developmental psychology

Developmental Psychology ROWLAND HIGH SCHOOL

Developmental Psychology Developmental Psychology - branch of psychology that studies how human beings change over time as the result of biological and environmental influences.

Developmental Psychology Major Themes:

◦ Nature versus nurture (interaction)

Nature versus Nurture

Studying Nature versus Nurture Twin studies

◦ Identical

◦Fraternal

◦Adoption studies

Developmental Psychology

◦ Continuity versus discontinuity

◦ Stability versus change

Developmental Psychology Pair Share: Identify three things about you that have remained the same over time and three things that have changed over time.

Developmental Psychology Prenatal Development

◦Three stages

◦Zygote (10 days)

◦Embryo (2-8 weeks)

◦Differentiation

◦Fetus (9 weeks)

Life is sexually transmitted: (a) Sperm cells surround an ovum. (b) As one

sperm penetrates the egg’s jellylike outer coating, a series of chemical events

begins that will cause sperm and egg to fuse into a single cell. If all goes well,

that cell will subdivide again and again to emerge 9 months later as a 100-

trillion-cell human being..

(a) (b)

Prenatal Development: (a) The embryo grows and develops rapidly. At 40 days,

the spine is visible and the arms and legs are beginning to grow. (b) By the end

of the second month, when the fetal period begins, facial features, hands, and feet

have formed. (c) As the fetus enters the fourth month, its 3 ounces could fit in the

palm of your hand.

(a) (b) (c)

Developmental Psychology The Role of the Environment

◦ Teratogens - prenatal toxins

◦ Fetal Alcohol Syndrome

Developmental Psychology The Neonatal Period

◦ Birth to one month

◦ Abilities:

◦ Sight

Developmental Psychology The Neonatal Period

◦ Birth to one month

◦ Abilities:

◦ Sight

◦ Sensory preferences

◦ Reflexes (video clips)

The Grasping Reflex

The Rooting Reflex

The Sucking Reflex

The Moro Reflex

The Babinski Reflex

Developmental Psychology Infancy and Early Childhood

◦Cognitive abilities

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.

Habituation - is the decreasing responsiveness with repeated presentation of the same.

Baby Math: Shown a numerically impossible outcome,

5-month-old infants stare longer.

Quick—which is the cat? Researchers used cat-dog hybrid images such as these to test how infants categorize animals.

◦Synchronicity (video clip)

◦Brain development

◦Neural pruning

Developmental Psychology Maturation – the process by which the genetic program manifest itself over time.

“This is the path to adulthood. You’re here.”

Attachment

Developmental Psychology Imprinting

◦ Konrad Lorenz

◦ Critical period

◦ Mere exposure effect

Development Psychology Attachment Styles

◦ John Bowlby & Mary Ainsworth

◦ Types of attachment:

◦ Secure attachment

◦ Avoidant (insecure)

◦ Anxious/ambivalent (insecure)

◦ “the strange situation” (video clip)

Developmental Psychology 1. I am somewhat uncomfortable being close to others; I find it difficult

to trust them completely, difficult to allow myself to depend on them. I am nervous when anyone gets too close, and love partners often want me to be more intimate than I feel comfortable being.

2. I find that others are reluctant to get as close as I would like. I often worry that my partner doesn’t really love me or won’t want to stay with me. I want to get very close to my partner, and this sometimes scares people away.

3. I find it relatively easy to get close to others and am comfortable depending on them. I don’t often worry about being abandoned or about someone getting too close to me.

1. Avoidant - insecure 2. Anxious – ambivalent 3. Secure

Correlations Secure individuals have more positive self-concepts of themselves and believe that most other people are good-natured and well-intentioned. They see their personal relationships as trustworthy and satisfying.

Secure respondents are satisfied with their job security, coworkers, income, and work activity. They put a higher value on relationships than on work and derive their greatest pleasure from connections to others.

Secure individuals tend to choose as partners others who are secure.

Correlations Insecure, anxious-ambivalent persons report emotional extremes and jealousy. They feel unappreciated, insecure, and unlikely to win professional advancement. They make less money than those with other attachment styles, working more for approval and recognition than for financial gain. They fantasize about succeeding but often slack off after receiving praise.

Avoidant people fear intimacy and expect their relationships to fail. They place a higher value on work than on relationships and generally like their work and job security. They follow a workaholic pattern, but (not surprisingly) they are dissatisfied with their coworkers.

Developmental Psychology Contact Comfort

◦ “cupboard theory” and Sigmund Freud

◦ Harry and Margaret Harlow (video clip)

Harlow’s Experiment

Social Deprivation and Fear: Monkeys raised with

artificial mothers were terror-stricken when placed in

strange situations without their surrogate mothers.

(Today’s climate of greater respect for animal welfare

prevents such primate studies.

