Presentation Plus! Understanding Psychology
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CHAPTER FOCUS
SECTION 1 Physical, Perceptual, and
Language
Development
SECTION 2 Cognitive and Emotional
Development
SECTION 3 Parenting Styles and
Social Development
CHAPTER SUMMARY
CHAPTER ASSESSMENT
3
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Chapter Objectives
Section 1: Physical, Perceptual, and
Language Development
• Understand that as infants grow
physically, they also develop perceptions
and language. 
Section 2: Cognitive and Emotional
Development
• Discuss how as the thought processes of
children develop, they begin to think,
communicate and relate with others, and
solve problems.
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the information.
Chapter Objectives (cont.)
Section 3: Parenting Styles and Social
Development
• Describe the social development children
face as they grow and progress through
the stages of life.
5
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Reader’s Guide
Main Idea
– Infants are born equipped to experience the
world. As infants grow physically, they also
develop perceptions and language. 
Objectives
– Describe the physical and perceptual
development of newborns and children. 
– Discuss the development of language.
7
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information. Section 1 begins on page 61 of your textbook.
Reader’s Guide (cont.)
Vocabulary
– developmental psychology 
– grasping reflex 
– rooting reflex 
– maturation 
– telegraphic speech
Click the Speaker button
to listen to Exploring
Psychology.
8
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information. Section 1 begins on page 61 of your textbook.
Introduction
• Do you remember anything from when
you were a baby? 
• Most of those events from your life are
long forgotten, but you changed faster
and learned more in early childhood than
you ever will again.
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Introduction (cont.)
• The study of changes that occur as an
individual matures is called
developmental psychology. 
• Developmental psychology looks at how an
individual’s physical, social, emotional,
moral, and intellectual growth and
development occur in sequential
interrelated stages throughout the life cycle.
developmental psychology
the study of changes that occur
as an individual matures
10
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Nature and Nurture
• Developmental psychologists study the
following main issues: 
– continuity versus stages of development 
– stability versus change 
– nature versus nurture 
• On the question of nature versus nurture,
psychologists ask: How much of
development is the result of inheritance
(heredity), and how much is the result of
what we have learned?
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Newborns
• Development begins long before an
infant is born. 
• Expectant mothers can feel strong
movement and kicking–even hiccuping–
inside them during the later stages of
pregnancy. 
• It is common for a fetus (an unborn child)
to suck its thumb, even though it has
never suckled at its mother’s breast or
had a bottle.
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Capacities
• Newborns have the ability at birth to see,
hear, smell, and respond to the
environment, allowing them to adapt to
the new world around them. 
• Infants are born with many reflexes. 
• The grasping reflex is a response to a
touch on the palm of the hand.
grasping reflex
an infant’s clinging response
to a touch on the palm of his
or her hand
13
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Capacities (cont.)
• Also vital is the rooting reflex. 
• If an alert newborn is touched anywhere
around the mouth, he will move his
head and mouth toward the source of
the touch. 
• In this way the touch of his mother’s
breast on his cheek guides the infant’s
mouth toward her nipple.
rooting reflex
an infant’s response in turning
toward the source of touching
that occurs anywhere around
his or her mouth
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Physical Development
• Infants on average weigh 7.5 pounds
at birth. 
• At birth, 95 percent of infants are between
5.5 and 10 pounds and are 18 to 22
inches in length. 
• In the space of two years, the grasping,
rooting, searching infant will develop into
a child who can walk, talk, and feed
herself or himself. 
• This transformation is the result of both
maturation and learning.
15
Maturation
• To some extent an infant is like a plant
that shoots up and unfolds according to a
built-in plan. 
• Psychologists call internally programmed
growth maturation.
maturation
the internally programmed
growth of a child
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Maturation (cont.)
• By recording the ages at which thousands
of infants first began to smile, to sit upright,
to crawl, and to try a few steps,
psychologists have been able to develop
an approximate timetable for maturation. 
• One of the facts to emerge from this
effort, however, is that the maturational
plan inside each child is unique. 
• Identifying similarities and differences in
growth patterns is the challenge for
developmental psychologists.
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Physical and Motor Development
18
Perceptual Development
• Besides grasping and sucking,
newborns look at their bodies and at
their surroundings; newborns have
mature perception skills. 
• Two experimenters (Gibson & Walk, 1960)
devised the visual cliff to determine
whether infants had depth perception. 
• Whereas very young infants seemed
unafraid, older infants (6 months and
older) who were experienced at crawling
refused to cross over the cliff.
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The Visual Preferences of Infants
20
The Development of Language
• Language and thought are closely
intertwined; both abilities involve
using symbols. 
• We are able to think and talk about
objects that are present and about ideas
that are not necessarily true. 
• A child begins to think, to represent things
to himself, before he is able to speak. 
• The acquisition of language, however,
propels the child into further intellectual
development (Piaget, 1926).
21
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Can Animals Use Language?
• Psychologists believe that chimpanzees
must develop at least as far as 2-yearold humans because, like 2-year-olds,
they will look for a toy or a bit of food that
has disappeared. 
• Chimps have learned sign language and
how to use special typewriters connected
to computers. 
• The chimps use only aspects of the
human language.
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How Children Acquire Language
• Some psychologists argue that language
is reinforced behavior, while others claim
it is inborn. 
• Some people claim there is a “critical
period,” or a window of opportunity, for
learning a language. 
• There are several steps in learning
language: 
– learning to make the signs 
– giving the signs meaning 
– learning grammar
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How Children Acquire Language (cont.)
• During the first year of life, the average
child makes many sounds. 
