Lecture 5: Developmental Psychology (PSYC 1001AEF 2024 Autumn) PDF

PSYC 1001AEF Foundation of Social Sciences: Psychology LECTURE FIVE Developmental Psychology Ms Summer SIU What to cover? Rundown A. Introduction B. Cognitive Development C. Social Development 3  Introduction ⊡ Developmental Psychology is the st...

PSYC 1001AEF Foundation of Social Sciences: Psychology LECTURE FIVE Developmental Psychology Ms Summer SIU What to cover? Rundown A. Introduction B. Cognitive Development C. Social Development 3  Introduction ⊡ Developmental Psychology is the study of the changes in physiology, cognition, emotion, and social behavior over the life span. □ Development is the sequence of age-related changes from conception to death. □ Developmental norms: the typical age at which individuals display specific patterns of behavior and abilities. group averages as benchmarks 4 Developmental Norms 5  Factors of development ⊡ Nature □ Maturation refers to the physical changes as a result of the gradual unfolding of one’s genetic blueprints, i.e. heredity. ⊡ Nurture □ Experience and learning (e.g., socialization, nutrition, care that the person receives…) 6  Periods of Development 1. Prenatal period: conception to birth (9 months) 2. Infancy: birth to 24 months 3. Early childhood: 2 to 5-6 years 4. Middle and late childhood: 6-11 years 5. Adolescence: from 10-12 to 18-21 years 6. Early adulthood: early 20’s through the 30’s 7. Middle adulthood: 40-60 years 8. Late adulthood: 60’s-70’s to death 7 Rundown A. Introduction B. Cognitive Development C. Social Development 8  Cognitive Development ⊡ Cognition □ The process of organizing and making meanings of experience ⊡ Jean Piaget □ Phd in biology □ the driving force behind cognitive development is our biological development, rather than learning □ As we get older we enter into new cognitive stage 9  Cognitive Development ⊡ Basic ideas □ How Do Children Learn About the World? □ Operation (運思) mental routine for separating, combining, and transforming information in a logical manner ⊡ A stage theory (vs. life course theories) □ Develop in a particular order □ Progress related to age □ We develop different cognitive characteristics at different cognitive stages, rather than advancing the same characteristics obtained from a previous stage. 10  Cognitive Development ⊡Stage 1: Sensorimotor Stage (感覺動作 期) □ Age: Birth to 2 Years □ General feature Infant can only engage in sensorimotor thought; they know the world by Sensory input (see, smell, taste, touch, hear) Motor actions (e.g. sucking, reaching, grasping) 11  Cognitive Development ⊡ Stage 1: Sensorimotor Stage (con’t) □ Cognitive Characteristics “Out of sight, out of mind” Do not know objects exist when it is not insight Object Permanence (物體恆存) the realization that objects still exist even when it is out of a child’s direct line of sensory input or motor action emerges at around 8-12 months 12  Cognitive Development 13  So… ⊡ Before 8 months (approximate), infants will not cry when left by their mother at this age – the mother is ‘out of sight and out of mind’. ⊡ When object permanence has been developed, if the mother leaves the child then they will show signs of distress – separation anxiety. 14  Cognitive Development ⊡Stage 2: Preoperational Stage (運思前期) □ Age: 2 to 7 Years □ General feature: Children learn to use symbols, such as words or mental images, to solve simple problems and can remember or talk about things that are not present 15  Cognitive Development ⊡ Stage 2: Preoperational Stage (con’t) ⊡ Cognitive Characteristics □ Egocentrism (自我中心 ) able to see and think of the world only from own point of view, yet have limited ability to share other’s perspective egocentric child assumes that other people see, hear, and feel exactly the same as the child does. Three-mountain task (an experimental task) is used to demonstrate egocentrism in this stage. 16  Three Mountains Task When asked to select the photograph that shows the mountains as the adult sees them, preschool children often select the photograph that shows how the mountain looks to them, demonstrating egocentrism (自我中心 ) (assumes that other people see, hear, and feel exactly the same as one does.) 17 Try: Which is the clearest example of egocentric thinking? a) An exceptionally wealthy man gives no money to charity. b) A woman assumes that all her friends will want to see the same movie that she does. c) At student council meeting, a student takes credit for someone else’s ideas. 18  Cognitive Development ⊡ Stage 2: Preoperational Stage (con’t) ⊡ Cognitive Characteristics □ Centration the tendency to focus on one aspect of a situation/ object while ignoring other aspects. □ Irreversibility (無法進行可逆性思考) the inability of the young child to mentally reverse an action □ Conservation Problems (缺乏質量保留概念) the lack of understanding that some basic properties of objects remain the same even when a transformation changes the physical appearance 19  Cognitive Development 3 X 2 = 6 2 X 3 = ? 