chapter 10 pages 226-247 & 331-333. notes developmental psychology - study of growth and changes...

Chapter 10Chapter 10pages 226-247pages 226-247

& 331-333& 331-333

Developmental Psychology - Study of growth and changes as we progress through the life cycle. Physical, Social, Moral, Cognitive

Nature -- Genes, Biological “Programming” (Maturation & the critical period)

Nurture - Environmental Influences, Nutrition and Learning (tabula rasa - John Locke)

--------------------------------------------------------------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------------------------------------------------------------Stages (stairs)

Continuity (hill)

PAGES 228 - 230

Does Physical Development occur in stages?

Prenatal Development

1.Germinal Stage - First 2 weeks

2.Embryonic Stage - 2 weeks to 2 months (pg.230)

develops fingers, toes, eyes, ears, a nose, a mouth, a heart, and circulatory system

3.Fetal Stage - 3rd month to birth

•Rooting & Sucking Reflex

•Withdrawal Reflex

•Startle or Moro Reflex

•Grasp or Palmer Reflex

•Babinski Reflex

•Sphincter Reflex

•Sneezing, Coughing, Yawning, Blinking

Reflexes

Stages of Child DevelopmentFor each behavior listed below, guess the approximate age at which a child

performs the behavior.

__________ 1. Distinguishes between self and what is not self

__________ 2. Forms social attachment to primary caregiver

__________ 3. Can dress him or herself alone

__________ 4. Can run, climb, and throw a ball

__________ 5. Can distinguish a sweet taste from a bitter taste

__________ 6. Is toilet trained

__________ 7. Wants to go out and play with other children

__________ 8. Awareness of object permanence

__________ 9. Grasps the concept of conservation of number

__________ 10. Grasps the concept of conservation of volume

__________ 11. Begins to understand simple cause-and-effect relationships

__________ 12. Plays pat-a-cake

__________ 13. Has a vocabulary of around 1,000 words

__________ 14. Can sit up with some support

__________ 15. Can walk alone

__________ 16. Recognizes household members

Stages of Child DevelopmentChild Development

AnswersAnswers

1. 1 year 9. 6 years 1. 1 year 9. 6 years

2. 6 months 10. 11 years 2. 6 months 10. 11 years

3. 6 years 11. 1-2 years 3. 6 years 11. 1-2 years

4. 4 years 12. 9-12 months 4. 4 years 12. 9-12 months

5. Newborn 13. 3 years 5. Newborn 13. 3 years

6.1 1/2 years 14. 4 months 6.1 1/2 years 14. 4 months

7. 4-5 years 15. 15 months 7. 4-5 years 15. 15 months

8. 1 year 16. 3-6 months 8. 1 year 16. 3-6 months

“Operating on the Mind”

Piaget’s 4 stages

Sensorimotor Stage (birth to 2 yrs.)

Preoperational Stage (2 to 6 yrs.)

Concrete Operational (6 to 12 yrs.)

Formal Operational Stage (12 to adulthood)

Thinking is displayed in action such as the grasping, sucking, & looking schemes. Child gradually learns to discover the location of hidden objects at about 18 months, when the concept of object permanence is fully understood.

Beginning of symbolic representation. Language first appears; child begins to draw pictures that represent a series of actions in his or her head in order to solve problems.

Ability to understand conservation problems. Ability to think in several dimensions or features at the same time. Child can now do elementary arithmetic problems, such as judging the quantity of liquid containers and checking addition of numbers by subtraction

Thinking becomes more abstract and hypothetical. The individual can consider many alternative solutions to a problem, make deductions, contemplate the future, and formulate personal ideals and values

Piaget’s 4 stages (1)

Thinking is displayed in action, such as the grasping, sucking, and looking schemes. Child gradually learns to discover the location of hidden objects at about eighteen months, when the concept of object permanence is fully understood.

Sensorimotor StageSensorimotor Stage (birth to 2 years)

Why does a 1 year old child like playing peek-a-boo, but a 7 year old child thinks the game is silly?

Question

http://www.youtube.com/watch?v=NjBh9ld_yIo

Preoperational StagePreoperational Stage (2 to 6 years)

Beginning of symbolic representation. Language first appears; child begins to draw pictures that represent things. Child cannot represent a series of actions in his or her head in order to solve problems.

Concrete Operational StageConcrete Operational Stage (6 to 12 years)

Ability to understand conservation problems. Ability to think of several dimensions or features at the same time. Child can now do elementary arithmetic problems, such as judging the quantity of liquid containers and checking addition of numbers by subtraction

Great Video on Conservation!http://www.youtube.com/watch?v=YtLEWVu815o&NR=1

“Cut it up into a LOT of slices Mom, I’m really

hungry!”

Object Permanence and Conservation

Your beakers should look approximately like these:

A. B. C.

Pour equal amounts of liquid into A and B. Then pour B’s liquid into C. Childrenwho haven’t mastered the principle of conservation will say C has more liquid thanA. The child must reach the concrete operational stage before realizing the beakerscontain the same volume. Children reach this stage at about age seven.