• Late in the first year, the strings of
babbles begin to sound more like the
language that the child hears. 
• The leap to using sounds as symbols
occurs sometime in the second year. 
• By the time children are 2 years old, they
have a vocabulary of at least 50 words.
24
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How Children Acquire Language (cont.)
• At age 2, though, a child’s grammar is
still unlike that of an adult. 
• Children use what psychologists call
telegraphic speech–for example, “Where
my apple?” “Daddy fall down.” 
• They leave out words but still get the
message across.
telegraphic speech
the kind of verbal utterances
in which words are left out,
but the meaning is usually clear
25
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How Children Acquire Language (cont.)
• As psychologists have discovered, 2year-olds already understand certain
rules (Brown, 1973). 
• They keep their words in the same order
adults do. 
• Indeed, at one point they overdo this,
applying grammatical rules too
consistently. 
• When the correct form appears, the
child has shifted from imitation
through overgeneralization to rulegoverned language.
26
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The Flowering of Language
27
Section Assessment
Review the Vocabulary Describe
two reflexes that infants display.
Infants display a grasping reflex: the
ability to grab and hold on to objects.
Infants also display a rooting reflex:
the ability to move toward the source
of the touch whenever touched near
the mouth.
28
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Section Assessment (cont.)
Visualize the Main Idea Using a
flowchart similar to the one shown
on page 68 of your textbook, list the
steps involved in learning language.
The steps involved in learning
language are: babbling, first words,
speaks in paired words, says
appropriate sentences, asks
questions in adult form, and joins
two or more ideas in a sentence.
29
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Section Assessment (cont.)
Recall Information What questions
do developmental psychologists
raise concerning nature versus
nurture?
Developmental psychologists, when
concerned with nature versus
nurture, ask: How much of human
development results from heredity?
How much results from learning?
30
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Section Assessment (cont.)
Think Critically How does human
language acquisition differ from the
acquisition of human language by
an animal?
Humans progress beyond animals
in that humans learn grammatical
rules that allow them to express
complex thoughts.
31
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Section Assessment (cont.)
Predict whether animals such as
chimpanzees can ever be taught
to develop rules of grammar, even
if the rules are different from
human rules.
32
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Reader’s Guide
Main Idea
– As the thought processes of children develop,
they begin to think, communicate and relate
with others, and solve problems. 
Objectives
– Summarize the cognitive-development theory.

– Discuss how children develop emotionally.
34
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Reader’s Guide (cont.)
Vocabulary
– schema 
– assimilation 
– accommodation 
– object permanence 
– representational thought 
– conservation 
– egocentric 
– imprinting 
– critical period
Click the Speaker button
to listen to Exploring
Psychology.
35
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information. Section 2 begins on page 70 of your textbook.
Introduction
• Psychologist Jean Piaget (1896–1980)
chronicled the development of thought in
his own daughter (“L.”). 
• From the stories Piaget described, it is
obvious that children think differently from
adults in many ways. 
• Children form their own hypotheses about
how the world works.
36
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Cognitive Development
• If you have a younger brother or sister,
you may remember times when your
parents insisted that you let the little one
play with you and your friends. 
• No matter how often you explained hideand-seek to your 4-year-old brother, he
spoiled the game. 
• Why couldn’t he understand that he
had to keep quiet or he would be found
right away?
37
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Cognitive Development (cont.)
• This is a question Swiss psychologist
Jean Piaget set out to answer. 
• According to him, intelligence, or the
ability to understand, develops gradually
as the child grows. 
• He concluded that young children think in
a different way than older children and
adults; they use a different kind of logic. 
• Intellectual development involves
quantitative changes as well as
qualitative changes.
38
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How Knowing Changes
• Understanding the world involves the
construction of schemas, or mental
representations of the world. 
• Each of us constructs intellectual
schemas, applying them and changing
them as necessary; we try to understand
a new or different object or concept by
using one of our preexisting schemas.
schema
a specific plan for knowing
the world
39
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How Knowing Changes (cont.)
• In the process of assimilation, we try to
fit the new object into this schema. 
• In the process of accommodation, we
change our schema to fit the
characteristics of the new object. 
• Assimilation and accommodation work
together to produce intellectual growth.
assimilation
the process of fitting objects
and experiences into one’s
schemas
40
accommodation
the adjustment of one’s
schemas to include newly
observed events and
experiences
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How Knowing Changes (cont.)
Object Permanence
• An infant’s understanding of things lies
totally in the here and now. 
• The sight of a toy, the way it feels in her
hands, and the sensation it produces in
her mouth are all she knows. 
• She does not imagine it, picture it, think of
it, remember it, or even forget it. 
• When an infant’s toy is hidden from her,
she acts as if it has ceased to exist. 
• She does not look for it.
41
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How Knowing Changes (cont.)
Object Permanence
• At 7 to 12 months, however, this pattern
begins to change. 
• When you take the infant’s toy and hide
it under a blanket–while she is watching–
she will search for it under
the blanket. 
• However, if you change tactics and
put her toy behind your back, she will
continue to look for it under the blanket–
even if she was watching you
the whole time.
42
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How Knowing Changes (cont.)
Object Permanence
• You cannot fool a 12- to 18-month-old
quite so easily. 
• A 12-month-old will act surprised when
she does not find the toy under the
blanket–and keep searching there. 
• An 18- or 24-month-old will guess what
you have done and walk behind you
to look. 
• She knows the toy must be somewhere
(Ginsburg & Opper, 1969).
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How Knowing Changes (cont.)
Object Permanence
• This is a giant step in intellectual
development. 
• The child has progressed from a stage
where she apparently believed that her
own actions created the world, to a stage
where she realizes that people and
objects are independent of her actions.
