Unit 3: Developmental Psychology PDF

Unit 3: Developmental Psychology (3.1-3.6b) College Board - “Acorn Book” Course Description 15-25% Unit IX. Development 1 Summary Outline A. Life Span Approach B. Research Methods C. Heredity-Environment Issues D. Developmental Theories E. Dimensions of Development 1. Physical 2. Cognitive 3. Social 4. Moral F. Sex Roles, Sex Differences Unit IX. Development 2 A. Life Span Approach Developmental Psychology Studying Development Throughout Life Constantly changing, physically, socially, and cognitively Unit IX. Development 3 Prenatal Development Zygote is created when the fertilized egg survives after 2 weeks Zygote becomes an embryo after about 10 days after it attaches to the uterine wall Organs begin to function and form Heart beats Fetus After 9 weeks Looks more human Unit IX. Development 4 Prenatal Development Teratogens - harmful substances passed from the mother to embryo Alcohol, drugs, viruses Can lead to Fetal Alcohol Syndrome (FAS) Physical and mental abnormalities Alcohol is epigenetic eﬀect - how environment and behavior impacts genes Maternal illness, genetic mutations, hormonal and environmental factors all impact prenatal development Unit IX. Development 5 Newborn Born w/ automatic responses to increase our chances of survival Moro Instinct Move limbs in response to pain, startled of feeling of falling Turn our head to move an object placed over it Root Look for the nipple to breastfeed and then begin sucking Touching the cheek to stimulate sucking Cry to get what is needed Babinski Instinct Bottom of foot is rubbed the toes curl and spread Unit IX. Development 6 Newborn Habituation The more a baby is exposed to a repeated visual stimulus the more their interest wanes and they look away sooner Get bored since they remember it - Look away when bored No longer excited or scared after short time Prefer human faces and voices Unit IX. Development 7 Infancy and Childhood Have the most brain cells when you are born Not developed and slow pain receptors But your nervous system is immature and needs to fully develop 3-6 is the most rapid growth of the frontal lobes which enables rational planning (routine) Create associations to help w/ learning, memory and language Parallel play where kids play next to each other but not with each other Unit IX. Development 8 Infancy and Childhood Maturation Physical Development Biological growth process that enable orderly changes in behavior, relatively uninﬂuenced by experience Standing before walking Unit IX. Development 9 Infancy and Childhood Sequence of motor (physical) development is relatively universal Roll over before you sit up as a baby Crawl before you walk Gross motor development (walking, using muscles) usually before ﬁne motor skills (drawing, using ﬁngers) Infantile Amnesia Most memories don’t start until after 3 even then most don’t remember until 4 or 5 Unit IX. Development 10 Typical Sequence 2 Months / Turns head to follow moving object 9 months / Sits alone for 1 minute: says “da-da” 1 year / Walks while holding on to something 1 year 3 months / Walks alone, says several words 1 year six months / Climbs stairs, says many words 2 years / Runs, uses simple word combinations 3 years / Puts on shoes 4 years / Laces shoes 5 years / Names penny, nickel, and dime 6 years / Describes the difference between a bird and a dog 7 years / Tells time to the quarter hour 8 years / Tells how a baseball and an orange and an airplane and a kite are alike Unit IX. Development 11 Infancy and Childhood Develop bonds with caregivers for safety and security Konrad Lorenz Imprinting Studied how young ducklings (Goslings) imprint on their mother for survival - Follow mother Impression on the brain to the young duckling about who to follow, enduring characteristic Can imprint on other animals or humans Not a human behavior 12 Adolescence Years from childhood into adulthood Begins w/ puberty Menarche (start of menstruation) for females Spermarche (1st ejaculation, “wet dream” for males Some cultures don’t have adolescence if they skip to adult obligations More developing nations Pruning Shutting down excess connections (unused) and strengthening others (used) occurs after puberty Unit IX. Development 13 Adolescence Worry about peer’s and what they think Think about ideals (values + beliefs) Reasoning skills increase - (logically thinking) Unit IX. Development 14 Adolescence Forming an identity Create a sense of self by testing roles Can form a social identity based on groups you belong to Begin to pull away from parents - (hanging out w/ friends) Morality develops Self Concept Understanding and