College Board - “Acorn Book”
Course Description
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Unit IX. Development
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The Seven Ages of Man
Unit IX. Development
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Unit IX. Development
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Allstate Ad from New Yorker Magazine
 Even bright, mature teenagers sometimes do things that
are "stupid.“ But when that happens, it's not really their
fault. It's because their brain hasn't finished
developing. The underdeveloped area is called the dorsal
lateral prefrontal cortex. It plays a critical role in
decision making, problem solving and understanding
future consequences of today's actions. Problem is, it
won't be fully mature until they're into their 20s.
 It's one reason 16-year-old drivers have crash rates
three times higher than 17-year-olds and five times
higher than 18-year-olds. Is there a way for teens to
get their driving experience more safely - giving their
brains time to mature as completely as their bodies?
Allstate thinks so.
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The Last Stage
“TOAST”
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Summary Outline
 A. Life Span Approach
 B. Research Methods
 C. Heredity-Environment Issues
 D. Developmental Theories
 E. Dimensions of Development
1. Physical
2. Cognitive
3. Social
4. Moral
 F. Sex Roles, Sex Differences
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A. Life Span Approach
 Studying Development Throughout Life
 Prenatal Development
 Infancy and Childhood
 Adolescence
 Adulthood
 Marriage, Parenthood, Work, Aging
 Major Issues
 Nature vs. Nurture
 Continuity vs. Stages
 Stability vs. Change
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Developmental Terms
 cephalocaudal development
 head develops before arms and trunk and arms and
trunk develop before legs
 proximodistal development
 head, trunk, and arms develop before hands and
fingers
 Both apply to prenatal development and
development during the first two years
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Motor and Verbal Abilities (Source Fernald and Fernald)
1. Walks alone; says several words
2. Describes the difference between a bird and a dog
3. Turns head to follow moving object
4. Names penny, nickel, and dime
5. Climbs stairs; says many words
6. Laces shoes
7. Sits alone for one minute; says "da-da"
8. Tells how a baseball and an orange or an airplane and
a kite are alike
9. Puts on shoes
10. Tells time to quarter-hour
11. Runs; uses simple word combinations
12. Walks while holding onto something
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Proper sequence is
3, 7, 12, 1, 5, 11,
9, 6, 4, 2, 10, 8.
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Proper Sequence
 2 Months / Turns head to follow moving object
 9 months / Sits alone for 1 minute: says “da-da”
 1 year / Walks while holding on to something
 1 year 3 months / Walks alone, says several words
 1 year six months / Climbs stairs, says many words
 2 years / Runs, uses simple word combinations
 3 years / Puts on shoes
 4 years / Laces shoes
 5 years / Names penny, nickel, and dime
 6 years / Describes the difference between a bird and a
dog
 7 years / Tells time to the quarter hour
 8 years / Tells how a baseball and an orange and an
airplane and a kite are alike
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Discussion
 Discuss ways cephalocaudal and
proximodistal development are indicated
in the previous sequence
 Put the letter M beside those abilities
you believe are acquired chiefly through
maturation and a T beside those that
clearly involve training
 See discussion in Fernald and Fernald
Parental Influence
“You pushy, manipulative, tyrannical scum . . . .”
Scratch that. “Dear Mon and Dad . . .
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B. Research Methods
 Longitudinal Studies
 Types of Longitudinal Studies
 Panel Study – Sampling a cross section of subjects
 Cohort Study – Following a selected group
 Retrospective Study – Reviewing past records
 Advantages
 Ability to look at changes over time in same individuals
 More sensitive to developmental change
 Disadvantages –
 Requires a long time commitment which may be costly
 Usually a small group / individuals may drop out of study
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 Cross-sectional Studies
 Comparing groups as similar as possible except for
the factor of age.
