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Developmental Psychology Unit 9

Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology a branch of psychology that studies physical, cognitive,

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Page 1: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Developmental Psychology

Unit 9

Page 2: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Why is Developmental Psychology?

• Developmental Psychology a branch of psychology that studies physical, cognitive, and social change throughout the life span.

• People are continually developing over their lifetimes.

• Infant development vs. adult development.

Page 3: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

3 Areas of Research

• 1) Nature and Nurture – You should know this one by now…

• 2) Continuity and Stages – Gradual, continual changes or separate sequence of stages. (ex. Think of an escalator vs. rungs of a ladder).

• 3) Stability and Change – Do personality traits continue throughout life, or change as we get older?

Page 4: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

• Conception – sperm meets egg in the fallopian tube of the female. 1 in 200 million raced to meet the egg.

Page 5: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

3 Stages of Prenatal Development

• Zygote the fertilized egg, it enters a 2-week period of rapid cell division and develops into an embryo. In fallopian tube.

• Embryo the developing human organism from about 2 weeks after fertilization through the second month. Embedded in uterus

• Fetus the developing human organism from 9 weeks after conception to birth. Bone cells have developed.

Page 6: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,
Page 7: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Prenatal Brain Development: conception to birth

Page 8: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Fetal Development

• Placenta is the connection between mother and child. Ideally only healthy compounds will pass.

• Teratogens agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm. Ex. Drugs, smoking, alcohol.

• Fetal Alcohol Syndrome physical and cognitive abnormalities in children caused by a pregnant woman’s heavy drinking. In severe cases, symptoms include noticeable facial misproportions.

Page 9: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Homework Tonight

• Watch the Secret Life of the Brain: Episode 1: The Baby’s Brain

• https://www.youtube.com/watch?v=cfCffnjfo3w

• Or youtube title.

Page 10: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

The Competent Newborn • Reflexes, such as rooting help

us to survive as infants. Also includes sucking, tonguing, swallowing, breathing and crying.

• Habituation decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner.

Page 11: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Reflexes in the Newborn

Page 12: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Testing Competency in the Newborn (APGAR)

Page 13: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Infancy and Childhood – Brain Development

• Brain development in the womb is at ¼ million nerve cells per minute. Stabilizes at about 23 billion by the time you are born.

• Brain then goes through a growth spurt with more connections being made everyday.

• By puberty, a pruning process takes place that shuts down excess connections and strengthens others.

• Maturation biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience.

• Maturation sets the basic course of development; experience adjusts it.

Page 14: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,
Page 15: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Physical DevelopmentMotor Development

• Motor development–Learning to walk

Page 16: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Physical DevelopmentMaturation and Infant Memory

• Infantile amnesia – Before the age of 3, no memories are retained. Average age for earliest conscious memory is 3.5 years.

Page 17: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Bodypart Counting System

Page 18: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Cognitive Development

• Cognition all mental activities associated with thinking, knowing, remembering, and communicating.

• Psychologists, most notably, Jean Piaget, are interested in the timing in when you became conscious and how the infant mind unfolds from there.

• Piaget’s best research was from the wrong answers children gave in his tests, as they were similar. This led him to understand that children’s brains are not miniatures of adults.

Page 19: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Piaget's Stages

• Piaget understood that the childhood brain developed in stages. What an 8 year old understands, a toddler does not.

• As the brain matures, it builds schemas a concept or framework that organizes and interprets information. By adulthood we have built millions of schemas. Ex. Cat, dog, love.

Page 20: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

How We Use and Adjust Schemas

• Assimilate interpreting our new experiences in terms of our existing schemas.

• Ex. Cow – 4 legged animal – call any 4 legged animal cow.

• Accommodate adapting our current understandings (schemas) to incorporate new information.

• Ex. Not all 4 legged animals are cows, able to discern between types.

Page 21: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,
Page 22: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Overcoming Attentional Inertia

Page 23: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Piaget’s 4 Stages of Cognitive Development

• 1) Sensorimotor Stage in Piaget’s theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.

• Infants live in the present. • If an object is covered, it ceases to exist. • Lack object permanence the awareness that

things continue to exist when not perceived.

Page 24: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,
Page 25: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Object Permanence

Page 26: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

• 2) Preoperational Stage in Piaget’s theory, the stage (from 2 to about 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic..

• Too young to perform mental operations.• Lack conservation the principle (which Piaget

believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects.

Page 27: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,
Page 28: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Conservation Experiments – Only show 1

Page 29: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

• Egocentrism in Piaget’s theory, the preoperational child’s difficulty taking another’s point of view.

• A part of stage 2• Ex. Make themselves invisible by covering own

eyes. • Pg. 422 – Brother

Page 30: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

• Theory of Mind people’s ideas about their own and other’s mental states – about their feelings, perceptions, and thoughts, and the behaviors these might predict.

