Chapter 10:
Human Development
Prenatal Development and the
Newborn
 Developmental Psychology
How and Why We Change
 a branch of psychology that studies physical, cognitive and social
change throughout the ___________
C. Brown Unit 6
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Copyright © Allyn & Bacon 2009
Conception
At the moment of conception…
A single sperm
cell (male)
penetrates the
outer coating of
the egg (female)
and fuse to form
one fertilized cell.
Life is sexually transmitted
 The smallest cell in the body (sperm cell)
penetrates the woman’s egg, and genetically
gender is determined.
 In 24 hours this cell divides establishing
___________________.
 By 15 days the embryo is a hollow sphere 1/10”
in diameter.
 By 60 days the fetus exhibits an emerging
human form.
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Zygote and Embryo
A zygote is a fertilized cell with 100 cells, which become
increasingly diverse. At about 14 days the zygote turns
into an ____________ (a and b).
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Fetus
 Fetus
 the developing human organism from 9 weeks after conception to
birth
At ___________ an embryo turns into a fetus (c and d). Teratogens are
chemicals or viruses that can enter the placenta and harm the
developing fetus.
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1
The Growing Fetus
PRS
 The fetal stage of development begins at _____.
Fertilization
30 Hours
6 weeks
4 months
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Prenatal Development and
the Newborn




A.
B.
C
C.
D.
Conception
14 days after conception
9 weeks
k after
ft conception
ti
birth
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Development is susceptible to disruption
 Teratogens (_____________)
 agents, such as chemicals and viruses, that can reach
the embryo or fetus during prenatal development and
cause harm Malnutrition
 Viral Infections
 AIDS, Rubella (German measles), and others
 X-rays, lead, and other environmental hazards (Drugs)
 Alcohol (fetal alcohol syndrome), Cigarettes,
Cocaine, Aspirin, Marijuana, and other drugs both licit
and illicit
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Fetal Weight Gain
 Many embryos are spontaneously aborted,
often without the mother’s knowledge.
 Spontaneous abortion rates are higher for
_________ embryos.
 If the disruption is not too serious, the infant
will be carried to term.
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Prenatal Development and
the Newborn
 Fetal Alcohol Syndrome (FAS)
 physical and cognitive abnormalities in children
caused by a pregnant woman’s heavy drinking
 symptoms include misproportioned head
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Copyright © Allyn & Bacon 2009
2
At Birth
 An abrupt and demanding transition (molt)
for both infant and parent.
 Average new born urinates 19 times a day.
 Average new born defecates 5 times a day.
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At Birth
 A typical child is 20” long and 7 pounds in
weight.
 Birth weight doubles in 6 months, and triples
in the first year. A typical child is 28” long at
12 months
th off age.
 Brain size doubles by age 2, and doubles
again by adulthood.
 Physical changes lead to changes in
__________ and ___________ abilities
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Ways to study the abilities of Newborns
At Birth
 A significant portion of parental income and
personal effort is devoted to infant care.
 Today parental investment typically exceeds
$100,000 to reach independence.
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Newborn Orientation to the Face
 Infants were shown
a blank shape, a
face, or scrambled
facial features.
 The face and
scrambled face have
same complexity.
 Infants looked more
intensely at the
________.
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The Developing Brain
 Habituation
 The tendency for attention to a stimulus to wane over
time (often used to determine whether an infant has
“learned” a stimulus
 Recovery
 Following habituation to one stimulus, the
tendency for a second stimulus to arouse new
interest (often used to test whether infants can
discriminate between stimuli)
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3
Principles of Development
Principles of Development
 Development is dependent upon the interplay
between experience and maturation.
 Development is orderly and predictable.
 While development is continuous, it occurs in spurts, and this
gives the appearance of stages of development (Piaget, Freud,
Kohlberg, etc.).
 _________ Period - Disruption of development
leads to permanent impairments (German measles
at 3 mo gestation produces mental retardation in
newborns).
 __________ Period - Disruption of development
leads to an impairment that may be partially
overcome (language learning after puberty).
 ________________ ‘from
from head to foot
foot’
 A child can turn its head before it can use its legs.
 ________________ ‘from center to periphery’
 Motor control of the thigh precedes control of the foot.
 Gives the appearance of gross undifferentiated movements.
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Motor Development
Bayley Scale Milestones
Infants begin to roll over first followed by sitting
unsupported, crawling, and finally walking. Experience
has little effect on this sequence.




