developmental psychology section 1: physical development & parenting

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DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

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Page 1: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

DEVELOPMENTAL PSYCHOLOGY

Section 1: Physical Development & Parenting

Page 2: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Developmental Psych:

Physical Development & Parenting

The Developmental Psych Approach

Continuous vs. Discontinuous

Stability vs. Change

Stage Theory (same order for everybody / not necessarily the

same age)

Page 3: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

PRENATAL DEVELOPMENT

Zygoteconception – 2 weeks

period of rapid cell division

Embryo2 weeks – 3 months

cells attach to mother’s uterine wall & organs

develop

Fetus3 months - birth developing human

organism

Page 4: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Prenatal Development - TERATOGENS

TERATOGENS: Agents that can reach the developing embryo or fetus and cause harm

Alcohol Nicotine Drugs (both prescription drugs & “street” drugs) Viruses (the flu) Toxoplasmosis (contact with cat feces) Food poisoning

Teratogens and Prenatal Development

Page 5: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

INFANT REFLEXES

Rooting

Grasping

Startle (Moro Reflex)

Play three movies

Page 6: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

INFANT VISION A baby’s vision improves dramatically during

the first 6 months as children become able to accommodate (focus)

NEWBORNBabies’ vision is 40x less accurate than adults at seeing fine details

1 MONTHMost of the cells in the visual cortex are not yet coated in myelin. Poor contrast sensitivity & color recognition.

2 MONTHSA newborns rods are fairly mature but their cones are not, making it difficult to decipher fine lines and color.

ADULTBetween age 6-7 years, a child’s vision reaches adult values

3 MONTHSDramatic change occurs as the visual cotex begins to control vision better. Vision has caught up to other senses. Depth perception is still not accurate.

6 MONTHSA baby can focus at different distances as well as an adult can. Their ability to see fine details is only 8xworse than ours, 5x better than it was at birth.

Babies like to look at complex shapes & faces

Page 7: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

IMPRINTING:

Owen the baby hippo & Mzee, the 130-year-old tortoise

the process by which animals form attachments during a limited critical period early in life

Page 8: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

IMPRINTING

Tink the dachsaund & her piglet “puppy”, Pink.

Page 9: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

IMPRINTING: Koko’s Kitten

Page 11: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Newborn Capacities

Habituation: describes infants’ decreasing responsiveness to repeated stimuli. Researchers infer that newborns have cognitive ability to differentiate between different visual stimuli.

Page 12: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

 

What’s your earliest memory?Our earliest memories rarely predate our 3rd birthday. This is called “INFANTILE AMNESIA”.

EARLY MEMORY FORMATION

 

Why don’t we remember earlier events?Our brains are still developing Limited language before age 3 – we remember in words

Page 13: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

MATURATION: Biological growth processes that enable orderly changes in behavior that are relatively unaffected by experience

In terms of brain development, natural maturation causes neural interconnection to multiply rapidly after birth.

However, severe deprivation and abuse will retard development. Furthermore, increased stimulation will cause early neural connections.

Maturation sets the basic course of development; experience adjusts it.

Page 14: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Normal Maturation

Page 15: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Diana BAUMRIND

key name192

7 -

• Research on parenting styles

Page 16: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

AUTHORITARIAN

PARENTING STYLES

rhymes with “Totalitarian”Authoritarian parents impose rules and expect obedience.

Permissive parents submit to their child’s desires, make few demands and use little punishment.

PERMISSIVE

Authoritative parents encourage open discussion and allow for exceptions when enforcing rules.

AUTHORITATIVE

“Because I said so.”

“Whatever.”

“Let’s talk about it.”

Page 17: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

AUTHORITARIAN

PARENTING STYLES - consequences

rhymes with “Totalitarian”– anxious, withdrawn, and unhappy

disposition – poor reactions to frustration

– (girls are particularly likely to give up & boys become especially hostile)

– do well in school – (studies may show authoritative parenting is

comparable)

– not likely to engage in antisocial

activities

Page 18: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

PERMISSIVE

PARENTING STYLES - consequences

-poor emotion regulation (under regulated)-rebellious and defiant when desires are challenged. -low persistence to challenging tasks -antisocial behaviors

Page 19: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

AUTHORITATIVE

PARENTING STYLES - consequences

-lively and happy disposition -self-confident about ability to master tasks. -well developed emotion regulation -developed social skills

Page 20: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

DEVELOPMENTAL PSYCHOLOGY

Section 2: Cognitive Development

Page 21: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Piaget & Cognitive Development

SCHEMAA concept or framework that organizes and interprets

information

AssimilationAccommodationMake new

information fit into existing

schemas

Adjust your schema to fit

new information

Page 22: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

SCHEMA

AssimilationMake new information fit into existing schemas

“Heart” =

AccomodationAdjusting your schema to fit new information

Page 23: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

ASSIMILATION vs. ACCOMMODATION

Assimilation When a student downloads music by an artist that is already on the iPod, this can be compared to assimilation (adding a new bit of info to an existing schema).