assessing who you are as a person (descriptor) Self-Esteem How you feel about yourself Unit IX. Development 15 Adolescence Adolescent Egocentrism 11-16 years of age World revolves around them, most important Imaginary Audience Belief that everyone is judging or paying attention to you Personal Fable Feeling unique and special and above all rules 16 Adolescence James Marcia Develop a sense of identity as adults Explore and commit to various aspects of their self concept Identity Moratorium Actively searching for identity - (who you are) Identity Foreclosure Passively accepting pre-deﬁned roles - (chosen for you) Identity Achievement Achieving a stable sense of self - (chose a role, happy with it) Identity Diﬀusions A state of not actively exploring one’s identity at all - (lost) 17 James Marcia 18 Adolescence Identity develops also by Racial and ethnic identity Gender identity Sexual orientation Religious identity Occupational identity Familial identity Adolescents start to consider possibles selves they can be 19 Adulthood Marriage, Parenthood, Work, Aging Parental ties continue to loosen Western countries it is when we go to college Some countries this begins after a rite of passage Social Clock Ideas of a “correct time” to do things Visual timetable Changes based on societal expectations Unit IX. Development 20 Adulthood Life Expectancy increased from 50-73 between the years of 1950-2015 Proper health and exercise helps slow the the aging process Menopause Around age 50 women stop having menstrual cycles Decline in reproductive ability 21 Adulthood Aging More susceptible to illnesses Brain neurons die After 90 most become senile (weakness/diseases) Dementia and Alzheimer’s Disease (loss of brain cells and deterioration of neurons that produce neurotransmitter acetylcholine) Recognition memory declines Unit IX. Development 22 Adulthood Mobility (physical movement and ability to perform tasks on your own) and ﬂexibility begin to decline as we age Reaction time slows down Visual and auditory sensory acuity decreases 23 Aging Death Deferral Theory Older person will hold oﬀ (defer) death if an important event is coming up - hope to look foward to something 24 Kubler-Ross Stages of Grief (1969) 1.Denial 2.Anger 3.Bargaining 4.Depression 5.Acceptance Criticism was that there is no correct way to grieve and this was not accurate for all Later she changed her work to 7 stages ○ Shock, Denial, Anger, Bargaining, Depression, Testing, Acceptance 25 B. Research Methods Longitudinal Studies Types of Longitudinal Studies Panel Study – Sampling a cross section of subjects Cohort Study – Following a selected group Retrospective Study – Reviewing past records Unit IX. Development 26 Longitudinal Studies Advantages Ability to look at changes over time in same individuals More sensitive to developmental change Disadvantages – Requires a long time commitment which may be costly Usually a small group / individuals may drop out of study Unit IX. Development 27 Major Issues Nature vs. Nurture How do genetic inheritance and experience influence development Continuity vs. Stages Is development a gradual, continuous process or does it go through a sequence of separate stages (Escalator vs rungs on a ladder) Stability vs. Change Do our early personality traits persist through life, or de we become different persons as we age? Unit IX. Development 28 Cross-sectional Studies Comparing groups as similar as possible except for the factor of age. Allows one to look at changes presumably attributed to age differences Unit IX. Development 29 Cross Sectional Studies Advantages Can be done quicker, cheaper, and more easily Looks at a particular variable at a specific point in time Disadvantages Difficult to find similar groups of varying ages Life experiences of cohort groups are similar while life experiences of different aged groups can vary tremendously Unit IX. Development 30 Simplified way of telling the difference Cross-sectional Studies may be described as “snapshots” Longitudinal Studies may be described as “moving pictures” Unit IX. Development 31 Examples of Longitudinal Studies Changes in temperament over time Jerome Kagan Changes in intelligence over time Raymond Cattell Giftedness and talent over time Lewis Terman Unit IX. Development 32 C. Heredity-Environment Issues Nature vs. Nurture Maturation vs. Learning Both are better viewed as interactions than as one “versus” the other Questions Define and give examples of each of the above. Compare and contrast each pair. Unit IX. Development 33 D. Developmental Theories Freud – Psychosexual Stages - (Not tested as much) Piaget – Cognitive Stages