Formal Operational Stage Formal Operational Stage (12 years to adulthood)

Thinking becomes more abstract and hypothetical. The individual can consider many alternative solutions to a problem, make deductions, contemplate the future, and formulate personal ideals and values.

PIAGET – COGNITIVE PIAGET – COGNITIVE DEVELOPMENTDEVELOPMENT

A = SENSORIMOTOR B = PREOPERATIONAL C = CONCRETE-OPERATIONAL D = FORMAL-OPERATIONAL

___ 1. Artificialism ___ 6. Animism

___ 2. Subjective moral judgements ___ 7. Conservation

___ 3. Abstract thinking ___ 8. Assimilation of novel stimulation to ready-made schemes

___ 4. Object permanence ___ 9. Objective moral judgements

___ 5. Children emerge as theoretical scientists ___ 10. Reversibility

PIAGET – COGNITIVE PIAGET – COGNITIVE DEVELOPMENTDEVELOPMENT

Answers:Answers:

1. B1. B 6. B6. B

2. C2. C 7. C7. C

3. D3. D 8. A8. A

4. A 4. A 9. B9. B

5. D5. D 10. C 10. C

Sensorimotor Stage (birth to 2 yrs.)

Preoperational Stage (2 to 6 yrs.)

Concrete Operational (6 to 12 yrs.)

Formal Operational Stage (12 to adulthood)

Thinking is displayed in action such as the grasping, sucking, & looking schemes. Child gradually learns to discover the location of hidden objects at about 18 months, when the concept of object permanence is fully understood.

Beginning of symbolic representation. Language first appears; child begins to draw pictures that represent a series of actions in his or her head in order to solve problems.

Ability to understand conservation problems. Ability to think in several dimensions or features at the same time. Child can now do elementary arithmetic problems, such as judging the quantity of liquid containers and checking addition of numbers by subtraction

Thinking becomes more abstract and hypothetical. The individual can consider many alternative solutions to a problem, make deductions, contemplate the future, and formulate personal ideals and values

Piaget’s 4 stages

KOHLBERG is holding a CONVENTION on

MORALS

NO! It’s not Austin Powers!

LAWRENCE KOHLBERG – MORAL DEVELOPMENT

Question ????

In Europe, a woman was near death from cancer. One drug might save her, a form of radium that a druggist in the same town had recently discovered. The pharmacologist was charging $2,000, ten times what the drug cost him to make. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but could only get together about half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, ”no” The husband got desperate and broke into the man’s store to steal the drug for his wife.(Kohlberg 1969)

1.Should the husband have done that?

2.Why?

Kohlberg’s Moral Development stages

PRECONVENTIONAL LEVEL: (through age 9)

CONVENTIONAL LEVEL: (13-16 years old)

POSTCONVENTIONAL LEVEL: (early/mid. Teens)

Stage 1: Obedience and Punishment Defers to a superior power

Stage 3: It is good to meet the needs of others; normal what the majority sees

Stage 5: Circumstances override the laws Rights of Self and others Social Contract Laws are binding

Stage 2: Satisfy their own needs and sometimes the needs of others You scratch my back, I’ll

scratch yours Trade-offs are valued

Stage 4: Maintain social order: Respect for authority Support for Law Doing your duty

Stage 6: People choose their own ethical principles Universal Standards guide moral

conduct rather than just rules Conscience or Ethical viewpoint Examples include justice,

equality, right to freedom

THE GOLDEN RULEDo unto others as you would have others do unto you!

Is this an example of a moral rule of conduct that is universal?

BUDDHISM

“Hurt not others with that which pains yourself.”

Hinduism

“This is the sum of duty: do not to others which if done to thee, would cause thee pain.”Christianity

“ALL THIINGS WHATSOEVER YE WOULD THAT MEN SHOULD DO TO YOU, DO YE EVEN SO TO THEM; FOR THIS IS THE LAW AND THE PROPHETS”

ISLAM“NO ONE OF YOU IS A BELIEVER UNTIL HE LOVES FOR HIS BROTHER WHAT HE

LOVES FOR HIMSELF”

JUDAISM“WHAT IS HURTFUL TO YOURSELF DO NOT TO YOUR FELLOW MAN. THAT IS THE WHOLE OF THE TORAH AND THE REMAINDER IS BUT COMMENTARY. GO

LEARN IT.”

Examples of Kohlberg’s ideas in U.S. Congressional Debates

The following are actual quotations from U.S. debates on a resolution supporting the administration’s policy on Iraq’s invasion of Kuwait.

