Intro To Psych Chapter 4- Student Copy PDF

Chapter 4: Development Across the Life Span Lecture PowerPoint Slides Psychology in Your Life, 4th edition © 2022 by W. W. Norton & Company Chapter 4 Overview: Big Questions How Does Development Happen in the Womb? How Do Infants and Children Develop? How Do Ado...

Chapter 4: Development Across the Life Span Lecture PowerPoint Slides Psychology in Your Life, 4th edition © 2022 by W. W. Norton & Company Chapter 4 Overview: Big Questions How Does Development Happen in the Womb? How Do Infants and Children Develop? How Do Adolescents Develop? How Do Adults Develop? Humans Develop Across Three Domains Developmental psychology: The scientific study of how humans change over the life span, from conception until death. Developmental changes can be grouped into three domains: 1. Physical 2. Socio-emotional 3. Cognitive Humans Develop Across Three Domains Prenatal Development Includes Three Periods of Physical Growth Germinal period The period in prenatal development from conception to 2 weeks after conception, when the zygote divides rapidly and implants in the uterine wall Embryonic period The period in prenatal development from 3 to 8 weeks after conception, when the brain, spine, major organs, and bodily structures begin to form in the embryo Prenatal Development Includes Three Periods of Physical Growth Fetal period The period in prenatal development from 9 weeks after conception until birth, when the brain continues developing, bodily structures are refined, and the fetus grows in length and weight and accumulates fat in preparation for birth Prenatal Development Includes Three Periods of Physical Growth Prenatal Development Includes Three Periods of Physical Growth Substances Affect Prenatal Development in All Three Domains Teratogens Environmental substances that can harm prenatal development o From the Greek word tera, which means “monster” o Can you think of some examples? Substances Affect Prenatal Development in All Three Domains Drugs and alcohol are common teratogens The use of recreational drugs—such as opiates, cocaine, or marijuana—during pregnancy can affect the mother and the developing human. Women who drink alcohol when pregnant are gambling with their baby’s development; alcohol can cause a variety of defects. o The most severe disorder is fetal alcohol syndrome (FAS). Substances Affect Prenatal Development in All Three Domains This table will help you understand the various classes of teratogens and their effects on prenatal development.c Legal Drugs Alcohol: fetal alcohol syndrome, facial malformations, intellectual disabilities, learning difficulties Nicotine: miscarriage, still birth, low birth weight, intellectual disabilities, learning difficulties Caffeine: miscarriage, low birth weight Recreational Drugs Cocaine: low birth weight, breathing problems, seizures, learning difficulties, irritability Marijuana: irritability, nervousness, tremors Infections German measles (rubella): blindness, deafness, heart defects, brain damage Syphilis: intellectual disabilities, deafness, meningitis Zika: brain abnormalities, microcephaly (abnormally small head) Environmental Factors Radiation (X-rays): higher incidence of cancer, physical deformities Mercury: intellectual disabilities, blindness Substances Affect Prenatal Development in All Three Domains https://www.youtube.com/watch?v=wL0kulTJR2k How Do Infants and Children Develop? Infants and Children Change Physically Infants and Children Change Socially and Emotionally Infants and Children Change Cognitively Language Develops in an Orderly Way Infants and Children Change Physically As infants and children develop, the brain changes in two critical ways: First, myelinated axons form synapses with other neurons. Second, over time and with experience, the synaptic connections are refined to preserve the most important and helpful connections. Infants and Children Change Physically Environments can also affect infants’ brain development. Poverty, a living condition with stress, poor nutrition, or exposure to toxins, can bring adverse development to the human brain. Fortunately, these problem are not inevitable as program supports parents stimulate their children’s brain reduces the effects of poverty on brain development. Infants and Children Change Physically Inborn reflexes Babies come into the world hardwired with basic motor reflexes that aid survival. o Rooting reflex o Sucking reflex o Grasping reflex Infants and Children Change Physically Motor skills Maturation: Physical development of the brain and body that prepares an infant for voluntary movement, such as rolling over, sitting, and walking. When infants sleep on their backs, they often skip the crawling phase Then why do pediatricians recommend babies sleep on their back??? Infants and Children Change Physically RH-Negative -If a mother is RH negative she may need to receive an RHLG injection - Baby can be RH positive if the father is, so the father’s blood is only tested