Unit 9: Developmental Psychology. Central Issues in Dev. Psych Items 1,4, and 7 = stability/change – Reverse the number you gave for #4 (0=5,1=4,2=3,3=2,4=1,5=0)

Unit 9:Developmental Psychology

Central Issues in Dev. Psych• Items 1,4, and 7 = stability/change

– Reverse the number you gave for #4 (0=5,1=4,2=3,3=2,4=1,5=0)

– Now add the numbers in front of all three– Total scores will range from 0 to 15– Higher scores reflect a tendency to see human traits

as persisting through life

• Items 2,5, and 8 = continuity/stages– Reverse the number you gave for #5– Higher scores reflect tendency to see dev as gradual,

continuous process rather than sequence of stages

Central Issues in Dev. Psych

• Items 3,6, and 9 = nature/nurture– Reverse the number you gave for #3

(0=5,1=4,2=3,3=2,4=1,5=0)– Now add the numbers in front of all three– Total scores will range from 0 to 15– Higher scores reflect a tendency to see nature as

more important than nurture in influencing development.

Blue Book Question

Explain how researchers use habituation to assess infant sensory and cognitive abilities.

How do researchers find out what babies know – see, hear, smell, think

2/5

Development

When done…try to fill out Developmental Hallmarks handout

According to Jean Piaget, what are schemas and how do we assimilate or

accommodate new information?

Developmental Landmarks1. Laugh – 2 months2. Tricycle – 24 months3. Sit – 5/6 months4. Ashamed – 2 years5. Walk – 12 months6. 1 foot - 4 ½ years7. Recognize & smile at mom or dad – 4/5 months8. Kick ball forward – 20 months9. Think about things unseen – 2 years10. 2-word sentences – 20/22 months

The Decades of LifeWrite one-two words that seem appropriate to each decade of life.

Decades:0-910-1920-2930-3940-4950-5960-6970-7980-89

Write the letter “E” next to the decade for which it was easiest to find words and the letter “H” next to the decade for which it was the

hardest to find words.

Conception

• Conception

Prenatal Development

• Zygote

• Embryo

• Fetus

Prenatal Development

• Placenta

• Teratogens

• Fetal alcohol syndrome (FAS)

The Competent Newborn

• Reflexes– Rooting– Babinski – toes flare out then curl– Moro – arms flare out & back arched– Plantar – toes curl in when heel touched– Swimming – hold breath & pump arms– Stepping – move feet up & down if held over flat surface

• Habituation– Novelty-preference procedure

We are born preferring sights & sounds that

facilitate social responsiveness

Infancy Childhood

Physical DevelopmentBrain Development

• Brain development–3 to 6 years (frontal lobe)

–Association Areas – last to develop

• Pruning process

• Maturation

Physical DevelopmentMotor Development

Physical DevelopmentMotor Development

• universal (occasional exceptions)• individual differences in timing

– genes– maturation

Blue Book Reading Question

What is the difference between Piaget’s sensorimotor stage and the preoperational stage?

or

How did the Harlow monkey studies dispel the myth that attachment derives from an association with nourishment?

DATE

Physical DevelopmentMaturation and Infant Memory

• Infantile amnesia– 3.5– no conscious memory

prior to 4 years• however, can

learn/remember – mobile study

– 10 year olds shown pics of preschool classmates

Cognitive Developmentthinking

knowingremembering

communicating

• Cognition

• Jean Piaget–Schema

• concepts/mental molds

• current understandings

–Assimilation• interpreting

–Accommodation• adapting

Blue Book Reading Question

What is the difference between Piaget’s sensorimotor stage and the preoperational stage?

or

How did the Harlow monkey studies dispel the myth that attachment derives from an association with nourishment?

DATE

Cognitive DevelopmentPiaget’s Theory

Sensorimotor(birth-2)Preoperational (2-7)Concrete Operational (7-11)Formal Operational (11-adult)

Cognitive DevelopmentPiaget’s Theory and Current Thinking

• Sensorimotor Stage– take in world through senses & action

–Object permanence• “out of sight, out of mind”


• Sensorimotor Stage–Object permanence

• “out of sight, out of mind”


• Sensorimotor Stage–Object permanence

• “out of sight, out of mind”

today’s psychologists’ believe object perm. comes about gradually

proof?