Able to turn from back to side (4.4 mo).
Able to sit without support (6.0 mo).
Walks with help (9.6 mo).
Walks alone (11.7
(11 7 mo).
mo)
Profimedia.CZ s.r.o./ Alamy
Phototake Inc./ Alamy Images
Jim Craigmyle/ Corbis
Renee Altier for Worth Publishers
 A retarded child ___________ on these motor tasks.
The same nervous system controls motor and cognitive
development.
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PRS
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Infancy and Childhood:
 A child who consistently is slow in achieving
motor developmental milestones is also likely to
exhibit learning difficulties in grade school.
 True/False
 Maturation
The development of the
brain unfolds based on
genetic
ti instructions,
i t ti
leading
l di
to various bodily and mental
functions to occur in
sequence— standing before
walking, babbling before
talking—this is called
maturation
At birth
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3 months
15 months
Cortical Neurons
4
Infancy and Childhood:
Cognitive Development
 Cognition
 All the mental activities associated
with thinking, knowing, remembering,
and communicating
Cognitive Development
Piaget believed that driving force behind intellectual
development is our biological development midst
experiences with the environment. Our cognitive
development is shaped by ________ we make.
Both photos: Courtesy of Judy DeLoache
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Piaget
Piaget
 Swiss, born in 1896-1980.
 At age 10 he published his first scientific article on the
habits of an albino sparrow.
 At age 16 he was recognized as an expert on mollusks
mollusks,
and was recommended for the post of curator of the
Natural History Museum in Geneva.
 Received his Ph.D. in Natural Science at age 21.
 Learning involves the ‘construction of an understanding’
that emerges as a consequence of an encounter
between the individual and the environment.
 Ap
person seeks to understand his world byy applying
pp y g his
schemas to objects and events.
 If an understanding is not achieved the individual must
develop a new schema to better accommodate novel
features of the world.
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Schemas
Piaget’s Theory
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Jean Piaget
 Schemas
 In Piaget’s theory, mental representations of the
world that guide the processes of assimilation and
accommodation
Constructivist theory – children construct an
understanding of their world based on observations of the
effects of their behavior
 _______________
 _____________
 Absorbing new
information into
current knowledge
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 Altering a belief to make it
compatible with
experience
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5
Changing Schemas of the Earth
 From preschool through
about the 5th grade,
children gradually
assimilate and then
accommodate
d t th
their
i
schemas to form an
accurate representation
of the earth’s shape.
5th grade
Piaget’s Stages of Development
 Stages of Development






Each stage is qualitatively different from others
Ages for stage transitions are approximate
Sensorimotor
Preoperational
Concrete Operational
Formal Operational
Preschool
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Sensorimotor Period
 Birth to age 2.
 Child learns that some portions of the world
can be manually manipulated.
 Chief accomplishment is the development of
the concept of object permanence (objects
still exist even when out of sight).
 No mental images or symbolic thought.
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Separation Anxiety
 Separation anxiety is a fear
reaction in response to the
absence of the primary
caregiver.
cultures
 It is seen in all cultures.
 It corresponds with the
development of object
permanence and the
sensorimotor stage of cognitive
development.
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Cognitive Development
 Object _____________
 the awareness that things continue to exist even
when not perceived
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Preoperational Period
 Age 2 to age 6.
 Development of _____________ permits the child to exhibit
imagination, make-believe and imitation.
 Child is not locked in the present, can talk about yesterday, and
plan for tomorrow.
 ____________ – the child is a prisoner of his own perspective
(t mountain
(toy
t i range).
)
 ______________ – perceive human qualities in objects (the cup
is tired).
 Did Noah grown up?
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Preoperational Stage
Piaget’s Conservation Tasks
 2 to 6/7 years
 Able to construct mental
representation of
experiences, but unable to
perform mental transtrans
formations or operations
 Egocentric
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Copyright © Allyn & Bacon 2009
Conservation
Concrete Operational Period
 Conservation
 the principle that properties such as mass, volume, and number
remain the same despite changes in the forms of objects
 Ages 7 to 12.
 As operational logic develops thought becomes less bound by
intuition.
 Operation – mental transformation.
 Which is more?
 Number
 Length
 Volume
 As mathematical skills develop (add, subtract, divide,
multiply) more advanced conservation tasks can be solved.