20 21  Cognitive Development ⊡ Stage 2: Preoperational Stage (con’t) ⊡ Cognitive Characteristics ⊡ Animism (泛靈論) ⊡ a belief of all things are alive 22  Cognitive Development Stage 3: Concrete Operational Stage (具體運思期) □ Age: 7 to 12 Years □ General feature Children can perform a number of logical mental operations applied to real/ tangible objects or actual events 23  Cognitive Development ⊡ Stage 3: Concrete Operational Stage (具體運思期) ⊡ Cognitive Characteristics ⊡ Conservation (質量保留 ) ⊡ An awareness of physical quantities remain constant even changes in appearance □ Reversible thinking (可逆性思考) ⊡ Hierarchical Classification (層次分類) ⊡ understand levels of classification 24  Cognitive Development Stage 4: Formal Operational Stage (形式運思期) □ Age: 12+ Years □ General Feature Individuals start to gain mastery of logical mental operations on abstract ideas (抽象意念) Thought about things that are not real or things that are only possibilities 25  Cognitive Development ⊡ Stage 4: Formal Operational Stage □ Cognitive characteristics Hypothetic-deductive reasoning The ability to use deductive reasoning (reasoning from general to specific facts) to ○ systematically manipulate several variables, ○ test the effects in a systematic way, and ○ reach correct conclusions in complex problems; ○ scientific reasoning 26 Rundown A. Introduction B. Cognitive Development C. Social Development 27  Social Development ⊡ Social Development □ The ways in which individuals’ social interactions and expectations change across the life span □ Culture and environment Socialization: The lifelong process whereby an individual’s behavioral patterns, values, standards, skills, attitudes, and motives are shaped to conform to those regarded as desirable in a particular way 28  Infancy Attachment ⊡ John Bowlby ⊡ Attachment refers a strong emotional bonds that persists over time and across circumstances. ⊡ The first social relationships  Infancy Attachment ⊡ Attachment is important because □ Infant attachment is adaptive promotes proximity between infant and caregiver (eagerness to stay close) infants are socially active to seek food and comfort, which promotes survival □ Leads to long term influences on multiple aspects of development, e.g. social competence, stability of relationships, school achievement, parenting style, etc.  Infancy Attachment ⊡ How do we know baby’s emotional bonds (attachment style) with their care giver? □ This could be reflected in the response of separation anxiety as displayed by the infant □ Separation anxiety refers to infant’s emotional distress when the attachment figure leaves infant □ indicates growing attachment □ commonly displayed by infants from 6-8 months to 2 years old. □ Over time, most babies become more flexible in response to parents’ temporary departures 31  Infancy Attachment ⊡ How to measure separation anxiety?: The Strange Situation □ is the laboratory procedure developed by Mary Ainsworth in 1978 □ Lasts for 20 minutes, includes 8 episodes □ Important observation: Child’s response when caregiver leaves her Child’s response when caregiver comes back and comfort her 32  Infancy Attachment Strange Situation 33  Infancy Attachment ⊡ Attachment Styles □ Secure attachment distressed with the attachment figure leaves; accepts comfort when attachment figure returns reflected that infant uses the attachment figure as a safe base for exploration associated with caregivers with high level of sensitive responsiveness; skilled at pick up and responding to infant’s signals approximately 60-65% 34  Secure Attachment ⊡ Secure working model □ feel good about both themselves and others □ social competence in childhood □ not afraid of entering intimate relationships or of being abandoned once they do □ strong achievement motivation; tend to master challenges as opposed to avoid failure 35  Infancy Attachment ⊡ Attachment Styles □ Anxious-avoidance attachment (Insecure) no distress when the attachment figure leaves; avoids contact when the attachment figure returns shows no preference for the parent over other people; emotionally distant in order not to be disappointed by them associated with cold or rejecting parenting approximately 20-25% 36  Avoidance Attachment □ positive view of self but do not trust other people □ dismiss the importance of close relationships □ non-disclosing oneself 37  Infancy Attachment ⊡ Attachment Styles □ Anxious-ambivalent attachment (Insecure) inconsolably upset when attachment figure leaves; both seek and reject comfort when the attachment figure returns use anger and control to maintain proximity associated with inconsistent parenting Approximately 10-15% 38  Ambivalent Attachment □ positive view of other people but feel