44
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How Knowing Changes (cont.)
Object Permanence
• Piaget called this concept object
permanence. 
• This concept might be expressed in this
way: “Things continue to exist even though
they cannot be seen or touched.” 
• It signifies a big step in the second year
of life.
object permanence
child’s realization that an
object exists even when he
or she cannot see or touch it
45
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How Knowing Changes (cont.)
Representational Thought
• The achievement of object permanence
suggests that a child has begun to
engage in what Piaget calls
representational thought. 
• The child’s intelligence is no longer one
of action only; now, children can picture
(or represent) things in their minds.
representational thought
the intellectual ability of a
child to picture something in
his or her mind
46
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How Knowing Changes (cont.)
The Principle of Conservation
• More complex intellectual abilities emerge
as the infant grows into childhood. 
• Between the ages of 5 and 7, most children
begin to understand what Piaget calls
conservation, the principle that a given
quantity does not change when its
appearance is changed.
conservation
the principle that a given
quantity does not change when
its appearance is changed
47
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How Knowing Changes (cont.)
The Principle of Conservation
• A child under 5 has difficulty understanding
others’ points of view; they are
egocentric. 
• Egocentric thinking refers to seeing and
thinking of the world from your own
standpoint and having difficulty
understanding someone else’s viewpoint
and other perspectives.
egocentric
a young child’s inability
to understand another
person’s perspective
48
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Tasks to Measure Conservation
49
How Knowing Changes (cont.)
Piaget’s Stages of Cognitive Development
• Piaget described the changes that occur
in children’s understanding in four stages
of cognitive development. 
• The four stages are the sensorimotor
stage, preoperational stage, concrete
operations stage, and the formal
operations stage.
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Piaget’s Stages of Cognitive
Development
51
Emotional Development
• While the child is developing his ability to
use his body, to think, and to express
himself, he is also developing
emotionally. 
• He begins to become attached to specific
people and to care about what they think
and feel.
52
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Experiments With Animals
• Experiments with baby birds and
monkeys have shown that there is a
maturationally determined time of
readiness for attachment early in life. 
• If the infant is too young or too old, the
attachment cannot be formed, but the
attachment itself is a kind of learning. 
• If the attachment is not made, or if a
different attachment is made, the infant
will develop in a different way as a result.
53
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Experiments With Animals (cont.)
Imprinting
• Konrad Lorenz became a pioneer in the
field of animal learning. 
• Lorenz discovered that baby geese
become attached to their mothers in a
sudden, virtually permanent learning
process called imprinting.
imprinting
inherited tendencies or responses
that are displayed by newborn
animals when they encounter
new stimuli in their environment
54
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Experiments With Animals (cont.)
Imprinting
• Goslings are especially sensitive just
after birth, and whatever they learn during
this critical period, about 13 to 16 hours
after birth, makes a deep impression that
resists change. 
• A critical period is a time in development
when an animal (or human) is best able to
learn a skill or behavior.
critical period
a specific time in development
when certain skills or abilities are
most easily learned
55
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Experiments With Animals (cont.)
Surrogate Mothers
• An American psychologist, Harry Harlow,
studied the relationship between mother
and child in a species closer to humans,
the rhesus monkey. 
• He tried to answer the question of what
makes the mother so important by taking
baby monkeys away from their natural
mothers as soon as they were born.
56
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Experiments With Animals (cont.)
Surrogate Mothers
• The results were dramatic. 
• The young monkeys for the most part
ignored the wire mother, even if she
had food. 
• They became strongly attached to the cloth
mother, whether she gave food or not. 
• The touching mattered, not the feeding.
Harlow called this contact comfort or tactile
touch.
57
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Human Infants
• Some psychologists say there is a critical
period when infants need to become
attached to a caregiver, as Lorenz’s
experiments suggests. 
• When an attachment bond to one person
has been formed, disruption can be
disturbing to the infant. 
• If a 1-year-old child encounters a stranger,
that child may display anxiety even when
the mother is present. 
• If the mother remains nearby, this
stranger anxiety will pass.
58
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Human Infants (cont.)
• Separation anxiety occurs whenever
the child is suddenly separated from
the mother. 
• Mary Ainsworth devised a technique
called the Strange Situation to measure
attachment. 
• In this technique, mothers and children
undergo a series of episodes that
sometimes involved the mother leaving
and coming back into the room when a
stranger was present and when a stranger
was not present.
59
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Human Infants (cont.)
• From her research, she found there were
three patterns of attachment in children:
secure attachment, avoidant attachment,
and resistant attachment. 
• Psychologists have since identified a
fourth attachment, called disorganized
attachment. 
• Infants who demonstrate secure
attachment balance the need to explore
with the need to be close.
60
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Human Infants (cont.)
• In avoidance attachment infants avoid or
ignore the mother when she leaves and
returns. 
• Infants with resistant attachment are not
upset when the mother leaves but reject
her or act angrily when she returns. 
• Infants with disorganized attachment
behave inconsistently.
61
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Section Assessment
Review the Vocabulary Why do
infants construct schemas?
Infants construct schemas because
schemas allow children to explain the
world around them and to classify
information in logical ways.
62
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Section Assessment (cont.)
Visualize the Main Idea Using
Piaget’s stages, create a time
line that tracks the cognitive
development of a child. Use
the example on page 77 of
your textbook.
The information from Figure 3.9
should help construct the time line.
63
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Section Assessment (cont.)
Recall Information What does it
mean when people say children
are egocentric?
Children are egocentric because they
view the world from their own
perspective and cannot look at things
from someone else’s point of view.