 Children in this stage are also able to transform
mathematical functions. So if, 4 + 8 = 12 then
transformation 12 – 4 = 8 is also readily doable.
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Formal Operational Period
Speed of Information Processing




 Response times decrease from 7 - 12 years of age
 Consistent across several different types of tasks
 This may be due to the biological maturation of the brain
 Increased myelination of axons which speeds up neural processing
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Age 12 through adulthood.
Abstract adult logic develops.
If A=B, and B=C, then A=C.
Balance beam problem: weight can be added to
b l
balance
the
th scale,
l or the
th fulcrum
f l
point
i t can be
b
changed to achieve balance. The concrete
operational child cannot extract the way in which the
weight and fulcrum factors are related.
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7
Piaget and Culture
Summary: Piaget’s Four Stages
Sensorimotor
Birth to 2 years
No thought beyond immediate
physical experiences
Preoperational
2 to 7 years
Able to think beyond here and now,
but egocentric and unable to
perform mental transformations
Concrete Operations
7 to 11 years
Able to perform mental
transformations but only on concrete
physical objects
Formal Operations
11 years to adulthood
Able to perform hypothetical and
abstract reasoning
 Cross-cultural studies have confirmed the
sequence of stages.
 Some non-industrial cultures do not show
concrete operational thought before age 18
(New Guinea highland tribes).
 Some non-industrial cultures may accelerate
the development of some conservation tasks
(children of potters in Mexico develop the
conservation of volume (clay) before most
children in America.
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PRS
Cooperative Learning: Baby Einstein
 Two phenomena associated with the
sensorimotor stage of development are

Does listening to Mozart turn babies into brainiacs? In 1998 the Governor of
Georgia budged funds to provide all newborns in a free Mozart CD. The idea was
that listening to the CD would boost the infant’s intelligence.

Meet with your group and discuss any action that the Alabama legislature should
take to promote infant intellectual development. Should the state provide classical
music CD’s, play dough, or something else for newborns?

You have 60 seconds!

Baby Einstein Company is a world leader in developmental media and products for
babies and toddlers. , language, science, poetry and nature in playful, enriching
ways. Albert Einstein said, “I have no special talents. I am only passionately
curious.” At Baby Einstein, we know that babies are passionately curious, too. So
every moment of every day in these early years is an opportunity for discovery. This
simple principle is the foundation for all of our products.




A.
B.
B
C.
D.
Object permanence/stranger anxiety.
P
Pretend
t d play/egocentrism.
l /
ti
Conservation/mathematical transformations.
Abstract logic/moral reasoning.
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Creating Super Babies: Current Data
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Kohlberg’s Moral Ladder
Postconventional
level
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Morality of abstract
principles: to affirm
agreed-upon rights and
personal ethical principles
Conventional
level
Morality of law and
social rules: to gain
approval or avoid
disapproval
Preconventional
level
Morality of self-interest:
to avoid punishment
or gain concrete rewards
 As moral
development
progresses, the
focus of concern
moves from the self
to the wider social
world.
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8
Kohlberg’s Studies of Moral Reasoning
Kohlberg’s Studies of Moral Reasoning
 Moral Reasoning
 The way people think and try to solve moral
dilemmas.
 Scored answers to ____________
moral dilemmas.
 Example of stealing experimental
cancer treatment drugs.
 Preconventional Level
 Morality judged in terms of reward and punishment
 Conventional Level
 Morality judged in terms of social order and approval
 Postconventional Level
 Morality judged in terms of abstract principles, like
equality and justice
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Preconventional Level
 Morality is judged in terms of the
consequences of behavior.
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Preconventional Level
 Stage 1. Punishment and Obedience
Orientation.
 Children cannot grasp the idea that there are ____
points
i t off view
i
in
i a morall dilemma,
dil
and
d th
thatt b
both
th
views have points of merit. Children accept the
view of an authority person without question.
 “If the man was punished, he must have been
bad, if he wasn’t punished, he must have been
good.”
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Preconventional Level
Conventional Level
 Stage 2 Naïve Hedonistic Orientation.
 Children become aware that different people have
different points of view regarding a moral
dilemma They judge morality in terms of choices
dilemma.
that best satisfy their personal needs.
 “The man shouldn’t steal the drug unless he is so
crazy about his wife that he can’t live without
her.”