 Allows one to look at changes presumably
attributed to age differences
 Advantages
 Can be done quicker, cheaper, and more easily
 Looks at a particular variable at a specific point in
time
 Disadvantages
 Difficult to find similar groups of varying ages
 Life experiences of cohort groups are similar while
life experiences of different aged groups can vary
tremendously
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Simplied way of telling the difference
 Cross-sectional Studies may be described as
“snapshots”
 Longitudinal Studies may be described as “moving
pictures”
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Examples of Longitudinal
Studies
 Changes in temperament over time
 Jerome Kagan
 Changes in intelligence over time
 Raymond Cattell
 Giftedness and talent over time
 Lewis Terman
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C. Heredity-Environment
Issues
 Nature vs. Nurture
 Maturation vs. Learning
 Both are better viewed as interactions than as
one “versus” the other
 Simple Class Activity
 Define and give examples of each of the above.
 Compare and contrast each pair.
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Genetics
Jimmy. Sixth generation
pain in the ass.
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Role of Play in Development
Apparently, Philip and his imaginary playmate are
more or less the same weight and size."
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D. Developmental Theories
 Freud – Psychosexual Stages
 Piaget – Cognitive Stages
 Vigotsky - Sociocultural Approach
 Erikson – Psychosocial Stages
 Kohlberg – Moral Development
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Stage Theorists Chart
Piaget
SensoryMotor
PreOperational
Concrete
Operational
Kohlberg
Pre Conventional
Conventional
Formal
Operational
Post Conventional
Erikson
Freud
Trust vs.
Mistrust
Oral
Autonomy vs.
shame and
doubt
Anal
Initiative vs.
guilt
Phallic
(Oedipal)
(Genital)
Competence
vs.
inferiority
Latency
Identity vs.
role
confusion
True Genital
Intimacy vs
Isolation
Generativity
vs stagnation
Integrity vs.
Despair
Sigmund Freud
 Introduction to Id, Ego, and Superego
 Introduction to concept of the
unconscious
 Psychosexual stages
 Oral, Anal, Phallic, Latency
 Oedipus complex
 Resolution through identification
 Fixating at a stage / Conflicts
 Personality shaped at an early age
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Jean Piaget
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Source:
http://es.wikipedia.org/wiki/Lev_Vygotski
Lev
Vygotsky
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Principle Differences
Piaget
Vygotsky
 Born 1896 Switzerland
 Born 1896 Russia
 Died 1980
 Theories widely known
 Published throughout the
world
 Dominant theorist during
20th Century
 Focus on internal cognitive
 Died 1934
 Theories relatively
unknown
 Work banned by Soviets
 1970’s 1st published in
English
 “Sleeper effect”
 Focus on how social
development
 Stages
 Schema
 Assimilation /
Accomodation
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interactions influence
cognitive development
 Zones of Proximal
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Differences Continued
Piaget
Vygotsky
 Child as lone scientist
 Child as apprentice
 The child, on his own and
 Child is working with the
through his own actions,
discovers how the world
works and applies his
reasoning
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adult
 Child actively learns skills
and symbolic processing
through interactions with
an adult mentor
incorporating what the
adult provides in knowledge
and cognitive skills
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Zones of Proximal Development
http://www.learningandteaching.info/learning/constructivism.htm
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http://www.foridahoteachers.org/zone_of_proximal_development.htm
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Vygotsky - Psychological Tools
 The tools are symbolic
 They are our primary tools for thinking
 Language
 Symbolic play
 Art
 Writing
 Symbol systems come to us from others
rather than from within ourselves
 Not just used in our thinking but completely
reorganize our thinking
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E. Dimensions of Development
 1. Physical
 2. Cognitive
 3. Social
 4. Moral
 Kohlberg – Preconventional Morality, Conventional
Morality, Postconventional Morality
 Carol Gilligan – Orientation toward caring
relationships in women
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Childhood
“I’d trade.
But peanut
butter sticks
to my tongue
stud.”
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Childhood Morality
 “I’ve got to
write out a
hundred
times. “I
must not
blow up
the
school.”
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Adult
Morality
“If you want justice, it’s two hundred dollars an
hour. Obstruction of justice runs a bit more.”
