myers’ psychology (7th ed) read chapter 4 human development

Myers’ PSYCHOLOGY

(7th Ed)

READChapter 4 Human

Development

Psychology: Movie Review

extra credit 50 First DatesThe Fisher KingAs Good As It GetsWhat about Bob?The Breakfast ClubBenny and JoonWhat’s Eating Gilbert GrapeDead Poet’s SocietyPsychoFerris Beuller’s Day Off

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Human Development

Human Development Developmental Psychology

a branch of psychology that studies physical, cognitive and social change throughout the life span

Prenatal Development and the Newborn

Life is sexually transmitted


40 days 45 days 2 months 4 months

sex organs develop in the second month


Zygote the fertilized egg enters a 2 week period of rapid cell

division develops into an embryo

Embryo the developing human organism from 2

weeks through 2nd month Fetus

the developing human organism from 9 weeks after conception to birth

Human Development

•Prenatal Development •Conception to birth

• Infancy•0-2 years

•Childhood•2-12 years

•Adolescence •12-18 years

•Adulthood •18 years to death

What is development?

Physical development Weight Height Refinement of motor skills Physiological changes such as puberty

and aging

Infancy and Childhood: Physical Development

Babies only 3 months old can learn that kicking moves a mobile--and can retain that learning for a month (Rovee-Collier, 1989, 1997).


Cognitive development thinking memory Acquisition of language and language

skills problem-solving


Personality & social development personality social functioning emotions

Human Development: Methods of study

Longitudinal Method observes the same group of people

repeatedly over time may last for years, decades, or over

an entire lifetime of a group of study participants

researchers conduct longitudinal studies to examine how personality and behavior change over time

Human Development: Methods of study

Cross-sectional Method because of the limitations of

longitudinal studies, a study in which different people of different ages are compared with one another

researchers compare groups of people who are similar in background but different in age

Child development: “A little history”

Middle-ages in Christian Europe infants were considered mini-adults development was only a matter of

physical growth


Jean-Jacques Rousseau children are innately good naturally endowed with a “blue-print” for

development infants were considered mini-adults


John Locke Nurture, or environment, was stressed as

important for development “Tabula Rasa”- children are born as a

“blank slate” and that environmental experiences would determine their course of development


Rooting Reflex tendency to open mouth, and search for nipple

when touched on the cheek

Sucking Reflex the rhythmic sucking action that occurs when

an object is placed in the baby’s mouth

Palmar grasp Reflex the curling of the fingers around an object that

touches the palm of the baby’s hand

Infancy and Childhood: Physical Development

Maturation biological growth

processes that enable orderly changes in behavior

relatively uninfluenced by experience At birth 3 months 15 months

Cortical Neurons

Visual Cliff apparatus: Depth Perception

Visual Cliff


Preferences human voices and

faces facelike images-->

smell and sound of mother

preferred


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

symptoms include misproportioned head

Infancy and Childhood: Piaget’s Cognitive Development

Schemaa concept or framework that organizes and interprets information

Assimilation interpreting one’s new experience in terms of one’s existing schemas


Accommodationadapting one’s current understandings (schemas) to incorporate new information

CognitionAll the mental activities associated with thinking, knowing, remembering, and communicating


Object Permanence the awareness that things continue to

exist even when not perceived


Conservation the principle that properties such as

mass, volume, and number remain the same despite changes in the forms of objects


Egocentrism the inability of the preoperational child to take

another’s point of view

Theory of Mind people’s ideas about their own and others’

mental states- about their feelings, perceptions, and thoughts and the behavior these might predict

Autism a disorder that appears in childhood Marked by deficient communication, social

interaction and understanding of others’ states of mind

Typical Age Range

Description of Stage

Developmental Phenomena

Birth to nearly 2 years SensorimotorExperiencing the world through senses and actions (looking, touching, mouthing)

•Object permanence•Stranger anxiety

About 2 to 6 years

About 7 to 11 years

About 12 through adulthood

PreoperationalRepresenting things with words and images but lacking logical reasoning

•Pretend play•Egocentrism•Language development

Concrete operationalThinking logically about concrete events; grasping concrete analogies and performing arithmetical operations

•Conservation •Mathematical transformations

Formal operationalAbstract reasoning

•Abstract logic•Potential for moral reasoning

Piaget’s Stages of Cognitive Development

Social Development

Denial Anger Bargaining Depression Acceptance

Giraffe stages of Death & Dying video

Elizabeth Kubler-Ross: Stages of Dying

Social Development

Elizabeth Kubler-Ross: Stages of Dying

Terminally ill and bereaved people do not go through predictable stages. Given similar circumstances, some people grieve for a long time while others grieve more briefly.

Social Development

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

Social Development

Harlow’s Surrogate Mother Experiments Monkeys preferred

contact with the comfortable cloth mother, even while feeding from the nourishing wire mother

Social Development

Monkeys raised by artificial mothers were terror-stricken when placed in strange situations without their surrogate mothers.

Social Development

Attachment an emotional tie with another person shown in young children by their seeking

closeness to the caregiver and displaying distress on separation

Social Development

Stranger Anxiety fear of strangers that infants commonly

display beginning by about 8 months of age

Social Development

Secure type- 70% Insecure-avoidant type- 20 % Insecure-resistant type- 10 %

Disorganized (disoriented) attachment

Psychologist Mary Ainsworth, Ph.D.