64
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Section Assessment (cont.)
Think Critically How might a child
who displays avoidant attachment
react when placed alone in a
strange room?
A child with avoidant attachment,
when placed alone in a strange room,
may avoid or ignore the mother when
she leaves and returns.
65
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Section Assessment (cont.)
Recall instances of anxiety from
your childhood. How did the
element of uncertainty contribute
to your feelings?
66
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Reader’s Guide
Main Idea
– Children face various social decisions as they
grow and progress through the stages of life. 
Objectives
– Describe theories of social development. 
– Outline Kohlberg’s stages of moral reasoning.
68
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Reader’s Guide (cont.)
Vocabulary
– authoritarian family 
– democratic/authoritative
family 
– permissive/laissez-faire
family 
– socialization 
– identification 
– sublimation 
– role taking
Click the Speaker button
to listen to Exploring
Psychology.
69
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information. Section 3 begins on page 78 of your textbook.
Introduction
• Children do not necessarily draw the
conclusions you intend them to. 
• Children learn the rules for behavior in
society through experiences.
70
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Parenting Styles
• The way in which children seek
independence and the ease with which
they resolve conflicts about becoming
adults depend in large part on the
parent-child relationship. 
• In authoritarian families parents are
the “bosses.”
authoritarian family
parents attempt to control, shape,
and evaluate the behavior and
attitudes of children in accordance
with a set code of conduct
71
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Parenting Styles (cont.)
• In democratic or authoritative families
children participate in decisions affecting
their lives. 
• In permissive or laissez-faire families
children have the final say. 
• Psychologists (Maccoby & Martin, 1983)
later identified a fourth parenting style:
uninvolved parents.
democratic/authoritative
family
adolescents participate in
decisions affecting their lives
72
permissive/laissez-faire
family
children have the final say;
parents are less controlling
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Effects of Parenting Styles
• Numerous studies suggest that
adolescents who have grown up in
democratic or authoritative families are
more confident of their own values and
goals than other young people. 
• This seems to come from two features–
the establishment of limits on
the child and responding to the child
with warmth and support (Bukatko &
Daehler, 1992).
73
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Effects of Parenting Styles (cont.)
• The style parents adopt in dealing with
their children influences adolescent
development. 
• However, it would be wrong to conclude
that parents are solely responsible for the
way their children turn out. 
• Children themselves may contribute
to the style parents embrace,
with consequences for their own
personal development.
74
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Child Abuse
• Child abuse includes the physical or
mental injury, sexual abuse, negligent
treatment, or mistreatment of children
under the age of 18 by adults entrusted
with their care. 
• Child abuse is viewed as a social problem
resulting from a variety of causes. 
• Overburdened and stressed parents are
more likely to abuse their children. 
• The most effective way of stopping child
abuse is to prevent future incidents.
75
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Social Development
• Learning the rules of behavior of the
culture in which you are born and grow
up is called socialization. 
• Learning what the rules are–when
to apply and when to bend them–is,
however, only one dimension of
socialization.
socialization
the process of learning the
rules of behavior of the culture
within which an individual is
born and will live
76
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Social Development (cont.)
• Finally, socialization involves learning to
live with other people and with yourself. 
• We all know how painful it can be to
discover that other people have rights
and that you have limitations.
77
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Freud’s Theory of Psychosexual
Development
• Sigmund Freud believed that all children
are born with powerful sexual and
aggressive urges. 
• Freud said that in the first years of life,
boys and girls have similar experiences. 
• Weaning the child from nursing is a
period of frustration and conflict–it is the
child’s first experience with not getting
what he wants. 
• Freud called this the oral stage of
development.
78
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Freud’s Theory of Psychosexual
Development (cont.)
• Later the anus becomes the source of
erotic pleasure, giving rise to what Freud
called the anal stage. 
• In the phallic stage, according to Freud,
the child–between the ages of 3 and 5–
becomes a rival for the affections of
the parent of the opposite sex.
79
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to display the information.
Freud’s Theory of Psychosexual
Development (cont.)
• Generally, the child and the parents do
not have any clear awareness that these
struggles are going on. 
• In this process, which is called
identification with the aggressor, the
boy takes on all his father’s values and
moral principles.
identification
the process by which a child
adopts the values and principles
of the same-sex parent
80
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to display the information.
Freud’s Theory of Psychosexual
Development (cont.)
• Freud believed that at about age 5
children enter a latency stage. 
• Sexual desires are pushed into the
background, and children explore the
world and learn new skills; this process of
redirecting sexual impulses into learning
tasks is called sublimation.
sublimation
the process of redirecting
sexual impulses into learning
tasks
81
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to display the information.
Freud’s Stages of Psychosexual
Development
82
Erikson’s Theory of Psychosocial
Development
• Although Erikson recognizes the child’s
sexual and aggressive urges, he
believes that the need for social approval
is just as important. 
• Erikson studied psychosocial
development, which refers to life periods
in which an individual’s goal is to satisfy
desires associated with social needs. 
• Erikson argues that we all face many
“crises” as we mature and people expect
more from us.
83
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to display the information.
Erikson’s Stages of Psychological
Development
84
Learning Theories of Development
• Freud and Erikson stress the emotional
dynamics of social development. 
• Their theories suggest that learning
social rules is altogether different from
learning to ride a bicycle or to speak a
foreign language. 
• Many psychologists disagree, believing
that children learn the ways of their social
world because they are rewarded for
conforming; children also copy older
children and adults in anticipation of
future rewards.
85
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to display the information.
The Cognitive-Developmental
Approach
• Theorists who emphasize the role of
cognition or thinking in development view
the growing child quite differently. 
