Title: Development over the lifespan
1Development over the lifespan
chapter 3
2Overview
chapter 3
- Conception to year one
- Cognitive development
- Learning to be good
- Gender development
- Adolescence
- Adulthood
- The wellsprings of resilience
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4Agents that cross the placenta
chapter 3
- German measles
- X-rays and other radiation
- Sexually transmitted diseases
- Cigarette smoking
- Alcohol and other drugs
5Physical abilities
chapter 3
- Newborn reflexes
- Rooting
- Sucking
- Swallowing
- Moro (startle)
- Babinski
- Grasping
- Stepping
6Perceptual abilities
chapter 3
- Visual abilities
- Quickly develops beyond initial range of eight
inches - Can distinguish contrasts, shadows, and edges
- Other senses
- Hearing
- Touch
- Olfaction
7Culture and maturation
chapter 3
- Many aspects of development depend on customs
- Babys ability to sleep alone
- Recommendation to have babies sleep on their back
has caused many babies to skip crawling.
8Attachment
chapter 3
- A deep emotional bond that an infant develops
with its primary caretaker - Contact comfort
- In primates, the innate pleasure derived from
close physical contact - The basis of the infants first attachment
- Tested using strange situation
- A parent-infant separation and reunion
procedure that is staged in a laboratory to test
the security of a childs attachment
9Types of attachment
chapter 3
- Secure
- A parent-infant relationship in which the baby is
secure when the parent is present, distressed by
separation, and delighted by reunion. - Insecure
- A parent-infant relationship in which the baby
clings to the parent, cries at separation, and
reacts with anger or apathy to reunion.
10What causes insecure attachment?
chapter 3
- Abandonment and deprivation in the first two
years of life - Parenting that is abusive, neglectful, or erratic
- Childs genetically influenced temperament
- Stressful circumstances in the family
11Language development
chapter 3
- Acquisition of speech begins in the first few
months. - Infants are responsive to pitch, intensity, and
sound. - By 4-6 months of age children can recognize their
names and repetitive words. - By 6-12 months they become familiar with sentence
structure, start babbling.
12Language development
chapter 3
- By 11 months, infants use symbolic gestures.
- About 12 months, infants use words to label
objects. - 18-24 months, toddlers combine 2-3 words into
telegraphic speech.
13Innate capacity for language
chapter 3
- Language too complex to be learned bit by bit
- Sentences have surface and deep structures.
- Surface structure the way a sentence is spoken
- Deep structure how a sentence is to be
understood - To transform surface sentence structures into
deep ones, children must apply rules of grammar.
14Language acquisition device
chapter 3
- If we dont teach syntax to toddlers, the brain
must contain a language acquisition device. - An innate module that allows young children to
develop language if they are exposed to an
adequate sampling of conversation - Children are born with universal grammar, a
sensitivity to the core features common to all
languages. - Nouns and verbs, subjects and objects, negatives
15Evidence supporting the LAD
chapter 3
- Children. . .
- in different cultures go through similar stages
of linguistic development. - combine words in ways adults never would.
- learn to speak or sign correctly without adult
correction. - not exposed to adult language may invent a
language of their own. - as young as 7 months can derive simple linguistic
rules from a string of sounds.
16Evidence for learning and language
chapter 3
- Children learn the probability that any given
word or syllable will follow another. - Parents respond to childrens errors by restating
or elaborating the phrase. Children imitate
these adult recasts and expansions.
17Thinking
chapter 3
- According to Piaget, cognitive development
consists of mental adaptations to new
observations. - Two adaptive processes
- Assimilation absorbing new information into
existing cognitive structures - Accommodation modifying existing cognitive
structures in response to new information
18Your turn
chapter 3
- At what age will children recognize that the two
clay balls on the right have the same amount of
clay as the two balls on the left? - 1. Ages 0-2
- 2. Ages 2-7
- 3. Ages 7-12
- 4. Ages 12 and over
19Sensorimotor stage
chapter 3
- Birth2 years
- Major accomplishment is object permanence.
- The understanding that an object continues to
exist even when you cannot see or touch it
20Preoperational stage
chapter 3
- Ages 27
- Focused on limitations of childrens thinking.
- Children at this age could not reason.
- Unable to perform operations
- Egocentric
- Cannot grasp concept of conservation
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22Concrete operations
chapter 3
- Ages 712
- Childrens thinking is still grounded in concrete
experiences and concepts, but they can now
understand conservation, reversibility, and
causation.
23Formal operations stage
chapter 3
- Ages 12adulthood
- Teenagers are capable of abstract reasoning
- Can compare and classify ideas
- Can reason about situations not personally
experienced - Can think about the future
- Can search systematically for solutions
24Current views of cognitive development
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- Cognitive abilities develop in continuous,
overlapping waves. - Preschoolers are not as egocentric as Piaget
thought. - Children understand more than Piaget thought.
