Transcript Unit 9 - Development Powerpoint

Developmental Psychology
The study of YOU from womb to tomb.
The study of how we change physically,
socially, cognitively and morally over our
lifetimes.
3 Major Debates
1. Are you who you are
because of:
– The way you were bornNature? Or The way you
were raised- Nurture.
2. Is development a gradual
continuous process or
does it proceed through a
sequence of separate
stages?
3. Does our personality
persist through life or
does our personality
change as we get older?
Research Methods
Cross-Sectional
Studies
• Participants of
different ages studied
at the same time.
Longitudinal Studies
• One group of people
studied over a period of
time.
Prenatal Development
• Egg
Sperm
•Zygote –
•Placenta -
Embryo -
Fetus -
Genetic and Environmental Factors
• Placenta
• Teratogens
• Fetal alcohol
syndrome (FAS)
The Newborn
Reflexes
The Competent Newborn
• Habituation – decreasing response to
something with repeated exposure
– New stimuli get greater responses
• Example:
• Novelty-preference procedure
-Used to test whether infants can
visually discriminate between various
shapes and colors by assessing
habituation
–
–
–
Example:
Newborn Mental Abilities
• Brain development
• Pruning process
Physical Development
Maturation –
biological growth processes
uninfluenced by experience
(due to genes)
Examples:
•
• rapid development of
allows
walking to occur at 12
months
•
Infant Memory
• Infantile amnesia –
inability to remember
events before age 3
– Due to
in association areas of the
brain and lack of
to organize experiences
– Infants are capable of
learning
• Mobile experiment
Think Pair Share
• Briefly describe how newborn infants develop
from conception to birth, and describe the
intellectual and motor capabilities of the
newborn infant. Which is more in control of the
development and capabilities you describe:
nature or nurture?
Theories of Development
1. Cognitive Theories of Development
2. Piaget’s Theory of Cognitive Development
3. Vygotsky’s Theory of Mind and Social Learning
Theory
4. Harlow’s Attachment Theory
5. Ainsworth’s Attachment Styles
6. Baumrind’s Parenting Styles
7. Kohlberg’s Theory of Moral Development
8. Gilligan’s Theory of Moral Development
9. Erikson’s Theory of Psychosocial Development
Piaget’s Theory of Cognitive
Development
Piaget’s Theory of
Cognitive Development
• Mind develops through a
series of stages in an
upward movement from
newborn to adult
How Children Learn
• Schemas - mental constructs - Organized
units of knowledge about objects, events,
and actions
– Example:
• Assimilation is the interpretation of new
experiences in terms of present schemes
• Example
• Accommodation is the modification of present
schemes to fit with new experiences
•
Example:
Piaget’s Stages of Cognitive
Development
•
•
•
•
0-2 years
2-6/7 years
7-11
12-Adult
Sensorimotor Stage
Preoperational Stage
Concrete Operational Stage
Formal Operational Stage
Sensorimotor Stage 0-2 years
1. Lack object permanence –
2. Stranger Anxiety -
Wouldn’t you be afraid if you saw this face?
8
Preoperational Stage 2-7
years
1. Symbolic thinking –
2. Egocentrism -
3. Animism –
Preoperational Stage 2-7years
5. Illogical thinking
Irreversibility – inability to mentally reverse
a sequence of events (lack conservation)
– Cookie broken into pieces means more
cookie
Tests of Conservation
Preoperational Stage 2-7 years
6.Lacks Theory of Mind
(Vygotsky)- Ability to know
other people have a mind of
their own
Autism
Autism Spectrum Disorder – disorder
characterized by communication deficiencies and
repetitive behaviors
•
Aspergers – variation of autism (high functioning)
•Normal intelligence, exceptional skill in one area
but deficient social and communication skills
•Gender – male dominated 1:4
•Males better
•Men over 40
Concrete Operational Stage 7-12 Years
1. Logical Thinking about
concrete events
– Bi-dimensional thinking –
– Divergent thinking –
– Multiple classification -
Concrete Operational Stage 7-11 years
2. Conservation
3. Mathematical Transformations
–
Reversibility –
–
Trial and error problem solving
4. Theory of Mind
5. Lack of abstract or hypothetical
logic
Formal Operational Stage 12+ years
1. Abstract Logic
–
–
–
–
Inferential Reasoning –
Hypothetical Reasoning Algorithms
Metaphors and analogies
2. Potential for mature moral
reasoning
Think Pair Share
• In one scientific thinking task, the child is shown
several flasks of what appear to be the same clear
liquid and is told one combination of two of these
liquids would produce a clear liquid
– The task is to determine which
combination would produce the
blue liquid
– The concrete operational child
would….
