Unit 9:
Developmental Psychology
Central Issues in Dev. Psych
• Items 1,4, and 7 = stability/change
– Reverse the number you gave for #4
(0=5,1=4,2=3,3=2,4=1,5=0)
– Now add the numbers in front of all three
– Total scores will range from 0 to 15
– Higher scores reflect a tendency to see human
traits as persisting through life
• Items 2,5, and 8 = continuity/stages
– Reverse the number you gave for #5
– Higher scores reflect tendency to see dev as
gradual, continuous process rather than sequence
of stages
Central Issues in Dev. Psych
• Items 3,6, and 9 = nature/nurture
– Reverse the number you gave for #3
(0=5,1=4,2=3,3=2,4=1,5=0)
– Now add the numbers in front of all three
– Total scores will range from 0 to 15
– Higher scores reflect a tendency to see nature as
more important than nurture in influencing
development.
Blue Book Question
Explain how researchers use habituation to
assess
infant
sensory
and
cognitive
abilities.
According to Jean Piaget, what are
schemas and how do we assimilate or
How
do researchersnew
find out
what babies
accommodate
information?
know – see, hear, smell, think
When done…try to fill out Developmental Hallmarks
handout
Developmental Landmarks
1. Laugh – 2 months
2. Tricycle – 24 months
3. Sit – 5/6 months
4. Ashamed – 2 years
5. Walk – 12 months
6. 1 foot - 4 ½ years
7. Recognize & smile at mom or dad – 4/5 months
8. Kick ball forward – 20 months
9. Think about things unseen – 2 years
10. 2-word sentences – 20/22 months
The Decades of Life
Write one-two words that seem appropriate to
each decade of life.
Decades:
0-9
10-19
20-29
30-39
40-49
50-59
60-69
70-79
80-89
Write the letter “E” next to the
decade for which it was easiest to
find words and the letter “H” next
to the decade for which it was the
hardest to find words.
Conception
• Conception
Prenatal Development
• Zygote
• Embryo
• Fetus
Prenatal Development
• Placenta
• Teratogens
• Fetal alcohol syndrome (FAS)
The Competent Newborn
• Reflexes
–
–
–
–
–
–
Rooting
Babinski – toes flare out then curl
Moro – arms flare out & back arched
Plantar – toes curl in when heel touched
Swimming – hold breath & pump arms
Stepping – move feet up & down if held over flat surface
• Habituation
– Novelty-preference procedure
We are born preferring
sights & sounds that
facilitate social
responsiveness
Infancy Childhood
Physical Development
Brain Development
• Brain development
–3 to 6 years (frontal lobe)
–Association Areas – last to develop
• Pruning process
• Maturation
Physical Development
Motor Development
Physical Development
Motor Development
• universal (occasional exceptions)
• individual differences in timing
– genes
– maturation
Blue Book Reading Question
What is the difference between Piaget’s
sensorimotor stage and the preoperational
stage?
or
How did the Harlow monkey studies dispel the
myth that attachment derives from an
association with nourishment?
Physical Development
Maturation and Infant Memory
• Infantile amnesia
– 3.5
– no conscious memory
prior to 4 years
• however, can
learn/remember
– mobile study
– 10 year olds shown pics of
preschool classmates
Cognitive Development
thinking
knowing
remembering
• Cognition
communicating
• Jean Piaget
–Schema
• concepts/mental molds
• current understandings
–Assimilation
• interpreting
–Accommodation
• adapting
Blue Book Reading Question
What is the difference between Piaget’s
sensorimotor stage and the preoperational
stage?
or
How did the Harlow monkey studies dispel the
myth that attachment derives from an
association with nourishment?
Cognitive Development
Piaget’s Theory
Sensorimotor(birth-2)
Preoperational (2-7)
Concrete Operational (7-11)
Formal Operational (11-adult)
Cognitive Development
Piaget’s Theory and Current Thinking
• Sensorimotor Stage
– take in world through senses & action
–Object permanence
• “out of sight, out of mind”
Cognitive Development
Piaget’s Theory and Current Thinking
• Sensorimotor Stage
–Object permanence
• “out of sight, out of mind”
Cognitive Development
Piaget’s Theory and Current Thinking
• Sensorimotor Stage
–Object permanence
• “out of sight, out of mind”
proof?
Infants can discriminate between possible and impossible objects After
habituating to the stimulus on the left, 4-month-olds stared longer if shown
the impossible version of the cube—where one of the back vertical bars
crosses over a front horizontal bar.