Application Pair Share: What are some things you would advise parents do immediately after their baby is born to insure healthy social and psychological development?

Developmental Psychology Cognitive Development: Piaget’s Theory

◦ Background

◦ Discontinuous

◦ Three key ideas:

1. Schemas

An impossible object : Look carefully at the “devil’s tuning fork.” Now

look away—no, better first study it some more—and then look away and

draw it. . . . Not so easy, is it? This is an impossible object; you have no

schema for such an image.

◦ Background

◦ Discontinuous

1. Schemas

2. Assimilation

Assimilation

◦ Background

◦ Discontinuous

1. Schemas

2. Assimilation

3. Accommodation

Accommodation

◦ Background

◦ Discontinuous

1. Schemas

2. Assimilation

3. Accommodation

Does Piaget’s theory based on nature or

nurture?

Piaget’s Stages of Cognitive Development

Sensorimotor (birth to 18 months)

grasping, sucking

object permanence (video clip)

Object Permanence: Infants younger than 6 months seldom understand that

things continue to exist when they are out of sight. But for this infant, out of

sight is definitely not out of mind.

Preoperational

(two to six)

egocentric (video clip)

grasping, sucking

means ends causality

separation anxiety

Egocentrism

“Don’t you remember, Grandma? You were in it with me.”

Egocentrism

“It’s too late, Roger—they’ve seen us.” Roger has not outgrown his early childhood

egocentrism.

Preoperational

(two to six)

grasping, sucking

separation anxiety

animistic thinking

egocentric (video clip)

Animistic Thinking

Preoperational

(two to six)

artificialism

grasping, sucking

separation anxiety

animistic thinking

Egocentric (video clip)

Artificialism

Preoperational

(two to six)

grasping, sucking

separation anxiety

artificialism

animistic thinking

centration

irreversibility (video clip)

Concrete (seven to twelve)

theory of mind

Testing children’s theory of mind : This simple problem illustrates how

researchers explore children’s presumptions about others’ mental states.

Preoperational

(two to six)

grasping, sucking

separation anxiety

artificialism

animistic thinking

centration

theory of mind

reversibility

conservation (video clip)

Piaget’s Test of Conservation : This preoperational child does

not yet understand the principle of conservation of substance.

When the milk is poured into a tall, narrow glass, it suddenly

seems like “more” than when it was in the shorter, wider glass.

In another year or so, she will understand that the volume stays

the same.

Preoperational

(two to six)

grasping, sucking

separation anxiety

artificialism

animistic thinking

centration

theory of mind

reversibility

conservation (video clip)

lack of abstract thinking

Formal

abstract thinking

Developmental Psychology Lev Vygotsky

◦Nurture (environment)

◦Zone of proximal development

Parental Authority Questionnaire (PAQ)

• Three subscales measure the following parental styles:

– Permissive—relatively warm, non-demanding, non-controlling parents (items 1, 6, 10, 13, 14, 17, 19, 21, 24, 28)

– Authoritarian—parents who value unquestioning obedience and attempt to control their children’s behavior, often through punitive disciplinary practices (items 2, 3, 7, 9, 12, 16, 18, 25, 26, 29)

– Authoritative— parents who use firm, clear but flexible and rational modes of child-rearing (items 4, 5, 8, 11, 15, 20, 22, 23, 27, 30). The inventory is easily scored by adding the individual items on each subscale.

• Total subscale scores can range from 10 to 30.

Social Development

• Parenting Styles

Parenting Styles

Authoritarian

Autocratic

Anxious and insecure

More likely to be aggressive

Less likely to feel guilty or

accept blame for their

behavior

Parenting Styles

Democratic

Authoritative

Tend to be friendly, cooperative,

self-reliant, and socially

responsible

Tend to do better in school

Parenting Styles

Permissive

Relatively immature,

dependent, and less happy

Often have tantrums

Ask for help when the

encounter slight difficulties

Parenting Styles

Uninvolved

Immature & dependent

Impulsive

Pair Share:

– Which style do your parents or caregivers fit? Give an

example to support your answer.

– Will you adopt the same parenting style as your parents?

Why or why not?

Parenting Styles

Parental Authority Questionnaire (PAQ)

• Three subscales measure the following parental styles:

– Permissive—relatively warm, non-demanding, non-controlling parents (items 1, 6, 10, 13, 14, 17, 19, 21, 24, 28)

– Authoritarian—parents who value unquestioning obedience and attempt to control their children’s behavior, often through punitive disciplinary practices (items 2, 3, 7, 9, 12, 16, 18, 25, 26, 29)

– Authoritative— parents who use firm, clear but flexible and rational modes of child-rearing (items 4, 5, 8, 11, 15, 20, 22, 23, 27, 30). The inventory is easily scored by adding the individual items on each subscale.