if mother is RH Negative - Does not cause complications in the first pregnancy; Can cause problems in subsequent pregnancies due to developing antibodies to the RH Positive protein - Due to fluids mixing during delivery Infants and Children Change Physically Sensory development An infant obtains information from the world by hearing, seeing, smelling, tasting, and perceiving touch. Some of these sensory abilities are more fully developed at birth than others. o Newborns prefer sweet tastes. o Newborns can also hear well. o Newborns have poor vision Infants and Children Change Socially and Emotionally Early attachment All infants have a fundamental need to form strong connections with caretakers. o During the late 1950s, psychologists generally believed that the care an infant needed was based primarily on getting food from the mother. Harlow monkey attachment experiment  Harlow's Studies on Dependency in Monkeys https://www.youtube.com/watch?v=OrNBEhzjg8I&t=5s https://www.youtube.com/watch?v=YcQg1EshfIE&t=1s Infants and Children Change Socially and Emotionally Infants and Children Change Socially and Emotionally Variations in attachment Separation anxiety occurs in all human cultures. Ainsworth created the strange-situation test. o This test has revealed three attachment styles of children: Secure attachment Avoidant attachment Ambivalent attachment https://www.youtube.com/watch?v=QTsewNrHUHU&t=54s Infants and Children Change Socially and Emotionally Infants and Children Change Socially and Emotionally Infants and Children Change Socially and Emotionally Secure attachment The attachment style for most infants, who are confident enough to play in an unfamiliar environment as long as the caregiver is present and are readily comforted by the caregiver during times of distress Infants and Children Change Socially and Emotionally Insecure attachment styles Avoidant attachment: The attachment style for infants who are somewhat willing to explore an unfamiliar environment but seem to have little interest in the caregiver—they may not look at the caregiver when the caregiver leaves or returns. Ambivalent attachment: The attachment style for infants who are unwilling to explore an unfamiliar environment but seem to have mixed feelings about the caregiver—they may cry when the caregiver leaves the room, but they cannot be consoled by the caregiver upon his or her return. Infants and Children Change Cognitively Developing theory of mind Theory of mind: The capacity to understand that other people have minds and intentions. o As infants and children acquire theory of mind, they develop the ability to think in increasingly sophisticated ways. Infants and Children Change Cognitively Piaget’s theory of cognitive development The developmental psychologist Jean Piaget investigated how children’s thinking changes as they develop. Piaget proposed that we change how we think as we form new schemas, or ways of thinking about how the world works. Infants and Children Change Cognitively Piaget’s theory of cognitive development Assimilation: The process we use to incorporate new information into existing frameworks for knowledge. Accommodation: The process we use to create new frameworks for knowledge or drastically alter existing ones to incorporate new information that otherwise would not fit. Infants and Children Change Cognitively https://www.youtube.com/watch?v=8nz2dtv--ok Infants and Children Change Cognitively Infants and Children Change Cognitively Infants and Children Change Cognitively Other ways of thinking about cognitive development We now know that Piaget underestimated the ages at which certain skills develop. Psychologists now think of cognitive development in terms of trends rather than strict stages. Language Develops in an Orderly Way From 0 to 60,000 Language is a system in which sounds and symbols are used according to grammatical rules. o Morphemes o Phonemes o Syntax Language Develops in an Orderly Way Five stages of language development Babbling: Intentional vocalization, often by an infant, with no specific meanings. Telegraphic speech: The tendency for toddlers to speak using rudimentary sentences that are missing words and grammatical markings but follow a logical syntax and convey a wealth of meaning. Overregularization: The tendency for young children to incorrectly use a regular syntax rule where they should use an exception to the rule. For example, a child might refer to more than one mouse as mouses rather than mice. https://www.youtube.com/watch?v=RruZTdqyNPg How Do Adolescents Develop? Adolescents Develop Physically Adolescents Develop Socially and Emotionally Adolescents Develop Cognitively Adolescents Develop Physically Puberty: The physical changes in the body that are a part of sexual development. Secondary sex characteristics: Physical changes during puberty that are not directly related to reproduction but that indicate the difference between the sexes. Primary sex characteristics: Physical development during puberty