Transcript securely attached - Longwood University

Lifespan Development
• Developmental Psychology psychological changes across the entire
life span
• Themes:
– Stages
– Critical periods
– Gradual changes
– Heredity vs environment
Genetics
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B.
C.
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Chromosomes, DNA, Genes
Genotype/Phenotype
Dominant/Recessive Genes
Sex-Linked Recessive Characteristics
– Color blindness, night blindness, hemophilia
Prenatal Development
• Germinal period— 0-2 weeks
• Embryonic period— 2-8 weeks
• Fetal period— 8 weeks to birth
• Provides very different qualitative info than
“trimesters”
8 week embryo
12 week fetus
18 week fetus
20 weeks (5 months)
24 weeks (6 months)
28 weeks (7 months)
32 weeks (8 months)
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Amniotic sac
Umbilical cord
Placenta
Teratogens—any agent that causes
a birth defect (e.g., drugs, aspirin,
ibuprofin, radiation, nicotine, alcohol,
viruses)
Reflexes – inborn behaviors that have
been selected for b/c they have survival
value
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Blinking
Rooting (orient head/mouth)
Sucking
Grasping
Stepping
Babinski (toes)
Moro (startle)
Senses
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All senses functioning before birth
Vision
Visual acuity (fuzzy)
can see color, but prefer bold B/W
contrast
minimal tracking of moving objects
will mimic facial expressions in first
month
Hearing – can orient toward sounds
Smell – will turn head away from
unpleasant odors
Taste - prefer sweet to sour tastes
Touch – will react to virtually any touch,
especially painful stimuli
Physical Development
• Brain and neuron development
– At birth, brain is 25% of adult weight
• By 5, brain is 95% adult size
– Body weight is only 5% of adult weight
• Motor skill development
– 3 mos – grasping
– 6 mos – standing
– 12 mos - walking
Social and Personality
Development
• Temperament - inborn predisposition to
react to stimuli - physiological
• Easy — adaptable, positive mood, regular habits
• Difficult — intense emotions, irritable, cry frequently
• Slow to warm up — low activity, somewhat slow to
adapt, generally withdraw from new situations
• Average — unable to classify (1/3 of all children)
Attachment – John Bowlby
• Attachment-- emotional bond between
infant and caregiver
• Parents who are consistently warm,
responsive, and sensitive to the infant’s
needs usually have infants who are
securely attached
• Parents who are neglectful, inconsistent,
or insensitive to infant’s needs usually
have infants who are insecurely attached
• Attachment
• Survival value –
protection
• Contact comfort
• Separation anxiety
• Culturally influenced
Ainsworth’s
Strange Situation
• Used to study quality of attachment in infants
• Observe child’s reaction when mother is present
with the child in a “strange” room
• Observe the child’s reaction when mother
leaves
• Observes the child’s reaction when mother
returns
Attachment styles
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Secure
Avoidant
Resistant
Disorganized
Internal Working Model – schema
Secure style 70% likely to continue
Insecure styles 30% likely to continue
3/7/2006 NYTimes.com
Gender Role Development
• Gender—cultural, social, and psychological
meanings associated with masculinity or
femininity
– Different than “sex”
• Gender roles—various traits designated
either masculine or feminine in a given
culture
• Gender identity—A person’s psychological
sense of being male or female
Gender Differences
• Toy preferences
• “aggressive” play
• “rigidity” in sex-role stereotypes
Social Learning Theory
Gender roles are acquired through the basic
processes of learning, including
reinforcement, punishment, and modeling
Gender Schema Theory
•Gender-role development is
influenced by the formation of
schemas, or mental representations, of
masculinity and femininity
•Trucks are for boys and dolls are for
girls
•Girls can be mommies and boys can
be daddies
•Gender permanence – age 5
Piaget’s Theory of
Cognitive Development
• Jean Piaget (1896–1980) Swiss
psychologist
• Constructivist - “children are active
thinkers, constantly trying to construct
more advanced understandings of the
world”
Thinking
• Jean Piaget’s stages
• Adaptation
– assimilation
– accommodation
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Sensorimotor 0-2
Preoperational 2-7
Concrete operational 7-11
Formal operational 11 +
Object permanence,
egocentrism, conservation
Sensorimotor Stage
(birth – 2 years)
• Use of senses and motor actions
• Child perceives and manipulates but
does not “reason”
• Symbolic thought emerges with brain
maturation, experience, and
language development
• Object permanence is acquired
Preoperational Stage
(2–7 years)
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Emergence of symbolic thought
Centration
Egocentrism
Lack of the concept of
conservation
• Animism
Video of Megan
Concrete Operational Stage
(7–12 years)
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Increasingly logical thought
Classification and categorization
Less egocentric
Ability to understand that physical
quantities are equal even if appearance
changes (conservation)
• Inability to reason abstractly or
hypothetically
Formal Operational Stage
(age 12 – adulthood)
• Hypothetico-deductive
reasoning – can manipulate
problems in the mind
• Emerges gradually
• Continues to develop into
adulthood
Adolescence
• Transition stage between late childhood
and early adulthood
• Sexual maturity is attained at this time
• Puberty--attainment of sexual maturity and
ability to reproduce
• Health, nutrition, genetics play a role in
onset and progression of puberty
Adolescence
• Puberty – rebirth into adulthood
• Menarche – spermarche
• Biological growth precedes cognitive,
emotional growth
• “Storm & Stress”?
