Unit 1 Updated Developmental Psychology PDF

Introduction Unit 1 Dr. Anaurene Roy Definition and evolution- What is human devel Branch of psy that deals with the scientific study of how individuals change with time while remaining in some respects the same over time Development means a progressive series of changes that occu...

Introduction Unit 1 Dr. Anaurene Roy Definition and evolution- What is human devel Branch of psy that deals with the scientific study of how individuals change with time while remaining in some respects the same over time Development means a progressive series of changes that occurs as a result of maturation and experience Changes – obvious in childhood but occurs throughout life  It is a scientific discipline with goals involving- description, explanation, prediction, and modification Describe- when most children say their first word- how large their vocabulary is at a certain age Explain- what causes or influences observed behavior Predict- what ability at a given age will tell about a behavior (eg- delayed lang development) Modify- awareness of how development is used to modify a behavior. Evolution of human devel- early approaches Baby biographies, journal were kept to rec early devel of a child. 1787- Dietrich Tiedemann maintained a journal that recorded all the observation he made on his son’s sensory , motor, lang ad cog behavior. But the conclusions were vague. Charles Darwin- first emphasis of development nature of infant behavior He made notes on his son’s –sensory, cognitive, emotional devel. In 1877  By the end of 19th century- trends changed and a new field began to emerge. The mystery of conception was unlocked by the scientist Discovery of germs and immunization make it possible for many to survive infancy Laws to protect children in school and outside were gaining prominence  Early 20th century – G. Stanley Hall was a pioneer in child study published a book= Adolesce he was also interested to understand about aging Developmental changes-2 forms of changes quantitative Change in height, weight, the no: of words spoken Qualitative Changes in the way mind works from non-verbal to a child who understands and speaks a language, nature of a person intelligence  The scientist are also interested inn underlying stability, consistency of personality and behavior Eg. Some are shy, some are bold Domains of devel physical cognitive psychosocial  Physical Development Physical development is defined as the biological changes that occur in the body and brain, including changes in size and strength, integration of sensory and motor activities, and development of fine and gross motor skills. Muscles in the body's core, legs and arms develop before those in the fingers and hands. Children learn how to perform gross (or large) motor skills such as walking before they learn to perform fine (or small) motor skills such as drawing. Muscles located at the core of the body become stronger and develop sooner than those in the feet and hands. Physical development goes from the head to the toes.  Physical Development As kids enter the preschool years, their diets become much more similar to that of adults. Eating a variety of foods is also important to ensure that kids get the nutrients that they need for healthy physical development. Instead of allowing children to fill up on juice and milk, experts recommend limiting the intake of such drinks. If a child is filling up on juice and milk, then they are probably missing out on eating other foods. Cognitive development Cognitive development is defined as the changes in the way we think, understand, and reason about the world. As mentioned under the Roles of the Theorists tab Jean Piaget developed great theories regarding the cognitive development of children. Piaget's stages of cognitive development illustrates a child's growth.  Social-emotional Development Social-emotional development is defined as the changes in the ways we connect to other individuals and express and understand emotions. emotional development include the ability of a child to identify and understand their own feelings, to accurately read and comprehend emotional states of others, to manage strong emotions and their expression in a beneficial manner, to regulate their own behavior, to develop empathy for others, and to establish and maintain relationships.  Social-emotional Development Healthy social-emotional development for infants and toddlers develops in an interpersonal context, specifically that of positive ongoing relationships with familiar and nurturing adults. Emotion and cognition work together, informing the child’s impressions of situations and influencing behavior. Children will experience a range of emotional and cognitive development related to interactions and relationships with adults and peers, identity of self, recognition of ability, emotional expression, emotional control, impulse control, and social understanding. Jean Piaget- cognitive stage theory Swiss theorist (1896-1980). He was the forerunner of today cognitive revolution with emphasis on mental process. Piaget’s theory places a strong emphasis on the active role that children play in their own cognitive development. According to Piaget, children are not passive recipients of information; instead, they actively explore and interact with their surroundings. This active engagement