that results in sexually mature reproductive organs and genitals. Adolescents Develop Physically Brain changes during adolescence: Synaptic connections are refined and gray matter increases. The frontal cortex of the brain is not fully developed until the early 20s. An adolescent’s limbic system—the motivational and emotional center of the brain—tends to be more active than the frontal cortex. Adolescent Brain Cognitive Development (ABCD) study launched in 2016 continues to provide findings related to cognitive, behavioral, and mental health outcomes. https://www.youtube.com/watch?v=f9Ya0mHsIgM Adolescents Develop Socially and Emotionally As adolescents develop a sense of identity, of who they are, they are influenced by many factors, including The culture in which they are raised Their beliefs about personal characteristics such as race, ethnicity, gender, and sexual orientation Adolescents Develop Socially and Emotionally Developing a unique identity Erikson’s eight stages of psychosocial development According to Erikson’s theory, adolescents face perhaps the most fundamental challenge: how to develop an adult identity. o Identity versus role confusion: The fifth stage of Erikson’s theory of psychosocial development, in which adolescents face the challenge of figuring out who they are. Adolescents Develop Socially and Emotionally Adolescents Develop Socially and Emotionally Culture and ethnicity Culture shapes much of who we are as we develop a full sense of identity during adolescence. Culture also determines whether each person’s identity will be accepted or rejected. Adolescents Develop Socially and Emotionally Parents and peers As adolescents develop their own identities, they come into more conflict with their parents. Peers play a crucial role in identity development. Adolescents Develop Socially and Emotionally Parental Behavior Low Demand High Demand Low Responsive Neglectful Authoritarian inattentive and uninvolved without clear rules strong expectations for children to obey strict and limits. Indifferent to child's needs. rules with limited emotional or psychological support. Punishment for not following rules. High Responsive Permissive Authoritative very involved but do not set clear rules and clear expectations for children to follow rules limits. Little use of punishment. Indulgent of with emotional and psychological support so child's desires child understands the need for rules Adolescents Develop Socially and Emotionally Parenting styles and influences As adolescents develop their own identities, they come into more conflict with their parents. Four types of parenting styles are o Neglectful: low demand and low responsive. o Permissive: low demand and high responsive. o Authoritarian: high demand and low responsive. o Authoritative: high demand and high response. Adolescents Develop Cognitively Moral reasoning and moral emotions When is it acceptable to take an action that may harm others or that may break implicit or explicit social contracts? Moral emotions, such as embarrassment and shame, are considered self-conscious emotions. In Europe, a woman was near death from cancer. One drug might save her, a form of radium that a druggist in the same town had recently discovered. The druggist was charging $2,000, ten times what the drug cost him to make. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him to sell it cheaper or let him pay later. But the druggist said, “No.” Should the husband break into the pharmacy and steal the drug? Why or why not? Adolescents Develop Cognitively Kohlberg’s three levels of moral reasoning Preconventional level: Earliest level of moral development; at this level, self-interest and event outcomes determine what is moral. Conventional level: Middle level of moral development; at this level, societal laws and the approval of others determine what is moral. Postconventional level: Highest level of moral development; at this level, decisions about morality depend on abstract principles and the value of all life. PRECONVENTIONAL Stage 1: Punishment orientation. Obedience to authority is considered. Example: “He shouldn’t steal the drug because he might get caught and be punished” (avoiding punishment) Stage 2: Pleasure -seeking orientation. Action is determined by one’s own needs. Example: “It won’t do him any good to steal the drug because his wife will be dead by the time he gets out of jail” (self-interest) CONVENTIONAL Stage 3: Good boy/good girl orientation. Action determined by the approval of their peer group. Example: “He shouldn’t steal the drug because others will think he is a thief. His wife will not want to be saved by stealing” (avoiding disapproval) Stage 4: Authority orientation. Should uphold the law at all costs. Follow social rules. Example: “Although his wife needs the drug, he should not break the law to get it. His wife’s condition doesn’t justify stealing” (traditional morality of authority) POSTCONVENTIONAL Stage 5: Social-contract orientation. Rules are open to