Conflicts in Developmental Psychology Nature Nurture VS Stability Rooting Sucking VS Continuity Developmental Psychology Reflexes Name: __________________________________ Grasping Stages Moro Babinki Change VS Stepping Embryo FAS Teratogens Fetus Zygote Scenario: Using the schema below how might the child interpret receiving a bicycle if they were assimilating the information? accommodating? Bicycle Assimilation: Maturation Schema Accommodation Assimilation Schema: Everything with wheels is a truck. Bicycle Accommodation: Piaget’s Stages of Cognitive Development Age Range Description of Stage Sensorimotor Birth - 2 Jean Piaget Developmental Phenomena Object Permanence Stranger Anxiety Preoperational Pretend Play (animism) Centration 2-7 Theory of Mind Egocentrism Concrete Operational 7 - 12 Conservation Matematical Transformations Formal Operational 12 and up Critics of Piaget: Abstract thinking Potential for Moral Reasoning 1. Sheila complains because her brother has taken two big cookies and has only given her one. Her brother takes her big cookie, breaks it in half, and says, "Now we both have two." Sheila yells, "Not fair, all you did was break mine into two pieces!" ______ Directions: Using the options below, apply Piaget’s theory to the scenarios to the left. 2. Rory's mom has given him five empty cardboard boxes. He lines them up in a row, puts his toys in them, and then says, "Choo, choo, here comes the train!” ______ A. Sensorimotor B. Preoperational 3. Jenny's ball rolls out of sight under the sofa. She stares at the sofa for a few seconds, and then turns her attention to her doll. ______ 4. Clara enjoys spending free time imagining what kind of society could be created if a group of human beings from all over the world moved to a newly discovered, habitable planet. ______ 5. Shula becomes upset because her sister's scoop of ice cream looks taller than her own. Her mother squashes down the sister's scoop, and Shula is happy now that it looks like they have the same amount. ______ 6. Boris just loves his calculus and physics classes, where he consistently receives high grades. ______ C. Concrete Operational D. Formal Operational Freud’s Psychosexual Stages Focus of Libido Major Development Result of Fixation Oral Anal Phallic Latency Genital Stranger Anxiety Fixation At ta ch me nt Th eo rie s Harry Harlow’s Monkeys Konrad Lorenz Critical Period Mary Ainsworth’s “Strange Situation Room” insecure attachment secure attachment Gender Differences Gender Identity Gender-typing Gender Differences Identify with B for boy or a G for girl. Gift Idea VS Baby doll Sexual Orientation Basketball and basketball hoop Beauty set and makeup Box of crayons and coloring book Social Learning Theory Doll house and furniture Electronic robot Fashion dress-up doll Sexuality Giraffe stuffed animal Jewelry making kit Jigsaw puzzle of zoo animals Transgender Plastic tea set Real estate board game Physical Development Gender Schema Theory Primary Sex Characteristics Snow cone maker Menarche Menopause Puberty Secondary Sex Characteristics Spermarche Soldier action figure Toy dump truck Toy telephone Train set Water gun Permissive Adolescent Cognitive Development Level 1: Preconventional Kohlberg’s Stages of Moral Development Adolescent Brain Development Stage 1: Stage 2: satisfying needs Styles Authoritative Directions: Apply Kohlberg’s Theory to the following scenarios. 1. Jeremy refuses to pay taxes and risks going to jail because he does not believe in supporting a government that spends so many tax dollars on weapons of mass destruction. Jeremy enjoys discussing his position and is very articulate in developing logical arguments. 2. Mary is convinced that her older sister Natalie has more soda than she does after her mother poured Natalie’s can of soda into a long, thin glass and hers into a short, fat one. Despite being tempted to take a big drink out of Natalie’s glass when she is in the washroom, Mary refrains because she thinks she might get punished. 3. While playing a game of cards with his friends, Mark insists that everyone should have a chance to be dealer because that is the fair thing to do. Mark is also able to explain the rules to everyone by dealing a couple of practice hands; later, he has difficulty trying to explain the game to his dad without using the cards. winning approval Example Stage 4: law and order Stage 5: Level 3: Postconventional Authoritarian Level 2: Conventional Stage 3: Parenting Example avoiding punishment social order Example Stage 6: universal ethics Parent Influence VS Peer Influence Heinz Dilemma Kohlberg Critic: Carol Gilligan VS VS VS VS VS VS VS Age Range: Age Range: Age Range: Age Range: Age Range: Age Range: Age Range: Age Range: If needs are met, infant develops of sense of basic trust Toddler strives to learn independence and self-confidence Preschooler learns to initiate