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 Children become aware of the complexities of
the social order, and judge morality in terms
of choices that support and ___________ the
rules of society.
society
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9
Conventional Level
 Stage 3 Good- boy, good-girl
orientation.
 Moral decisions are designed to seek approval of
th people
the
l you know.
k
 “Its ok to steal the drug, because no one will think
that you are bad if you do.”
Conventional Level
 Stage 4 Social order maintaining
orientation.
 Moral decisions are extended to include the
perspective
ti off a h
hypothetical
th ti l _____ person, laws
l
should ___________________.
 “The man should steal the drug since he took a
marriage vow to stand beside his wife. Yet,
because it is wrong to steal, he should expect to
have to pay for his action.”
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Postconventional Level
Postconventional Level
 Morality is judged in terms of abstract
principles rather than in terms of existing
laws of society.
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Postconventional Level
 Stage 6 Universal ethical principle
orientation.
 “Man has a moral obligation to preserve the
sanctity
tit off lif
life. Ci
Civilization
ili ti can accommodate
d t
justifiable lapses in property rights, but it ceases
to exist when the preservation of life is held in
lower regard than the preservation of property.”
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 Stage 5 Social contract/legalistic
orientation.
 Laws are invented by man, and legislative bodies
________________ laws
l
as society
i t changes.
h
 “Stealing is against the law, yet there is legal
precedence to suspend this law under unusual
circumstances when one or more of the following
criteria are satisfied.”
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Kohlberg’s Levels of Moral
Reasoning
 Most 7-10 year olds
are reasoning at the
preconventional level.
 Most 13-16 year olds
are reasoning at the
conventional level.
 Few participants show
reasoning indicative of
the postconventional
level.
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10
Attachment
PRS
 Research on moral development shows that
most adults consistently endorse stage 6 ethical
reasoning for most dilemmas.
 True/False
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Infant Bonding:
Harlow’s Monkeys
 an emotional _____ with another person
 shown in young children by their seeking closeness to the
caregiver and displaying distress on separation
 Like bodily contact, familiarity in another factor for causing
attachment. In some animals (goslings) imprinting is the cause of
attachment.
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Attachment Styles
 Studied infant rhesus monkeys separated from mother
after birth
 Two surrogate ‘mothers’: one wire (but with milk), one
warm cloth
____________ Attachment
 The baby clings to the parent, cries at separation,
and reacts with anger or apathy to reunion.
 Harlow’s studies showed that monkeys experience
great anxiety if their terry-cloth mother was
removed.
 Monkeys spent more time with cloth mother, especially when
scared
 Contact comfort – positive emotions afforded by
touch
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Social Development
 Harlow’s Surrogate
Mother Experiments
 Monkeys preferred
contact with the
comfortable ______
mother, even while
feeding from the
nourishing wire mother
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Harlow’s Monkeys and
Attachment
 Five kinds of love
 1. Infant – mother love. Attachment takes some
time to develop (about a week in monkeys, maybe
6 mo in humans).
humans)
 Ideal synthetic mother is large, warm, soft, rocks and
gives milk.
 In the first two weeks of life heat is very important.
 After 7 days of exposure infant monkeys run to their
synthetic mother if frightened.
 Rocking promotes faster weight gain and lower rates of
infection.
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11
Harlow’s Monkeys
 In the absence of a mother and attachment –






Social withdrawal
Failure to thrive
Depression
Rocking
Self mutilation
Inability to fulfill adult roles when physically
mature
Five Kinds of Love
 2. Mother-infant love.
 Attachment takes time to develop. It may take 6
mo for a mother to grow to love her child.
 Post-partum
P t
t
d
depression.
i
 In many cultures infants are not named at birth.
 Under ancestral conditions a premature
attachment (formed when infant mortality is too
high) may have placed the family unit at risk. (No
despair is more profound than that induced by the
loss of a child).
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Five Kinds of Love
 3.

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Five Kinds of Love
Peer-love.
Juvenile play mate interactions.
 If attachment has not developed monkeys will self isolate,
and not interact with peers.
 If the mother is removed from the social group monkey
i f t will
infants
ill go into
i t a depression.
d
i
 If the absent mother is reintroduced to the group the infant
money displays intense clinging behavior, and will
reestablish normal play only after the attachment needs are
met.
 In monkeys (and probably humans) the capacity for mature
adult sex roles appears to grow out of peer love.