• Learning theory implies that the child
is essentially passive–a piece of clay
to be shaped. 
• Cognitive theorists see the child as
the shaper.
86
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to display the information.
The Cognitive-Developmental
Approach (cont.)
Games and Play
• Children’s games are serious business. 
• When left to their own devices,
youngsters spend a great deal of time
making up rules. 
• The world of play thus becomes a
miniature society, with its own rules
and codes. 
• Games also teach children about aspects
of adult life in a nonthreatening way.
87
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to display the information.
The Cognitive-Developmental
Approach (cont.)
Games and Play
• Much of the children’s play involves role
taking. 
• Youngsters try on adult roles. 
• Role taking allows them to learn about
different points of view firsthand.
role taking
children’s play that involves
assuming adult roles, thus
enabling the child to experience
different points of view
88
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to display the information.
The Cognitive-Developmental
Approach (cont.)
Moral Development
• Lawrence Kohlberg’s studies show just
how important being able to see other
people’s points of view is to social
development in general and to moral
development in particular. 
• Kohlberg (1968) studied the development
of moral reasoning–deciding what is
right and what is wrong–by presenting
children of different ages with a series of
moral dilemmas.
89
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to display the information.
The Cognitive-Developmental
Approach (cont.)
Moral Development
• What interested Kohlberg was how
children arrived at a conclusion to a
moral dilemma. 
• After questioning 84 children, Kohlberg
identified six stages of moral
development. 
• He then replicated his findings in several
different cultures.
90
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to display the information.
The Cognitive-Developmental
Approach (cont.)
Stages of Moral Development
• In stage one, children are totally
egocentric. 
• Children in stage two have a better idea
of how to receive rewards as well as to
avoid punishment. 
• In stage three, children become acutely
sensitive to what other people want
and think.
91
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to display the information.
The Cognitive-Developmental
Approach (cont.)
Stages of Moral Development
• In stage four, a child is less concerned
with the approval of others. 
• The stage-five person is primarily
concerned with whether a law is fair
or just. 
• Stage six involves an acceptance of
ethical principles that apply to everyone,
like the Golden Rule: “Do unto others as
you would have them do unto you.”
92
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to display the information.
The Cognitive-Developmental
Approach (cont.)
Stages of Moral Development
• Critics point out a gender bias in
Kohlberg’s theory (Gilligan, 1977). 
• To reach the highest levels of moral
development, a child must first be able to
see other people’s points of view. 
• Thus, the development of thinking
or cognitive abilities influences
moral development.
93
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to display the information.
Kohlberg’s Stages of
Moral Development
94
Section Assessment
Review the Vocabulary Describe
Freud’s theory of socialization.
Freud’s theory of socialization
centered on how children deal
with their innate sexual and
aggressive urges.
95
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to display the answer.
Section Assessment (cont.)
Visualize the Main Idea Describe
parenting styles using a chart
similar to the one shown on page
86 of your textbook.
The charts should reflect an
understanding of the four parenting
styles discussed in this section.
96
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to display the answer.
Section Assessment (cont.)
Recall Information What are the
functions of children’s games? How
do these games illustrate the
cognitive-developmental approach?
Children use games to learn social
rules. Games allow children to
explore the importance of agreeing
on rules for group activities. Games
resemble a miniature society.
97
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to display the answer.
Section Assessment (cont.)
Think Critically What questions
might you ask a child to determine
what stage of moral development
he or she is in?
Some questions you might ask a
child to determine what stage of
moral development he or she is in
are: Why don’t you misbehave?
Why don’t you steal?
98
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to display the answer.
Section Assessment (cont.)
Brainstorm ways in which
conditioning and imitation are
commonly used to aid children in
their social development.
99
Click the mouse button to return to the Contents slide.
Section 1: Physical, Perceptual, and
Language Development
• Some psychologists believe that most
behaviors are the result of genetics–
nature. Others believe that most behaviors
are the result of experience and learning–
nurture. 
• The newborn is capable of certain
inherited, automatic, coordinated
movement patterns, called reflexes, which
are triggered by the right stimulus. 
• Infants experience rapid physical growth
through maturation and learning.
101
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to display the information.
Section 1: Physical, Perceptual, and
Language Development (cont.)
• Depth perception increases in older
infants. 
• There are several steps involved in learning
language.
102
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to display the information.
Section 2: Cognitive and Emotional
Development
• Children’s knowledge of the world
changes through the processes of
assimilation and accommodation. 
• Piaget described the changes that occur in
children’s understanding in four stages of
cognitive development. 
• Infants begin to develop emotionally by
attaching to specific people, usually their
mother.
103
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to display the information.
Section 3: Parenting Styles and
Social Development
• There are four basic parenting styles–
authoritarian, democratic or authoritative,
permissive or laissez-faire, and uninvolved.

• Socialization is the process of learning the
rules of behavior of one’s culture.
104
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to display the information.
Section 3: Parenting Styles and
Social Development (cont.)
• Freud’s theory of psychosexual
development suggests that all children are
born with powerful sexual and aggressive
urges, and in learning to control these
impulses, children acquire a sense of right
and wrong. 
• Erikson’s theory of psychosocial
development suggests that the need for
social approval is important.
105
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to display the information.
Section 3: Parenting Styles and
Social Development (cont.)
• The cognitive-developmental theories of
development suggest that social
development is the result of the child trying
to make sense out of his experiences. 
• Kohlberg suggested that humans progress
through six stages of moral reasoning.
106
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to display the information.
Click the mouse button to return to the Contents slide.
Reviewing Vocabulary
Use the correct term or concept to complete the following
sentences.