Shuwairi
Cognitive Development
Piaget’s Theory and Current Thinking
• Preoperational Stage(6 or 7)
– Conservation – different shape, same quantity
Cognitive Development
Piaget’s Theory and Current Thinking
• Preoperational
Stage
–Conservation
Cognitive Development
Piaget’s Theory and Current Thinking
• Preoperational
Stage
–Conservation
DeLoache Study…
model as symbol
Cognitive Development
PreOperational
• Egocentrism
– collective monologue
– animism
– artificalism
Cognitive Development
Piaget’s Theory
• Theory of Mind
– infer others’ mental status
– age 4
– Studies
• “false beliefs”
• Sally
– autism
• Gradual process
– appreciate others’
perceptions and then their
beliefs
Cognitive Development
Piaget’s Theory and Current Thinking
• Concrete
Operational
Stage
Cognitive Development
Piaget’s Theory and Current Thinking
• Formal Operational Stage
–Abstract concepts / imagined realities
Cognitive Development
Piaget’s Theory and Current Thinking
Cognitive Development
Reflecting on Piaget’s Theory
• Influential theory
• Development is more continuous
• Larger emphasis on social factors
–Vygotsky (language – scaffold)
• zone of proximal development
–what a child can learn with or without help
Cognitive Development
• Autism
Social Development
• Stranger anxiety
Social Development
Origins of Attachment
• Attachment
–Body contact
• Harry Harlow’s
studies
–Familiarity
• Critical period
• Imprinting
• Sensitive period
–mere exposure effect
Social Development
Attachment Differences: Temperament and
Parenting
• Ainsworth’s “strange situation”
– Secure attachment (60%)
• sensitve, responsive
mothers
– Insecure attachment
• insensitve, unresponsive
mothers
• Is attachment style the result of
parenting or genetically
influenced?
Social Development
Attachment Differences: Temperament and Parenting
• Temperament
–reactivity
–persist
–Easy, difficult & slow to warm up babies
• Erikson’s
Basic trust
– securely attached
– not environment or inborn temperament but parenting
Does day care affect attachment?
Infants’ distress over separation from parents In an experiment, groups of infants
were left by their mothers in an unfamiliar room. In both groups, the percentage who
cried when the mother left peaked at about 13 months. Whether the infant had
experienced day care made little difference.
Social Development
Deprivation of Attachment (p.430-431)
• Early deprivation of attachment
• Disruption of attachment
Social Development
Self-Concept
• Self-concept
–Self-esteem
–Self-awareness
Social Development
Parenting Styles
• Parenting styles (Baumrind)
– Authoritarian
• less social skills & self-esteem
– Permissive
• more aggressive & immature
– Authoritative
• high self-esteem, self-reliance,
social competence
• Correlation versus causation
– child’s traits may influence parenting
style
– genes?
Social Development
Culture and Child-Rearing
• Differences in child-rearing from
culture to culture
Gender Development
• Gender
– Influences on
social development
Much ado about a small difference :
two normal distributions that differ
by the approximate magnitude (0.21
standard deviations) of the gender
difference in self-esteem, averaged
over all available samples. Moreover,
though we can identify gender
differences, the variation among
individual women and among
individual men greatly exceeds the
difference between the average
woman and man
Gender Development
Gender Similarities and Differences
• Gender and aggression
• Physical versus relational aggression
• Gender and social power
• dominant, forceful, independent
• deferential, nurturant
• leadership
• Gender and social connectedness
• Carol Gilligan – women
– relationship oriented, interdependent, strong ties
– smaller group play, discussion
– spiritual
Gender Development
The Nature of Gender
• Sex chromosomes
–X chromosome
–Y chromosome
• Sex hormones
–Testosterone
Gender Development
The Nurture of Gender
• Gender Role
• expectations
–Gender identity
–Gender typing
• the acquisition of gender role
• Social learning theory
Gender Development
The Nurture of Gender
Male Group
• What messages do you remember picking up (from books, media,
teachers, peers, or other adults) about men and their emotions?
• Do you think it’s better to hide your emotions or “let them out?”
Why?
• How comfortable do you feel about “nurturing” others (e.g.,
diapering a baby, comforting a friend, holding a sick child’s hand)?
• What does it mean to be a “strong man?” Is this different from
being a “strong women?” If so, how is it different?
• As a child, if you lived with your father, how did he express
tenderness, love, fear, sadness, joy? How do you feel about the way
he expressed it?
• What (if any) of the messages on the list might you give to your own
son? Do you think you might give your daughter the same or
different messages?
• What (if any) additional statements did members of your group add
Female Group
• What messages do you remember picking up (from books, media,
teachers, peers, or other adults) about women having careers?
• If you could change some of the messages you received as a child,
which would you change, and what would you substitute for them?
• If you have a chosen career field, would classify it as traditionally
“feminine,” traditionally “masculine,” or neither? Why? How do you
feel about classifying careers this way? Do you think there are any
careers that women should not have?
• As a child, if you lived with your mother, what kind of career choices
did she make? How do you feel about her choices?
• What (if any) messages on the list might you give your own daughter?
Do you think you would give your son the same or different
messages?