• Part of stage 2. • Children understand how to take another’s

perspective. Tease, empathize and persuade. • Vygotsky’s language of social interaction – why

kids talk to themselves, read to themselves.

Page 31: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Pg. 422-423

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Theory of Mind

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• 3) Concrete Operational Stage in Piaget’s theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events.

• Comprehension of mathematical transformations and conversation.

• Ex. 8+4 = 12, but also understanding that 12-8 =4.

Page 34: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

• 4) Formal Operational Stage in Piaget’s theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.

• Imagined realities and symbols.• Deducing consequences – if this… then that.

Page 35: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Cognitive DevelopmentPiaget’s Theory and Current Thinking

Page 36: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

• Piaget’s theory is kind of a big deal! • Modern ideas include that the stages are

more a continuous process, they blur together.• Allowed psychologists to understand the large

influence of social factors on development. • Tied to Vygotsky’s ‘Zone of Proximal

Development’ – zone in which a child can learn with and without help.

Page 37: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

• Piaget’s theory has also allowed us to understand and make new inferences on Autism a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of other’s states of mind.

• Autism APA Article.

Page 38: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Childhood Disorder: Undertanding Autism

Page 39: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Social Development• Infants come to prefer familiar

faces and caregivers. • Around 8 months, stranger

anxiety ( the fear of strangers that infants commonly display, beginning by about 8 months of age.) develops.

• At this age, children have schemas for familiar faces and when they cannot assimilate a new face into these remembered schemas, they become distressed.

Page 40: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Stranger Anxiety

Page 41: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Origins of Attachment

• By 12 months, if scared or separated, a child will seek out a parent.

• Attachment an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.

• For a long time we thought that infants only sought out those who could fill their need for nourishment… WRONG!

Page 42: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Body Contact• Harlow Monkey Studies• Raised monkeys in individual

cages with blankets. When blankets were being laundered, monkeys were in distress.

• Lead to the creation of 2 artificial mothers. 1) comfy, cloth mother 2) bare wire cylinder with food source.

• Monkeys preferred cloth mothers.

• Lead to the understanding of why babies prefer rocking, feeding and patting.

Page 43: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Harlow’s Studies on Dependency in Monkeys

Page 44: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Familiarity • Contact is one thing… familiarity is just

as important. • Attachments based on familiarity form

during the critical period an optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development.

• Leads to imprinting the process by which certain animals form attachments during a critical period very early in life. Not in humans.

• Geese imprinting. • With humans, it’s more like familiarity

– become familiar with people, places, things, foods, etc, that give us comfort.

Page 45: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Social DevelopmentAttachment Differences: Temperament and Parenting

• If placed in a ‘strange situation’ (ex. Lab room), children will play comfortably as long as their parent is there. If the parent leaves, they become ‘distressed’ until they return. They may then show ‘insecure attachment’ where they are less likely to leave the parent’s side in the room.

Page 46: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Social DevelopmentAttachment Differences: Temperament and Parenting

• Temperament a person’s characteristic emotional reactivity and intensity.

• Easy Babies – cheerful, relaxed and predictable with feeding/sleeping.

• Slow to Warm Up Babies – resist or withdraw from new people/situations.

• Difficult Babies – irritable, fidgety, intense and unpredictable.

• Tends to continue on in life in later ages. • Genetics plays a role?

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Page 48: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

• Securely attached children approach life with a sense of basic trust according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers.

Page 49: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Erikson – Trust vs Mistrust

Page 50: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Social Development: Deprivation of Attachment

• Early deprivation of attachment – past 8 months will leave permanent damage.

• Disruption of attachment – Before age of 2, no future attachment problems.

• Does day care affect attachment? – Depends on quality of care, both in daycare and in the home.

Page 51: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Self - Concept• By about age 12 children

have developed self concept our understanding and evaluation of who we are.

• Self esteem is a little different. Has to do with how they feel about who they are.

• Also includes self awareness. Mirror test – only at about 18 months do babies realize it is them they are looking at in the mirror.

Page 52: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Parenting Styles

• Parenting styles (Baumrind)– Authoritarian – impose rules and expect

obedience.– Permissive – submit to children’s desires. Few

demands and little punishment.– Authoritative – both demanding and responsive.

Set rules and enforce them, but explain reasons for rules. Discussion of rules with older children.

• Correlation versus causation pg 434• Cultural differences in parenting.

Page 53: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Gender Development • Gender in psychology, the biologically

and socially influenced characteristics by which people define male and female.

• Discuss the following statement:

Gender influences social development.