Infants can discriminate between possible and impossible objects After habituating to the stimulus on the left, 4-month-olds stared longer if shown the impossible version of the cube—where one of the back vertical bars crosses over a front horizontal bar.

Shuwairi


• Preoperational Stage(6 or 7)

– Conservation – different shape, same quantity


• Preoperational Stage–Conservation


• Preoperational Stage–Conservation

Reversibility

DeLoache Study…model as symbol

Cognitive DevelopmentPreOperational

• Egocentrism– collective monologue– animism– artificalism

Cognitive DevelopmentPiaget’s Theory

• Theory of Mind– infer others’ mental status

– age 4

– Studies

• “false beliefs”

• Sally

– autism

• Gradual process– appreciate others’ perceptions

and then their beliefs

Lev Vygotsky


• Concrete Operational Stage


• Formal Operational Stage–Abstract concepts / imagined realities


page 420

Cognitive DevelopmentReflecting on Piaget’s Theory

• Influential theory

• Development is more continuous

• Larger emphasis on social factors–Vygotsky (language – scaffold)

• zone of proximal development–what a child can learn with or without help

Cognitive Development

• Autism

Social Development

• Stranger anxiety

John

Bowlby

Social DevelopmentOrigins of Attachment

• Attachment–Body contact

• Harry Harlow’s studies

–Familiarity• Critical period• Imprinting• Sensitive period

–mere exposure effect

Social DevelopmentAttachment Differences: Temperament and

Parenting• Ainsworth’s “strange situation”

– Secure attachment (60%)• sensitve, responsive mothers

– Insecure attachment• insensitve, unresponsive

mothers

• Is attachment style the result of parenting or genetically influenced?

Social DevelopmentAttachment Differences: Temperament and Parenting

• Temperament–reactivity–persist–Easy, difficult & slow to warm up babies

• Erikson’s Basic trust– securely attached– not environment or inborn temperament but parenting

Infants’ distress over separation from parents In an experiment, groups of infants were left by their mothers in an unfamiliar room. In both groups, the percentage who cried when the mother left peaked at about 13 months. Whether the infant had experienced day care made little difference.

Does day care affect attachment?

Social DevelopmentDeprivation of Attachment (p.430-431)

• Early deprivation of attachment

• Disruption of attachment

Social DevelopmentSelf-Concept

• Self-concept–Self-esteem

–Self-awareness

Social DevelopmentParenting Styles

• Parenting styles (Baumrind)– Authoritarian

• less social skills & self-esteem

– Permissive• more aggressive & immature

– Authoritative• high self-esteem, self-reliance,

social competence

• Correlation versus causation– child’s traits may influence parenting

style– genes?

Social DevelopmentCulture and Child-Rearing

• Differences in child-rearing from culture to culture

Gender Development• Gender

– Influences on social development

Much ado about a small difference : two normal distributions that differ by the approximate magnitude (0.21 standard deviations) of the gender difference in self-esteem, averaged over all available samples. Moreover, though we can identify gender differences, the variation among individual women and among individual men greatly exceeds the difference between the average woman and man

Gender DevelopmentGender Similarities and Differences• Gender and aggression

• Physical versus relational aggression

• Gender and social power• dominant, forceful, independent• deferential, nurturant• leadership

• Gender and social connectedness• Carol Gilligan – women

– relationship oriented, interdependent, strong ties

– smaller group play, discussion

– spiritual

differences peak in adolescence & early adulthood

Gender DevelopmentThe Nature of Gender

• Sex chromosomes–X chromosome

–Y chromosome

• Sex hormones–Testosterone

Gender DevelopmentThe Nurture of Gender

• Gender Role• expectations

–Gender identity

–Gender typing• the acquisition of gender role

• Social learning theory

Gender DevelopmentThe Nurture of Gender

Male Group• What messages do you remember picking up (from books, media,

teachers, peers, or other adults) about men and their emotions?• Do you think it’s better to hide your emotions or “let them out?” Why?• How comfortable do you feel about “nurturing” others (e.g., diapering a

baby, comforting a friend, holding a sick child’s hand)?• What does it mean to be a “strong man?” Is this different from being a

“strong women?” If so, how is it different?• As a child, if you lived with your father, how did he express tenderness,

love, fear, sadness, joy? How do you feel about the way he expressed it?• What (if any) of the messages on the list might you give to your own

son? Do you think you might give your daughter the same or different messages?