Vygotsky - Sociocultural Approach Erikson – Psychosocial Stages Kohlberg – Moral Development Unit IX. Development 34 Stage Theorists Chart Piaget Kohlberg Erikson Freud Sensory-Mo Trust vs. Oral tor Mistrust Pre Conven- Pre-Operati tional Autonomy vs. Anal onal shame and doubt Initiative vs. Phallic guilt (Oedipal) (Genital) Concrete Conven- Competence Latency Operational tional vs. inferiority Formal Identity vs. True Genital Operational role confusion Post Intimacy vs Conven-tiona Isolation l Generativity vs stagnation Integrity vs. Despair Sigmund Freud Introduction to Id, Ego, and Superego Introduction to concept of the unconscious Psychosexual stages Oral, Anal, Phallic, Latency Oedipus complex Resolution through identification Fixating at a stage / Conflicts Personality shaped at an early age Unit IX. Development 36 Piaget - Important Unit IX. Development 37 Piaget’s Theory (1920s) Birth to 2 years old Stage Sensorimotor world through touching Developmental Phenomena Object permanence - Peekaboo, out of sight out of mind Stranger anxiety - Mom and dad keep them safe, feel danger with anyone else Unit IX. Development 38 Piaget’s Theory Ages 2 to 6 or 7 Stage Preoperational Represent w/ words and images Intuition - routine and structure Developmental Phenomena Mental symbols and Pretend play Animism (objects are alive/real) Egocentrism - World´s all about you Unit IX. Development 39 Preoperational Stage Many cognitive tasks that children cannot perform in this stage Such as conservation and reversibility But they begin to use creative play Theory of Mind begins to develop Understand mental states of others and realize people think diﬀerent than them 40 Assimilation vs Accommodation Assimilation Ideas ﬁt previous knowledge All 4 legged animals are horses More narrow and rigid thinking Accommodation Deeper knowledge to reshape understanding of the world Using your schema Deeper thinking and adaptation 41 Piaget’s Theory Ages 7 to 11 Stage Concrete Operational Thinking logically and realistically about concrete events Analogies and arithmetic Correct mistakes from preoperational stage Developmental Phenomena Conservation (object the same even when shape changes) Reservability (idea that objects can be changed and then changed back) Unit IX. Development 42 Centration vs Decentration Centration Focus on only one aspect of a problem at a time (egocentric) Decentration Focusing on multiple parts of a problem at one time Develops during concrete operational stage Ex: When deciding what to play a at recess they can understand that they love to play basketball but not all their friends like it 43 Piaget’s Theory 12 to adulthood Formal Operational Abstract reasoning and hypothetical thinking develops Developmental Phenomena Abstract logic Moral reasoning Piaget believed that not all people achieve formal operational thinking Unit IX. Development 44 Piaget’s Theory Created interest in how the mind develops Identiﬁed signiﬁcant milestones in development Human cognition around the globe like his theory Most today see development as more continuous than Piaget’s theory Unit IX. Development 45 Vygotsky (1896-934) Children are social learners who learn by interacting with and scaﬀolding by other people w/in sociocultural contexts By age 7 children can use words to work out solutions to problems Children internalize their culture’s language and rely on inner speech Talking to themselves helps kids learn and control behaviors Unit IX. Development 46 Vygotsky Muttering when learning These kids were found to learn better Telling a child “no no no” Child will say this when doing something bad or dangerous Learning through social environment Parents help kids learn and provide language as a tool Learning occurs when a person in their Zone of Proximal Development (ZPD) (Level at which a kid is able to learn) Unit IX. Development 47 Vygotsky’s Zone of Proximal Development (ZPD) 48 LANGUAGE / SEMANTICS Unit VII. Cognition “What you hate is walking. This is hiking – hiking is different from walking.” B. LANGUAGE Language – Symbols and Rules Language Unit VII. Cognition Spoken, written, or signed words to communicate LANGUAGE IS SYMBOLIC We use words and sounds (and gestures) to represent objects, events, actions and ideas Greatly expands what we can communicate about LANGUAGE IS GENERATIVE A limited amount of sounds can be combined to create unlimited novel messages We daily use reflexive “stock sayings” But we also create new and unique messages Language Babies communicate by crying and cooing Receptive language Around 7 months babies begin to understand what is said to them Productive language