• Total subscale scores can range from 10 to 30.

Erikson’s Theory Erikson’s Psycho-Social Theory

◦ Sense of connectedness

◦ Sense of independence

Erikson’s Theory

Erikson’s Theory Identity Crisis – a period of inner conflict during which adolescents worry intensely about who they are

Erikson’s Theory

Social Development

Trust versus Mistrust: Crisis: Is the world a safe place?

Ages: Birth to one year

Autonomy versus Shame & Doubt: Crisis: Can I be independent?

Ages : 1-2

Initiative versus Guilt: Crisis: Will I be made to feel guilty for trying new things?

Ages: 3-5

Competence versus Inferiority: Crisis: Am I competent in school and with my peers?

Ages: 6 to puberty

Identity versus Role Confusion: Crisis: Do I know who I am and what I am going to do?

Ages: Adolescence

Intimacy versus Isolation: Crisis: Can I commit to another person?

Ages: Early Adulthood

Generativity versus Stagnation: Crisis: Am I a productive member of society?

Ages: Middle adulthood

Integrity versus Despair: Crisis: Am I Ready to die?

Ages: Elderly

Erikson’s Theory

Self-Assessment: Erikson's Stages (9-18) Items on the handout were derived from Erikson’s statements about each stage. Scores for each subscale range from 0 to 15, with high scores reflecting greater strength on a particular personality dimension. The response to item 1 should be reversed (0 = 3, 1 = 2, 2 =1, 3 = 0) and then added to the numbers given in response to items 2, 3, 4, and 5 to obtain a trust score. Responses to items 7, 8, and 9 should be reversed and added to items 6 and 10 to assess autonomy. Answers to 12 and 15 should be reversed and added to items 11, 13, and 14 to measure initiative. Answers to 16, 18, and 19 should be reversed and then added to 17 and 20 to calculate industry. Responses to 21 and 25 must be reversed and added to 22, 23, and 24 to obtain a measure of identity. In both sexes, the authors found that the scores on each dimension were related to an independent measure of well-being.

Erikson’s Theory

• Identify the stage of development using Erikson’s Theory:

It’s Little League season and 3rd grader, Nathan, can’t wait! Last spring he was on Jr. Little League and he got at least two hits in every game he played. He also caught three fly balls, and won the game for the team! Nathan’s coaches, friends, and parents are looking forward to Nathan playing on the team this year.

Competence versus Inferiority

Erikson’s Theory

Samuel is tired of meeting women at bars, parties, and dating

lots of different people. Sure, it’s fun sometimes, but now he’d

rather have one special person to settle down with and share his

Intimacy versus Isolation

Erikson’s Theory

Annie’s parents are doctors. Her grandparents are doctors. In

fact, Annie’s parents have told her that after high school they

are looking forward to her entering the same college and

medical school they attended. Annie waits for just the right

time to announce her plans to travel to Europe after high

school to pursue her interest in drawing and painting, and to

learn Italian.

Identity versus Role Confusion

Erikson’s Theory

Rosemary loves when her grandchildren visit. She proudly tells

them of the great times she had with raising her family and

making a nice home for everyone she loves. Sometimes, she

wishes she went to college and worked outside the home as

her husband did, but Rosemary says, “If I did that, I probably

wouldn’t have had the time to enjoy such a beautiful family!”

Integrity versus Despair

Erikson’s Theory

Daniel doesn’t want to wear the pajamas his mother chose for

him. Instead, he STRONGLY prefers last night’s pajamas!

Daniel’s mom agrees and dresses him in his selection.

Autonomy versus Shame and Doubt

Erikson’s Theory

Baby Christopher’s mom feeds him every three or four hours,

burps him, walks with him when he is fussy, and makes sure he

is dressed warmly every time he goes outside with her.

Trust versus Mistrust

Erikson’s Theory

Martin has been a very successful businessman for nearly 25

years. His three children are reaching adulthood. Martin

decides to start a small business that provides financial

advising to young people who are just staring their careers.

Generativity versus Stagnation

Erikson’s Theory

Timmy’s mom pours him a bowl of Cheerios and milk. She

directs him to go sit at the kitchen table. Timmy reaches for the

bowl of Cheerios, announcing, “I carry it!” On the way to the

table, lots of milk, and cereal spill on the floor. Mom quietly

cleans up the mess and thanks Timmy for his “help.”

Initiative versus Guilt

Adolescent Development Pair Share: What are some of the major stresses that adolescences face today in American society?

Adolescent Development

• Historical background

– Duration – puberty to financial independence

– Initiation rites (rite of passage)

• Pair Share: What types of initiation rites do American

teenagers experience?

