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Title: Developmental Psychology


1
Developmental Psychology
2
Developmental Psychology
  • Looks at how our behavior, thoughts, bodies,
    morals, etc., change over our entire lives
  • From womb to tomb
  • Looks at commonalities as well as differences

3
3 overriding issues
  • 1.) Nature vs. Nurture
  • 2.) Stability vs. Change
  • Do our early personality traits persist through
    our life? Or do we become different people as we
    age?
  • 3.) Continuity vs. Stages
  • Is development gradual and continuous (like an
    elevator)?
  • Or, Does it proceed through distinct stages (like
    a ladder)? (stage theorists)

4
Research Methods for Developmental Psych
  • Cross Sectional
  • Longitudinal
  • Study people of different cohorts (ages) at one
    point in time
  • i.e. in one year, I compare 5 year olds to 10
    year olds to 15 year olds
  • Pros quick, efficient
  • Cons effects of historical or cultural events
    on one cohort but not another (confounding
    variable)
  • Study one cohort over several years
  • i.e. study a group of five year olds for ten
    years until they are 15
  • Pros precisely measures development over
  • time
  • Cons - take a long time,
  • people drop out, and research
  • takes forever

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6
Prenatal Development and the Newborn Baby
7
Prenatal Development
  • Zygote- Fertilized egg to 2 weeks
  • Fewer than half survive

8
Prenatal Development
  • Embryo- 2 weeks to 2 months

9
Prenatal Development
  • Fetus- 9 weeks to birth

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Teratogens
  • Harmful chemicals or environmental agents
    ingested or contracted by Mother that negatively
    affect the fetus
  • Alcohol may lead to Fetal Alcohol Syndrome
    babies of mothers who drink heavily during
    pregnancy may have small, malformed skulls, and
    IQs below the cutoff for mental retardation
  • Drugs can cause premature birth and all kinds
    of health problems
  • Nicotine
  • Polluting chemicals
  • Bacteria or viruses (HIV)
  • Rule of thumb whatever environmental agents the
    Mother is exposed to, the baby will be exposed to
    and it can negatively impact development

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16
Motor and Sensory Development
  • Babies are not born blank slates. All babies
    exhibit reflexes- specific, inborn, automatic
    responses to certain stimuli.
  • Rooting root for nipple when face is touched
  • Sucking suck on whatever goes in their mouth
  • Grasping grasp objects placed in hand
  • Moro when startled, babies flail their limbs
    out and then retract into a ball as if in a
    protective mode
  • Babinski when foot is stroked, toes spread
  • (rooting and sucking are critical to eating from
    day one)

17
Newborn Senses healthy babies senses are born
intact with the exception of vision
  • Babies can hear before birth- immediately
    recognize their mothers voice hearing is their
    dominant sense
  • Babies have same basic preferences for smell and
    taste
  • Babies are born almost legally blind they can
    only see about 8-12 in front of their face
  • Vision improves to normal by about 1 year of
    age

18
The Visual Cliff
  • http//www.youtube.com/watch?vp6cqNhHrMJA

19
Motor Development
  • We develop through the same sequence (Though some
    may be ahead of others)
  • Motor control develops as neurons in the brain
    connect

20
Sequence of Motor Development
  • Roll over at about 5 months
  • Crawl at about 6-7 months
  • Stand around 8-9 months
  • Walk at about 15 months
  • Run
  • 1 year walkie/talkie stage
  • Kids typically take first steps and say
  • first words

21
Language Emergence
  • 1-2 months Cooing
  • 4 months Babbling
  • 8-16 months First Word
  • 24 months 2 and 3 word
  • telegraphic speech
  • 2-3 years Multi-word sentences
  • 4 years Adult-like almost grammatical speech

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23
Cognitive Development
  • How we think about and evaluate the world
  • Thinking
  • Knowing
  • Remembering
  • Communicating

24
Cognitive Development
  • Jean Piaget
  • Greatest influence on childrens
  • cognitive development
  • In France in the 1920s
  • Before Piaget, people thought children
  • knew less (Not differently)
  • Piaget illustrated that kids think and reason
  • qualitatively differently from adults
  • Most of what we know about how kids think
  • and learn is attributed to Piaget

25
Cognitive Development
  • Schemas our rules/categories/expectations for
    understanding the world
  • Assimilate when we incorporate new information
    into schemas
  • It fits our expectations
  • Accommodate if we have to adjust our schema to
    fit new information it doesnt fit so we change
    the schema
  • We are constantly filing away new experiences
    with either assimilation or accommodation. Kids
    are especially busy doing this as so many of
    their experiences are new.