tasks and grapples with self-control Child learns to either feel effective or inadequate Expressions of Trust • invests in relationships • open, non-nonsuspicious • lets mother go • welcomes touching • good eye contact • shares self and possessions Expressions of Autonomy • independent • not easily led • resists being dominated • able to stand on own two feet • works well alone or with others • assertive when necessary Expressions of Initiative • self-starter • accepts challenges • assumes leadership rolls • sets goals and goes after them • moves easily, freely with body Expressions of Industry • wonders how things work • finishes what they start • likes ‘projects' • enjoys learning • likes to experiment Teenager works at developing a sense of self by testing roles, then integrating them to form a single identity Young adult struggles to form close relationships and to gain capacity for intimate love Middle-aged person seeks a sense of contributing to the world through, things like work and family Reflecting on life, the elderly person may experience satisfaction or a sense of failure Expressions of Mistrust • avoids relationships • suspicious, closed, guarded • unwilling to let mother go • loner and unhappy • poor eye contact • does not share self or possessions Expressions of Shame & Doubt • procrastinates frequently • trouble working alone • needs structure and directions • has trouble making decisions • is easily influenced • embarrassed when complimented Expressions of Guilt • gets depressed easily • puts self down • slumped posture • poor eye contact • has low energy level Expressions of Inferiority • timid, somewhat withdrawn • overly obedient • procrastinates often • an observer, not a producer • questions own ability Expressions of Identity • certain about sex role identity • active interest in opposite sex • plans for future • challenges adult authority • tends to be selfaccepting Expressions of Role Confusion • doubts about sex role identity • lacks confidence • overly hostile to authority • overly obedient • tendency towards selfrejection Expressions of Intimacy • maintained friendship • physical and emotional intimacy • participation in games, groups • open, willing to interact • able to make and keep commitments Expressions of Isolation & Self-Absorption • sabotage relationship • withdraws • avoidance, defensive • self defeating behavior • maintaining isolation • questions job performance Expressions of Generativity • generativity • confident • productive work • willingness to invest in next generation • achievement goals • willing to risk, explore, produce, take charge attitude Expressions of Stagnation • stagnation • watching • complaining, blaming • withdraws • obesity • fatalist attitude • dissatisfaction with self, job, life, mate • resentful Expressions of Integrity • proud, confident with self and life • still actively thinking about the future • healthy interaction with self • comfortable giving and sharing with others • likes being an example to others • accepts aging process gracefully and death as part of life cycle Expressions of Despair • despair • deep resentment • nothing left, useless • low self-esteem • anger at self, others, world, society • closed to others • complains, irritable • anger at agin, feels cheated Erikson’s Psychosocial Stages VS 8 stages*, each with 2 potential outcomes. Successful achievement of each stage produces healthy personality and successful relationships with others. Inability to effectively complete a stage can lead to diminished ability to accomplish further stages, creating an unhealthy personality / sense of self. *Stages can be resolved later in time. Kubler-Ross 5 Stages of Grief Menopause Crystallized Intelligence Fluid Intelligence Aging Dementia Alzheimer’s Developmental Theorist Review Statement 1. I believe that social and cultural influences are the most important factors in cognitive development. 2. I study attachment, and I have devised a measure of attachment called the Strange Situation. 3. In my view, people have an innate understanding of the basic principles of language, which I call a “universal grammar.” 4. I believe that development continues throughout the lifespan and that individuals pass through eight distinct stages during which they are faced with resolving important psychosocial conflicts. 5. My primary interest is in how children develop intellectually and cognitively, and my theory proposes that children progress through four distinct stages in succession, each stage characterized by a qualitatively different way of thinking from the previous stage. 6. The primary goal of my research has been to map out the development of moral reasoning in humans; it is my view that there are three levels, each consisting of two stages, and that humans progress through these stages in sequence, until reaching the highest level. Theorist
