Psychology Slides: Developing Through the Life Span PDF

Copyright © 2024 by Macmillan Learning. All rights reserved Chapter 5 Modules 14–17 Developing Through the Life Span PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition ...

Copyright © 2024 by Macmillan Learning. All rights reserved Chapter 5 Modules 14–17 Developing Through the Life Span PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Chapter Overview  Module 14: Developmental Issues, Prenatal Development, and the Newborn  Module 15: Infancy and Childhood  Module 16: Adolescence and Emerging Adulthood  Module 17: Adulthood PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Module 14 Copyright © 2024 by Macmillan Learning. All rights reserved Developmental Issues, Prenatal Development, and the Newborn PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Developmental Psychology’s Major Issues  Developmental psychologists often do cross-sectional studies and longitudinal studies to explore three major issues:  Nature and nurture  Continuity and stages  Stability and change PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Developmental Psychology’s Major Issues: Continuity and Stages  Researchers who emphasize experience and learning typically view development as a slow, continuous shaping process.  Researchers who emphasize biological maturation tend to view development as sequence of genetically predisposed series of steps or stages.  Stage theorists and theories  Jean Piaget (cognitive development)  Lawrence Kohlberg (moral development)  Erik Erikson (psychosocial development) PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Developmental Psychology’s Major Issues: Stability and Change  Stability and change are experienced throughout the life span.  Some characteristics, such as temperament, are very stable. Social attitudes are not.  All aspects of our future selves cannot be based on early life.  Everyone changes with age in some ways. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Prenatal Development and the Newborn: Prenatal Development  Prenatal development is not risk free.  Teratogen  Agent, such as a chemical or virus, that can reach embryo or fetus during prenatal development and cause harm; alcohol, nicotine, marijuana  Fetal alcohol spectrum disorder (FAS)  Physical and cognitive function deficits in children caused by their mother’s heavy drinking during pregnancy  In severe cases, signs include a small, out-of-proportion head and distinct facial features. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Prenatal Development and the Newborn: The Competent Newborn (part 1)  Newborn  Arrives with automatic reflex responses that support survival: Sucking, tonguing, swallowing, and breathing  Cries to elicit help and comfort  Searches for sights and sounds linked to other humans, especially mother  Smells and sees well and uses sensory equipment to learn  Possesses a biologically rooted temperament PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Prenatal Development and the Newborn: The Competent Newborn (part 2)  Research equipment  Eye-tracking machines and pacifiers wired to electronic gear  Habituation  Fetuses have adapted to vibrating, honking device on mother’s abdomen.  Preferences  Newborns prefer face-like images and smell of mother’s body. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Newborns’ Preference for Faces PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition Module 15 Copyright © 2024 by Macmillan Learning. All rights reserved Infancy and Childhood PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Infancy and Childhood: Physical Development  Orderly sequence of biological growth (maturation) influences many of our commonalities.  Brain development  Brain cells are sculpted by heredity and experience.  Birth: Neuronal growth spurt and synaptic pruning  3 to 6 months: Rapid frontal lobe growth and continued growth into adolescence and beyond  Brain association areas linked with thinking, memory, and language are last cortical  Fiber pathways supporting agility, language, and self-control proliferated into puberty  Use-it-or-lose-it and synaptic pruning PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Mapping Infant Brain Development PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Physical Development: Motor Skills  Motor development skills  Develop as the nervous system and the muscles mature  Are primarily universal in sequence but not in timing  Are guided by genes and influenced by the environment  Involve the same sequence throughout the world PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Physical Development: Brain Maturation and Memory  Infants are capable of learning and remembering.  Infantile amnesia may reflect conscious memory. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Infancy and Childhood: Cognitive Development  Piaget  Children are active thinkers.  Mind develops through series of universal, irreversible stages from simple reflexes to adult abstract reasoning.  Children’s maturing brains build schemas that are used and adjusted through assimilation and accommodation. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Infancy and Childhood: Piaget’s Theory and Current Thinking  Sensorimotor stage (birth to nearly 2 years)  Tools for thinking and reasoning change with development.  Adaptation  Assimilation  Accommodation  Object permanence  Awareness that things continue to exist even when not perceived  Today’s researchers  Object permanence unfolds gradually; development is more continuous than Piaget theorized. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Object Permanence PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Infancy and Childhood: Piaget’s Theory and Preoperational Stage  Preoperational stage (about 2 to 7 years)  Pretend play  Piaget: Children can represent things with words and images; too young to perform mental operations (imagining an action and mentally reversing it).  