Adolescent Physical Development

• Adolescent Physical Development

– Puberty

– Primary sex characteristics

– Secondary sex characteristics

– Menarche

– Spermarche

Gender Roles and Sex Differences

• Gender roles and sex differences

– Sex (biological) – xx (female), xy (male)

– Gender roles – a set of expectations for males and females

– Gender identity – our sense of being male or female

– Gender stereotype – a fixed, conventional idea about how males or females should act

Gender

Male Female

Brainstorm feminine and masculine characteristics.

Emotional

Sensitive

Ambition Understanding

Gentle

Affectionate Self-reliance

Independence

Assertiveness

Aggressive

Adolescent Development

• Discussion Question:

– What factors in society influence the development of gender

stereotypes?

• Gender Roles and Sex differences

– Sex (biological) = xx (female), xy (male)

– Gender roles – a set of expectations for

males and females

– Gender identity – our sense of being male or female

– Gender stereotype – a fixed, conventional idea about how males or females should act

– Androgynous

• Gender Perspectives

– Biological

perspective

– Evolutionary

– Psychodynamic

– Behavioral

– Cognitive

• Sex Differences in Cognition

– Stereotype threat

From your perspective, is there such thing as a prime of life and if so, at what age is it?” Why?

Ordered Sharing Sit in a closed circle Reflect on a question When someone is ready in the group, begin sharing Go to the left of who shares first until everyone has shared. You

may pass, but the question will come back to you at the end. Continue with open discussion

Working Agreements Put away any distractions Practice curiosity Listen to understand Encourage all voices

Adult Development

• Well-Being Across the Life Span

– Older adults increasingly use words that convey positive emotions

– Older adults attend less and less to negative information.

Adult Development

• Well-Being Across the Life Span

– Older adults increasingly use words that convey positive emotions

– Older adults attend less and less to negative information.

– Pair share – What are some common stereotypes about older individuals?

Adult Development

Menopause

Adult Development

• Dementia and Alzheimer’s Disease

Death and Dying

• Death and Dying

– Thanatology

– Kübler-Ross

– Five stages of psychological adjustment (Kübler-Ross)

Death and Dying

Denial Anger Bargaining Depression Accept

Moral Development

• Moral/Ethical Theory

– Lawrence Kohlberg

– Stage theory

– Story-telling technique

– Heinz dilemma

– Reflection: Did Heinz’s do

the right or wrong thing?

Justify your answer.

Kohlberg’s Theory of Moral Development

Stage I: Pre-conventional

Obeying and avoiding punishment.

“Will I be punished” or “Will I get caught”

Heinz should not seal

the drug because he

will be jailed.

Stage II: Pre-conventional

Making a fair exchange or deal.

“Will I get a reward or praise”

Heinz should steal the

drug because he will

get love and praise

from his wife.

Stage II: Pre-conventional

Making a fair exchange or deal.

“Will I get a reward or praise”

Stage III: Conventional

Pleasing others and getting their approval.

“Will my parents, family, or friends get mad at me”

Heinz should steal the drug

because he loves his wife

and because she and the

rest of his family will

approve.

Stage IV: Conventional

Doing what is right according to society.

“Is it right according to the law or my religion”

Heinz should steal the drug

because he has duty to

care for her, or he should

not steal the drug because

it is illegal.

“Is it right according to the law”

“Is it right according to my religion”

Stage V: Post-Conventional

Social Contract

“There are exceptions to the rules”

“Greatest good for the greatest number”

Heinz should steal the drug because

life is more important than property in

this situation. He reasons that their

exceptions to the rule against stealing

other property.

“Is it right according to the law” “Is it right according to my religion”

Stage V: Post-Conventional Social Contract

“There are exceptions to the rules” “Greatest good for the greatest number”

Stage VI: Post-Conventional Universal Ethical Principle

“Does it violate a universal principle I believe in” “The golden rule”

Heinz should steal the drug because of

the principle of preserving and

respecting life.

• Scott thought about leaving school early and

going to a baseball game. He stayed in school

because he was afraid of getting caught.

• Jessica’s friends were at the mall, and someone

suggested they do a little shoplifting just to see if

they could get away with it. Jessica wouldn’t

participate and said stealing is wrong and

against the law.

• Gary wants to spend time after school

volunteering at the hospital. However, he is a

good basketball player, and practice interferes

with his volunteer program. The coach and other

teammates pressure him to play. Grant decides

to play with the team.

• Monica, a young woman living in a war-torn

region of the world, distributes food to orphans

living in the streets. This activity is actually

against the law. She frequently has to deceive

the authorities in order to keep these children

alive. She feels she is doing the right thing

because she is saving lives.

Moral Development

• Pair Share Kohlberg’s Theory

– Which stage of the moral development do you

believe you are in? Why?

– What is one problem or criticism you have

with Kohlberg’s moral theory?

Moral Development

• Criticism of Kohlberg’s

• Limited practical value

– Carol Gilligan

• Ethics of care (video)

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