Page 54: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Gender Similarities and Differences

• Tell someone you are male or female – no clues about your vocabulary, intelligence, happiness, the mechanisms to which you see, hear, learn and remember. After all, out of your 46 total chromosomes, 45 are unisex.

Page 55: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Basic differences between genders

Women • Enter puberty 2 years sooner.• Live, on average, 5 years longer.• Carry 70% more fat and 40% less

muscle.• 5 inches shorter.• Can pick up fainter odors. • Express emotions more freely.• Offered help more often.• Doubly vulnerable to depression

and anxiety.• 10X greater risk of eating disorder.

Men • 4 times more likely to

commit suicide or suffer alcohol dependence.

• Higher rates of diagnosis of autism, colour blindness, ADHA and anti personality disorder.

Page 56: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

• How much does Biology bend the genders?• What portion of our differences is socially

constructed – by the gender roles culture assigns us, and by how we are socialized as children?

Page 57: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Gender Similarities and Differences • Gender and Aggression: • Aggression physical or verbal behavior intended to hurt someone.• Higher in men – more male soldiers.

• Physical versus relational (ex. Excluding someone) aggression

• Gender and social power:• Reinforces social inequalities. (ex. Salaries)• Men place more importance on power and achievement. • Gender and social connectedness:• Females tend to strive to make connections more. • Boys play in large groups, little discussion.• Girls play in smaller groups, higher social interaction.

Page 58: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Biological Nature of Gender• X Chromosome the sex chromosome found in both men and women.

Females have two X chromosomes; males have one. An X chromosome from each parent produces a female child.

• Y Chromosome the sex chromosome found only in males. When paired with an X chromosome from the mother, it produces a male child.

• Testosteronethe most important of the male sex hormones. Both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex characteristics during puberty.

• Estrogen not in textbook… weird

Page 59: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Gender Roles • Although gender is biologically influenced, it is also socially

constructed. What biology initiates, culture accentuates. • Role a set of expectations (norms) about a social position,

defining how those in the position ought to behave.• Gender Role a set of expected behaviors for males or for

females.• Think of a stereotypical ‘date’. What gender roles are in play?• Think of gender roles in the home. What stereotypically are

the roles for male and female? • Think of gender roles outside the home. What stereotypically

are the roles for male and female?

Page 60: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

• Gender Identity our sense of being male or female.

• Gender Typed the acquisition of a traditional masculine or feminine role.

• Think of how small children may identify differences in gender.

• Social Learning Theory the theory that we learn social behavior by observing and imitating and by being rewarded or punished.

• Ex. ‘Boys don’t cry’. • However, even without parental typical gender typing,

children will organize themselves into ‘what boys do’ and ‘what girls do’.

Page 61: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Parents and Early Experiences

Page 62: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

• How much credit or blame do parents deserve?

• Parents feel enormous satisfaction in their child's successes and feel guilt or shame over their failures.

• Your family does have influence on your overall, however, parental nurture does not easily sculpt children.

• Siblings reared together are found to be as different as 2 unrelated children… So maybe it isn’t all the parents fault?

Page 63: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Peer Influence

• Children and adolescents of all ages seek to fit in with groups and are subject to group influences.

• See examples, page 444. • Parents can influence the type of peer group

their children are in by choosing the neighborhood and schools they attend.

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Adolescence

• Our brains change way beyond childhood and into adolescence the transition period from childhood to adulthood, extending from puberty to independence.

• A nice transition between childhood and adulthood.

• Secret Life of the Brain: Adolescence• Search it on youtube, or link below. • https://www.youtube.com/watch?

v=EXglEFyELog

Page 65: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Physical Development… Awkward… • Puberty the period of sexual maturation, during which a person

becomes capable of reproducing.

• Primary Sexual Characteristics the body structures (ovaries, testes, and external genitalia) that makes sexual reproduction possible.

• Menarche the first menstrual period.

• Secondary Sexual Characteristics nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair.

• Timing is different for everyone. Females as early as nine, males as late as 16. Can play a role socially.

Page 66: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Physical Development

Page 67: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Physical Development

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Adolescent Cognitive Development

• Piaget’s ‘formal operations’ met at this point, capable of abstract reasoning.

• Ponder and debate human nature, good and evil, truth and justice.

• Can spot inconsistencies (‘BS meter’) and spot hypocrisy.

• Debates with parents may come about.

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Page 70: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Cognitive Development- Developing Morality

• Lawrence Kohlberg sought to describe the development of moral reasoning. – Preconventional morality – before age 9, most morality

focuses on self-interest. Obey rules to avoid punishment or gain reward.

– Conventional morality – early adolescence, morality focuses on caring for others, upholding laws and social rules, simply because they are laws and rules.

– Postconventional morality – once formal operation thought is reached, actions are judged as ‘right’ because of basic ethical principles.