Object permanence is the awareness that objects
1. ________________
exist even when they cannot be perceived.
families adults
2. In democratic/authoritative
__________________________,
develop a parenting style in which children
participate in decisions affecting their lives.
rooting reflex a newborn who is
3. Because of the ___________,
touched anywhere around the mouth will move
her head and mouth toward the source of the
touch.
4. Seeing and thinking of the world only from one’s
egocentric thinking.
own standpoint is called _________
Maturation is internally programmed growth.
5. _________
108
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to display the answers.
Reviewing Vocabulary (cont.)
Use the correct term or concept to complete the following
sentences.
speech
6. Children at around age 2 use telegraphic
_______________,
in which words are left out but the message gets
across.
7. The process of redirecting sexual impulses into
learning tasks is sublimation
_________.
8. To understand the world, children construct
schemas or mental representations of the world.
________,
9. The study of changes that occur as an individual
developmental psychology
matures is ______________________.
10. Learning the rules of behavior of one’s culture is
socialization
called __________.
109
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to display the answers.
Recalling Facts
Describe capacities newborns
display.
They can see, hear, smell, and have
reflexes such as grasping, rooting,
and sucking reflexes.
110
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to display the answer.
Recalling Facts
How does the maturation process
explain why a 4-month-old infant
cannot be taught to walk?
No amount of coaching can push a
child to walk before he or she is
physiologically ready to walk.
111
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to display the answer.
Recalling Facts
Describe the process by which
children learn to talk.
Children babble and make sounds
throughout infancy. Their first words occur at
about 1 year of age. By 2 years of age,
children speak two-word sentences that
indicate a basic understanding of grammar.
By 3 years of age, children understand more
grammatical rules and speak in more
complete sentences. Language
development continues for the next two
years as children’s language skills mature.
112
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to display the answer.
Recalling Facts
Define socialization and explain why
it is so important to development.
Socialization is the process of
learning the rules of behavior of the
culture within which the person is born
and lives. Social rules are often
complex and flexible, but they allow
us to live together peacefully.
113
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to display the answer.
Recalling Facts
Using a diagram similar to the one
on page 88 of your textbook, list and
explain Kohlberg’s stages of moral
development.
Obedience and punishment: obedience to
avoid punishment; instrumental relativist:
obedience to earn a reward; good boy/nice
girl: obedience to earn another’s respect;
law and order: moral belief based on
recognition of authority; social contract:
fairness and justice of law; universal ethics
principles: acceptance of ethical principles
that apply to everyone in all situations
114
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to display the answer.
Building Skills
Interpreting a Graph
Doctors often record infants’
and young children’s weight
and height on growth charts
similar to the one for girls here.
The measurements are
presented in the form of
percentiles. For example, a 30month-old girl who weighs 28.7
pounds falls into the 50th
percentile. This means that half
of all 30-month-old girls weigh
less than that child and half
weigh more. Review the growth
chart to the right, then answer
the questions that follow.
115
Building Skills
Interpreting a Graph
Into what percentile
does an 18-month-old
girl fall who weighs
about 28 pounds and is
34 inches high?
She would fall into the
94th percentile for weight
and the 90th percentile
for height.
116
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to display the answer.
Building Skills
Interpreting a Graph
Into what percentile
would a 9-month-old
fall who weighs 22
pounds?
She would fall around the
93rd or 94th percentile.
117
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to display the answer.
Building Skills
Interpreting a Graph
How do growth charts
illustrate that a child’s
physical development
is unique?
Growth charts demonstrate
that children may fall into
various ranges at different
ages. No two children are
exactly alike, but most
progress through the same
sequential steps of
development.
118
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to display the answer.
My theories on cognitive
development help explain why
young children cannot reason
abstractly. Who am I?
Jean Piaget
119
Click the mouse button or press the Space Bar
to display the answer.
Click the mouse button to return to the Contents slide.
Explore online information about the
topics introduced in this chapter.
Click on the Connect button to launch your browser and go to the
Understanding Psychology Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When you
finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://psychology.glencoe.com
Observe a group of 2-year-old children.
Record in your journal the two-word
sentences you hear.
Write about an early childhood experience.
Write it as though it happened just
yesterday.
Write about an experience you have had with
a young child that showed that the child’s
level of cognitive development is
sensorimotor or preoperational.
Write how imitation plays a part in violent
acts committed by young children (children
under 13 years of age).
Too Late for Words:
The Case of Genie
Read the case study presented on
page 69 of your textbook. Be prepared
to answer the questions that appear
on the following slides. A discussion
prompt and additional information
follow the questions.
Continued on next slide.
This feature is found on page 69 of your textbook.
Too Late for Words:
The Case of Genie
Why, when found, was Genie unable
to speak coherently or understand
language?
Her utterances were not reinforced; therefore she
did not learn to form words or sentences.
Continued on next slide.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 69 of your textbook.
Too Late for Words:
The Case of Genie
Describe Genie’s ability to learn to
properly use language. How much
progress in language development
did Genie make? Explain.
She could use words as symbols, but she was
not able to master the rules of grammar or control
the pitch of her voice.
Continued on next slide.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 69 of your textbook.
Too Late for Words:
The Case of Genie
Critical Thinking What conclusions can
you draw from this case about a
“window of opportunity” to learn
language? Are the results conclusive?
Explain.
The case gives support to the theory that language
develops during a “window of opportunity.”
However, it is not conclusive because the abuse
she received may have influenced her ability to
learn language.
Continued on next slide.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 69 of your textbook.
Too Late for Words:
The Case of Genie
Discuss the following:
How does Genie’s difficulty with
acquiring language skills compare and
contrast to an adult learning a second
language?