• In an ideal world, what would a man be like?
Parents and Peers
Parents and Early Experiences
• Experience and brain development
Parents and Early Experiences
• Experience and brain development
Parents and Early Experiences
• Experience and brain development
Parents and Early Experiences
• Experience and brain development
Parents and Early Experiences
• Experience and brain development
A trained brain A well-learned finger-tapping task
activates more motor cortex neurons (orange area,
right) than were active in the same brain before
training (left).
Parents and Early Experiences
• How much credit (or blame) do
parents
deserve?
Peer Influence
• Peer influence
Adolescence
Introduction
• Adolescence
Physical Development
• Puberty
–Primary sexual characteristics
–Secondary sexual characteristics
–Timing of sexual characteristics
• Frontal lobes developing until 25 yrs. Old
– Limbic system develops more quickly
Physical Development
Adolescent Cognitive Development
Developing Reasoning Power
• Piaget’s formal operations
– Egocentric
• – “You couldn’t understand”
• - “Everyone is looking at me” imaginary audience phenomenon
– Formal Operational
• Deeper understanding of things (God, justice, etc…)
• Idealistic
Cognitive Development
Developing Morality
• Lawrence Kohlberg
–Preconventional morality (prior to 9)
• self interest
–Conventional morality
• laws & social rules
–Postconventional morality
• moral judgments happen quickly
• we reason after we make the judgment
Erik Erikson
• 1902-1994
• born to a mother into prominent
Jewish family in Denmark – she was
separated
– Erik Solomonson
• Mom later married Erik’s
pediatrician Theodore Homberger
– Erik Homberger
•
•
•
•
Traveled Europe; meet Anna Freud
Escaped Vienna – went to US
Taught at Yale & Berkley
Illegitimate son
– biological father Erik; tall & blond
• US Citizen = Erik Erikson
Social Development
• Forming an identity
– Identity
• our sense of self; according to Erikson, the
adolescent’s task is to solidify a sense of self by
testing and integrating various roles.
– Social identity
• the “we” aspect of our self-concept; the part of our
answer to “Who am I?” that comes from our group
memberships.
– Intimacy
• in Erikson’s theory, the ability to form close, loving
relationships; a primary developmental task in late
adolescence and early adulthood
• Parent and peer relationships
Emerging Adulthood
• Emerging adulthood
– taking longer
• earlier sexual
maturity and
delayed
independence
• gradual
Adulthood
Physical Development
• Physical changes in middle adulthood
–Menopause
• Physical changes in later life
–Life expectancy
–Sensory abilities
–Health (telomeres)
–Dementia and Alzheimer’s Disease
Cognitive Development
Aging and Memory
• Recall versus recognition
• Prospective memory
Cognitive Development
Aging and Intelligence
• Cross-Sectional Evidence
–Cross-sectional study
• Longitudinal Evidence
–Longitudinal study
• It all depends
–Crystallized intelligence
–Fluid intelligence
Social Development
Adulthood’s Ages and Stages
• Midlife transition
• Social clock
Social Development
Adulthood Commitments
• Love
• Work
Social Development
Well-Being Across the Life Span
• Well-being across the life span
• Death and
dying
Biopsychosocial Influences on
Successful Aging
Biopsychosocial Influences on
Successful Aging
Biopsychosocial Influences on
Successful Aging
Biopsychosocial Influences on
Successful Aging
Reflections on Two Major
Developmental Issues
Three Major Developmental Issues
• Nature versus nurture
• Continuity and stages
• Stability and
change
Continuity and Stages
Continuity and Stages
Continuity and Stages
Continuity and Stages
The End
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Germantown High School
Germantown, WI 53022
262-253-3400
kkorek@germantown.k12.wi.us
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Definition
Slides
Developmental Psychology
= a branch of psychology that studies
physical, cognitive, and social change
throughout the life span.
Zygote
= the fertilized egg, it enters a 2-week period
of rapid cell division and develops into an
embryo.
Embryo
= the developing human organism from
about 2 weeks after fertilization through
the second month.
Fetus
= the developing human organism from 9
weeks after conception to birth.
Teratogens
= agents, such as chemicals and viruses,
that can reach the embryo or fetus during
prenatal development and cause harm.
Fetal Alcohol Syndrome (FAS)
= physical and cognitive abnormalities in
children caused by a pregnant woman’s
heavy drinking. In severe cases,
symptoms include noticeable facial
misproportions.
Habituation
= decreasing responsiveness with repeated
stimulation. As infants gain familiarity with
repeated exposure to a visual stimulus,
their interest wanes and they look away
sooner.
Maturation
= biological growth processes that enable
orderly changes in behavior, relatively
uninfluenced by experience.
Cognition
= all mental activities associated with
thinking, knowing, remembering, and
communicating.