• Moral feeling• Moral action

Page 71: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Moral Thinking and Emotion – A challenging dilemma

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Page 73: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Adolescent Social Development• Forming an identity is very important at this stage, try new things, ‘looks’

etc. • Identity our sense of self; according to Erikson, the adolescent’s task is

to solidify a sense of self by testing and integrating various roles.• Social Identity the “we” aspect of our self-concept; the part of our

answer to “Who am I?” that comes from our group memberships.• How do you relate to identity or social identity? How do you see this in

our school ?• Intimacy in Erikson’s theory, the ability to form close, loving

relationships; a primary developmental task in late adolescence and early adulthood.

• High school friends are usually your longest lasting pals!• Parent and peer relationships – peers pick up where parents leave off

and vice versa.• Peer Pressure plays a big role!

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Emerging Adulthood

• Emerging Adulthood for some people in modern cultures, a period from the late teens to mid-twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood.

• May be longer for some people. • May be due to people taking longer to finish

post secondary schooling. • Ex. Move away for university but still reliant on

parents for financial support.

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Adulthood

• Secret Life of the Brain: Adulthood• https://www.youtube.com/watch?v=pF9Xcnuh6_c• Harder to classify stages in adulthood because there is not as

much change going on.• Changes that are noticed tend to be more physical at first. Ex.

Athletes peak by mid 20s.• Middle Adulthood has lots of physical changes – diminished

physical vigor… aka.. tired more easily.• Menopause the time of natural cessation of

menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines.

Page 77: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Other Adult Changes

• Physical changes in later life– Life expectancy – around about 74 years now. Females

tend to live longer than males. Increased need for geriatric support.

– Sensory abilities – visual and hearing abilities diminish, brain computation slows down. (exercise your brain!)

– Health more susceptible to disease, longer to heal. (broken hip)

– Dementia and Alzheimer’s Disease – extremes of memory loss, although some is to be expected as we age. Dementia is smaller memory loss, Alzheimer’s destroys even the brightest of minds.

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Immune System and Alzheimers

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Tangles and Plaques in Alzheimers

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Jeanne Calment – Oldest Person – died at 122 in 1998.

Page 82: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Aging and Memory

• Recall versus recognition – Recall is harder as we age, where as recognition tends to be more successful. (Ex. Recall is like fill in the blank, recognition is like multiple choice).

• Prospective memory – AKA ‘Remember to…’ memory is challenging for older people. May be seen as forgetfulness.

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Aging and Memory - Alzheimers

Page 84: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Aging and Intelligence – 3 Phases of Research

• 1) Cross-Sectional Evidence for Intellectual Decline Study a study in which people of different ages are compared with one another.

• Same test, less correct answers the older you are.• 2) Longitudinal Evidence for Intellectual Stability Study research in

which the same people are restudied and retested over a long period.• Same tests at different ages to show change in intelligence… not the

same for each person. Ex. Birth control developed by scienctist at age 70.

• ‘You’re never too old to learn.’• 3) It all depends!• Crystalized intelligence our accumulated knowledge and verbal skills;

tends to increase with age.• Fluid intelligence our ability to reason speedily and abstractly; tends to

decrease during late adulthood.• Depends on what you are trying to learn and why you are trying to learn

it!

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Adult Social Devlopment

• Midlife transitions are common. Realize most of your life is behind you, not as young as you used to be… AKA Midlife Crisis!

• Thought to be associated with typical midlife crisis events (ex. Divorce, job change) but in fact not true. Usually a major life event or change triggers this. Not always in the midlife crisis range (40s, 50s.)

• Social Clock the culturally preferred timing of social events such as marriage, parenthood, and retirement.

• Pressure at any age to do what you’re ‘supposed to’.

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Adulthood Commitments

• Love – bonds of love are strongest when the people involved have similar interests, values, share emotional and material support, and seal love with commitment of some sort (ex. Marriage).

• Marriages tend to last when the couple are over 20 and well educated.

• Love may create children.

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• Work – Creates identity.• Careers can shift at any time and most

commonly do. • Competence and accomplishment sense.• Gives people a sense of purpose to their lives.

Page 88: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Social DevelopmentWell-Being Across the Life Span

• Well-being across the life span important, not just at one or two stages.

• Death and dying – can be dreaded or welcomed.

• Leads to grief in various stages or levels. • Level grief may be correlated to level of

suffering or time.

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Biopsychosocial Influences on Successful Aging

Page 92: Developmental Psychology Unit 9. Why is Developmental Psychology? Developmental Psychology  a branch of psychology that studies physical, cognitive,

Three Major Developmental Issues – Sum it all up!

• Nature versus nurture• Continuity and stages• Stability and

change

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Continuity and Stages