AccommodationWhen a student downloads music by a new artist, this can be compared to accommodation (creating a new 'folder' is like building a new schema)

Page 24: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

GENDER SCHEMAA concept or framework that

organizes and interprets information about what it means to be a boy or a

girl

How do we develop our gender schemas?

Page 25: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Jean PIAGET

Constructed a stage theory of Cognitive Development

Observed that children think differently than adults

key name189

6-1

980

Page 26: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Piaget’s 4 Stages of Cognitive Development

Lack object permanence (until about age 8-10 months)

Sensorimotor Birth – 2 yearsstage 1

Develop separation anxiety at about 12 months.

Stranger anxiety also occurs in this stage.

Page 27: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Preoperational 2 – 6 years

Piaget’s 4 Stages of Cognitive Development

Egocentric (which does not (in Piagetian thought) mean selfishness, but rather the inability to take another's perspective or even to recognize that others have different perspectives and points of view. )

stage 2

Use of symbols (especially language; difficulty using more than one category)

Representational thought

Role Playing

Animism, or the tendency to attribute psychological properties to inanimate objects.

Page 28: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Animism

Giving animal/human qualities to inanimate objects

Page 29: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Piaget’s 4 Stages of Cognitive Development

By age 7, develop law of conservation

Concrete 6 – 12 yearsstage 3

Can sort objects into multiple categories (color & size, for example)

Children (age 6-12) gain a fuller understanding of conservation and other mental operations that allow them to think logically, but only about concrete events.

Page 30: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Tests of Conservation

Page 31: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Piaget’s 4 Stages of Cognitive Development

The child (12-adult) gains the capacity for hypothetical-deductive (“What if” scenarios) thought

Can engage in hypothetical thought and in systematic deduction and testing of hypotheses

Formal 12 years - adultstage 4

Page 32: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

In one scientific thinking task, the child is shown several flasks of what appear to be the same clear liquid and is told one combination of two of these liquids would produce a clear liquid. The task is to determine which combination would produce the blue liquid

The concrete operational child just starts mixing different clear liquids together haphazardly

The formal operational child develops a systematic plan for deducing what the correct combination must be by determining all of the possible combinations and then systematically testing each one

Formal 12 years - adult

Page 33: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Evaluation of Piaget’s Theory

Recent research has shown that rudiments of many of Piaget’s key concepts (e.g., object permanence) may begin to appear at earlier stages than Piaget proposed

For example, research that involved tracking infants’ eye movements has found that infants as young as 3 months continue to stare at the place where the object disappeared from sight, indicating some degree of object permanence

Page 34: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Evaluation of Piaget’s Theory

1. Not all people reach formal operational thought

2. The theory may be biased in favor of Western culture

3. There is no real theory of what occurs after the onset of adolescence

4. Despite refinements, recent research has indeed shown that cognitive development seems to proceed in the general sequence of stages that Piaget proposed

Page 35: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Page 36: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

DEVELOPMENTAL PSYCHOLOGY

Section 3: Attachment, moral reasoning & death

Page 37: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Lev VygotskySociocultural Theory of Cognitive

Development Contrasts with Piaget (who emphasized

maturation ((nature)) and development in stages ((discontinuity))

Vygotsky emphasized the role of the environment (nurture) and gradual growth (continuity).

Page 38: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Lev VygotskySociocultural Theory of Cognitive

Development Zone of Proximal Development (ZPD) – the

range between the level at which a child can solve a problem working alone and the level at which a child can solve a problem with the assistance of an adult. working closely with an instructor, a child works

close to the upper limit of his capabilities. The child eventually will be able to work at that

high level independently. Once the goal (upper limit) is achieved, it

becomes the new lower limit of that child’s ZPD.

Page 39: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Harry HARLOWConducted a study of attachment in monkeys. (1963-1968).

Monkeys preferred the comfort of a cloth surrogate "mother" over that of a wire one – proving that attachment is about more than just supplying food .

Harlow's experimentHarlow's experiment - part 2

key name190

5-1

981

Page 40: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Baby Monkeys Raised In Isolation

Overly aggressive or;

Overly fearful

Incapable of mating when older

Page 41: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Mary

AINSWORTHConducted the “Strange Situation Test” of Attachment (1960s).