Ability to produce words Usually begins with babbling around 10 months Uttering various sounds, no clear language, universal One word stage around 1 or 2 Two word stage, around age 2 Telegraphic speech, nouns and verbs (go sleep) 53 Language is Structured Phonemes Smallest distinctive units of sound for language Morphemes Smallest language units that carry meaning Grammar Sets of rules for each language Universal grammar Innate ability to understand language principles Preschool aged kids learn grammar easily 54 LANGUAGE IS STRUCTURED Language Aphasia Loss of ability to understand, comprehend or speak language Caused by damage to the brain Broca’s Area Damage causes you to have trouble producing language Wernicke’s Area Damages causes problems comprehending language Language Linguistic determinism Theory by Benjamin Whorf Language determine how we think Believed that people who did not have languages in had past tense rules could not think about the past Linguistic relativism Less extreme theory by Genter Language inﬂuences how we think Some languages have more words to describe emotions Bi lingual people might switch languages based on emotions 57 BIOLOGICAL FOUNDATIONS OF LANGUAGE Noam Chomsky basic argument innate language acquisition device neural program that prepares them to learn language Critical period to acquire language before puberty Behaviorists view the process of language acquisition as a building process that results from interaction with the environment STAGES OF DEVELOPMENT IN THE ACQUISITION OF LANGUAGE Average Age Language Milestones Motor Milestones 6 months Cooing, changes to Sits using hands for distinct babbling by support; unilateral introduction of reaching consonants 1 year Beginning of language Stands; walks when understanding; one-word held by one hand utterances (holophrastic) Average Language Milestones Motor Milestones Age 12-18 Words used singly; Grasping and release months repertory of 30-50 words fully developed; (simple nouns, adjectives, and walking; creeps action words), which cannot downstairs backward as yet be joined in phrases but are used one at a time. Does not use functors (the, and, can, be) necessary for syntax, but makes good progress in understanding Average Language Milestones Motor Milestones Age 18-24 Two-word (telegraphic) Runs (and falls); months phrases ordered according to walks stairs with one syntactic rules; vocabulary of foot forward 50 to several hundred words; understands propositional rules 2-5 years New words every day; three Jumps with both or more words in many feet combinations; functors begin to appear; many grammatical errors and idiosyncratic expressions; good understanding of language STAGES OF DEVELOPMENT IN THE ACQUISITION OF LANGUAGE Average Age Language Milestones Motor Milestones 3 years Full sentences; few Tiptoes; walks stairs errors; vocabulary of with alternating around 1,000 words feet 4 years Close to adult speech Jumps over rope; competence hops on one foot; walks on a line “LADLE RAT ROTTEN HUT” Wants pawn term, dare worsted ladle gull hoe lift wetter murder inner ladle cordage, honor itch offer lodge, dock florist. Disk ladle gull orphan worry putty ladle rat cluck wetter putty ladle rat hut, end fur disk raisin pimple colder Ladle Rat Rotten Hut. Erikson’s Theory of Psychosocial Development (1963) Said each stage has it own psychosocial task, a crisis that needed resolution As a child Erikson was the son of a Gentile (Christian) father and Jewish mother Never felt like he ﬁt in anywhere which fueled his interest in studying identity Criticized for not being as scientiﬁc and being more focused on male development Unit IX. Development 64 Erikson’s Stages Trust vs Mistrust ( infancy) Develop a sense of trust in your caregivers through providing for your needs and creating an attachment If needs not met you develop a crisis Anxiety and not prepared for the next stage Unit IX. Development 65 Erikson’s Stages Autonomy vs Self Doubt (Shame and Doubt) (Infancy and Preschool) Acquire skills such as walking and talking If you had developed a sense of trust in others you feel comfortable being more autonomous If you are too restricted or criticised you can develop self doubt Unit IX. Development 66 Erikson’s Stages Initiative vs Guilt (grade school aged) If you have developed appropriate you have conﬁdence in your intelligence and motor skills Do things by yourself and make decisions If the parent is angry at the child for not exhibiting self control that child can experience guilt Unit IX. Development 67 Erikson’s Stages Competence (Industry) vs Inferiority (elementary school) Enhancing skills and