question but are upheld for the good of the community. Example: “He should not steal the drug. The druggist response is unfair but mutual respect for the rights of others must be maintained.” (social contract) Stage 6: Morality of individual principles. High value is placed on justice, dignity, and equality. Example: “He should steal the drug but alert authorities he has done it. He will have to face a penalty, but he will save a human life.” (self-chosen ethical principles) How Do Adults Develop? Bodies Change in Adulthood Adults Develop Lifelong Social and Emotional Bonds The Mental Abilities of Adults Begin to Decline Bodies Change in Adulthood Early to middle adulthood Between the ages of 20 and 40, we actually experience a steady decline in muscle mass, bone density, eyesight, and hearing. Bodies Change in Adulthood Transition to old age By 2030, more than one in five Americans will be over age 65, and these older people will be ethnically diverse, well educated, and physically fit. o The body and mind start deteriorating more rapidly at about age 50. Adults Develop Lifelong Social and Emotional Bonds Psychosocial challenges Erikson’s theory in later life o Intimacy versus isolation (sixth stage): Young adults face the challenge of forming committed long-term friendships and romances. o Generativity versus stagnation (seventh stage): Middle-aged adults face the challenge of leaving behind a positive legacy and caring for future generations. o Integrity versus despair (eighth stage): Older adults face the challenge of feeling satisfied that they have lived a good life and developed wisdom. Adults Develop Lifelong Social and Emotional Bonds Marriage Around the world, the vast majority of people marry at some point in their lives or form some type of permanent bond with a relationship partner. o The benefits of marriage are more significant for men than for women. o At any given time, the vast majority of married people report satisfaction with their marriages. Adults Develop Lifelong Social and Emotional Bonds Having children The birth of a first child is a profound event for most couples. o Children can strain a marriage by putting demands on time and money. o Couples with children, especially those with adolescent children, report less marital satisfaction than those who are childless. o WHY???? https://www.youtube.com/watch?v=bE_KLkmc2Bk Adults Develop Lifelong Social and Emotional Bonds Finding meaning in later life Older adults may perceive their time to be limited and adjust their priorities to emphasize emotionally meaningful events, experiences, and goals. Older adults generally want to savor their final years by putting their time and effort into meaningful and rewarding experiences like reflecting on their lives and sharing memories. The Mental Abilities of Adults Begin to Decline A senior moment: The inability to remember something we knew a moment before. We may not notice cognitive decline until later adulthood, although it begins much earlier. The Mental Abilities of Adults Begin to Decline Intelligence, learning, and memory Verbal and mathematical decline does not tend to happen until people are in their 60s and 70s; healthy and mentally active people experience less decline (Schaie, 1990). Older adults take longer to learn new information, but once they learn it, they use that information just as efficiently. Older people tend to have difficulty with memory tasks that require juggling multiple pieces of information at the same time. The Mental Abilities of Adults Begin to Decline The Mental Abilities of Adults Begin to Decline Dementia: Severe impairment in intellectual capacity and personality, often due to damage to the brain. Dementia has many causes, including alcohol intake and HIV, but for older adults the major cause is Alzheimer’s disease. Approximately 5 percent of people will develop Alzheimer’s disease by age 70–75, and 6.5 percent will develop the disease after age 85. The initial symptoms of Alzheimer’s are typically minor memory impairments, but the disease eventually progresses to more serious difficulties, such as forgetting daily routines. The Mental Abilities of Adults Begin to Decline Well-being in older adults Except for dementia, older adults have fewer mental health problems, including depression, than younger adults (Jorm, 2000). Despite the physical, social, and emotional challenges of aging, most older adults are healthy and happy.  - Stages of Development - Primary/Secondary Sex Characteristics - Domains of Development - Erickson’s Theory of Development - Prenatal Development - Piaget’s Theory of Development Key Concepts - Teratogens - Innate Reflexes - Harry Harlow’s Experiment - Attachment Styles - Accommodation/Assimilation - Theory of the Mind - Speech Development Credits This concludes the Lecture PowerPoint presentation for Chapter 4 of Psychology in Your Life, Fourth Edition. For more resources, please visit https://digital.wwnorton.com/psychlife4 Copyright © 2022 W. W. Norton & Company