Results showed that securely attached children:

will explore freely while the mother is present will engage with strangerswill be visibly upset when the mother departs will be happy to see the mother return will not engage with stranger if mother is not

in room

The Strange Situation Experiment

key name191

3-1

999

Page 42: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Ainsworth’s attachment styles

Insecure-avoidant (20%) – not distressed at mother leaving or stranger arriving; cool response when mother returns

Probably caused by distant mothers

Page 43: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Ainsworth’s attachment styles

insecure- resistant (12%) – clingy to mother; traumatized by every stage of the experiment; distrustful of their mothers

Caused by over-bearing, controlling mothers

Page 44: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Erik ERIKSON

Constructed a stage theory of Psychosocial Development

key name190

2-1

994

Page 45: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

THE MAJOR EVENT IS FEEDING The infant will develop a sense of trust only if the parent or caregiver is responsive and consistent with the basic needs being met. The need for care and food must be met with comforting regularity. The infant must first form a trusting relationship with the parent or caregiver; otherwise a sense of mistrust will develop.

Trust vs. Mistrust STAGE 1:

(Birth - 18 months)

Page 46: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

THE MAJOR EVENT IS TOILET TRAINING (AND FEEDING AND DRESSING THEMSELVES)Toilet training as well as feeding and dressing themselves is how the toddler strives for autonomy. It is essential for parents not to be overprotective at this stage. A parent's level of protectiveness will influence the child's ability to achieve autonomy. If a parent is not reinforcing, the child will feel shameful and will learn to doubt his or her abilities.

Autonomy vs. Shame and Doubt

STAGE 2:

(18 months – 3 years)

Page 47: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

THE MAJOR EVENT AT THIS STAGE IS INDEPENDENCE. The child continues to be assertive and to take the initiative. Children in this stage are eager for responsibility. It is essential for adults to confirm that the child's initiative is accepted no matter how small it may be. If the child is not given a chance to be responsible and do things on their own, a sense of guilt may develop. The child will come to believe that what they want to do is always wrong.

Initiative vs. Guilt STAGE 3:

(3 – 6 years)

Page 48: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

THE MAJOR EVENT AT THIS STAGE IS ATTENDANCE AT SCHOOL As a student, the children have a need to be productive and do work on their own. They are both physically and mentally ready for it. Interaction with peers at school also plays an imperative role of child development in this stage. The child for the first time has a wide variety of events to deal with, including academics, group activities, and friends. Difficulty with any of these leads to a sense of inferiority.

Competence (Industry) vs. Inferiority

STAGE 4:

(6- 12 years)

Page 49: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

The major event at this stage is ESTABLISHING PEER RELATIONSHIPS At this stage, adolescents are in search of an identity that will lead them to adulthood. Adolescents make a strong effort to answer the question "Who am I?" Erikson notes the healthy resolution of earlier conflicts can now serve as a foundation for the search for an identity. If the child overcomes earlier conflicts they are prepared to search for identity.

Identity vs. Role Confusion STAGE 5:

(12 – 18 years)

Page 50: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

In this stage, the most important events are love relationships. Intimacy refers to one's ability to relate to another human being on a deep, personal level. An individual who has not developed a sense of identity usually will fear a committed relationship and may retreat into isolation.

Intimacy vs. IsolationSTAGE 6:

(19 – 40 years)

Page 51: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

In this stage, the most important EVENT IS PARENTING. In this stage generativity refers to the adult's ability to care for another person. Generativity has a broader meaning then just having children. Each adult must have some way to satisfy and support the next generation.

Generativity vs. Stagnation

STAGE 7:

(40 – 65 years)

Page 52: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

IN THIS STAGE, THE MOST IMPORTANT EVENT IS ACCEPTANCE OF ONE’S LIFE. According to Erikson, achieving a sense of integrity means fully accepting oneself and coming to terms with the death. Accepting responsibility for your life and being able to undo the past and achieve satisfaction with self is essential. The inability to do this results in a feeling of despair.

Ego Integrity vs. DespairSTAGE 8:

(65 years - death)

Page 53: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Failure to resolve a developmental challenge

results in conflict throughout adulthood.

Erikson’s Theory of Psychosocial Development

Page 54: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Lawrence

KOHLBERG

Constructed a stage theory of Moral Development

Said that we make moral decisions based on an “ethic of justice”

key name192

7-1

987

Page 55: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Kohlberg Stages of Moral Development

Approximate Age Range

Stage Substages

4-10 Preconventional 1) Avoid punishment2) Gain Reward

Age 10 to 13 Conventional 3) Gain Approval & Avoid Disapproval from others

4) Duty & Guilt (law & order)

Age 13+ maybe never Postconventional 5) Agreed upon rights6) Personal moral standards

Ethic of JUSTICE

Page 56: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting

Elisabeth KUBLER-ROSS

Identified the 5 Stages of Grief:

DenialAngerBargainingDepressionAcceptance

(Scrubs) (Simpsons)

key name192

6-2

004

Page 57: DEVELOPMENTAL PSYCHOLOGY Section 1: Physical Development & Parenting