Continued on next slide.
This feature is found on page 69 of your textbook.
Too Late for Words:
The Case of Genie
Anecdotal evidence and several studies
suggest that children have a much easier
time learning a second language than do
adults. Some researchers point to this
evidence as supporting the “critical
period” theory of language development.
Continued on next slide.
This feature is found on page 69 of your textbook.
Too Late for Words:
The Case of Genie
– Psychologist Elissa Newport, Ph. D., has compared
how children and adults learn a second language. 
– She has found, “that children can only handle small
bits of information at a time because they have a more
limited perspective that adults.” 
– Children’s limited perspective works well for language
development, which is composed of many small pieces
(phonemes and morphemes).
Continued on next slide.
Click the mouse button or press the Space Bar to display the
information. This feature is found on page 69 of your textbook.
Too Late for Words:
The Case of Genie
– Their perspective allows them to acquire both the
sounds of the new language and the grammatical
rules slowly. 
– They can truly learn to “think” in the second language.
Adults, however, find this level of comfort with a
second language difficult to achieve.
Click the mouse button or press the Space Bar to display the
information. This feature is found on page 69 of your textbook.
Continued on next slide.
Continued on next slide.
Answers:
1. All senses can be
used at birth. 
2. numerous motor
control, perception,
and coordination
skills, including
holding up head,
sitting, and crawling 
3. 6 months 
4. during the second
year
Click the mouse button or press the Space Bar to
display the answers.
Continued on next slide.
Answers:
1. He thinks all
animals belong
together. 
2. The cat may not
stay with the
stuffed animals,
causing the child
to change his
view that all
animals belong
together. 
3. He is learning
that not all
objects float;
some sink. 
4. by allowing one’s
understanding of
the world to
expand and
change
Click the mouse button or press the Space Bar to
display the answers.
Continued on next slide.
Answers:
1. authoritarian 
2. uninvolved 
3. Some parents let
their kids do
anything
(permissive);
other parents
discuss things
and negotiate
with their children
(democratic/
authoritative)
Click the mouse button or press the Space Bar to
display the answers.
Is It More Than Boys Being
Boys? Surviving Your Teens
Introduction
Use the Reader’s Dictionary that appears
on the next slide to help explain unfamiliar
terms as you read the articles on pages
90–91 of your textbook. Be prepared to
answer the questions that follow.
Continued on next slide.
This feature is found on pages 90–91 of your textbook.
Is It More Than Boys Being
Boys? Surviving Your Teens
Reader’s Dictionary
gruesome: horrible, repulsive
testosterone-driven: being
controlled by the male
hormone, testosterone
psychically: sensitivity to
spiritual or mystical
experiences.
pathologize: to treat abnormal
emotive: showing emotion
repression: removing
unwanted desires or thoughts
from consciousness and leaving
them in the unconscious
bulimia: an eating disorder
characterized by compulsive
overeating followed by selfinduced vomiting or laxative use
precarious: uncertain, unstable
self-mutilation: self-inflicted
physical pain performed as a
relief from, or an expression of,
mental pain.
Continued on next slide.
This feature is found on pages 90–91 of your textbook.
Is It More Than Boys Being
Boys? Surviving Your Teens
Analyzing the Article
What is the “boy code”? Do you think
such a code exists?
It is a stoic, uncommunicative, invulnerable
stance that does not allow boys to express
empathy and concern.
Continued on next slide.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on pages 90–91 of your textbook.
Is It More Than Boys Being
Boys? Surviving Your Teens
Analyzing the Article
CRITICAL THINKING According to the books
reviewed, what are the crises that adolescent
males and females encounter? Are those crises
really so different?
For boys, we often expect them not to express emotion
and give them no effective outlets for their feelings,
especially their feelings of anger and rage. For girls,
culture provides unrealistic expectations of what the
ideal woman should be. Students should be able to
identify similarities in the culture’s expectations of what
Continued on next slide.
boys and girls should be.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on pages 90–91 of your textbook.
Is It More Than Boys Being
Boys? Surviving Your Teens
Discussion
What do both books mentioned in the
first article identify as a universal truth
about boys? How does each book
describe this universal truth?
Continued on next slide.
This feature is found on pages 90–91 of your textbook.
Is It More Than Boys Being
Boys? Surviving Your Teens
Discussion
According to Michael Gurian, what is a
boy?
Continued on next slide.
This feature is found on pages 90–91 of your textbook.
Is It More Than Boys Being
Boys? Surviving Your Teens
Discussion
According to Mary Pipher, what happens
as girls move from childhood to
adolescence?
This feature is found on pages 90–91 of your textbook.
Is It More Than Boys Being
Boys? Surviving Your Teens
Discussion
Do you agree with Pipher’s analysis of
girl’s selves as they become
adolescents?
This feature is found on pages 90–91 of your textbook.
Receptive Language
Development
From the Classrooms of Patricia H. Rousseau
and Dana Winterholler Conway
Pine Crest Preparatory School, Ft. Lauderdale, FL
Objective: To demonstrate the importance
of receptive or open-minded language
development
Rationale: Comprehension of specific
content is imperative for understanding.
This activity demonstrates that the whole
context is altered when words are
excluded or changed.
Continued on next slide.
Receptive Language
Development
From the Classrooms of Patricia H. Rousseau
and Dana Winterholler Conway
Pine Crest Preparatory School, Ft. Lauderdale, FL
Directions: Read the passage on the
following slide and translate the
underlined words or phrases. Compare as
a class the different translations of the
passage.
Continued on next slide.
