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Copyright © Allyn and Bacon 2006 Chapter 9 Chapter 9 Psychological Development The Cat’s in the Cradle – Harry Chapin

Copyright © Allyn and Bacon 2006 Chapter 9 Psychological Development The Cat’s in the Cradle – Harry Chapin

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Copyright © Allyn and Bacon 2006

Chapter 9Chapter 9

Psychological DevelopmentThe Cat’s in the Cradle – Harry Chapin

Copyright © Allyn and Bacon 2006

Developmental PsychologyDevelopmental Psychology

Developmental psychology –The study of how organisms change over time as the result of biological and environmental influences

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How Do PsychologistsHow Do PsychologistsExplain Development?Explain Development?

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The Nature-NurtureThe Nature-NurtureInteractionInteraction

Nature-nurture issue –Long-standing discussion over relative importance of nature (heredity) and nurture (environment) in their influence on behavior and mental processes

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The Nature-Nurture The Nature-Nurture InteractionInteraction

Twin studies and Adoption Studies

• Developmental investigations in which twins, especially identical twins, are compared in the search for genetic and environmental effects

• Adoption studies – Studies in which the adopted child’s characteristics are compared to those of the biological family and the adoptive family

Identical vs Fraternal

• Identical twins– A pair who started life as a single fertilized egg which later split into two distinct individuals

• Fraternal twins– A pair who started life as two separate fertilized eggs that happened to share the same womb

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Gradual versus Abrupt Gradual versus Abrupt ChangeChange

Continuity view vs. Discontinuity view

Age

Per

form

ance

Continuity view

Discontinuity view

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Gradual versus Abrupt Gradual versus Abrupt ChangeChange

Developmental stages – Periods of life initiated by significant transitions or changes in physical or psychological functioning

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Psychological Traits in Your Psychological Traits in Your GenesGenes

While psychological traits are formed by interaction of heredity and the environment, many traits have a strong genetic influence.

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What Capabilities Does theWhat Capabilities Does theChild Possess?Child Possess?

Newborns have innate abilities for finding

nourishment, interacting with others, and avoiding harmful

situations; the developing abilities of infants and

children rely on learning

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Prenatal DevelopmentPrenatal Development

Prenatal period –The developmental period before birth• Zygote – fertilized egg• Embryo – 3 layers; heartbeat @ 3 weeks• Fetus – 8 weeks

Placenta –An organ that developsbetween the embryo/fetusand the mother

Teratogens –Toxic substances that can damage the developing organism

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Neonatal PeriodNeonatal Period(from birth to one month)(from birth to one month)

Sensory abilities

Motor abilitiesPostural reflexGrasping reflex

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InfancyInfancy(from one month to about 18 (from one month to about 18

months)months)• Rapid growth

• Many potential brain circuits are not fully connected (no memory of events prior to about age 3)

• Babies learn through classical conditioning

• Attachment

• Imprinting

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InfancyInfancy(from one month to about 18 (from one month to about 18

months)months)Humans apparently have an inborn

need for attachment - Mary Ainsworth • Secure attachment• Anxious-ambivalent attachment• Avoidant attachment

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Infancy Infancy (from one month to about (from one month to about

18 months)18 months)

Harry and Margaret Harlow

Contact Comfort

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Infancy (from one month to about Infancy (from one month to about 18 months)18 months)

• Psychosocial Dwarfism and failure to thrive (remember Danielle, the girl on Oprah?)

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InfancyInfancy(from one month to about 18 (from one month to about 18

months)months)• Maturation –

The unfolding of genetically programmed processes of growth and development over time

• Be familiar with the maturation time line on page 374 in your textbook

Children “mature” at their own rate.

If there are significant delays (those doctors visits are important!), then a pediatric specialist should be consulted.

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What Are theWhat Are theDevelopmental Tasks ofDevelopmental Tasks ofInfancy and Childhood?Infancy and Childhood?