 4. Heterosexual-love.
 Adult mate bonding grows out of peer love.
 Isolate reared monkeys are unable to perform
sexually.
ll
 If inseminated, isolate reared females become
very poor mothers (inattentive to infant needs,
may bite or kill their infants). Over successive
pregnancies these females may become adequate
mothers.
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Implications for sexual
dysfunction and child abuse
Five Kinds of Love
 Individuals reared in institutions who did not
form attachments report difficulties
____________________ (and emotional and
physical
h i l intimacy),
i ti
) and
d struggle
t
l to
t b
build
ild
lasting, loving relationships with peers and
their children.
 Child abusers lack impulse control, and were
often victims of child abuse.
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 5. Paternal love.
 Paternal care is only seen in monogamous species,
and Harlow’s monkeys showed low scores for
paternal behaviors.
behaviors
 In young boys the father’s absence in the first six
years of age produces less aggressive behavior,
more dependency on adults, and fewer masculine
behaviors.
 In young daughters the father’s absence in the
first six years results in different behaviors for the
daughters of divorced and widowed mothers.
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12
Father absence and daughters
Monkey Psychotherapists
 Daughters of divorced mothers tend to seek
more attention from males, start dating at
earlier ages, become sexually active at
younger ages, and
d display
di l a harsher
h h law
l
&
order attitude.
 Daughters of widowed mothers tend to avoid
males, start dating at older ages, and tend to
be sexually more inhibited.
 Isolate monkeys deprived of maternal care
for 6 mo, will not join peer groups, and are at
risk for being killed by peers.
 Best therapist is a socially normal female
infant.
 Clings to the isolate
 Initiates play with the isolate
 Following 6 months of exposure the isolate can
successfully adjust to a normal social group.
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Attachment in Humans
Attachment in Humans
Directed to __________________ caregivers.
Requires ______________ interactions.
period ________.
Sensitive p
Child ____________ their caregiver from all
other people.
 Separation anxiety (mother absence results in
distress).
 Clinging is amplified following a major
separation (like REM rebound).
 Normal exploratory behavior is dependent
upon a secure attachment.
 Attachments formed with multiple individuals
arise sequentially and are hierarchical in
significance.
 Fostering attachment promotes
independence.
 ‘Mothering’ is a social role, not a biological
role. Males can be outstanding mothers.




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PRS
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Language Development
 Rocking an infant has a positive impact on the
development of the child’s immune system.
 True/False
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 The transition from _______ behavior to ______
behavior.
 At birth infants cry and coo in response to stimuli.
 About 3 months of age infants begin to babble
(spontaneous production of speech sounds)
sounds).
 Not dependent upon normal hearing.
 Reduplicative production of all the _________
(smallest component of a word which if changed
changes the meaning of a word) of all languages
(60+ phonemes).
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13
Language Development
 Imitation of adult speech (9 mo). (Phonemes
not used by adult caregivers drop out of
production, and turn – taking becomes
evident).
id t)
 First intelligible word (12 mo). (Consistent
usage, requires a mother’s ear).
 Two-word utterances (18 mo). (My-baba).
 Wide variety of sentences 10-12 words in
length (36 mo).
Language Development
 Rules of grammar evident (4 years). “My
teacher bringed some white mouses to my
school.”
 Private languages.
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Stuttering
Stuttering
 Disorder in the rhythm of speaking.
 Repetitive disruptions and stoppages. A
spasm associated with speaking.
 Male biased 5:1.
 Runs in families (may be environmental or
genetic).
 Aggravated by ______________ factors.
 Uncommon when speaking to yourself, animals or
children
 Most
M t stutters
t tt
can sing
i fl
fluently,
tl or d
during
i choral
h l
reading (the rhythm is provided by external cues).
 Some stutters may be fluent on stage (someone
else is doing the talking).
 The more emotionally charged the message, the
greater the risk of disfluencies.
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Stuttering
Stuttering
 Most children go through a stage of dysfluencies
between 3-4 years of age. If they are ignored they
usually cease within a short period.
 20
20-30%
30% of normal children exhibit a disfluency rate
that exceeds that of many children who stutter.
 It is difficult for untrained listeners to distinguish
between normal and abnormal disfluencies.
 Stuttering is a disorder of early childhood: 85% of
stuttering cases begin before age 5.
 75% of childhood stuttering recovers by age 8.