26
Piagets Stages - Sensorimotor
  • Birth to 2 years
  • Experiencing the world through senses and actions
  • Looking, touching, grasping, mouthing
  • Developmental Phenomenon
  • Stranger Anxiety
  • Object Permanence

27
Piagets Stages - Preoperational
  • 2-6 years
  • Kids represent things through words and images
    but lack logical reasoning
  • Developmental Phenomenon
  • Pretend play
  • Egocentrism
  • Explosive language development

28
Piagets Stages Concrete Operational
  • Concrete Operational
  • About 7-11 years old
  • Thinking logically about concrete events
  • Grasping concrete analogies and performing
    arithmetical operations
  • Developmental Phenomenon
  • Conservation
  • Math Transformations
  • (235 5-32)

29
CONSERVATION
  • http//www.youtube.com/watch?vgnArvcWaH6I

30
  • Smart
  • My dad gave me one dollar bill
  • 'Cause I'm his smartest son,
  • And I swapped it for two shiny quarters
  • 'Cause two is more than one!
  • And then I took the quarters
  • And traded them to Lou
  • For three dimes -- I guess he don't know
  • That three is more than two!
  • Just then, along came old blind Bates
  • And just 'cause he can't see
  • He gave me four nickels for my three dimes,
  • And four is more than three!
  • And I took the nickels to Hiram
  • Coombs
  • Down at the seed-feed store,
  • And the fool gave me five pennies for them,
  • And five is more than four!
  • And then I went and showed my dad,
  • And he got red in the cheeks
  • And closed his eyes and shook his
  • head--
  • Too proud of me to speak!
  • - Shel Silverstein

31
Piagets Stages Formal Operational
  • 12 through adulthood
  • Abstract reasoning i.e. if Native American
    diseases had killed Europeans, how might history
    have been different?
  • Developmental Phenomena
  • Abstract thinking
  • Potential for mature moral reasoning

32
Criticisms of Piaget
  • 1.) Most value and agree with Piagets order
    (sequence) but think he underestimated kids
  • Argue Kids go through stages faster and earlier
    that Piaget thought
  • He likely underestimated them due to kids lack of
    language they cognitively understand some
    concepts they do not have the language to explain
  • 2.) Others criticize the very idea of stages
    argue development is more gradual and continuous
  • BUT Piagets contributions are invaluable.
    Because of him subsequent researchers looked at
    kids qualitatively differently not just as
    miniature adults

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34
  • SOCIAL
  • DEVELOPMENT

35
Social Development
  • From birth, babies are very social creatures.
  • Attachment an emotional tie with another person.
  • One of the most critical aspects of early
    environment
  • relationship between parent and child
  • Infants develop an intense bond with their
    caregiver
  • Stranger Anxiety by about 8 months greet
    strangers by crying
  • The quality of attachment has major ramifications
    for a kids development

36
Harry Harlow studies on attachment
  • Harlow raised baby monkeys with two artificial
    wire monkey mothers
  • Mom 1 bottle- fed monkey babies could come
    here for food
  • Mom 2 wrapped in soft cloth babies could come
    here to snuggle the sensation of physical touch

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Harlow cont.
  • When frightened, the babies preferred the mother
    in soft cloth
  • Showed importance of physical contact in forming
    attachment (holding, rocking, patting, cuddling)
  • Attachment is more than just feeding a kid
    its holding, cuddling, loving

39
Harlow cont . . .
  • When put in strange situations, monkeys raised
    w/ wire mothers became more stressed frightened
    than monkeys with real mothers they often
    couldnt function as normal monkeys should
  • i.e. - Deprivation of
  • attachment has serious,
  • long-term
  • consequences

40
Harlows Monkeys
  • http//www.youtube.com/watch?vOrNBEhzjg8I

41
Konrad Lorenz
  • Familiarity is also important to attachment
  • Critical Periods- optimal period shortly after
    birth when certain events must take place to
    facilitate proper development miss the critical
    period and you miss the window of opportunity
    forever
  • Imprinting- animals imprint/copy the 1st things
    we see in critical period Lorenzs geese
  • http//www.youtube.com/watch?v2UIU9XH-mUI

42
Mary Ainsworth
  • Researched attachment by placing infants in
    strange situation (parents leave for a short
    period of time and return)
  • Noticed three types of responses
  • Secure Attachment 66
  • Avoidant Attachment 21
  • Anxious Ambivalent Attachment 12
  • http//www.youtube.com/watch?vQTsewNrHUHU
  • https//www.youtube.com/watch?vDH1m_ZMO7GU

43
Ainsworth - Results
  • Securely attached infants had consistently
    responsive mothers. Long term these kids were
    more confident, optimistic, trusting, competent
    and had good relationships.
  • Insecure attachments often correlated in low
    self-esteem.
  • i.e. Attachment MATTERS

44
Baumrinds - Parenting Styles
  • Authoritarian - dictator
  • Strict standards with punishments for violation.
  • Value obedience, not questioning.
  • No explanation or discussion of rules, no
    exceptions
  • Because I said so
  • Permissive try to be kids friend
  • No clear guidelines
  • If rules exist, they constantly change or are not
    enforced consistently.
  • Few demands, little punishment
  • Authoritative
  • Set consistent standards that are reasonable and
    explained
  • They tell the why
  • Use praise more than punishment
  • Value obedience but also value kids independence

45
Parenting Styles - Results
  • Authoritative Parents best results
  • Kids are socially capable, high self esteem,
    self-reliant often perform better academically
  • Permissive Parents
  • Kids often have emotional control problems and
    dependent cant follow rules of society
  • Authoritarian Parents
  • Kids often distrust others and may be withdrawn
    form peers.
  • May be controlling of themselves or others
  • Often make bad choices when finally on their own