the self is unlovable □ socially incompetence □ Unstable relationship, wanting closeness but fearing rejection 39  Stability of Attachment ⊡ Can we change our attachment? □ Kirkpatrick and Hazan (1994) 70% of the participants remain the same attachment style over a period of 4-year 30% of individuals changed 40 Erik Erikson ⊡ Born in Germany in 1902 ⊡ was named Erik Homburger. Changed his name to Erik Homburger Erikson by himself ⊡ publicly defined himself as a loyal Freudian ⊡ His books were bestsellers, and his picture appeared on the covers of Newsweek and the New York Times Erik Erikson (1902 – 1994) Magazine, even without ever earning a university degree in any subject 41  Psychosocial Development Theory ⊡ Overview of the theory □ Psychosocial: Importance of social environment to affect our personality □ Personality develops throughout life: Erikson proposed eight psychosocial stages, with rough approximate of age norms □ The confrontation with one’ environment is called psychosocial crisis, i.e. a turning point which provides a chance for individual to attain positive/negative psychological qualities □ The virtues/ weaknesses resulted from each crisis would remain as personality and influence resolution of next crisis 42 Stage 1: Infancy ⊡ Approximate age norm: birth to 1 year old ⊡ Key question: “Is the world a trustworthy place?” ⊡ Significant relationship: Primary caregiver ⊡ Psychosocial Crisis: Trust vs. Mistrust ⊡ Dependability and quality of the child’s caregiver ⊡ Virtue/Basic Strength: Hope (vs. withdrawal) □ an expectation that wishes are attainable, challenges would result in positive outcomes 43 Stage 2: Early Childhood ⊡ Approximate age norm: 1-3 year old ⊡ Key question: “Can I do things myself or must I always rely on others?” ⊡ Significant relationship: Parent ⊡ Psychosocial Crisis: Autonomy vs. Shame and Doubt □ control of body waste products ⊡ Virtue/Basic Strength: Will (vs. lack confidence) □ Determination to exercise freedom of choice, self- control, self-confidence 44 Stage 3: Preschooler ⊡ Approximate age norm: 3 - 6 year old ⊡ Key question: “Am I good or am I bad?” ⊡ Significant relationship: Basic Family ⊡ Psychosocial Crisis: Initiative vs. Guilt □ child ask an endless number of “what” and “why questions; manipulation of objects ⊡ Virtue/Basic Strength: Sense of Purpose (vs. inhibition) The courage to envision and pursue goals 45 Stage 4: School-age ⊡ Approximate age norm: 6 - 11 year old ⊡ Key question: “Am I competence or am I worthless?” ⊡ Significant relationship: School ⊡ Psychosocial Crisis: Industry vs. Inferiority □ demand on intellectual skills; learn to behave and gain acceptance and approval by others ⊡ Virtue/Basic Strength: Competence (vs. passiveness) □ capacity and willingness to learn how to be what one is 46 Stage 5: Adolescence ⊡ Approximate age norm: 12 - 18 year old ⊡ Key question: “Who am I?” ⊡ Significant relationship: Peers ⊡ Psychosocial Crisis: Identity vs. Role Confusion □ integrating a sense of self and an inner assuredness of anticipated recognition from those who count ⊡ Virtue/Basic Strength: Fidelity vs. withdrawal □ develop a commitment to a system of values e.g. religious belief, vocation goals, etc. 47 Stage 6: Young Adulthood ⊡ Approximate age norm: 18 - 29 year old ⊡ Key question: “Shall I share my life with another person or live alone?” ⊡ Significant relationship: partners in friendship and sexual relationship ⊡ Psychosocial Crisis: Intimacy vs. Isolation □ finding a partner with an emotional and psychological closeness 48 Stage 6: Young Adulthood ⊡ Virtue/Basic Strength: Love vs. loneliness □ gained ability to commit to long-term relationship □ identity crisis: failure to search for one’s identity -- > shy away from interpersonal relationship, may seek promiscuity with intimacy and sex without love 49 Stage 7: Middle Adulthood ⊡ Approximate age norm: 30s – 50s ⊡ Key question: “Will I add anything of value to the world?” ⊡ Significant relationship: divided labour and shared household ⊡ Psychosocial Crisis: Generativity vs. Stagnation □ to create things in world that will outlive you (symbolic continuation of self) ⊡ Virtue: Care vs. self-absorption □ concern for others so to contribute the development of next generation 50 Stage 8: Late Adulthood ⊡ Approximate age norm: 60s and beyond ⊡ Key question: “Have I lived a meaningful life, or wasted my time?” ⊡ Psychosocial Crisis: Ego Integrity vs. Despair □ Reflection on life □ feel that life has had order and meaning, accepting the choices one made and the things one did □ a sense of coherence and wholeness ⊡ Virtue: Wisdom vs. disdain □ meaning making and appreciation of life itself 51 52 53  Reference ⊡ Gazzaniga, M. S., Heatherton, T. F., Halpern, D. F., & Heine, S. J. (2018). Psychological Science (6th Ed.). New York: WW Norton. □ Chapter 9: Human Development 54