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 The magnitude of disfluency varies with the
psychological (treacherous) relationships between the
speaker and the listeners.
 The emergence of a morbid awareness of the risk of
being dysfluent
dysfluent, aggravates the difficulty.
difficulty
 Being labeled as a stutterer makes the disorder more
persistent.
 The more severe the stuttering, the longer it is likely
to persist. If stuttering persists beyond adolescence
it may become a life-long disorder.
 Recovery from stuttering is a gradual process.
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14
Stuttering
 In children stuttering is associated with







Poor physical condition.
Poor sleep patterns.
Poor nutrition.
Poor coordination.
Hyperactivity.
Ambidexterity.
Forced shifting of hand dominance.
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PRS
Stuttering
 Early development of handedness may
reduce the risk of stuttering.
 Onset for stuttering tends to be sudden
following a __________ in childhood.
 Children who stutter tend to be good to
superior students in most academic areas.
 Children who stutter tend to exhibit average
to superior musical talent.
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Dyslexia
 Stuttering is more common in females compared
to that for males.
 True/False
 “I don’t give a damn for a man that can
only spell a word one way!” Mark Twain
 Failure to acquire the skill of reading at a
normal rate.
 A family of disorders.
Revision 2006 PSB
Dyslexia
Dysphonemic-sequencing dyslexia.
 Poor at deciphering words on the basis of word-analysis skills.
 Phonemic ________________ and miss-_____________ of
phonemes.
 Male biased disorder.
 These children may learn to read,
read but remain weak at spelling.
spelling
 Children tend to have problems mastering the phonetic aspects of
foreign languages.
 Children tend to have _______________ spatial abilities.
 Unregimented eye-movement patterns.
 Both right and left hemispheres may be involved in holistic spatial
perception.
Revision 2006 PSB
Revision 2006 PSB
Dyslexia
 II. Dysnomic –dyslexia.
 About 50% of dyslexics have anomia – word
retrieval difficulties.
 Circumlocution
Ci
l
ti – indirect
i di t answers to
t questions.
ti
 May evoke teacher or peer group irritation.
 May be an antecedent to stuttering.
Revision 2006 PSB
15
Dyslexia
Dyslexia
 III. Audiophonetic disorder.
 Tin ear for language – slow at translating phoneme into
____________. Must receive short messages slowly.
 Tend to perform poorly in school until they master 4th grade
reading, then they may grow into well read adults who tend
to avoid parties or jobs requiring long conversational
exchanges.
 Written language stays with them better than spoken
language. Personality factors may be shaped by early
language skills.
 IV. Hyperlexia – precocious decoding of
letters.
 Able to memorize speech sounds and associate
th
them
with
ith grapheme
h
(letters),
(l tt ) but
b t retarded
t d d att
connecting the sound to meaning.
 Poor at following directions, or understanding
spoken or written language.
 Resembles adults with mixed transcortical aphasia
with intact naming abilities.
Revision 2006 PSB
PRS
Revision 2006 PSB
Parenting Styles
 Children with dysphonemic-sequencing dyslexia
tend to have superior spatial abilities.
 True/False
 Permissive
 Lenient, affectionate, very little punishment
 Authoritarian
 Strict, show little _________, strong ___________
 Authoritative
 Support children, but set firm limits (fare best)
 Uninvolved
 Neglectful, ignore children (fare worst)
 Baumrind’s classifications are correlational, and don’t hold up well
cross-culturally
Revision 2006 PSB
Temperament
 ____________ – basic emotional style that
appears early in development and is largely genetic in
origin
 Thomas and Chess infant classifications:
Easy Difficult
Easy,
Difficult, Slow
Slow-to-warm-up
to warm up
 Kagan: behavioral inhibition
 Inhibited (10%) – “scaredy cats”, at risk for anxiety
 Uninhibited (20%) – at risk for impulsive behavior later in
childhood
 Middling (70%)
 Certain temperaments may elicit certain attachment behaviors
from parents
Revision 2006 PSB
Revision 2006 PSB
Child-Rearing Practices
Authoritative parenting
Authoritative parenting correlates with social
competence — other factors like common genes may
leading to a easy-going temperament may invoke
authoritative parenting style.