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Adolescence
  • Life between childhood and adulthood (teenage
    years).
  • Adolescence has gotten longer over time . . .
    Kids maturing earlier and leaving home later
  • Emerging Adulthood new phrase to describe
    current trend of delaying adult endeavors
    living on your own, supporting yourself, getting
    married

48
Puberty
  • Beginning of adolescence
  • Girls start earlier at 11
  • Boys a little later at 13
  • By late teens, they catch up

49
Lawrence Kohlbergs Moral Development
  • How does our ability to reason about ethical
    situations change over our lives?
  • Heinz experiment

50
Kohlberg Pre-conventional Morality
  • Good girl Bad girl (boy)
  • Before age 9
  • Avoid punishment or gain reward (personal gain or
    loss)
  • My decision about right or wrong are all about
    how the consequences affect me
  • i.e. Heinz should not steal the drug because he
    will go to jail so its wrong

51
Kohlberg Conventional Morality
  • Early adolescence 9 to..
  • Make choices on how others view you.
  • Follow standards of parents, peers, society (laws
    and rules, authority, conformity)
  • Kohlberg says most adults never get past this
    level Nazi Germany
  • i.e. Heinz shouldnt steal the drug because its
    against the law

52
Kohlberg Post-conventional Morality
  • Adulthood not all reach this stage
  • Higher moral reasoning or ethical principles
  • Do what you believe is right despite possible
    negative consequences and despite what others are
    doing or what the law says
  • Dont blindly accept rules/laws
  • Gandhi, Martin Luther King Jr.

53
Criticisms of Kohlberg?
  • A number of people were critical of Kohlbergs
    work
  • Carol Gilligan, critical because Kohlbergs model
    focused only on boys and men when he later
    tested girls, he placed them on a lower moral
    level
  • Gilligan said boys and girls are equally
    ethically but approach morality differently -
    boys have more absolute view of right and wrong
    girls are more likely to look at situational
    factors

54
FREUDs Stage Theories
  • Freud was the first to theorize that we pass
    through different stages in childhood
  • 4 psychosexual stages each stage has a conflict
    that needs to be resolved. Failure to resolve
    the conflict results in fixation problems later
    in life from earlier issues (stuck in development)

55
ORAL STAGE
  • 0-18 months
  • Baby seeks pleasure with mouth sucking, biting,
    drooling
  • Fixation overeating, smoking, chewing gum, etc.

56
ANAL STAGE
  • 18-36 months
  • Developmental phenomenon toilet training
  • Fixations overly controlling (type A) or out of
    control/messy

57
PHALLIC STAGE
  • 3-6
  • Realize gender
  • Oedipus or Electra Complex
  • Fixation gender confusion

58
Latency 6-pubertyThe calm before the storm!
59
GENITAL STAGE
  • Puberty on
  • Focus on sexual maturation
  • Romantic/sexual relationships

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Erik Erikson
  • 1960s Neo-Freudian
  • Each stage of life has its own psychosocial
    crisis that needs resolution
  • Erikson was friends with Freuds daughter and
    knew the family
  • Borrowed Freuds idea of a crisis at each stage
    and fixation if crisis not resolved
  • Changes stages to Psychosocial says kids not
    that sexual
  • Extends stages throughout adulthood

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63
Gender and Development
  • What does it mean to be male or female? -
    culturally
  • What are developmental differences between the
    genders?
  • Gender roles vary widely between cultures
  • How would different psychological perspectives
    view this?

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65
Adulthood
  • An increasing life expectancy
  • a larger population of elderly
  • Baby boomers born 1946-1964
  • Women live longer
  • Sight, smell hearing and reflexes all decline
    after age 70
  • Sometimes loss of independence drivers
    license, living alone, etc.

66
Estimated Worldwide life expectancieshttp//en.wi
kipedia.org/wiki/List_of_countries_by_life_expecta
ncy
67
Dementia and Alzheimers
  • Dementia damage to the brain/ mental erosion
  • Alzheimers
  • 3 of the population by age 75
  • First memory, then reasoning and language
    deteriorate
  • Patient becomes emotionally flat, disoriented and
    mentally vacant
  • Deterioration of neurons that produce the
    neurotransmitter acetylcholine (ACh)
  • Plaque buildup causes tangles of neurons in the
    brain

68
60 Minutes Over 90 Parts I and II
  • http//www.cbsnews.com/news/living-to-90-and-beyon
    d/

69
Parkinsons Disease
  • Parkinsons is a degenerative disorder of the
    central nervous system.
  • It results in impairment in
  • motor skills, speech and other functions.
  • Tardive dyskinesia

70
Death and Dying Elizabeth Kubler Ross
  • Grief stages denial, anger, bargaining,
    depression, acceptance
  • Grief is especially severe when death is early or
    unexpected
  • Six times more women suffer the loss of a spouse
  • http//www.youtube.com/watch?vG_Z3lmidmrY
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