– The formal operational child
would…
Think Pair Share
• Three-year-old Dimitri frequently takes
other children's toys from them, showing
little concern for their feelings, even when
they cry. When he does this, his mother
tells him to “imagine how other kids feel
when they lose their toys.” Use your
understanding of cognitive development to
explain Dimitri's antisocial behavior. Why
is his mother's comment unlikely to
influence his behavior?
•Lack Conservation
• Lack theory of mind
•Symbolic Thinking
• Animism
•Logical thinking
• Theory of mind
•Lack of abstract logic
About 12 through
adulthood
Formal Operational
Abstract Reasoning
• Abstract Logic
•Potential for mature moral reasoning
Evaluation of Piaget’s Theory
Evaluation of Piaget’s Theory
Vygotsky
• Social learning Theory
– Child’s mind grows through
social interaction
– Zone of proximal
development –
– Scaffolding –
Social Development
• Infancy
– Attachment - An emotional tie
with another person; shown in young
children by their seeking closeness
to the caregiver and showing
distress in separation.
• Stranger Anxiety – fear of
strangers; begins about 8 months
– Schemas are a cause
• Childhood
– Self-Concept – understanding
of who we are
Need I say more?
Factors of Attachment
1.
Body Contact
•
•
Harlow’s studies
Ainsworth
2.
Temperament
3.
Familiarity
4.
Responsive Parenting
•
Baumrind’s studies
1. Body Contact and Attachment
•Harry Harlow and his
•IV:
•DV
•Results
2. Familiarity and Attachment
• Critical period - period
after birth when
organisms experiences
produce proper
development
•
Imprinting (Lorenz) –
•
Sensitive period –
–
Mere Exposure -
Ainworth’s Child Attachment
Styles
based on Ainsworth’s (1971)
“The Strange Situation” studies
Ainsworth’s attachment styles
• Secure attachment (66%)
• Insecure attachment (33%)
3. Temperament and Attachment
• Temperament – person’s characteristic emotional
reactivity and intensity
 Heredity influences temperament

 Gene that regulates
 Nurture – Boon’s study
 Experimental group received parenting training = 68% of
children became
 Types:
 Easy –
 Difficult (highly reactive)–
 Slow to warm up –
 Stable over time
Components of Attachment
1. Safe Haven: When the child feels threatened or
afraid, he or she can return to the caregiver for
comfort and soothing.
2. Secure Base: The caregiver provides a secure and
dependable base for the child to explore the world.
3. Proximity Maintenance: The child strives to stay
near the caregiver, thus keeping the child safe.
4. Separation Distress: When separated from the
caregiver, the child will become upset and
distressed.
Deprivation of Attachment
• Babies reared in institutions without stimulation • Monkeys reared in isolation:
– either cowered in fear or lashed out in aggression,
incapable of mating
– Impregnated females were neglectful, abusive,
murderous
• Serotonin Changes –
• Detachment –
Daycare
Who is this
creature?
• High Quality - warm, supportive
interactions with adults
–
• Low quality – boring, unresponsive
– poverty
Self
• Self-concept – an understanding and assessment of who
we are
– Begins when we
– Develops gradually over a year beginning at
– School age – define self by gender, group memberships,
psychological traits and compare themselves to others
– Stable by age
• Self- Esteem – how we feel about who we are
Baumrind’s Parenting Styles
• Permissive
• Authoritarian
• Authoritative
Think Pair Share
• Mrs. Kaufman spends a lot of time stroking,
cuddling, and rocking her infant son and seems
to be highly aware of the baby's actions and
needs. Mr. Kaufman worries that his wife's
interactions with the baby may eventually lead
the child to cry easily, fearfully cling to his
mother, become unfriendly toward other people,
or become withdrawn and uninterested in his
surroundings. Describe research on social
development that supports or refutes each of the
father's concerns.
Culture and Child-Rearing
Western
• Value Independence
Asian
• Value closeness
• Family self
– Shamed child = family
shame
– Honored child =
family honor
Gender Development
• In what way are males and
females different in their
development?