• Body Image
• Peers become more important,
distance from parents (individuation)
Search for Identity
• Coming to terms with new emotions
(& hormones and moods)
• Popularity and acceptance
Social Relationships
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Parent-child relationship is usually positive
May have some periods of friction
Peers become increasingly important
Peer influence may not be as bad as most
people think.
Erikson’s Theory
• Biological and Social
• Eight psychosocial stages - crises
• Outcome of each stage varies along a
continuum from positive to negative
Identity Development
• Identity vs. role confusion - adolescence
• Successful resolution leads to positive
identity
• Unsuccessful resolution leads to identity
confusion or a negative identity
Stage 1 (birth–1)
Trust vs. Mistrust
• Infants must rely on others for care
• Consistent and dependable
caregiving and meeting infant
needs leads to a sense of trust
• Infants who are not well cared for
will develop mistrust
Stage 2 (1–3 years)
Autonomy vs. Shame and Doubt
• Children are discovering their own
independence
• Those given the opportunity to
experience independence will gain a
sense of autonomy
• Children that are overly restrained or
punished harshly will develop shame and
doubt
Stage 3 (3–5 years)
Initiative vs. Guilt
• Children are exposed to the wider
social world and given greater
responsibility
• Sense of accomplishment leads to
initiative, whereas feelings of guilt
can emerge if the child is made to
feel too anxious or irresponsible
Stage 4 (5–12 years)
Industry vs. Inferiority
• Stage of life surrounding mastery
of knowledge and intellectual
skills
• Sense of competence and
achievement leads to industry
• Feeling incompetent and
unproductive leads to inferiority
Stage 5 (adolescence)
Identity vs. Confusion
• Developing a sense of who one is
and where one is going in life
• Successful resolution leads to
positive identity
• Unsuccessful resolution leads to
identity confusion or a negative
identity
Stage 6 (young adulthood)
Intimacy vs. Isolation
• Time for sharing oneself with
another person
• Capacity to hold commitments
with others leads to intimacy
• Failure to establish commitments
leads to feelings of isolation
Stage 7 (middle adulthood)
Generativity vs. Stagnation
• Caring for others in family,
friends, and work leads to sense
of contribution to later generations
• Stagnation comes from a sense
of boredom and meaninglessness
Stage 8 (late adulthood to death)
Integrity vs. Despair
• Successful resolutions of all previous
crises leads to integrity and the ability
to see broad truths and advise those
in earlier stages
• Despair arises from feelings of
helplessness and the bitter sense
that
life has been incomplete
Kohlberg’s Theory of
Moral Development
• Assessed moral reasoning by posing
hypothetical moral dilemmas and
examining the reasoning behind
people’s answers
• Proposed six stages, each taking into
account a broader portion of the
social world
Levels of Moral Reasoning
• Preconventional—moral reasoning is based on
external rewards and punishments
• Conventional—laws and rules are upheld simply
because they are laws and rules
• Postconventional—reasoning based on
personal moral standards
Adult Development
• Genetics and lifestyle combine to
determine course of physical changes
• Social development involves marriage and
transition to parenthood
• Paths of adult social development are
varied and include diversity of lifestyles
Types of Love – Robert Sternberg
• Passionate love (romance, lust, infatuation, physical)
• Intimate love (closeness, truly knowing another, sharing
yourself, emotional)
• Commitment (enduring, walking toward the future side by
side)
Passion (biological)
Passion + Intimacy = romantic love
Intimacy (emotional)
Passion + commitment = fatuous love
Commitment (rational)
Intimacy + commitment = companionate love
Passion + Intimacy + commitment = consummate love
Parenting Styles - Diana Baumrind – p. 387-388
Control
High
High
Low
Authoritative
Indulgent
Promote high SE
But low SC
Promote high SE, SC
High social skills,
Achievement, identity Self-centered, entitled
Responsiveness
Low
Authoritarian
Indifferent
Demand obedience
Angry, resentful,
antisocial
Promote low SE, SC
Impulsive, depressed,
lonely
Late Adulthood
• Old age as a time of poor health, inactivity,
and decline is a myth
• Activity theory of aging—life satisfaction is
highest when people maintain level of
activity they had in earlier years
Death and Dying
• In general, anxiety about dying tends to
decrease in late adulthood
• Kubler-Ross stages of dying
– Denial
– Anger
– Bargain
– Depression
– Acceptance
• Not universally demonstrated