The Strange Situation

Effects of attachment

Secure attachment predicts social competence children identified as securely attached

between the ages of 12 and 18 months were more outgoing, more confident, and more persistent in solving challenging tasks when restudied as 2 and 3 year olds


Deprivation of attachment is linked to negative outcomes Babies who grow up in institutions without a

caregiver’s regular stimulation and attention do not form normal attachments and often appear withdrawn and frightened

physical and emotional abuse often disrupts attachment as well

While most abused children do not grow up to be violent criminals or abusive parents, most abusive parents were battered or emotionally abused as children


A responsive environment helps most infants recover from attachment disruption children who have been neglected but who

are later adopted between 6 to 16 months of age at first have trouble sleeping, eating, and relating to their new parents

However, by age 10, this same group of adopted children showed virtually no negative effects from the earlier neglect


The evidence is consistent and clear about the effects of attachment: children who have a warm relationship with familiar,

responsive caregivers reap the benefits of secure attachment

Most often, attachment is a direct result of the parenting children receive

Social Development: Child-Rearing Practices

Authoritarian These parents are not very loving and

warm parents impose rules and expect

obedience Discipline is strict and often physical Communication is high from parent to

child but low from child to parent Maturity expectations are high “Don’t interrupt.” “Why? Because I said

so.”


Permissive These parents are loving and warm, but

they rarely discipline their children submit to children’s desires, make few

demands, use little punishment Communication is low from parent to

child, but high from child to parent Expectations of maturity are low


Authoritative these parents are loving and warm Discipline is moderate both demanding and responsive Lots of talking & negotiating These parents exert control by setting rules and

enforcing them, but explain reasons behind the rules

Communication is high from parent to child and from child to parent

Maturity expectations are moderate


Does one form of parenting have a clear advantage over the other two? Authoritative parents (the third style) often

produce children high in: Self-esteem Self-reliance Social competence

Authoritative parents produce children that are more successful, happy, and generous with others

Authoritative parents produce children feel a sense of control over their lives making them more motivated and self-confident

Human Development

Freuddeveloped the first comprehensive theory on personality development

The Psychoanalytic Perspective

Unconscious according to Freud, a reservoir of

mostly unacceptable thoughts, wishes, feelings and memories

contemporary viewpoint- information processing of which we are unaware

Chapter 15 (p.596-599) Freud’s Psychosexual Stages

Freud’s Psychosexual Stages

Stage Focus

Oral Pleasure centers on the mouth--(0-18 months) sucking, biting, chewing

Anal Pleasure focuses on bowel and bladder (18-36 months) elimination; coping with demands for

control

Phallic Pleasure zone is the genitals; coping with (3-6 years) incestuous sexual feelings

Latency Dormant sexual feelings(6 to puberty)

Genital Maturation of sexual interests(puberty on)

Chapter 15 (p.596-599) Freud’s Psychosexual Stages

Freud’s Psychosexual Stagesthe childhood stages of development during which the id’s pleasure-seeking energies focus on distinct erogenous zones

Personality Structure

Id (follows the pleasure principle) contains a reservoir of unconscious

psychic energy strives to satisfy basic sexual and

aggressive drives operates on the pleasure principle,

demanding immediate gratification


Ego (follows the reality principle) the largely conscious, “executive”

part of personality mediates among the demands of

the id, superego, and reality operates on the reality principle,

satisfying the id’s desires in ways that will realistically bring pleasure rather than pain


Superego ( our internal moral guardian; our conscience) the part of personality that

presents internalized ideals provides standards for judgement

(the conscience) and for future aspirations

Human Development

Oedipus Complex a boy’s sexual desires toward his

mother and feelings of jealousy and hatred for the rival father

Electra Complexa girl’s sexual desires toward her father and feelings of jealousy and hatred for the rival mother

Human Development

Identification the process by which children

incorporate their parents’ values into their developing superegos

Fixation a lingering focus of pleasure-seeking

energies at an earlier psychosexual stage, where conflicts were unresolved

anal-compulsive (a.k.a.- anal-retentive) a child who had difficulty with toilet-

training can become overly concerned with neatness, rules, and control

Free Response Essay: Human Development

Paragraph 1- What is a stage theory? (p. 74-75)

What is a stage theory?

Stage theories emphasize the idea that human development occurs in a series of very specific phases, periods, or points in the growth process of a child.

According to stage theorists, children are developing cognitively, sexually, emotionally, and morally as they pass through the stages of childhood into adolescence and later into adulthood.


Paragraph 2- Explain the main focus of Piaget’s stage theory (p. 63-68)

Paragraph 3- What would Piaget identify as a major issue or concern for a seven-year-old child?


Paragraph 4- Explain the main focus of Freud’s stage theory (p. 480-486)

Paragraph 5- What would Freud identify as a major issue or concern for a seven-year-old child?


Paragraph 6- Explain the main focus of Erikson’s stage theory (p. 88-93)

Paragraph 7- What would Erikson identify as a major issue or concern for a seven-year-old child?


Paragraph 8- Explain the main focus of Kohlberg’s stage theory (p. 85-88)

Paragraph 9- What would Kohlberg identify as a major issue or concern for a seven-year-old child?

myers’ psychology (7th ed) read chapter 4 human development

Documents

human development slide

course of development

child development

development infants

month slide

time slide

aging slide

age slide