Infants and children face especially important

developmental tasks in the areas of cognition and social

relationships – tasks that lay a foundation for further growth in

adolescence and adulthood

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Cognitive Development – Jean Cognitive Development – Jean PiagetPiaget

Cognitive development –The process by which thinking changes over time

Schemas –Mental structures orprograms that guide adeveloping child’s thoughts

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Accommodation –Adapting one’s current understandings (schemas) to incorporate new information. Taking in the new information and rearranging the existing schema.

Cognitive DevelopmentCognitive DevelopmentAssimilation –

Interpreting one’s new experiences in terms of one’s existing schemas. Asking how it fits into a current schema.

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Is it assimilation or Is it assimilation or accommodation?accommodation?

• Jessica grew up in the 80’s and knows what a walkman looks like. When she sees an mp-3 player for the first time she says, “That’s a funny looking walkman.”

• Now Jessica sees mp-3 players and says, “Cool mp-3 player. You know, when I was a kid they called those things walkmans?”

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Social and Emotional Social and Emotional DevelopmentDevelopment

Theory of Mind –An awareness that other people’s behavior may be influenced by beliefs, desires, and emotions that differ from one’s own

Temperament –An individual’s characteristic manner of behavior or reaction

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Social and Emotional Social and Emotional DevelopmentDevelopment

Lev Vygotsky: Zone of proximal development –The difference between what a child can do with help and what the child can do without any help or guidance

Socialization –The lifelong process of shaping an individual’s behavior patterns, values, standards, skills, attitudes and motives to conform to those regarded as desirable in a particular society

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Social and Emotional Social and Emotional DevelopmentDevelopment

Other factors influencing a child’s development may include:• Effects of day care• School influences• Leisure influences

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Erikson’s Psychosocial StagesErikson’s Psychosocial StagesAge/PeriodAge/Period Principal ChallengePrincipal Challenge

0 to 2 years0 to 2 years Trust vs. mistrust

2 to 3 years2 to 3 years Autonomy vs. self doubt

3 to 6 years3 to 6 years Initiative vs. guilt

6 years to puberty6 years to puberty Confidence vs. inferiority

AdolescenceAdolescence Identity vs. role confusion

Early adulthoodEarly adulthood Intimacy vs. isolation

Middle adulthoodMiddle adulthood Generativity vs. stagnation

Late adulthoodLate adulthood Ego-integrity vs. despair

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STAGE ONE STAGE ONE One = BunOne = Bun

TrustTrust the Bun! the Bun!EARLY INFANCY/MEETING BASIC NEEDS

TRUST VS. MISTRUST

FOR EVEN DEVELOPMENT, EACH CRISIS MUST BE MET ON TIME

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STAGE TWOSTAGE TWOTwo = ShoeTwo = Shoe

A shoe can be used as an A shoe can be used as an autoauto!!

AUTONOMY VS. SHAME AND DOUBT

AGES 2–3

SELF-RELIANCE OR RELIANCE ON OTHERS

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STAGE THREESTAGE THREEThree = TreeThree = Tree

Take the Take the InitiativeInitiative and plant a and plant a treetree

INITIATIVE VS. GUILT: AGES 3–6

SELF-ESTEEM: “AM I GOOD OR AM I BAD ?”

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STAGE FOURSTAGE FOURFour = DoorFour = Door

I am I am IndustriousIndustrious and and ConfidentConfident that that I can open the door!I can open the door!

INDUSTRY/CONFIDENCE VS. INFERIORITY

AGES 6–12

THE CHILD ASKS, “AM I SUCCESSFUL OR NO GOOD?”

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STAGE FIVESTAGE FIVEFive = AliveFive = Alive

I am alive, I have an I am alive, I have an identityidentity!!

IDENTITY VS. ROLE CONFUSION

EARLY TEENS/PEER PRESSURE

QUESTION: “WHO AM I?”

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STAGE SIXSTAGE SIXSix = SticksSix = Sticks

Two sticks are better than one!Two sticks are better than one!

INTIMACY VS. ISOLATION

CHOOSING TO SHARE YOUR LIFE WITH ANOTHER OR LIVE ALONE

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STAGE SEVENSTAGE SEVENSeven = HeavenSeven = Heaven

I’m in heaven because I I’m in heaven because I generatedgenerated success in my life!success in my life!