Revision 2006 PSB
16
Adolescence
Adolescence
 Adolescence
 Primary Sex Characteristics
 body structures that make sexual
reproduction possible
 ovaries--female
 testes--male
 external genitalia
 the transition period
from childhood to
adulthood (age 12-20)
 extending from puberty
to independence
 Secondary Sex Characteristics
 nonreproductive sexual
characteristics
 female--breast and hips
 male--voice quality and body
hair
 Puberty
 the period of sexual
maturation
 when a person
becomes capable of
reproduction
 Menarche (meh-NAR-key)
 A girl’s first menstrual period
Revision 2006 PSB
Revision 2006 PSB
Adolescence
1890, Women
10
7.2 Year Interval
20
Age
1995, Women
12.5 Year Interval
10
20
Age
Adolescence
 In the 1890’s the
average interval
between a
woman’ss
woman
menarche and
marriage was
about 7 years;
now it is over 12
years
Revision 2006 PSB
Adolescent Disengagement
 The proportion of time
spent with the family
decreases almost 3% per
year
 This decline was not found
for time spent alone with
parents
 __________ Crisis
 An adolescent’s struggle
to establish a personal
identity, or self-concept
Revision 2006 PSB
Height in
centimeters
190
 Throughout
childhood, boys and
girls are similar in
height At puberty,
height.
puberty
girls surge ahead
briefly, but then
boys overtake them
at about age 14.
170
150
130
110
90
70
50
0
2
4
Boys
6 8 10 12 14 16 18
Age in years
Revision
Girls 2006 PSB
Identity
 Identity
 one’s sense of _______
 the adolescent’s task is to solidify a sense of
self
lf by
b testing
t ti and
d integrating
i t
ti various
i
roles
l
 Intimacy
 the ability to form close, loving relationships
 a primary developmental task in late
adolescence and early adulthood
Revision 2006 PSB
17
The changing
parent-child relationship
Forming an Identity
In Western cultures many adolescents try out different
selves before settling into a consistent and comfortable
identity. Having such an identity leads to forming close
relationships.
Percent with
positive, warm
interaction
with parents
100%
80
60
Leland Bobble/ Getty Images
Matthias Clamer/ Getty Images
40
20
0
2 to 4
5 to 8
9 to 11
Ages of child in years
Revision 2006 PSB
Adolescence and Mental Health
Revision 2006 PSB
Erikson’s Eight Stages of Human
Development: Identity and Psychosocial
Crises
 The stereotypic images of adolescents are:
 Mood swings, identity crises, anxiety,
rebelliousness, depression, drug use, and suicide
 Three perceived sources of difficulty in
adolescence are:
 _________ with parents, __________ behavior,
and _______ disruption
 Conflict with parents and risk-taking do occur,
but the idea that adolescents are in a state of
distress is exaggerated.
Revision 2006 PSB
Revision 2006 PSB
Copyright © Allyn & Bacon 2009
Erikson’s
Stages of Psychosocial Development
Approximate
age
Stage
Description of Task
Infancy
(1st year)
Trust vs. mistrust
If needs are dependably met, infants
develop a sense of basic ______.
Toddler
(2nd year)
Autonomy vs. shame Toddlers learn to exercise will and
and doubt
do things for themselves, or they
_________ their abilities.
Preschooler
(3-5 years)
Initiative vs. guilt
Elementary
(6 yearspuberty)
Competence vs.
inferiority
Preschoolers learn to initiate tasks
and carry out plans, or they feel
guilty about efforts to be ___________.
Children learn the pleasure of applying
themselves to tasks, or they feel
______________.
Revision 2006 PSB
Erikson’s
Stages of PsychosocialDevelopment
Approximate
age
Stage
Description of Task
Adolescence
(teens into
20’s)
Identity vs. role
confusion
Teenagers work at refining a sense of self by
testing roles and then integrating them to
form a single identity, or they become
_____________ about who they are.
Young Adult
(20’s to early
40’s)
Intimacy vs.
isolation
Young adults struggle to form close relationships and to gain the capacity for intimate
love, or they feel ________________.
Middle Adult
(40’s to 60’s)
Generativity vs.
stagnation
The middle-aged discover a sense of contributing to the world, usually through family
and work, or they may feel a ____ of purpose.
Late Adult
(late 60’s and
up)
Integrity vs.
despair
When reflecting on his or her life, the older
a sense of _____________ or
___________.
adult2006
may
feel
Revision
PSB
18
Emerging Adulthood
Adulthood
Emerging adulthood spans from 18‐25 years. During this
time young adults live with their parents and attend
college or work. They marry on average in their mid‐
twenties.