Gender Similarities and Differences
• Gender
• Gender and aggression
– Aggression
• Physical versus relational aggression
• Gender and social power
• Gender and social
connectedness
The Nature of Gender
• How does nature form our
gender?
• Sex chromosomes
– X chromosome
– Y chromosome
• Sex hormones
– Testosterone
The Nurture of Gender
• How does nurture form gender?
• Gender Role
– Role
• Gender and child rearing
– Gender identity
– Gender typing
• Social learning theory
Gender Development
The Nurture of Gender
Parents and Early Experiences
• Experience and brain development
Parents and Early Experiences
• How much credit (or blame) do
parents
deserve?
Peer Influence
• Peer influence
Adolescence - Adulthood
Moral Development
Three Stage Theory by Lawrence Kohlberg!!!
Pre-conventional Morality
• Morality based on
rewards and
punishments.
Conventional Morality
• Look at morality
based on how others
see you.
Post-Conventional Morality
• Based on selfdefined ethical
principles.
Criticisms of Kohlberg
Heinz Example of Morality
• Carol Gilligan pointed
out that Kohlberg
only tested boys.
• Boys tend to have
more absolute value
of morality.
• Girls tend top look
at situational
factors.
Social Devolopement
• Erik Erikson
• A neo-Freudian
• Worked with Anna
Freud
• Thought our personality
was influenced by our
experiences with others.
• Stages of Psychosocial
Development.
• Each stage centers on a
social conflict.
Social Development
Trust vs. Mistrust
Age
Important
Event
Birth – 1 Feeding
year
Description
Infants form a
loving, trusting
relationship
with parents.
Gain positive
feelings of
trust from
environmental
experiences.
Negative
Outcome
Autonomy vs. Shame and
Doubt
Age
Important
Event
1 year - Toilet
3 Years Training
Description
Child's energies
are directed
toward physical
skills: walking,
grasping, and
toilet training.
Child gains selfsufficiency and
control.
Negative
Outcome
Initiative vs. Guilt
Age
3-6
Years
Important
Event
Description
Independence Child becomes
more assertive,
takes more
initiative,
becomes more
forceful. Child
learns to initiate
actions
Negative
Outcome
Industry vs. Inferiority
Age
Important Description Negative
Event
Outcome
6 Years- School and
Puberty related
activities
Child feels
pleasure in
accomplishing
tasks. Child
gains sense
of
competence
Identity vs. Role Confusion
Age
Adolescence
Important
Event
Peers
Description
Teens must achieve
Social identity – the “we”
aspect of our self
concept that comes from
our group memberships or
differences
Child gains a positive
self-concept and forms
single identity
Negative
outcome
Intimacy vs. Isolation
Age
Young
Adult
Importan Description
t Event
Relationships The young
adult must
develop
marriageseeking
relationships.
Gains loving
sexual
relationships
and close
friendships
Negative
Outcome
Generativity vs. Stagnation
Age
Important Description
Event
Middle Parenting
Assuming the
Adult
role of parents
signifies the
need to
continue the
generations.
Gains positive
sense of
contributions
to continuity of
life
Negative
Outcome
Integrity vs. Despair
Age
Important
Event
Description
Late
Impending Look back on
life. Gain sense
adulth death
of unity in life’s
ood
accomplishments
Negative
Outcome
Physical Development
Adolescence through Adulthood
Adolescence
• Puberty
• Primary sex
characteristics
• Secondary sex
characteristics
Middle Adulthood
• Physical changes in middle
adulthood
– menarche
Late Adulthood
• Physical changes in
later life
–
–
–
–
Life Expectancy
Sensory Abilities
Health
Dementia and
Alzheimer’s Disease
Aging and Memory
• Recall versus recognition
• Prospective memory
Aging and Intelligence
• Cross-Sectional Evidence
– Cross-sectional study
• Longitudinal Evidence
– Longitudinal study
• It all depends
– Crystallized intelligence
– Fluid intelligence
Adulthood’s Ages and Stages
• Midlife transition
• Social clock
Adulthood Commitments
• Love
• Work
Well-Being Across the Life Span
• Well-being across the life span
• Death and
dying
Death
• Elizabeth Kubler-Ross’s
Stages of Death/Grief.
1.Denial
2.Anger
3.Bargaining
4.Depression
5.Acceptance
Biopsychosocial Influences on
Successful Aging