Today: Symbolic thinking and pretend play occur at this stage, at an earlier age than Piaget supposed.  Egocentrism  Piaget: Preschoolers have difficulty perceiving things from another’s perspective. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Infancy and Childhood: Piaget’s Theory and Concrete and Formal Operational Stages  Concrete operational (7 to 11 years)  Piaget: Children gain mental operations that enable them to think logically about concrete events.  They begin to understand changes in form before changes in quantity.  They begin to understand simple math and conservation.  Formal operational (12 through adulthood)  Piaget: Children can ponder hypothetical propositions and deduce consequences.  Today: Rudiments of formal operational thinking begin earlier than Piaget realized. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Piaget’s Test of Conservation PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Piaget’s Stages Typical Age Range Stage and Description Key Milestones Birth to nearly 2 years Sensorimotor Experiencing the world Object permanence through senses and actions (looking, Stranger anxiety hearing, touching, mouthing, and grasping) About 2 to 6 or 7 years Preoperational Representing things Pretend play with words and images; using intuitive Egocentrism rather than logical reasoning About 7 to 11 years Concrete operational Thinking Conservation logically about concrete events; Mathematical transformations grasping concrete analogies and performing arithmetical operations About 12 through Formal operational Reasoning Abstract logic adulthood abstractly Potential for mature moral reasoning PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Infancy and Childhood: Reflecting on Piaget’s Theory  Piaget identified significant cognitive milestones and stimulated global interest in cognitive development.  Research findings suggest that sequence of cognitive milestones unfolds basically as Piaget proposed.  Development is more continuous than Piaget theorized.  Children may be more competent than Piaget’s theory revealed.  Implications for parents and teachers  Young children are incapable of adult logic.  Children are not passive receptacles waiting to be filled with knowledge.  Children’s cognitive immaturity is adaptive. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Infancy and Childhood: Social Development  Attachment  Emotional tie with another person — shown in young children by their seeking closeness to caregiver and showing distress on separation.  At about 8 months, soon after object permanence develops, children display stranger anxiety when separated from their caregivers.  Infants form attachments not just because parents gratify biological needs, but also because they are comfortable, familiar, and responsive. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Social Development: Origins of Attachment (part 1)  Body contact is one key to attachment.  Harry Harlow and Margaret Harlow researched with monkeys on attachment behavior  Preference for mothers for contact comfort and secure base; rocking, warmth, and feeding  Human infants demonstrate similar attachment behaviors with parents/caregivers. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Social Development: Origins of Attachment (part 2)  Another key to attachment is familiarity formed during a critical period.  Critical period: Optimal period early in life when exposure to certain stimuli or experiences produces typical development  Imprinting: Process by which certain animals form strong attachments during early life (Lorenz, 1937) PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Developing a Self-Concept  Self-concept: Understanding and evaluation of who we are (emerges gradually)  6 months: Self-awareness begins with self- recognition in mirror (Darwin).  15 to 18 months: Schema of how face should look is apparent.  School-age: More detailed descriptions of gender, group membership, psychological traits, and peer comparisons begin.  8 to 10 years: Self-image becomes stable. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition Module 16 Copyright © 2024 by Macmillan Learning. All rights reserved Adolescence and Early Adulthood PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Adolescence  Adolescence  Includes years spent growing from child to adult  Starts with physical beginnings of sexual maturity and ends with social independence  Is influenced by cultural expectations  Can be time of diminishing parental control, need for social acceptance, and often social disconnection PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Adolescence: Physical Development  Puberty follows surge of hormones, which may intensify moods and trigger bodily changes.  Sequence of physical change in puberty more predictable than timing.  Puberty worldwide has been starting earlier, with obesity, stress, and chemical exposure offered as possible explanations.  Early-maturing adolescents are at increased risk for mental health problems.  Differential vulnerability PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Adolescence: The Teenage Brain  Until puberty, brain cells increase their connections.  During adolescence, selective pruning removes unused neurons and connections.  Frontal lobes continue to develop, but lag behind limbic system.  Myelin and glial cell growth enable better communication with other brain regions.  