- Cognitive development is spurred by growing speed
and efficiency of information processing. - Cognitive development depends on the childs
education and culture.
25Moral reasoningKohlbergs theory
chapter 3
- Preconventional level
- Punishment and obedience
- Instrumental relativism
- Conventional level
- Good boynice girl
- Society-maintaining
- Postconventional level
- Social contract
- Universal ethical principles
26Teaching moral behavior
chapter 3
- Power assertion
- Parent uses punishment and authority to correct
misbehavior. - Users tend to be authoritarian.
- Induction
- Parent appeals to childs own resources,
abilities, sense of responsibility, and feelings
for others in correcting misbehavior. - Users tend to be authoritative.
27Gender identity and typing
chapter 3
- Gender identity
- The fundamental sense of being male or female,
independent of whether the person conforms to
social and cultural rules of gender - Gender typing
- Process by which children learn the abilities,
interests, personality traits, and behaviors
associated with being masculine or feminine in
their culture
28Influences on gender development
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- Biological factors
- Biological researchers believe that early play
and toy preferences have a basis in prenatal
hormones, genes, or brain organization. - Cognitive factors
- Cognitive psychologists suggest that toy
preferences are based on gender schemas or the
mental network of knowledge, beliefs, metaphors,
and expectations about what it means to be male
or female. - Learning factors
- Gender appropriate play may be reinforced by
parents, teachers, and peers.
29Physiology of adolescence
chapter 3
- Adolescence
- Period of life from puberty until adulthood
- Puberty
- The age at which a person becomes capable of
sexual reproduction - Menarche
- A girls first menstrual period
30Timing of puberty
chapter 3
- Onset of puberty depends on genetic and
environmental factors. - E.g., body fat triggers the hormonal changes
- Early vs. late onset
- Early maturing boys have more positive views of
their bodies and are more likely to smoke, binge
drink, and break the law. - Early maturing girls are usually socially popular
but also regarded by peer group as precocious and
sexually active. They are more likely to fight
with parents, drop out of school, and have a
negative body image.
31Turmoil and adjustment
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- Extreme turmoil and problems with adjustment are
the exception rather than the rule. - Three kinds of problems are more likely
- Conflict with parents
- Mood swings and depression
- Higher rates of rule-breaking and risky behavior
32Eriksons eight stages
chapter 3
- Trust vs. mistrust
- Infancy (birth-age 1)
- Autonomy vs. shame doubt
- Toddler (ages 1-2)
- Initiative vs. guilt
- Preschool (ages 3-5)
- Industry vs. inferiority
- Elementary school (ages 6-12)
- Identity vs. role confusion
- Adolescence (ages 13-19)
- Intimacy vs. isolation
- Young adulthood (ages 20-40)
- Generativity vs. stagnation
33Your turn
chapter 3
- At what age, according to Erikson, are people
likely to wrestle with whether they are able to
deal with the tasks facing them in life? - 1. Age 4
- 2. Age 7
- 3. Age 15
- 4. Age 25
34Your turn
chapter 3
- At what age, according to Erikson, are people
likely to wrestle with whether they are able to
deal with the tasks facing them in life? - 1. Age 4
- 2. Age 7
- 3. Age 15
- 4. Age 25
35The transitions of life
chapter 3
- Emerging adulthood (ages 18-25)
- Phase of life distinct from adolescence and
adulthood - In some ways an adult, in some ways not
- The middle years (ages 35-65)
- Perceived by many as the prime of life
- Menopause the cessation of menstruation and the
production of ova, usually a gradual process
lasting several years
36Are you an adult yet?
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37Old age
chapter 3
- Some types of thinking change, others stay the
same. - Fluid intelligence the capacity for deductive
reasoning and the ability to use new information
to solve problems relatively independent of
education, declines in old age - Crystallized intelligence cognitive skills and
specific knowledge of information acquired over a
lifetime depends heavily on education, remains
stable over lifetime.
38Lifespan intellectual changes
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- Some intellectual abilities dwindle with age.
- Numerical and verbal abilities relatively stable.
39The wellsprings of resilience
chapter 3
- Research psychologists have questioned the
psychodynamic assumption that childhood traumas
have emotional effects that inevitably continue
into adulthood. - Considerable evidence disputes this claim.
40Challenging our assumptions
chapter 3
- Recovery from war
- Only 20 of WWII war orphans had problems after
being adopted and moving to the US. Most of
these eventually established happy lives. - Recovery from abusive or alcoholic parents
- Their children are at-risk for developing these
problems, but most do not. - Recovery from sexual abuse
- More emotional and behavioral symptoms, but most
adjust and recover.