Developmental PsychologyDevelopmental Psychology

Chapter 4Chapter 4

I. I. Dev. PsychologistsDev. Psychologists

a. a. What do they do?What do they do?Study physical, cognitive, and social changes Study physical, cognitive, and social changes throughout the human life cycle.throughout the human life cycle.b. b. How do they study?How do they study?1. 1. Longitudinal:Longitudinal: study same group over time study same group over time2. 2. Cross sectional:Cross sectional: study different ages at the study different ages at the same timesame time3. 3. Twin Studies:Twin Studies: studying identical vs. fraternal studying identical vs. fraternal twins to find out if nature or nurture causes twins to find out if nature or nurture causes various traits and behaviors.various traits and behaviors.

c. c. Major DebatesMajor Debates1. 1. Nature vs. Nurture:Nature vs. Nurture: How do genetic How do genetic inheritance (nature) and experience inheritance (nature) and experience (nurture) influence our development?(nurture) influence our development?separated at birth2. 2. Continuity vs. Stages:Continuity vs. Stages: Gradual or Gradual or sequence of separate stages?sequence of separate stages?3. 3. Stability vs. Change:Stability vs. Change: Do our early Do our early personality traits persist through life, or do personality traits persist through life, or do we become a different person as we age? we become a different person as we age?

II. II. Childhood DevelopmentChildhood Development

a. a. Prenatal DevelopmentPrenatal Development1. 1. Fertilization:Fertilization: 1) Sperm released, meet the egg, digestive 1) Sperm released, meet the egg, digestive

enzymes eat away the egg’s protective enzymes eat away the egg’s protective coveringcovering

2) Sperm penetrates the egg, egg blocks out all 2) Sperm penetrates the egg, egg blocks out all other sperm and uses fingerlike projections to other sperm and uses fingerlike projections to pull sperm in.pull sperm in.

3) Within 12 hours the sperm and egg fuse 3) Within 12 hours the sperm and egg fuse becoming one.becoming one.

2. 2. Gender:Gender: XX= Female, XY= Male XX= Female, XY= Male 3. 3. Cell GrowthCell Growtha) a) Zygote:Zygote: Fertilized Egg Fertilized Egg* Less than half of all zygotes survive * Less than half of all zygotes survive

beyond 2 weeksbeyond 2 weeksb) b) Embryo:Embryo: developing human organism from about 3 developing human organism from about 3 weeks after fertilization through the 8weeks after fertilization through the 8thth week weekc) c) Fetus:Fetus: developing human organism from 9 weeks after developing human organism from 9 weeks after conception to birth.conception to birth.

in the wombd) d) Placenta:Placenta: Nourishment passes through this from the Nourishment passes through this from the mother to the childmother to the child

4. 4. Fetal Alcohol Syndrome:Fetal Alcohol Syndrome: Causes an Causes an infant to have a small, misproportioned infant to have a small, misproportioned head and lifelong brain abnormalities.head and lifelong brain abnormalities.

5. 5. Autism:Autism: Developmental disorder Developmental disorder characterized by impaired language, characterized by impaired language, difficulty with socialization, and restricted difficulty with socialization, and restricted interest interest

PKU-rare condition in which a baby is born PKU-rare condition in which a baby is born without the ability to properly break down without the ability to properly break down an amino acid called phenylalanine. an amino acid called phenylalanine.

if untreated, causes mental retardationif untreated, causes mental retardation

Rooting/Head Turning ReflexRooting/Head Turning ReflexRooting/Head turning:Rooting/Head turning: when their cheek is when their cheek is touched, infants turn their head and open touched, infants turn their head and open their mouth to search for foodtheir mouth to search for foodexample

Grasping/Palmer ReflexGrasping/Palmer ReflexA baby holds tightly when A baby holds tightly when

pressure is applied to the palm pressure is applied to the palm of the hand of the hand example

Startle/Moro ReflexStartle/Moro ReflexBabies throw their arms out when they are Babies throw their arms out when they are scared scared example

7. 7. Important termsImportant termsa) a) Maturation:Maturation: biological growth over time biological growth over timeb) b) Critical Periods:Critical Periods: Essential time periods Essential time periods to develop certain skillsto develop certain skillsc) c) Infantile amnesia:Infantile amnesia: Not being able to Not being able to remember life events before age 3remember life events before age 3

Motor DevelopmentMotor Development

Age

4 months Turns from stomach to side

5 months Turns from stomach to back

6-7 months Turns from back to stomach

7-8 months Sits

9 months Crawls

10-12 months Kneels

11-13 months Stands

13 & up Walks first steps

III. III. Cognitive DevelopmentCognitive Development

1. Terms1. Termsa) a) CognitiveCognitive- thinking- thinkingb) b) Schema:Schema: Child builds concepts Child builds conceptsc) c) Assimilate:Assimilate: putting new experiences into putting new experiences into an already existing schemaan already existing schemad) d) Accommodate:Accommodate: adjusting a schema adjusting a schema based on a new fact that changes our based on a new fact that changes our understanding of something.understanding of something.