Arguments Against U.S. Involvement

“We shouldn’t consider war…because it would hurt our economy.” (1)

“because we’ll have more money for domestic issues…” (2)

“because we don’t want to appear too militaristic.” (3)

“because war is killing and killing is against the law.” (4)

“even though the situation is bad, war is damaging to people and property and society agrees that is bad…” (5)

“although atrocities have been committed, it would be an even greater atrocity to wage war…” (6)

Examples of Kohlberg’s ideas in U.S. Congressional Debates continued

Arguments For U.S. Involvement

“We should consider war because our oil is threatened…”(1)

“because we can gain security of the oil supply…” (2)

“because we don’t want the world to see us as weak…” (3)

“because the U.N. has laid down written resolutions which should be upheld…” (4)

“the situation is extreme enough that society’s rights are threatened and need to be define…(5)

“Evil is on the march, and it would be morally wrong to allow it to continue…(6)

Kohlberg’s Moral Development stages

PRECONVENTIONAL LEVEL: (through age 9)

CONVENTIONAL LEVEL: (13-16 years old)

POSTCONVENTIONAL LEVEL: (early/mid. Teens)

Stage 1: Obedience and Punishment Defers to a superior power

Stage 3: It is good to meet the needs of others; normal what the majority sees

Stage 5: Circumstances override the laws Rights of Self and others Social Contract Laws are binding

Stage 2: Satisfy their own needs and sometimes the needs of others You scratch my back, I’ll

scratch yours Trade-offs are valued

Stage 4: Maintain social order: Respect for authority Support for Law Doing your duty

Stage 6: People choose their own ethical principles Universal Standards guide moral

conduct rather than just rules Conscience or Ethical viewpoint Examples include justice,

equality, right to freedom

KONRAD LORENZ (Time – 1:38): http://www.youtube.com/watch?v=eqZmW7uIPW4

Harlow's Studies on Dependency in Monkeys (Time - 6:07)http://www.youtube.com/watch?v=OrNBEhzjg8I

BEGIN: SEC.3 SOCIAL DEVELOPMENT

Erikson

APPROX. AGE CRISIS NAME CRISIS DESCRIPTION

TRUSTVS.

MISTRUST

If an infant is well cared for, she will developfaith in the future. But if she experiences toomuch uncertainty about being taken care of, shewill come to look at the world with fear andsuspicion

1 - 2AUTONOMY

VS.DOUBT

Here the child learns self-control and self-assertion. But if he receives too much criticism,he will be ashamed of himself and have doubtsabout his independence.

2 – 5 INITIATIVEVS.

When a child begins to make her own decisions,constant discouragement or punishment couldlead to guilt and a loss of initiative.

5 – PUBERTYINDUSTRY

VS.INFERIORITY

The child masters skills and takes pride in hiscompetence. Too much criticism of his work atthis stage can lead to long-term feelings ofinferiority.

Erikson

APPROX. AGE CRISIS NAME CRISIS DESCRIPTION

ADOLESCENCE IDENTITYVS.

ROLE CONFUSION

The teenager tries to develop her own separateidentity while “fitting-in” with her friends.Failure leads to confusion over who she is.

EARLYADULTHOOD

INTIMACYVS.

ISOLATION

A person secure in his own identity can proceedto an intimate partnership in which he makescompromises for another. The isolated personmay have many affairs or even a long-termrelationship but always avoids true closeness.

MIDDLE AGE GENERATIVITYVS.

STAGNATION

A person who becomes stagnated is absorbed inherself and tries to hang onto the past.

Generativity involves a productive life that willserve as an example to the next generation.

LATERADULTHOOD

INTEGRITYVS.

DESPAIR

Some people look back over life with a sense ofsatisfaction and accept both the bad and thegood. Others face death with nothing but regrets.

A CLOSER LOOK AT ADOLESCENCE

EGO IDENTITY

ROLE CONFUSION

CONFLICT WITH THE FAMILY

1. Independence

2. Restrictions

3. Sexual Desires

Erikson Stage 5

SIGMUND FREUD

SOURCE: http://ksspaulding.wordpress.com/article/human-development-theory-3smazt4fj02nv-8/

DEFENSE DESCRIPTION EXAMPLE

denial arguing against an anxiety provoking stimuli by stating it doesn't exist

denying that your physician's diagnosis of cancer is correct and seeking a second opinion

displacement taking out impulses on a less threatening target

slamming a door instead of hitting a person, yelling at your spouse after an argument with your boss

intellectualization avoiding unacceptable emotions by focusing on the intellectual aspects

focusing on the details of a funeral as opposed to the sadness and grief

projection placing unacceptable impulses in yourself onto someone else

when losing an argument, you state "You're just Stupid;" homophobia

rationalization supplying a logical or rational reason as opposed to the real reason

stating that you were fired because you didn't kiss up the the boss, when the real reason was your poor performance

reaction formation taking the opposite belief because the true belief causes anxiety

having a bias against a particular race or culture and then embracing that race or culture to the extreme

regression returning to a previous stage of development

sitting in a corner and crying after hearing bad news; throwing a temper tantrum when you don't get your way

repression pulling into the unconscious forgetting sexual abuse from your childhood due to the trauma and anxiety

sublimation acting out unacceptable impulses in a socially acceptable way

sublimating your aggressive impulses toward a career as a boxer; becoming a surgeon because of your desire to cut; lifting weights to release 'pent up' energy

suppression pushing into the unconscious trying to forget something that causes you anxiety

SIGMUND FREUD – defense mechanisms

DEFENSE DESCRIPTION EXAMPLE

denial arguing against an anxiety provoking stimuli by stating it doesn't exist

denying that your physician's diagnosis of cancer is correct and seeking a second opinion

displacement taking out impulses on a less threatening target

slamming a door instead of hitting as person, yelling at your spouse after an argument with your boss