Receptive Language
Development
From the Classrooms of Patricia H. Rousseau
and Dana Winterholler Conway
Pine Crest Preparatory School, Ft. Lauderdale, FL
Once upon a time there was a yani player named James. He
was acking down the hall and found a bini. James knew he
had to use the bini ketit. First, James asked his bubu, “What
should I tikle for? Should I tikle for selchul, sabor, a soung, or
you? She hesitated and then said, “Sabor, of course.” Next,
James asked his buddy Bill, “What should I tikle for?” Bill
chose selchul. Finally, James thought to ask a wise arch and
sought out his psychology ista to help him decide. James
found her and asked her the same question. She replied,
“Soung!” James thought and made a decision and wished for
selchul! Is James happy with his tikle? Would this have been
your tikle?
Continued on next slide.
Heredity places limits on development despite all
the efforts that a person may make to improve the
environment in which a child is nurtured. For
example, no diet or program of education will
significantly increase the general level of intelligence
with which a normal child is born. Similarly, heredity
limits the height a child will attain and puts a cap on
physical performance. No child alive today, for
example, will ever be capable of high-jumping 50
feet. At best, nurturing allows heredity potentials to
emerge fully.
Even when an infant forms a strong attachment to
both the mother and the father, and they nurture the
baby equally, the child will still tend to prefer being
soothed by the mother.
In a 1992 study comparing the ethnic differences in mothers’
responsiveness to their children, researchers found that
cultural differences exist. The study compared mothers with
second- or third-born children in middle-class America and in
rural Kenya. Though both groups responded equally when
their babies were distressed, their form of response varied.
Kenyan mothers made physical contact with their crying
infants 58 percent of the time and talked to them about 8
percent of the time. The American mothers touched or held
their infants about 35 percent of the time when they cried and
talked to them about 25 percent of the time.
Source: Richman, A.L., Miller, P.M., & LeVine, R.A. (1992). Cultural and educational
variations in maternal responsiveness. Developmental Psychology, 28, 614–21
Who runs the largest corporate-sponsored day care
system in the United States? Surprisingly, the answer is
the Department of Defense (DOD), which serves more
than 200,000 children worldwide. Military families have
unique needs that can challenge any child care system.
Personnel work odd schedules and can be deployed on
short notice. Some types of service involve long
separation from families. In addition, families typically
move every three years. When families are stationed in
foreign countries, extended family is unavailable to assist
with child care. To fill the gap, the DOD runs 800 child
development centers and oversees 9,700 licensed family
child care homes.
Imprinting
Today fewer than 50 free-flying condors live in the United
States. All of these birds were born in captivity and released into
the wild when they were 18 months to 6 years old. Even though
zoologists minimized the contact between the birds and
humans, imprinting was inevitable. The birds do not fear
humans and are comfortable living among them. This has
created problems in Grapevine, California, where 15 of the birds
have taken up residence.They have entered people’s homes,
torn up screens, torn out insulation, destroyed patio furniture,
and ripped open garbage bags. The federal Condor Recovery
Program is now seeking ways to get the condors to fear humans
and move to more remote areas.
Source: Connell, S.A. (1999, Sept. 16). California and the west. The Los Angeles Times.
Drug Use and Child
Development
• A child’s mental and emotional development can be
seriously affected by the mother’s lifestyle, even before the
child is born. 
• Children born to women who drink large amount of alcohol
during pregnancy may suffer from fetal alcohol syndrome. 
• These children may suffer mental retardation, poor motor
development, and unusual facial features. 
• The use of crack cocaine or other psychoactive drugs can
also cause a wide range of developmental problems. 
• A major problem for babies born to drug users is that they
may be addicted to the drug at the time they are born.
Click the mouse button or press the Space Bar to display the
information.
Sigmund Freud
• Although Freud remains a household name,
his theories have come under increasing
attack with the passage of time. 
• Research some of these challenges and write
a summary of the controversial issues
involved.
Click the mouse button or press the Space Bar to display the
information.
• One of the most devastating effects of sexual abuse is that the
child is often tricked into participating in the activity but later
believes the act to be his or her fault. 
• If the offender is someone the child knows well, the child not only
experiences the trauma and stress of abuse but is also forced to
keep the incident a secret for fear of getting the grownup in
trouble. 
• Often, parents and other usually responsible adults unintentionally
dismiss the child’s attempts to tell about the incident because the
idea of sexual abuse is too horrifying for them to accept. 
• What are signs that may indicate a child has suffered from sexual
abuse?
Click the mouse button or press the Space Bar to display the
information.
• Read the Psychology and You feature on
page 80 of your textbook. 
• Discuss the following:
Do you agree or disagree with
Harris’s theory?
How could you test the theory?
Click the mouse button or press the Space Bar to display the
information.
Jean Piaget
1896–1980
Click the picture to listen to
a biography on Jean
Piaget. Be prepared to
answer questions that
appear on the next two
slides.
This feature is found on page 73 of your textbook.
Jean Piaget
1896–1980
Why are Piaget’s
discoveries considered by
some to be revolutionary?
Behaviorists believed that
children were a blank slate and
environmental influences
shaped when and what they
learned. Piaget’s view suggests
that children’s actions affect
their environment; they do not
simply respond to their
surroundings.
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answer. This feature is found on page 73 of your textbook.
Jean Piaget
1896–1980
What do you think Piaget
means by his statement
that “[S]ociety expects
more of its new
generations than mere
imitation….”?
Modern society does not tend to
assign people rigid roles. He
seems to expect that change
and improvement will be a
reality in society for the
foreseeable future.
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answer. This feature is found on page 73 of your textbook.
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