GENERATIVITY VS. STAGNATION

MIDDLE AGE/MID -LIFE CRISIS

QUESTION: “AM I SUCCESFUL IN MY LIFE?”

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STAGE EIGHTSTAGE EIGHTEight = Mate/DateEight = Mate/Date

I have made my mark with my I have made my mark with my mate, and am ready for my date mate, and am ready for my date

with the end of my life. with the end of my life. EGO-IDENTITY VS. DESPAIR

OLDER ADULTS

QUESTION: “HAVE I LIVED A FULL AND COMPLETE LIFE?”

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STAGE EIGHT( CONTINUED)STAGE EIGHT( CONTINUED)

FEELINGS OF ABANDONMENT AND ISOLATION CRITICISMS OF ERIKSON’S THEORY OF DEVELOPMENT

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What Changes Mark theWhat Changes Mark theTransition of Adolescence?Transition of Adolescence?

Adolescence offers new developmental challenges

growing out of physical changes, cognitive changes, and socioemotional changes

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The Transitions of AdolescenceThe Transitions of Adolescence

Adolescence – Developmental period beginning at puberty and ending at adulthood

Rites of passage – Social rituals that mark the transition between developmental stages, especially between childhood and adulthood

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Cognitive Development in Cognitive Development in AdolescenceAdolescence

Formal operational stage – Piaget’s final stage of cognitive growth (abstract and complex thought)

Hormones rise to high levels

The frontal lobes undergo a “remodel”

This leads to sensation seeking and risk taking, and preoccupation with body image and sex

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The increasing influence of peers

Common social problems in adolescence

Delinquency

Sexual Identity comes into question

Social and Sexual Identity in Social and Sexual Identity in AdolescenceAdolescence

Identity crisis

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Kohlberg’s Stages of Moral Kohlberg’s Stages of Moral ReasoningReasoning

“Should Heinz have stolen the too expensive medicine to save his

wife’s life?”

I. Preconventional moralityStage 1: Pleasure/pain orientation –

Avoid pain or avoid getting caughtStage 2: Cost/benefit orientation;

reciprocity – Achieve/receive rewards or mutual benefits

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II. Conventional morality

Kohlberg’s Stages of Moral Kohlberg’s Stages of Moral ReasoningReasoning

Stage 3: “Good child” orientation – Gain Acceptance, avoid disapproval

Stage 4: Law-and-order orientation – Follow rules, avoid penalties

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III. Postconventional (principled) morality

Kohlberg’s Stages of Moral Kohlberg’s Stages of Moral ReasoningReasoning

Stage 5: Social contract orientation – Promote the welfare of one’s society

Stage 6: Ethical principle orientation – Achieve justice, be consistent with one’s principles, avoid self-condemnation

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Identify the LevelIdentify the Level

• He should steal the drug because he needs his wife to help him make a living.

(Stage 2 – Cost benefit)

• He should steal the drug and the law should be interpreted to allow an exception in this case.

(Stage 5 – Social Contract)

• Everyone would think he is bad if he let his wife die.

(Stage 3 – Good Child)

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Kohlberg’s Stages of Moral Kohlberg’s Stages of Moral ReasoningReasoning

• Culture and morality

• Gender and morality – Carol Gilligan

• Studies have found no close connection between people’s moral reasoning and their behavior. Most moral reasoning comes after people have intuitively decided how to act.

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What DevelopmentalWhat DevelopmentalChallenges Do Adults Face?Challenges Do Adults Face?

Nature and nurture continue to produce changes throughout life, but in

adulthood these changes include both growth and

decline

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Elisabeth Kubler-Ross – Death Elisabeth Kubler-Ross – Death and Dyingand Dying

• Kubler-Ross identified 5 stages that terminally ill and/or dying individuals experience (video)

• Denial

• Anger

• Bargaining

• Depression

• Acceptance

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End of Chapter 9End of Chapter 9