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 Developmental Norms (Gesell)
 Cultural Variations
 Temperament (Kagan)
 Parenting Styles (Baumrind)
 Attachment (Harlow) (Ainsworth)
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Attachment
Harry Harlow
explored two
hypotheses:
1. attachment occurs
because mothers
feed their babies
2. Attachment is based
on the warm,
comforting contact
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•Secure/Insecure Attachment
Mary Ainsworth
 "Attachment may be defined as an affectional tie that
one person or animal forms between himself and
another specific one - a tie that binds them together
in space and endures over time."
 Infants show attachment through
 "proximity seeking behaviors"
 and "contact maintaining behaviors."
 Parents show attachment through
 "keeping a watchful eye"
 and responding affectionately and sensitively to the
infant's vocalizations, expressions, and gestures.
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Mary Ainsworth
 Secure Attachment:
 infant derives comfort and confidence, as
evidenced by attempts to be close to the caregiver
and by readiness to explore the environment.
 Insecure Attachment:
 characterized by fear, anger, or seeming
indifference to the caregiver.
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Mary Ainsworth
 Attachment is measured by a method called
Strange Situation, in which the child is observed
in a well-equipped playroom with mother and/or a
stranger, or alone.
 Securely attached children
 show a confidence in exploring the room and a need
to maintain contact with the caregiver. When the
caregiver leaves they tend to show some distress
and on the caregivers return they tend to
reestablish positive contact.

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Mary Ainsworth
 Insecurely attached children are one of three
types:
 a. anxious and resistant

(cling to caregiver, high distress on departure, refuse to
be comforted on return).
 b. avoidant

(little interaction with caregiver, tend to ignore
departure and return).
 c. disoriented or disorganized

(inconsistent behavior toward caregiver such as
avoidance after seeking closeness).
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Importance of attachment:
 Longitudinal studies suggest that securely
attached children are more likely to:
 a. be competent in social and cognitive skills
 b. be sought out as friends and chosen as leaders
 c. interact with teachers in friendly and
appropriate ways, seeking help when needed.
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 Longitudinal studies suggest that insecurely
attached children are more likely to:
 a. be overly dependent on teachers, demanding
attention unnecessarily and clinging instead of
playing with other children or exploring their
environment
 b. be aggressive (if boys)
 c. be overly dependent (if girls)
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Parenting Styles
Diana Baumrind
 What kinds of parenting help children: (a) to
develop a positive sense of themselves; (b) to
interact positively with others; and (c) to be
competent at school.
 In Diana Baumrind’s research (1967,1971),
she: (a) observed children in nursery school,
rating them on self-control, independence,
self-confidence, etc.; (b) interviewed parents;
and (c) observed parent-child interaction
(both at home and in the laboratory).
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Diana Baumrind dentified four features of
parenting
 Nurturance or warmth toward children
 Efforts to control through use of
rewards and punishments
 Communication with children
 Maturity demands – (expectations for
age-appropriate behavior)
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and delineated three basic patterns of
parenting.
 Authoritarian Parents
 are relatively strict, punitive, and unsympathetic. They
value obedience and try to shape their children’s
behavior to meet a set standard and to curb the
children’s wills.
 Permissive
 are more affectionate with their children and give them
lax discipline and a great deal of freedom.
 Authoritative
 fall between these two extremes. They reason with
their children, encouraging give-and-take, setting limits
but also encouraging independence
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Baumrind’s general conclusions
were that:
 Children of
 Authoritarian Parents
 tend to be obedient but unhappy
 Permissive Parents
 tend to be lacking in self-control
 Authoritative Parents
 tend to be more likely to be successful, happy with
themselves, and generous with others
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Temperament
 Jason is cute
as a bug, but
he sure is one
thickheaded
little sucker.”
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Gender
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 “To the women that invented
fire!”
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F. Sex Roles, Sex Differences
 Gender Differences
 Biological
 Cognitive
 Social Behavior and Personality
 Biological Origins of Gender Differences
 Environmental Origins of Gender Differences
 Gender Stereotypes
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Gender Differences
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