dead by practitioners of Japanese worshiping of the dead by practitioners of Japanese ShintoShinto

In closing-from Dylan ThomasIn closing-from Dylan Thomas““Do not go gentle into that good night,Do not go gentle into that good night,

Old age should burn and rave at close of day;Old age should burn and rave at close of day;

Rage, rage against the dying of the light.”Rage, rage against the dying of the light.”

Prompt 10:Prompt 10:

What is the most difficult part of being a What is the most difficult part of being a teenager in society today?teenager in society today?

Bell-ringer 4:Bell-ringer 4:

What do you think will be the best part of What do you think will be the best part of being an adult out on your own?being an adult out on your own?

What will be the worst?What will be the worst?

Do you think kids your age are in too big of Do you think kids your age are in too big of a hurry to “grow-up”? Why or why not?a hurry to “grow-up”? Why or why not?

Being OldBeing Old

1. Tape the Popsicle sticks to your fingers 1. Tape the Popsicle sticks to your fingers so that they DO NOT stick out over the so that they DO NOT stick out over the ends.ends.

2. Tape the plastic wrap baggie to your 2. Tape the plastic wrap baggie to your head.head.

3. The helper’s job is very important. 3. The helper’s job is very important. They must maintain the safety of their They must maintain the safety of their patient.patient.

Once the person has become elderly Once the person has become elderly they must perform the following tasks in they must perform the following tasks in no particular order.no particular order.– Make changeMake change– read a telephone bookread a telephone book– tie a shoetie a shoe– button a jacket or shirtbutton a jacket or shirt– get a drinkget a drink– Negotiate the stairwellNegotiate the stairwell– Write their nameWrite their name

Once you have completed these tasks Once you have completed these tasks switch roles. switch roles.

After both of you have completed these After both of you have completed these tasks. You should clean up your mess tasks. You should clean up your mess and start your homework.and start your homework.

The assignment is to write two separate The assignment is to write two separate journal entries about your experiences journal entries about your experiences today.today.

Each journal entry should be about a Each journal entry should be about a page in length.page in length.

One journal entry will talk about what it One journal entry will talk about what it was like to be “old in class” and what it was like to be “old in class” and what it may feel like in reality.may feel like in reality.

The second entry should talk about The second entry should talk about what it was like to have to help what it was like to have to help someone today and what it may be like someone today and what it may be like in reality. in reality.

Prompt 12:Prompt 12:

Write 5 multiple choice test questions on Write 5 multiple choice test questions on human development. Also create one human development. Also create one essay question.essay question.

Possible Essay QuestionsPossible Essay Questions

One of the great psychological questions One of the great psychological questions is whether development occurs in stages is whether development occurs in stages or is continuous. Discuss the moral, social or is continuous. Discuss the moral, social and cognitive development of children in and cognitive development of children in the first 5 years of life.the first 5 years of life.

1. Did you get spanked as a child?1. Did you get spanked as a child?2. Will you use spanking with your child?2. Will you use spanking with your child?3. Is it an appropriate punishment for 3. Is it an appropriate punishment for – A. talking backA. talking back– B. disobeying a requestB. disobeying a request– C. getting in trouble at schoolC. getting in trouble at school– D. bad gradesD. bad grades

4. How old is the oldest a child should be 4. How old is the oldest a child should be spankedspanked5. Is slapping in the face okay?5. Is slapping in the face okay?