working with peers PBIS and school awards Inferiority exists when you feel like a “discouraged spectator” rather than an active participant Unit IX. Development 68 Erikson’s Stages 69 70 E. Dimensions of Development 1. Physical 2. Cognitive 3. Social 4. Moral Kohlberg Carol Gilligan – Orientation toward caring relationships in women Unit IX. Development 71 Childhood “I’d trade. But peanut butter sticks to my tongue stud.” Unit IX. Development 72 Physical Stages of aging from conception to adulthood Unit IX. Development 73 Cognitive Piaget’s theory of cognitive development Adolescence developing reasoning power and morality Early adulthood is the peak of learning and memory Aging Memory is more diﬃcult Unit IX. Development 74 Social Infancy Attachment to caregiver and stranger anxiety Begin to familiarize ourselves w/ our environment Adolescence Forming a social identity based on groups Peer relationships are becoming more imp than parental ties Adulthood “ Social clock” right time to do things (marry, kids, etc) Loving relationships Unit IX. Development 75 Social Adverse Childhood Experiences (ACE) impact our relationship throughout life Socio cultural experience impact how we perceive and are impacted by ACE 76 Ecological Systems Theory Urie Bronfenbrenner How the diﬀerent social environments inﬂuences a person’s development Various interconnected environment systems such as family, school and community shape us 77 Ecological Systems Theory Microsystem Groups that have direct contact with the individual Mesosystem Relationships between groups in the microsystem Exosystem Indirect factors in an individual's life 78 Ecological Systems Theory Macrosystem Cultural events that aﬀect the individuals and others around them Chronosystem Individuals current stage of life 79 Morality (Kohlberg) Morality increases (right and wrong) Pre-conventional (Before 9) Self interest, rules to avoid punishment or get rewards Conventional (early adolescence) Caring for others and uphold laws and social rules simply because they are the rules Post-conventional Actions are “right” because they ﬂow from people’s rights are ethical principles Unit IX. Development 80 81 82 Attachment Harry Harlow explored two hypotheses: 1.attachment occurs because mothers feed their babies 2.Attachment is based on the warm, comforting contact Unit IX. Development 83 Secure/Insecure Attachment Mary Ainsworth "Attachment may be defined as an affectional tie that one person or animal forms between himself and another specific one - a tie that binds them together in space and endures over time." Unit IX. Development 84 Secure/Insecure Attachment Mary Ainsworth Infants show attachment through "proximity seeking behaviors" and "contact maintaining behaviors." Parents show attachment through "keeping a watchful eye" and responding affectionately and sensitively to the infant's vocalizations, expressions, and gestures. Unit IX. Development 85 Mary Ainsworth Secure Attachment: infant derives comfort and confidence, as evidenced by attempts to be close to the caregiver and by readiness to explore the environment. Insecure Attachment: characterized by fear, anger, or seeming indifference to the caregiver. Unit IX. Development 86 Mary Ainsworth Attachment is measured by a method called Strange Situation, in which the child is observed in a well-equipped playroom with mother and/or a stranger, or alone. Securely attached children show a confidence in exploring the room need to maintain contact with the caregiver When the caregiver leaves they tend to show some distress Happy when caregiver returns Unit IX. Development 87 Mary Ainsworth Insecurely attached children are one of three types: a. anxious and resistant/ambivalent (cling to caregiver, high distress on departure, refuse to be comforted on return - punishing parents). b. anxious-avoidant (little interaction with caregiver, tend to ignore departure and return - little attachment). c. disoriented or disorganized (inconsistent behavior toward caregiver such as avoidance after seeking closeness). Unit IX. Development 88 Importance of attachment: Longitudinal studies suggest that securely attached children are more likely to: a. be competent in social and cognitive skills b. be sought out as friends and chosen as leaders c. interact with teachers in friendly and appropriate ways, seeking help when needed. Unit IX. Development 89 Importance of Attachment Longitudinal studies suggest that insecurely attached children are more likely to: a. be overly dependent on teachers, demanding attention unnecessarily and clinging instead of playing with other children or exploring their