Improved judgment, impulse control, and long-term planning  Impulse control lags reward seeking PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Cognitive Development: Developing Reasoning Power  Developing reasoning power: Piaget  Develop new abstract thinking tools (formal operations)  Reason hypothetically and deduce consequences; deduce inconsistencies and find hypocrisy PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Cognitive Development: Developing Morality  Two crucial tasks of childhood and adolescence  Discerning right from wrong and developing character  Jean Piaget and Lawrence Kohlberg  Proposed that moral reasoning guides moral actions.  Newer view  Suggests much of functioning occurs not in deliberate, conscious thinking, but in unconscious and automatic thought. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Cognitive Development: Moral Reasoning  Piaget (1932)  Children’s moral judgments build on their cognitive development.  Agreeing with Piaget, Lawrence Kohlberg (1981, 1984)  Theorized that development of moral reasoning occurs as right and wrong are considered  Posed moral dilemmas and proposed three basic levels of moral thinking: preconventional, conventional, and postconventional  Critics have noted that postconventional stage is culturally limited: individualist and collectivist societies PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Kohlberg’s Levels of Moral Thinking Level (approximate age) Focus Example of Moral Reasoning Preconventional morality Self-interest; obey rules to “If you steal the medicine, (before age 9) avoid punishment or gain you will go to jail.” concrete rewards. Conventional morality Uphold laws and rules to gain “If you steal the medicine, (early adolescence) social approval or maintain everyone will think you’re a social order. criminal.” Postconventional morality Actions reflect belief in basic “People’s right to live matters (adolescence and beyond) rights and self-defined ethical more than property or profits.” principles. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Social Development: Identity Development (part 1)  Parents’ values and expectations  Some adolescents forge their identity by adopting their parents’ values and expectations or the identity of a particular peer group.  Culture  Individualist and collectivist cultures place differential emphasis on individual identity.  Differences from others  Group identities are often formed by how we differ from those around us. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Social Development: Forming An Identity  Identity  Self-definition that unifies the various selves into a consistent and comfortable sense of who one is  Social identity  “We” aspect of self-concept that comes from group memberships  Healthy identity formation  Followed by capacity to build close relationships; desire to accomplish something personally meaningful that contributes to world beyond oneself PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Social Development: Self-Esteem Development  Self-esteem  Typically falls and, for girls, depression often increases.  Teen depression and suicide rates have increased since the spread of social media and the peer comparisons they enable.  Self-image rebounds during the late teens and twenties, and self-esteem gender differences shrink. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Social Development: Parent Relationships  Parental influence typically declines, and peer influence grows during adolescence.  Positive parent-teen relations and positive peer relations often go hand in hand.  Parent-child arguments over mundane things more frequent; gender differences  Conflict greater with first-born and mothers  Heredity influences formation of individual temperament and personality differences; peer influences do much of the rest. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Social Development: Peer Relationships  Most teens talk, dress, and act more like their peers than their parents.  Social media use illustrates power of peer influence.  Acute pain is for teens who feel excluded and bullied by their peers, both online and face-to-face.  Silent or acting out, even violence  Negative effects may last several decades PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Emerging Adulthood  Includes the time from 18 to the mid-twenties; a not-yet-settled phase of life  Characterized by not yet assuming adult responsibilities and independence and feelings of being “in between”  May involve living with and still being emotionally dependent on parents  May be shorter or nonexistent in non-Western cultures that emphasize a swifter transition to adulthood PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition Module 17 Copyright © 2024 by Macmillan Learning. All rights reserved Adulthood PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Physical Changes in Middle Adulthood  Physical vigor is more closely linked to health and exercise than age.  Physical decline is gradual.  Gradual decline in fertility  Female: Menopause  Male: Gradual decline in sperm count, testosterone level, erection, and ejaculation speed  Sexual activity remains satisfying, though less frequent, after middle age. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Physical Changes in Late Adulthood: Life Expectancy  From 1950 to 2015, worldwide life expectancy at birth increased from 50 to 73 years.  Today 13 percent of world population is 60 or older.  Males are more prone to dying; women outlive men by 4.4 years.  Telomere tips shorten, leading to aging; accelerated by smoking, obesity, or stress.  Chronic anger and depression increase risk of premature death; low stress and good health habits enable longevity. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Physical Changes in Late Adulthood: Sensory Abilities, Strength, and Stamina  Sensory abilities, strength, and stamina  Visual sharpness, distance perception, and adaptation to light-level changes diminish.  Muscle strength, reaction time, stamina, smell, hearing, and touch also diminish.  