Ariel Skelley/ Corbis
Revision 2006 PSB
Although adulthood
begins sometimes after
mid-twenties. Defining
adulthood into stages is
more difficult than
defining stages during
childhood or
adolescence.
Revision 2006 PSB
Middle Adulthood
Old Age: Sensory Abilities
Muscular strength, reaction time, sensory abilities and
cardiac output begin to ________ after mid‐twenties.
Around 50, women go through menopause; and men with
decreased levels of hormones and fertility.
After age 70, hearing, distance perception, and the sense of
smell diminish, as do muscle strength, reaction time and
stamina. After 80, neural processes slow down, especially
for complex tasks.
Michael Newman/ PhotoEdit
Bettman/ Corbis
Willie Mays batting performance.
Revision 2006 PSB
Revision 2006 PSB
Old Age: Life Expectancy
Aging
Life expectancy at birth increased from 49 in 1950 to 67 in
2004, and to 80 in developed countries. Women outlive
men and _____________________ them at most ages.
Gorges Gobet/ AP Photo
Revision 2006 PSB
 Lens of the eye ages and begins to lose its flexibility
at __________ years of age.
 Muscular strength begins to decline at 25 years of
age.
 Cardiac output begins to decline at 40 years of age.
age
 __________ aging – changes due to the passage
of time.
 __________ aging – changes due to disease,
disuse or abuse.
Revision 2006 PSB
19
Adulthood and Old Age
Aging and Intellectual Functions
 Memory and Forgetting
 Cognitive abilities do not inevitably decline.
 Some elderly may show declines on free-recall
tasks,, however declines on tests of recognition
g
memory are less likely.
 Memory declines may be due to impairments in
sensory acuity and a slowing of neuronal
processing.
Wisdom
 When the problem involves complex or
_________ solutions, older adults often offer
wiser solutions than younger ones.
Revision 2006 PSB
Old Age: Motor Abilities
At 70, our motor abilities also decline. A 70‐year old is no
match for a 20 year old individual. Fatal accidents also
increase around this age.
Revision 2006 PSB
Incidence of Dementia by Age
Percentage
with dementia
Risk of dementia
increases in later
years
40%
30
20
10
0
60-64
Revision 2006 PSB
Experimental Designs
 _________________ design – examine
people of different ages at a single time point
 _________________ design – track the
d
development
l
t off the
th same group off people
l over
time
 Able to control for cohort effects
70-74
80-84
90-95
65-69
75-79
85-89
Revision 2006
PSB
Age Group
Adulthood: Cognitive Development
Reasoning
ability
score
60
Cross-sectional method
suggests decline
55
50
45
Longitudinal method
suggests more stability
25 32 39 46 53 60 67 74 81
Age in years
Cross-sectional method
Revision 2006 PSB
 a study in which
people of different
ages are compared
with one another
 Longitudinal Study
40
35
 Cross-Sectional
Study
Revision 2006 PSB
Longitudinal method
 a study in which
the same people
are restudied and
retested over a
long period
20
Adult Self-Esteem
Adulthood: Social Changes
 Self-esteem is highest in
childhood.
 It drops sharply during
adolescence.
 It increases gradually
during adulthood, peaks
in the sixties, and
declines in old age.
Revision 2006 PSB
Cooperative Group Challenge









Only six of the following are used
1. blastocyst
2. embryo
3 fetus
3.
f
4. teratogen
5. sensorimotor
6. preoperational
7. temperament
8. attachment
Revision 2006 PSB
Q1
 1. A child’s emotional style that is largely
genetic and appears early in development is
called _____.
Revision 2006 PSB
Revision 2006 PSB
Q2
Q3
 2. The strong emotional connection we share
with those we feel closest is called _____.
 3. In the first of Piaget’s four stages of
development, the _____ stage, children focus
on the here and now.
Revision 2006 PSB
Revision 2006 PSB
21
Q4
Q5
 4. Environmental factors that can have a
negative effect on development are called
_____.
 5. Early in pregnancy, a ball of identical cells
that has not taken on any specific function is
called the _____.
Revision 2006 PSB
Revision 2006 PSB
Q6
 6. The embryo becomes a _____ once the
major organs are developed.
Revision 2006 PSB
22