*Ex.-realizing teachers do not live at school*Ex.-realizing teachers do not live at school

Share with a PartnerShare with a Partner

Think of a time when you learned a new Think of a time when you learned a new fact that altered one of your schemas as a fact that altered one of your schemas as a young child. Share with a partneryoung child. Share with a partner

Ex. learning that M&Ms don’t grow on Ex. learning that M&Ms don’t grow on trees like you evil sister told youtrees like you evil sister told you

2. Piaget’s Theory of Cognitive 2. Piaget’s Theory of Cognitive DevelopmentDevelopment

a) a) Sensorimotor StageSensorimotor Stage-explore world -explore world through senses and movementthrough senses and movement

1. Age: Birth to age 21. Age: Birth to age 2

2.2.Object Permanence:Object Permanence: realize that hidden realize that hidden objects still exist (8 months old)objects still exist (8 months old)

exampleexample

Stranger Anxiety-around 8 monthsStranger Anxiety-around 8 months

Preoperational StagePreoperational Stage- use of - use of language and symbolslanguage and symbolsEx. pretending that a broom is a Ex. pretending that a broom is a horse horse Role playing develops in playRole playing develops in play

exampleexample1. 1. Age:Age: age 3 to about 6 age 3 to about 62. 2. Egocentric:Egocentric: Have difficulty Have difficulty perceiving things from another’s point perceiving things from another’s point of viewof view

egocentrismegocentrism

Concrete Operational StageConcrete Operational Stage1. 1. Age:Age: Around 7 to 11years old Around 7 to 11years old2. 2. Conservation:Conservation: understand that change understand that change in shape does not mean change in amount in shape does not mean change in amount (mass)(mass)Ex. Realizing that cutting pizza into more Ex. Realizing that cutting pizza into more slices does not yield more pizzaslices does not yield more pizzalack of conservationlack of conservation

Formal Operational StageFormal Operational Stage1. 1. Age:Age: By age 12 By age 122. 2. Tasks:Tasks: Understand concrete as well as Understand concrete as well as abstract thinkingabstract thinking

Ex. analogies, hypothetical thoughtEx. analogies, hypothetical thought

IV.IV. Moral DevelopmentMoral Development

1. Kohlberg’s Theory of Moral Development1. Kohlberg’s Theory of Moral Developmenta) a) Preconventional:Preconventional: Before 9- Children either Before 9- Children either obey to avoid punishment or to gain concrete obey to avoid punishment or to gain concrete rewardsrewardsb) b) Conventional:Conventional: Early Adolescence: evolves to Early Adolescence: evolves to caring for others and upholds laws and social caring for others and upholds laws and social rules rules c) c) Postconventional:Postconventional: agreed –upon rights or agreed –upon rights or follows what one personally perceives as basic follows what one personally perceives as basic ethical principlesethical principles

V.V. Social DevelopmentSocial Development 1. Terms1. Terms

a) a) Attachment:Attachment: powerful survival impulse powerful survival impulse that keeps infants close to their caregiversthat keeps infants close to their caregivers

b) b) Stranger Anxiety:Stranger Anxiety: Fear of strangers Fear of strangers (unfamiliar faces) 8 months old(unfamiliar faces) 8 months old

c) c) Separation Anxiety:Separation Anxiety: Anxious when Anxious when attached caregiver isn’t around-12 monthsattached caregiver isn’t around-12 months

Secure vs. insecure attachmentSecure vs. insecure attachment

Mary Ainsworth and the strange situation Mary Ainsworth and the strange situation testtest

d) Contact Comfortd) Contact Comfort

1. 1. Harry Harlow:Harry Harlow: U of Wisconsin psychologist U of Wisconsin psychologist

2. 2. Experiment and Results:Experiment and Results: Found that Found that attachment doesn’t necessarily derive from an attachment doesn’t necessarily derive from an association with nourishment.association with nourishment.

** Used Monkeys**clip part II** Used Monkeys**clip part II

3. 3. Skeels and Dye:Skeels and Dye: found that children do better found that children do better when loved and when loved and cared for starting from birth to cared for starting from birth to age 3. age 3.

2. 2. Erikson’s Stages of Social DevelopmentErikson’s Stages of Social Development

Page 332Page 332

VI.VI. Parenting StylesParenting Styles

1. 1. Permissive:Permissive: Parents submit to their Parents submit to their children’s desires, make few demands, children’s desires, make few demands, and use little punishment.and use little punishment.

2. 2. Authoritarian:Authoritarian: parents impose rules and parents impose rules and expect obedienceexpect obedience

3. 3. Authoritative:Authoritative: parents are both parents are both demanding and responsive, exert control demanding and responsive, exert control but explain reasons for rulesbut explain reasons for rules

Adolescence and Adolescence and AdulthoodAdulthood

I. I. AdolescenceAdolescence

. Early and Late Bloomers. Early and Late Bloomers

1. 1. Gender Issue:Gender Issue:

Girls: Early= feel insecureGirls: Early= feel insecure

Boys: Early= feel more secureBoys: Early= feel more secure

Girls: Late= feel more secureGirls: Late= feel more secure

Boys: Late= feel insecureBoys: Late= feel insecure

II. II. AdulthoodAdulthood

a. a. EarlyEarly (20-39) (20-39)

b. b. Middle AdulthoodMiddle Adulthood (40-59) (40-59)

Empty nest syndrome: Empty nest syndrome: sadness and lack sadness and lack of direction when last child leaves home.of direction when last child leaves home.

Myth!Myth!

c. Late Adulthood (60+)c. Late Adulthood (60+)

1. 1. Alzheimer’s:Alzheimer’s: Dementia, strikes 3% of the Dementia, strikes 3% of the world’s population by age 75 world’s population by age 75

2. Fluid and crystallized intelligence:2. Fluid and crystallized intelligence:

a. a. Fluid:Fluid: ability to reason speedily and abstractly, ability to reason speedily and abstractly, as when solving problems. (puzzle-solving)as when solving problems. (puzzle-solving)

b. b. Crystallized:Crystallized: accumulated knowledge as accumulated knowledge as reflected in vocabulary and analogies test.reflected in vocabulary and analogies test.

3. Kubler-Ross theory on death and dying3. Kubler-Ross theory on death and dying

a. Deniala. Denial

b. Angerb. Anger

c. Bargainingc. Bargaining

d. Depressiond. Depression

e. Acceptance e. Acceptance

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