• What (if any) additional statements did members of your group add to the end of the list?

Female Group• What messages do you remember picking up (from books, media,

teachers, peers, or other adults) about women having careers?

• If you could change some of the messages you received as a child, which would you change, and what would you substitute for them?

• If you have a chosen career field, would classify it as traditionally “feminine,” traditionally “masculine,” or neither? Why? How do you feel about classifying careers this way? Do you think there are any careers that women should not have?

• As a child, if you lived with your mother, what kind of career choices did she make? How do you feel about her choices?

• What (if any) messages on the list might you give your own daughter? Do you think you would give your son the same or different messages?

• In an ideal world, what would a man be like?

Parents and Peers

Parents and Early Experiences

• Experience and brain development









A trained brain A well-learned finger-tapping task activates more motor cortex neurons (orange area, right) than were active in the same brain before training (left).


• How much credit (or blame) do parents deserve?

Peer Influence

• Peer influence

Adolescence

Introduction

• Adolescence

Physical Development

• Puberty–Primary sexual characteristics

–Secondary sexual characteristics

–Timing of sexual characteristics

• Frontal lobes developing until 25 yrs. Old– Limbic system develops more quickly


Adolescent Cognitive DevelopmentDeveloping Reasoning Power

• Piaget’s formal operations– Egocentric

• – “You couldn’t understand”• - “Everyone is looking at me” imaginary audience phenomenon

– Formal Operational• Deeper understanding of things (God, justice, etc…)• Idealistic

• Lawrence Kohlberg–Preconventional morality (prior to 9)

• self interest

–Conventional morality• laws & social rules

–Postconventional morality• moral judgments happen quickly• we reason after we make the judgment

Harm caused by

action is worse than

harm caused by

inaction

Cognitive DevelopmentDeveloping Morality

emotions alter moral

judgment

Erik Erikson• 1902-1994• born to a mother into prominent Jewish

family in Denmark – she was separated– Erik Solomonson

• Mom later married Erik’s pediatrician Theodore Homberger– Erik Homberger

• Traveled Europe; meet Anna Freud• Escaped Vienna – went to US• Taught at Yale & Berkley• Illegitimate son

– biological father Erik; tall & blond

• US Citizen = Erik Erikson

Social Development• Forming an identity

– Identity• our sense of self; according to Erikson, the adolescent’s

task is to solidify a sense of self by testing and integrating various roles.

– Social identity• the “we” aspect of our self-concept; the part of our

answer to “Who am I?” that comes from our group memberships.

– Intimacy• in Erikson’s theory, the ability to form close, loving

relationships; a primary developmental task in late adolescence and early adulthood

• Parent and peer relationships

Emerging Adulthood

• Emerging adulthood– taking longer

• earlier sexual maturity and delayed independence

• gradual

Adulthood


• Physical changes in middle adulthood–Menopause

• Physical changes in later life–Life expectancy–Sensory abilities–Health (telomeres)–Dementia and Alzheimer’s Disease

Cognitive DevelopmentAging and Memory

• Recall versus recognition

• Prospective memory

Cognitive DevelopmentAging and Intelligence

• Cross-Sectional Evidence–Cross-sectional study

• Longitudinal Evidence–Longitudinal study

• It all depends–Crystallized intelligence

–Fluid intelligence

Social DevelopmentAdulthood’s Ages and Stages

• Midlife transition

• Social clock

Social DevelopmentAdulthood Commitments

• Love

• Work

Social DevelopmentWell-Being Across the Life Span

• Well-being across the life span

• Death and dying

Biopsychosocial Influences on Successful Aging




Reflections on Two Major Developmental Issues

Three Major Developmental Issues

• Nature versus nurture

• Continuity and stages

• Stability and change

Continuity and Stages




The End

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Definition Slides

Developmental Psychology

= a branch of psychology that studies physical, cognitive, and social change throughout the life span.

