Chapter+8.pptx

DEVELOPMENT Chapter 8  Nature vs. Nurture How can we distinguish between environmental causes of behavior and hereditary causes of behavior? – Environmental causes: parents, siblings, family, friends, schooling, nutrition + all other experiences child is exposed to...

DEVELOPMENT Chapter 8  Nature vs. Nurture How can we distinguish between environmental causes of behavior and hereditary causes of behavior? – Environmental causes: parents, siblings, family, friends, schooling, nutrition + all other experiences child is exposed to – Hereditary causes: genetic makeup that influences growth and development throughout life Interactionist position: – Both nature and nurture interact to produce specific developmental patterns – Genetic factors: Provide potential for specific behaviors/traits to emerge or place limitations on what behaviors/traits can emerge – Environmental factors: Can enable people to reach potential capabilities that their genetic background makes possible  How to Determine Influence of Genes and Environment Using lab animals – Can control genetic makeup of lab animals by breeding for specific traits – Observe those with identical genetic background placed in varied environments to learn effects of specific environment Using identical twins (twins who are exactly the same genetically) – Differences in development are attributed to variations in environment Using people with different genetic makeup  Developmental Research Techniques Cross-sectional research Longitudinal research Sequential research  Cross-Sectional Research Compares people of different ages at the same point in time Assesses DIFFERENCES in behavior among groups of people Examples: – Compare 25 y.o., 45 y.o., and 65 y.o. who all take the same test to determine whether test scores differ in each age group – Monitoring three groups of 20 year-olds, 40 year-olds, and 60 year- olds regarding the number of hours they spend on Facebook Limitations – Cannot be sure that differences are due to age only – May be result of cohort Group of people who grow up at similar times, in similar places, in similar conditions  Longitudinal Research Investigates behavior as the participant ages Assesses CHANGE in behavior OVER TIME Example: – Compare the SAME group of people when they are 25 y.o., 45 y.o., and 65 y.o. – Do a vision test for a group of 10 year olds every 5 years while monitoring their screentime to see if there is a correlation Limitations – Requires enormous time commitment – Participants may drop out, move away or die during research time – Participants may become familiar with test and perform better each time  Sequential Research Combines cross-sectional AND longitudinal approaches Examines a number of different age groups at several points in time Examples: – Test a group of 3 y.o., 5 y.o., and 7 y.o. every 6 months for 10 years – Do a memory test for a group of 25 year- olds, 35 year-olds and 45 year-olds every  Basics of Genetics At conception, you have 23 pairs of chromosomes – Rod-shaped structures that contain all basic hereditary info (half from mother and other half from father) Each chromosome contains thousands of genes – Smaller units of chromosomes through which genetic information is transmitted – Make up each person’s unique characteristics – Some control development of systems common to all humans (heart, brain, lungs, etc.) – Others shape characteristics that make each human unique (facial configuration, height, personality characteristics, cognitive abilities)  Earliest Development Germinal period: first 2 weeks when zygote is quickly developing – Zygote: new cell formed by union of egg and sperm at conception Embryonic period: lasts from week 2 to week 8 – Embryo: developed zygote that has a primitive heart, brain, and other organs Fetal period: from week 8 until birth – Fetus: developing individual that responds to touch, grows hair, and develops facial features – Major organs begin functioning; brain neurons produced Sensitive period: time when organisms are particularly susceptible to certain kinds of stimuli – Example: fetuses especially affected by drug use during certain periods of time before birth Preterm infants: those born before week 38 – Not been able to develop fully – Higher risk for illness and death  Prenatal Environmental Influences Teratogens – Environmental agents such as a drug, chemical, virus, or other factor that produce a birth defect Examples of medications that are teratogenic? Mother’s nutrition Mother’s illness Alcohol Nicotine use  Newborn Reflexes Born with number of reflexes – Unlearned, involuntary responses that occur automatically in presence of certain stimuli – Critical for survival; come naturally – Lost after first few months Rooting reflex: newborns turn their heads toward things that touch their cheeks Sucking reflex: prompts infants to suck at things that touch their lips Gag reflex: clears the throat  Infancy to Middle Childhood (age 11 or Development Physical 12) – Triple birth weight in first year – Growth averages 5 lbs and 3 inches a year from 3 – 13 y.o. Social Development – Early social development provides foundation for social relationships that will last a lifetime – Attachment: Positive emotional bond that develops between child and an individual Most important form of social development that occurs during infancy  Attachment Harlow’s wire monkey experiment – https://www.youtube.com/watch?v=OrN BEhzjg8I Attachment grows through responsiveness of caregivers to the signals by infants – Smiling, crying, reaching, clinging Full attachment eventually develops because of complex series of interactions between caregiver and child  Assessing Attachment Ainsworth Strange Situation – Consists of a sequence of events involving a child and their mother – Together enter unfamiliar room, and mother allows baby to explore while she sits – Adult stranger comes into room, mother leaves – Mother returns, stranger leaves – Repeat a few times  Reactions in the Ainsworth Strange Situation Securely attached children: – Use mom as home base exploring independently but returning to mother occasionally – When she leaves, child is distressed and goes to her when she returns Avoidant children: – Don’t cry when mother leaves – Avoid her when she returns Ambivalent children: – Anxious before separation and get upset when mother leaves – May seek close contact while hitting/kicking mother at the same time Disorganized-disoriented children: – Inconsistent, often contradictory behavior  4 Different Types of Parenting Styles Authoritarian parents Permissive parents Authoritative parents Uninvolved parents  Parenting Styles Authoritarian Parents – Rigid and punitive – Value unquestioning obedience from kids – Strict standards and discourage expressions of disagreement – Unsociable, unfriendly, withdrawn kids “If you don’t clean your room, I’m going to take your phone away for good and ground you.” Permissive Parents – Give children relaxed or inconsistent direction – Warm, but require little of their kids – Immature, moody, dependent kids with low self- control – “It might be good idea to clean your room, but I  Parenting Styles (Continued) Authoritative Parents – “Best off” Set firm limits for kids Try to reason and explain things to kids Set clear goals and encourage child’s independence Good social skills, likeable, self-reliant, independent, cooperative kids “You need to clean your room before we can go out to eat. As soon as you finish, we’ll leave.” Uninvolved Parents – “Worst off” Show little interest in kids; emotionally detached Parenting = only providing food, shelter and clothing Kids feel unloved, emotionally detached, indifferent, rejecting Physical and cognitive development impeded “I couldn’t care less if your room is a complete pigsty. It doesn’t matter to me at all.”  Temperament Basic, innate disposition that emerges early in life Can be naturally easygoing/cheerful, irritable/fussy, pensive/quiet The kind of temperament a baby is born with may in part bring about specific kinds of parental child-rearing styles Child’s upbringing results from: – Child-rearing philosophy parents hold – Specific practices they use – Nature of the parent’s personality – Nature of the child’s personality Erikson’s Theory of Psychosocial Development Psychosocial development – Development of individuals’ interactions and understanding of each other and of their knowledge and understanding of themselves as members of society Erikson: 8 stages of psychosocial development Passing through each of the stages requires that you resolve that crisis or conflict – When it gets resolved enough, it gives us resources to deal with demands of the following stage of development  First 4 of Erikson’s Stages (CHILDHOOD) TRUST VS. MISTRUST STAGE: – Birth-1.5 years old – Develop trust if physical requirements/psychological needs are consistently met and generally positive interactions with world – Inconsistent care/unpleasant interactions with others  mistrust AUTONOMY VS. SHAME & DOUBT STAGE: – 1.5–3 years old – Develop independence/autonomy if exploration/freedom are encouraged – Experience shame/self-doubt/unhappiness if overly