Transcript developmental psychology

Ms Joyce Komesuor


Developmental psychology is the scientific
study of how organisms change overtime.
It studies how people grow and change
throughout their lives, ie from “womb to
tomb”. It deals with social, intellectual and
emotional development of the individual from
conception to death.
2


Curiosity: Studies in human development is
interesting in its own field. This makes
individuals to venture into this field of study
to satisfy their curiosity as to how we change
with age.
Altruistic interest: Knowledge of the human
development can be applied in every area to
lead to a better life throughout their lifespan.
3


Personal benefit: Most people get
married and often raise children thereby
giving them a better understanding of
children and adolescent.
Prevention & Treatment: enable us to
learn how abnormal development such
as disabilities, mental retardation occurs
and how to create some treatment
programmes that will remedy such
deficiencies
4
5

These are changes that occur in the body.
They can either be internal or external and
can find expression in height, broken voice
(boys), pubic hairs, enlargement of hips
(girls). building of muscles, glands,
reproductive system, etc
6

These are natural processes relating to
thinking, memory, perception, problem
solving, language, reasoning and creativity.
They are closely related to physical growth.
The ability to speak depends on the physical
development of the mouth and the brain.
7


These include interpersonal and social skills,
personality, emotional behaviour, moral
reasoning, etc.
For example, the emotional behaviour of a
child is different from that of an adult.
8
 Nature
– Nurture Debate
 Quantitative and Qualitative
 Critical or Sensitive Periods
9


It is often unclear as to which part of
development is pre-programmed and what
the roles of external factors (environment)
have been.
In the past, extreme positions were adopted
leading to a debate dubbed the naturenurture controversy.
10
 NURTURE
(Empiricists), Human
behaviour/development is
purely learned, influenced by
the environment and do not
consider the genetic/biological
make up as a possible factor
that could affect human
behaviour.
11
•
One of the famous proponents of this theory
was J. B. Watson said “Give me a dozen
healthy infant, well-formed, and my own
specific world to bring them up in and I’ll
guarantee to take any one at random and
train him to become any type of specialist I
might select – a doctor, lawyer, artist,
merchant-chief and yes, even into beggarman and thief, regardless of his talents,
tendencies, abilities, vocations and race of
ancestors” (Watson, 1926, p 10)
12


NATURE (nativist/ genetic), our behaviour is
influenced only by innate, characters which
were acquired through birth. Hereditary and
not environment is the chief maker of man.
In order to help bring this debate to an end
and also to find out how much of our
behaviour is influenced by genes or
environment, a study was conducted.
13
•
•
•
Gerald Levey & Mark Newman were twins who
were adopted by different families and
brought up in different environments. The
lives of the twins, although separated at birth
took remarkably similar paths such that:
Levey went to college studying forestry;
Newman planned to study forestry but
instead took a job in trimming
Both had jobs in supermarkets
14
•
•
•
•
Both are unmarried and find the same kind of
woman attractive: tall, slender, long hair.
They share similar hobbies, enjoying hunting,
fishing, going to the beach and watching old
John Wayne movies
Both like Chinese food and drink the same
brand of beer.
They share a passion for fire fighting
15

According to this approach the
interdependence of genetic and
environmental factors are such that they are
essentially inseparable.
16
•
•
Quantitative : Involves an increase or
decrease, frequency or degree in some
characteristics. For example growth in height,
weight, vocabulary, or frequency of
communication
Qualitative: Changes in kind, structure, or
organization such as the development from a
non-verbal child to one who understands
words and can communicate.
17

A critical period is a specific time during
development when a given event or its lack
has the greatest impact. Eg the development
of language.
18
19
•
•
Moral development concerns rules and
conventions about what people should do in
their interactions with other people. In
studying these rules and conventions,
developmental psychologist examines three
(3) mains domains.
1. How do children reason and think about
rules for ethical conduct. For example
cheating
20


2. How do children actually behave in moral
circumstances?
How does the child feel about the moral
matters?
21

Kohlberg believed that moral development is
primarily based on moral reasoning and
unfolds in series of stages. He arrived at his
view after extensively interviewing children
about moral dilemmas. The following is the
most popular of the Kohlberg dilemmas:
22

Based on the responses to these questions,
Kohlberg concluded that we pass through
three levels of moral development and each
level is further divided into two stages
23

This is the lowest level in Kohlberg’s theory
of moral development. At this level, the child
shows no internalization of moral valuesmoral reasoning is controlled by external
rewards and punishment. Children are mainly
concerned with consequences of moral
behaviour to themselves.
24
 Stage
1: Punishment-Obedience
Orientation
Persons in this stage obey rules to
avoid punishment. A good or bad
action is determined by its physical
consequences.
25
•
Heinz should not steal the drug because he
might be caught and sent to jail.
•
Heinz should steal the drug because if he
doesn't then his wife might scold him.
26
 Stage
2: Instrumental Purpose
Orientation
In this stage, personal needs determine
right or wrong. Favors are returned
along the lines of “you scratch my back,
I’ll scratch yours”.
27

It is right for Heinz to steal the drug because it can
cure his wife and then she can cook for him.

The scientist had spent lots of money and many
years of his life to develop the cure so it’s not fair
to him if Heinz stole the drug.
28

People at conventional level of moral
reasoning, usually reached in late childhood
or adolescence, uphold conventional laws and
values by favouring obedience to parents and
authority figures.
29
 Stage
3: Good Boy-Nice Girl
Orientation
To a person in this stage, good
means “nice”. One’s behavior
Is determined by what pleases and is
approved by others.
30


Yes, Heinz should steal the drug. He probably will go to
jail for a short time for stealing but his in-laws will think
he is a good husband.
Heinz should not steal the drug because if he is caught,
he will bring disgrace on himself and his family
•
Stage 4: Law and Order Orientation
When deciding the punishment for a
given wrongdoing, laws are absolute.
In all cases, authority must be
respected and the social order
maintained.
32


As her husband, Heinz has a duty to save his
wife’s life so he should steal the drug. But it’s
wrong to steal, so Heinz should be prepared to
accept the penalty for breaking the law.
Heinz should not steal the drug because
although we may sympathize with him to save
his wife, people cannot be permitted to break
the law even when an urgent need arises.
33

This is the highest level in Kohlberg’s theory
of moral development. At this level of moral
reasoning, people make moral judgment
based on ethical principles that may conflict
with self-interest or with the maintenance of
social order. The person recognizes
alternative moral courses, explores the
options and then decides on a personal moral
code.
34
•
Stage 5: Social Contract
Orientation
Good is determined by socially agreed
upon standard of individual rights. It is
an understanding of social mutuality
and a genuine interest in the welfare
of others.
35
•
•
Heinz should steal the drug because
everyone has the right to life regardless of
the law against stealing. Should Heinz be
caught and prosecuted for stealing then the
law needs to be reinterpreted because a
person’s life is at stake.
Individuals must obey the law because the
common good is better than the individual
good and that the end does not justify the
means
36
Stage 6: Universal Ethical Principle
Orientation
What is “good” and “right” are matters of
individual conscience and involve abstract
concepts of justice, human dignity, and
equality. In this stage, persons believe
there are universal point of view on which
•
all societies should agree.
37

Heinz should steal the drug to save his wife
because preserving human life is a higher
moral obligation than preserving property.
38