Zygote

= the fertilized egg, it enters a 2-week period of rapid cell division and develops into an embryo.

Embryo

= the developing human organism from about 2 weeks after fertilization through the second month.

Fetus

= the developing human organism from 9 weeks after conception to birth.

Teratogens

= agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm.

Fetal Alcohol Syndrome (FAS)

= physical and cognitive abnormalities in children caused by a pregnant woman’s heavy drinking. In severe cases, symptoms include noticeable facial misproportions.

Habituation

= decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner.

Maturation

= biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience.

Cognition

= all mental activities associated with thinking, knowing, remembering, and communicating.

Schema

= a concept or framework that organizes and interprets information.

Assimilation

= interpreting our new experiences in terms of our existing schemas.

Accommodation

= adapting our current understandings (schemas) to incorporate new information.

Sensorimotor Stage

= in Piaget’s theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.

Object Permanence

= the awareness that things continue to exist when not perceived.

Preoperational Stage

= in Piaget’s theory, the stage (from 2 to about 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic..

Conservation

= the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects.

Egocentrism

= in Piaget’s theory, the preoperational child’s difficulty taking another’s point of view.

Theory of Mind

= people’s ideas about their own and other’s mental states – about their feelings, perceptions, and thoughts, and the behaviors these might predict.

Concrete Operational Stage

= in Piaget’s theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events.

Formal Operational Stage

= in Piaget’s theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.

Autism

= a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of other’s states of mind.

Stranger Anxiety

= the fear of strangers that infants commonly display, beginning by about 8 months of age.

Attachment

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

Critical Period

= an optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development.

Imprinting

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

Temperament

= a person’s characteristic emotional reactivity and intensity.

Basic Trust

= according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers.

Self-concept

= our understanding and evaluation of who we are.

Gender

= in psychology, the biologically and socially influenced characteristics by which people define male and female.

Aggression

= physical or verbal behavior intended to hurt someone.

X Chromosome

= the sex chromosome found in both men and women. Females have two X chromosomes; males have one. An X chromosome from each parent produces a female child.

Y Chromosome

=the sex chromosome found only in males. When paired with an X chromosome from the mother, it produces a male child.

Testosterone

= the most important of the male sex hormones. Both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex characteristics during puberty.

Role

= a set of expectations (norms) about a social position, defining how those in the position ought to behave.

Gender Role

= a set of unexpected behaviors for males or for females.

Gender Identity

= our sense of being male or female.

Gender Typing

= the acquisition of a traditional masculine or feminine role.

Social Learning Theory

= the theory that we learn social behavior by observing and imitating and by being rewarded or punished.

Adolescence

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

Puberty

= the period of sexual maturation, during which a person becomes capable of reproducing.

Primary Sexual Characteristics

= the body structures (ovaries, testes, and external genitalia) that makes sexual reproduction possible.

Secondary Sex Characteristics

= nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair.

Menarche

= the first menstrual period.

Identity

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

Social Identify

= the “we” aspect of our self-concept; the part of our answer to “Who am I?” that comes from our group memberships.

Intimacy

= in Erikson’s theory, the ability to form close, loving relationships; a primary developmental task in late adolescence and early adulthood.

Emerging Adulthood

= for some people in modern cultures, a period from the late teens to mid-twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood.

Menopause

= the time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines.

Cross-sectional Study

= a study in which people of different ages are compared with one another.

Longitudinal Study

= research in which the same people are restudied and retested over a long period.

Crystallized Intelligence

= our accumulated knowledge and verbal skills; tends to increase with age.

Fluid Intelligence

= our ability to reason speedily and abstractly; tends to decrease during late adulthood.

Social Clock

= the culturally preferred timing of social events such as marriage, parenthood, and retirement.

Documents

Unit 9: Developmental Psychology. Central Issues in Dev. Psych Items 1,4, and 7 = stability/change – Reverse the number you gave for #4 (0=5,1=4,2=3,3=2,4=1,5=0)