restricted and overprotected – If parents are too controlling  children cannot assert themselves – If parents aren’t controlling enough  children become demanding  First 4 of Erikson’s Stages (CHILDHOOD) Continued INITIATIVE VS. GUILT STAGE: – 3-6 years old – Desire to act independently conflicts with guilt that comes from unintended and unexpected consequences of such behavior INDUSTRY VS. INFERIORITY STAGE: – 6-12 years old – Increasing competency in social skills – Difficulties with social skills can lead to feelings of failure and inadequacy  Cognitive Development Child’s understanding of world changes as a function of age and experience Focuses on intellectual advances that occur during development Jean Piaget: all children proceed through series of 4 stages in a fixed order Movement from one stage to next occurs when child reaches an appropriate level of maturation AND is exposed to relevant types of experiences  Sensorimotor Stage (PIAGET #1) Birth to 2 years old Child bases their understanding of world primarily on touching, sucking, chewing, shaking, and manipulating objects Child has little competence in representing the environment by using images, language, or other symbols Lack object permanence until about 9 months: – Awareness that objects and people continue to exist even if they are out of sight  Preoperational Stage (PIAGET 2 to 7 years old #2) Children develop use of language so can describes people, events, and feelings Use symbols in play (piece of cardboard is a car) Egocentric thought – Way of thinking in which child views the world entirely from their own perspective – Assume that everyone shares their perspective and knowledge – Example: Do you have a brother? Yes. Does your brother have a brother? No. Principle of conservation – Knowledge that quantity is unrelated to the arrangement and physical appearance of objects – Important attributes of object (e.g., volume or amount) do not change despite superficial changes (e.g., shape or configuration)  Concrete Operational Stage (PIAGET 7 to 12 years old #3) Develop ability to think in a more logical manner Begin to overcome some of the egocentrism Still largely bound to the concrete, physical reality of the world – Hard to understand questions that  Formal Operational Stage (PIAGET #4) 12 years old to adulthood Characterized by abstract and logical thought Many people may not even reach this stage at all  Adolescence Developmental stage between childhood and adulthood Time of profound changes and occasional turmoil Considerable biological change occurs while reaching sexual and physical maturity Important social, emotional and cognitive changes are also occurring Physical Changes During Adolescence Physical changes are result of secretion of various hormones – Puberty: Period at which maturation of the sexual organs occurs, beginning at about age 11 or 12 for girls and 5-6 of Erikson’s Stages (ADOLESCENCE/EARLY ADULTHOOD) IDENTITY VS. ROLE CONFUSION STAGE: – Adolescence; a time of major testing – Try to determine what is unique about themselves – Attempt to discover their identity: Distinguishing character of the individual Who they are, strengths, roles best suited to play, capabilities – Don’t rely on adults for information; turn to peers as it becomes very important INTIMACY VS. ISOLATION STAGE: – Early adulthood; post adolescence – early 30s – Focuses on developing close relationships with others – Forming relationships that are intimate on physical, 7-8 of Erikson’s Stages (MIDDLE TO LATE ADULTHOOD) GENERATIVITY VS. STAGNATION STAGE: – Middle adulthood – Ability to contribute to family, community, work and society – Success: feeling positive/optimistic about continuity of life and contribution to humanity – Difficulty: activities are trivial/unimportant; life is stagnant; poor choices in life EGO—INTEGRITY VS. DESPAIR STAGE: – Later adulthood until death – Have I lived a meaningful life? – Sense of accomplishment vs. regret  Adulthood Early adulthood: 20 years to about 40-45 years Middle adulthood: about 40-45 years to 65 years Emerging adulthood: – Period beginning in late teenage years and extending into mid-20s – No longer adolescents but haven’t fully taken on responsibilities of adulthood – Time of uncertainty, instability, self-discovery Socialization in Late Adulthood Late adulthood: 65 years old until death View themselves as functioning members of society Only small number report loneliness as serious problem Challenges in late adulthood – Retirement = major shift in their role – Death of a spouse/partner – Changes in economic well-being