Health  Immune system weakens; susceptibility to life-threatening disease increases.  People over 65 suffer fewer short-term ailments, such as common flu and cold viruses. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Physical Changes in Late Adulthood: The Aging Brain, Exercise, and Aging  The aging brain  Brain regions important to memory begin to atrophy during aging.  Blood-brain barrier also breaks down, beginning in hippocampus.  Some neuroplasticity in aging brain partly compensates for what it loses by recruiting and reorganizing neural networks.  Exercise and aging  Exercise slows aging, increases brain blood flow, reduces brain shrinkage, and enhances health.  Exercise also maintains telomeres and stimulates neurogenesis. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Cognitive Development: Aging and Memory (part 1)  With age, some things are remembered well.  Recall of most important life events; reminiscence bump  Remembering dependent on type of information to be retrieved  Individual differences vary more with age  Early adulthood  Peak time for some learning and remembering  Prospective memory PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Cognitive Development: Aging and Memory (part 2)  Older adults  Fewer name recall; better word recall with cues  Prospective memory better with trigger  Habitual tasks challenging  Longer time to produce words; tip-of- tongue forgetting PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Cognitive Development: Maintaining Mental Abilities  More education earlier in life predicts better cognitive ability late in life.  Brain-exercise programs improved performance on closely related tasks but not on unrelated tasks.  Age is less a predictor of memory and intelligence than is proximity to a natural death  Terminal decline PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Cognitive Development: Neurocognitive Disorders  Hearing loss, and its associated social isolation, predicts risk of depression and accelerated mental decline.  Neurocognitive disorders (NCDs)  Acquired (not lifelong) disorders marked by cognitive deficits; also called dementia in older adults  Risk doubles with heavy midlife smoking.  Often related to Alzheimer’s disease, brain injury or disease, or substance abuse PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Cognitive Development: Alzheimer’s Disease  Disease progression  Memory, then reasoning, deteriorates.  Emotional flatness, disorientation and disinhibition, incontinence, and mental vacancy occur later.  Neural involvement  Loss of brain cells and deterioration of acetylcholine-producing neurons  Accumulation of protein fragments in the form of plaque  Degeneration of critical brain cells and activity in Alzheimer’s-related brain areas PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Social Development: Adulthood’s Commitments (part 1)  Basic aspects of our lives dominate adulthood (Erik Erikson).  Intimacy (forming close relationships)  Generativity (being productive and supporting future generations)  Healthy adult is one who can love and work. (Sigmund Freud). PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Social Development: Adulthood’s Commitments (part 2) Love  Pair-bonding  Shared emotional and material support; intimate self- disclosure  Vow power  Marriage after age 20; well educated  Cohabitation and stay power  Conflict and affection  Ratio of positive to negative interactions: divorce  Children; empty nest and postlaunch honeymoon PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Social Development: Adulthood’s Commitments (part 3)  Work  Work can provide a sense of identity and competence, and opportunities for accomplishment, and self-definition.  Happiness is about  Having work that fits interests and provides a sense of competence and accomplishment  Giving generously of one’s time and resources  Having a close, supportive companion, or family and friends support accomplishments  Having children (for some) PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Well-Being Across the Life Span  Positive feelings grow after midlife, and negative feelings decline.  Older adults report less anger, stress, and worry and have fewer social relationship problems.  With age, we become more trusting, more helpful, and more generous.  Brain-wave reactions to negative images diminish with age.  At all ages, people are happiest when they are not alone; feelings mellow. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Biopsychosocial Influences on Successful Aging PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Death and Dying: Grief  Grief is severe when loved one’s death comes suddenly and before the expected time.  Typically, most difficult separation a person experiences is the death of a partner.  Maintaining everyday engagements and relationships increases resilience in face of such a loss.  Grief reactions vary by culture and by people within cultures. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Death and Dying: Misconceptions About Grief  Terminally ill and bereaved people do not go through identical predictable stages.  Those who express the strongest grief immediately do not purge their grief more quickly.  Bereavement therapy and self-help groups offer support, but there is similar healing power in passing of time, support of friends, and act of giving support and help to others.  Compared to what people imagine they would feel when facing death, those facing imminent death due to terminal illness are more positive and less sad and despairing. PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition  Copyright © 2024 by Macmillan Learning. All rights reserved Enjoy Study Week! PSYCHOLOGY David G. Myers | C. Nathan DeWall | June Gruber | 14th Edition