Schema
= a concept or framework that organizes and
interprets information.
Assimilation
= interpreting our new experiences in terms
of our existing schemas.
Accommodation
= adapting our current understandings
(schemas) to incorporate new information.
Sensorimotor Stage
= in Piaget’s theory, the stage (from birth to
about 2 years of age) during which infants
know the world mostly in terms of their
sensory impressions and motor activities.
Object Permanence
= the awareness that things continue to exist
when not perceived.
Preoperational Stage
= in Piaget’s theory, the stage (from 2 to
about 6 or 7 years of age) during which a
child learns to use language but does not
yet comprehend the mental operations of
concrete logic..
Conservation
= the principle (which Piaget believed to be
a part of concrete operational reasoning)
that properties such as mass, volume, and
number remain the same despite changes
in the forms of objects.
Egocentrism
= in Piaget’s theory, the preoperational
child’s difficulty taking another’s point of
view.
Theory of Mind
= people’s ideas about their own and other’s
mental states – about their feelings,
perceptions, and thoughts, and the
behaviors these might predict.
Concrete Operational Stage
= in Piaget’s theory, the stage of cognitive
development (from about 6 or 7 to 11
years of age) during which children gain
the mental operations that enable them to
think logically about concrete events.
Formal Operational Stage
= in Piaget’s theory, the stage of cognitive
development (normally beginning about
age 12) during which people begin to think
logically about abstract concepts.
Autism
= a disorder that appears in childhood and is
marked by deficient communication, social
interaction, and understanding of other’s
states of mind.
Stranger Anxiety
= the fear of strangers that infants commonly
display, beginning by about 8 months of
age.
Attachment
= an emotional tie with another person;
shown in young children by their seeking
closeness to the caregiver and showing
distress on separation.
Critical Period
= an optimal period shortly after birth when
an organism’s exposure to certain stimuli
or experiences produces proper
development.
Imprinting
= the process by which certain animals form
attachments during a critical period very
early in life.
Temperament
= a person’s characteristic emotional
reactivity and intensity.
Basic Trust
= according to Erik Erikson, a sense that the
world is predictable and trustworthy; said
to be formed during infancy by appropriate
experiences with responsive caregivers.
Self-concept
= our understanding and evaluation of who
we are.
Gender
= in psychology, the biologically and socially
influenced characteristics by which people
define male and female.
Aggression
= physical or verbal behavior intended to
hurt someone.
X Chromosome
= the sex chromosome found in both men
and women. Females have two X
chromosomes; males have one. An X
chromosome from each parent produces a
female child.
Y Chromosome
=the sex chromosome found only in males.
When paired with an X chromosome from
the mother, it produces a male child.
Testosterone
= the most important of the male sex
hormones. Both males and females have
it, but the additional testosterone in males
stimulates the growth of the male sex
organs in the fetus and the development of
the male sex characteristics during
puberty.
Role
= a set of expectations (norms) about a
social position, defining how those in the
position ought to behave.
Gender Role
= a set of unexpected behaviors for males or
for females.
Gender Identity
= our sense of being male or female.
Gender Typing
= the acquisition of a traditional masculine or
feminine role.
Social Learning Theory
= the theory that we learn social behavior by
observing and imitating and by being
rewarded or punished.
Adolescence
= the transition period from childhood to
adulthood, extending from puberty to
independence.
Puberty
= the period of sexual maturation, during
which a person becomes capable of
reproducing.
Primary Sexual Characteristics
= the body structures (ovaries, testes, and
external genitalia) that makes sexual
reproduction possible.
Secondary Sex Characteristics
= nonreproductive sexual characteristics,
such as female breasts and hips, male
voice quality, and body hair.
Menarche
= the first menstrual period.
Identity
= our sense of self; according to Erikson, the
adolescent’s task is to solidify a sense of
self by testing and integrating various
roles.
Social Identify
= the “we” aspect of our self-concept; the
part of our answer to “Who am I?” that
comes from our group memberships.
Intimacy
= in Erikson’s theory, the ability to form
close, loving relationships; a primary
developmental task in late adolescence
and early adulthood.
Emerging Adulthood
= for some people in modern cultures, a
period from the late teens to mid-twenties,
bridging the gap between adolescent
dependence and full independence and
responsible adulthood.
Menopause
= the time of natural cessation of
menstruation; also refers to the biological
changes a woman experiences as her
ability to reproduce declines.
Cross-sectional Study
= a study in which people of different ages
are compared with one another.
Longitudinal Study
= research in which the same people are
restudied and retested over a long period.
Crystallized Intelligence
= our accumulated knowledge and verbal
skills; tends to increase with age.
Fluid Intelligence
= our ability to reason speedily and
abstractly; tends to decrease during late
adulthood.
Social Clock
= the culturally preferred timing of social
events such as marriage, parenthood, and
retirement.