Transcript carlson_chapter_12_final

PowerPoint Presentations for
Psychology
The Science of
Behavior
Seventh Edition
Neil R. Carlson,
Harold Miller, C. Donald Heth,
John W. Donahoe, and
G. Neil Martin
Prepared by Linda Fayard
Mississippi Gulf Coast Community College
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Copyright © 2010 Allyn & Bacon
Chapter 12
Life-Span Development
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Life-Span Development
1. Prenatal Development
2. Physical and Perceptual Development in Infancy
and Childhood
3. Cognitive Development in Infancy and Childhood
4. Social Development in Infancy and Childhood
5. Development of Gender Roles
6. Moral Development
7. Adolescence
8. Adulthood and Old Age
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Prenatal Development
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Stages of Prenatal Development
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Zygotic Stage
Embryonic Stage
Fetal Stage
Threats to Normal Prenatal Development
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Malnutrition
Teratogens
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Figure 12.1: Differentiation and
Development of the Sex Organs
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Physical and Perceptual
Development in Infancy and
Childhood

Motor Development
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Maturation
Practice
Perceptual Development
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Form Perception
Distance Perception
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Cognitive Development in Infancy
and Childhood
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The Importance of a Responsive
Environment
The Work of Jean Piaget
Vygotsky’s Sociocultural Theory of
Cognitive Development
Applying Information-Processing Models to
Cognitive Development
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Piaget’s Four Periods of Cognitive
Development
 Sensorimotor Period
 Object Permanence
 Preoperational Period
 Egocentrism
 Conservation
 Period of Concrete Operations
 Period of Formal Operations
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Figure 12.6: Conservation
F 12.5
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Vygotsky’s Sociocultural Theory of
Cognitive Development
 Believed culture was important for cognitive
development
 Around age seven a child uses more inner
speech which represents the internalization
of words and concepts
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Applying Information-Processing
Models to Cognitive Development
 Changes in Cognitive Processes
 Changes in Cognitive Content
 Theory of Mind
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Social Development in Infancy and
Childhood
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Behaviors of the Infant That Foster
Attachment

The Nature and Quality of Attachment

Approaches to Child Rearing

Interactions with Peers
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Behaviors of the Infant That Foster
Attachment
 Sucking
 Cuddling
 Looking
 Smiling and
Imitation
 Crying
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The Nature and Quality of
Attachment
 Stranger anxiety is when a child is wary
and/or fearful in the presence of strangers
 May be demonstrated by crying or clinging to
their caregivers
 Separation Anxiety is a fearful
response exhibited by a child
when its caregiver leaves
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Approaches to Child Rearing
 Authoritarian parents: “You know better than
that! Don’t you ever play with a ball in the yard
again. Now go to your bedroom and don’t come
out until I tell you to. And I’m withholding your
allowance until the window is paid for.”
 Permissive parents: “Well, don’t worry about it.
These things happen; it was an accident. I’ll talk to
our neighbor.”
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Approaches to Child Rearing
 Authoritative parents: “You know better than
that—you agreed not to play with the ball in the
yard. Now you know why we made that rule. Go
get the broom and the dustpan and offer to clean
up this mess. When you finish, go to your bedroom
and wait for me. I want to talk to you some more
about how we’re going to pay for the window.”
 Indifferent parents: “Now you’re in trouble. I
don’t care what you do about it, but just don’t come
crying to me about it!”
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Interactions with Peers
 Harlow and colleagues (1974) found that
social contact with peers is essential to an
infant monkey’s social development.
 An infant monkey that is raised with only a
cuddly surrogate mother can still develop
into a reasonably normal adult if it has peers
to play with
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Development of Gender Roles
 The Nature of Gender Differences
 Biological Causes
 Cultural Causes
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The Nature of Gender
Differences
 Gender identity is one’s private sense of
being male or female
 Gender roles are the cultural expectation
about the way in which men and women
behave and think
 Gender Stereotypes are beliefs about
differences between the behaviors, abilities,
and personality traits of males and females
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Moral Development

Piaget’s Theory of Moral Development

Kohlberg’s Theory of Moral Development

Evaluation of Piaget’s and Kohlberg’s
Theories of Moral Development
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Piaget’s Theory of Moral
Development
 Moral realism is the first stage of Piaget’s
theory of moral development
 Includes egocentrism and blind adherence to
rules
 Morality of cooperation is the second
stage of Piaget’s theory of moral
development
 Includes recognition of rules as social
conventions
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Kohlberg’s Theory of Moral
Development
 Preconventional level
 Morality of punishment and obedience
 Morality of naïve instrumental hedonism
 Conventional level
 Morality of maintaining good relations
 Morality of maintaining social order
 Postconventional level
 Morality of social contracts
 Morality of universal ethical principles
 Morality of cosmic orientation
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Evaluation of Piaget’s and Kohlberg’s
Theories of Moral Development
 Critics of Piaget and Kohlberg point out that
the stages of moral development are, to a
certain degree, products of the measuring
instruments
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Adolescence

Physical Development

Cognitive Development

Social Development
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Physical Development
Puberty is the period during which people’s
reproductive systems mature, marking the
beginning of the transition from childhood to
adulthood
Sexual Maturation
Behavioral Effects of Puberty
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Cognitive Development
 Researchers suggest that there are two
reasoning systems:
 Analytic processing system
 Experiential processing system
 Klaczynski, 2004
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Social Development
 Forming an Identity
 Identity and Self-Perception
 Sexuality
 Relations with Parents
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Social Development
Figure 12.10: Marcia’s Four Identity Statuses
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Social Development
 Sexuality
 At least half of all males and females are
sexually active by the end of eleventh of twelfth
grade
 Friendships and relations with parents
 The nature of friendship changes with
adolescence
 Adolescence brings conflict with parents
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Adulthood and Old Age

Physical Development

Cognitive Development

Social Development
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Physical Development
 Our physical abilities peak at around age
thirty and decline gradually thereafter
 By age seventy, strength has declined by
approximately 30 percent in both men and
women
 Changes in Sensory Systems
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Cognitive Development
 Cognitive Development and Brain Disease
 Alzheimer’s Disease
 Cognitive Development and Normal Aging
 Memory
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Social Development
 Three main areas of interest:
 Marriage and Family
 Work
 Death
 Kübler-Ross (1981)
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