environment b. be aggressive (if boys) c. be overly dependent (if girls) Unit IX. Development 90 Parenting Styles Diana Baumrind (1967, 1971) What kinds of parenting help children develop a positive sense of themselves interact positively with others competent at school. Research observed children in nursery school, rating them on self-control, independence, self-confidence, etc interviewed parents observed parent-child interaction (both at home and in the lab). Unit IX. Development 91 Diana Baumrind identified four features of parenting Nurturance or warmth toward children Efforts to control through use of rewards and punishments Communication with children Maturity demands – (expectations for age-appropriate behavior) Unit IX. Development 92 and delineated three basic patterns of parenting. Authoritarian Parents are relatively strict, punitive, and unsympathetic. value obedience try to shape their children’s behavior to meet a set standard and to curb the children’s wills. Permissive are more affectionate with their children give them lax discipline and a great deal of freedom. Authoritative fall between these two extremes They reason with their children, encouraging give-and-take, setting limits but also encouraging independence Unit IX. Development 93 Baumrind’s general conclusions were that: Children of Authoritarian Parents tend to be obedient but unhappy Permissive Parents tend to be lacking in self-control Authoritative Parents tend to be more likely to be successful, happy with themselves, and generous with others Unit IX. Development 94 Chess and Thomas Theory of Temperament Temperament (characteristics on how you generally react and act) 3 General Types of Children Easy Happy, active and adjust well Slow to Warm Mellow, less active and can have some trouble adjusting to new situation Diﬃcult Irregular eating and sleeping habits Hard time adjusting to new situations Negative intense moods Gender “To the women that invented fire!” Unit IX. Development 96 F. Sex Roles, Sex Differences Gender Differences Biological Mother contributes X Chromosome Father contributes Y Chromosome Testosterone Both males and females have this Androgen in men that produces male characteristics Estrogen Both males and females have this Higher levels in women create female characteristics Unit IX. Development 97 Gender Primary Sex Characteristics Body structures Ovaries, testes, genitalia Secondary Sex Characteristics Female breasts, hips Male voice changes and facial hair growth Intersex Possessing both male and female sexual characteristics at birth Androgyny Combination of traditional male and female characteristics, choosing 98 Gender Differences Women enter puberty 2 years earlier, live 5 years longer, has 70% more fat, 40% less muscle and is 5 inches shorter on average Women smell odors more Women more prone to depression and anxiety Relational Aggression Physical or verbal aggression intended to harm a person’s relationship or social standing Higher rates in women than men Unit IX. Development 99 Gender Differences Men 4 times more likely to commit suicide Higher alcohol dependence rate More cases of autism Color blindness in men More likely to have ADHD Unit IX. Development 100 Gender and Aggression Men admit to being more aggressive Gap is between physical aggression rather than verbal aggression Violent acts such as slapping and throwing things is often mutual Male to female arrest ratio is 10 to 1 in the US Men more supportive of war Unit IX. Development 101 Gender and Social Power Men are usually perceived as more dominant and powerful Women more dependent and nurturing More leadership roles given to men Men more directive and autocratic Women more democratic and welcoming of opinions Unit IX. Development 102 Gender and Social Connectedness Western males want a separate identity Women focus more on making connection Trends show Boys play in large group w/ one dominant Girls smaller groups and more intimate Unit IX. Development 103 Gender Roles Culture shapes social expectations Social Learning Theory Learn gender roles by observation/imitation and then are rewarded or punished for actions Men used to initiate dates, drive cars, pay the bill and women would decorate, care for kids and the home These roles are evolving today which can create some confusion as to who does what Unit IX. Development 104 Gender and Child Rearing Social learning theory Create gender schemas as children Act as gender detectives deciding how each gender acts “Boys don’t cry”, “Girls play nicely” Observe parents and others Unit IX. Development 105

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