with the environment is crucial because it allows them to gradually build their understanding of the world. Cognitive process- 3 interrelated process Organization See chap 2 in Papalia adaptation equilibration organization Tendency to create complex cognitive structures- ways of thinking, the knowledge acquired, how to incorporate more and more accurate images of reality. These structures – schema are developed that the person uses to think and act in situation Adaptation How children handle new information depending on what is known. There are 2 steps in adaptation assimilation Accommodation assimilation Taking new info and incorporating it into existing cognitive structures accommodation Change ones cog structure to include new information Equilibration Tendency to seek a stable balance among cognitive elements. When a child in unable to handle new experience within their existing cognitive structures- disequilibrium Eg sipping from a bottle and Sipping from a cup. Stages of Cognitive Development (see later chapter in Papalia) The Sensorimotor Stage: A period of time between birth and age 2 during which an infant's knowledge of the world is limited to his or her sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli. The Preoperational Stage: A period between ages 2 and 6 during which a child learns to use language. During this stage, children do not yet understand concrete logic, cannot mentally manipulate information and are unable to take the point of view of other people.  Stages of Cognitive Development The Concrete Operational Stage: A period between ages 7 and 11 during which children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts. The Formal Operational Stage: A period between age 12 to adulthood when people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning and systematic planning also emerge during this stage.  Methods of study See chapter 2 A research design is the specific method a researcher uses to collect, analyze, and interpret data. BASIC RESEARCH DESIGN correlational ethnography studies experiments Case studies  Case studies It is a study of an indiv History of the client is explored Case studies offers in-depth information Explore- source of behave and treatments Researcher is free to explore avenues of inquiry that may rise during the course of study Person should be an expert in the field limitation It cannot explain a behave with certainty as you cannot test their conclusion (eg., lang deficiency in a child. It impossible to know how he developed with a normal upbringing) Time consuming Client may not be expressive Ethnographic studies Through these studies you seek to describe the pattern relationship, customs, belief, technology, tradition that make up a society way of life. Its an in-depth study of culture which uses a combination of methods including participant obv WHAT IS PARTICIPANT OBV? it’s a natural form of obv in which researchers live or participate in the societies/groups they observe advantage Helps overcome culturally based biases in theory and research Can test universality of developmental phenomena. I.e whatever is developed in the western culture are universally applicable. limitation Biases may be apparent to protect the culture Correlational studies Find our the +ve and –ve statistical relationship b/w the variables 2 variables may either inc or dec together Eg for +ve- televised violence and aggressive behave. The more the watch the more aggressive they are. Eg for –ve- stress and performance  Correlational values ranges from -1 to +1 Perfect correlation are rare The closer it is to negative or positive 1, the stronger the relationship If the correlation value are 0 then there is no relationship Advantage Allows Prediction of 1 variable on the basis of another Hypothesis is more of a causal relationship Disadvantage Cannot estab cause and effect relationship always Eg- whether forcaste. A child crying (for milk, uneasiness etc)  Experimental methods/ laboratory obv methods This method includes obv of behave under controlled conditions. The experimenter will not wait for behav to occur but will create appropriate situation by presenting a stimulus The consequent behave that occurs will be correlated with the stimulus From this it is possible to predict the nature and type of response(s) occurring based on a given stimulus. The essence of the exp can be repeated at will 2 condition of exp Experimental controlled Both group must be matched groups or similar in all respects. Generally, the matched groups will be more or less identical. Experimental group They will be exposed to some variable and behav changes The experimenter is one who gives the experiment/test Subject/participant Is one who takes the experiment. Control group The group will not be exposed to any experimental conditions/variations but will be held constant  If matched group are not available the exp will be conducted only on 1 group under 2 conditions Controlled condition Experimental condition Under the controlled condition- there will be no change Under experimental condition there will be predetermined change in the stimulus situation  The success of exp depends on the following 1. The nature of organism (if the subj is a person or animal) 2. Present condition of the subj at the time of conducting the experiment (hungry, angry happy) 3. Nature of stimulus (light, sound, food)  Thus every exp requires the follows 1. Experimenter 2. Subject 3. Stimulus 4. Response 5. Controlled group 6. Experimental group/controlled condition 7. Experimental condition 8. Test 9. apparatus  Independent variable Variable the experimenter manipulates (i.e. changes) – assumed to have a direct effect on the dependent variable. Dependent variable Variable the experimenter measures. This is the outcome (i.e. result) of a study. Extraneous variable All variables, which are not the independent variable, but could affect the results (DV) of the experiment. EVs should be controlled where possible. Confounding variables Variable(s) that have affected the results (DV), apart from the IV. A confounding variable could be an extraneous variable that has not been controlled. Exp research in Developmental psy Research- effect of dialogue reading ( special way of reading pic books to children) 2 middle class children (age 21-35 months) Exp group Control group read aloud method as they usually did Parent adopted – read aloud method ( Looking at active participation of kids and Obtain feedback  After a month children in Exp group were 8.5 month ahead of control group in speech, vocabulary etc.  a correlational research study that involves repeated observations of the same items over long periods of time Eg. used in psychology, medicine Developmental Research Designs Longitudinal cross-sectional sequential studies Microgenetic studies Longitudinal study Researches study the same person more than once and sometimes years apart and at times over a decade In devel psy- study a child on their characteristics – Height, weight, vocabulary etc It is retrospective and you can repeatedly study the same person across ages to identify the striking difference. Study in Oakland- Growth study was designed to assess soci and emo development from pre teen through senior high. Results- teenagers showed self-confidence, intellectual commitment, made good choices inn early adulthood Cross sectional study Ppl from diff age group are assessed at a time. Study- 3,4, 6, 7 was asked what a women standing at the corner was doing. Each responded differently. This showed there was a striking inc in awareness with age and of children mental activity. Limitation-conclusion cannot be certain  Sequential study Complex strategies designed to overcome the drawback of longitudinal and cross sectional studies It combines both longitudinal and cross sectional studies It allows researchers to separate age related changes from cohort effects (a group of people who share a defining characteristic, typically those who experienced a common event in a selected period, such as birth or graduation) Design allows comparison of individuals diff as well as devel changes Gives a complete pic of development. Microgenetic studies Allows researchers to directly observe change by repeated testing over a short period of time Development usually is slow and you can rarely observe the changes directly By repeatedly exposing the participant to a stimulus of changes an opportunity for learning occurs. the microgenetic method could also be applied to study change in diverse populations. Theory in Developmental Psychology Urie Bronfenbrenner (bioecological theory) Cognitive development theory (Jean Piaget) Psychosocial Stage (Eric Erikson)  Urie Bronfenbrenner- Bioecological theory This theory is understood from a social context This is because the development of an individual is viewed as inseperable from the soc context Urie was an American psychologist Acc to him development occurs through the complex process of interaction between a developing person and immediate everyday environment Home, classroom, workplace, neighbourhood, edu institution, family etc  The theory provides a key understanding of the process under diverse phenomena of academic achievement and antisocial behave He introduced 5 interlocking contextual systems Microsystem To be written in same order with examples Mesosystem Exosystem Macrosystem Chronosystem  Microsystem Includes a pattern of activities, roles and relationship within a setting - HOME, SCHOOL, WORKPLACE etc It is what an individual would face in a day- day basis. Through this system other soc institution and cultural values reach a developing person. Involves face-face relationships Eg: interaction with a baby- what is their feeling, parents feelings etc  Mesosystem An interaction of 2 or more microsystem Eg- a link between home and school, peer and family, parents and teachers. When you pay attention to the mesosystem you can identify how same individual acts in different setting Eg a child at school vs a child at home Exosystem It is the linkage between 2 or more setting one of which does not contain a child Eg the neighborhood, parent's workplaces, parent's friends and the mass media. These are environments in which the child is not involved, and are external to their experience, but nonetheless affects them anyway Macrosystems Includes overall cultural patterns- values, beliefs, customs, economic and social systems. Eg: child growth in a nuclear or joint family – influence of their cultural values Chronosystem It is the degree of stability or change in a child world Changes in family composition, place of residence, parents employment, migration etc Conclusion Acc to Urie, the indiv is the one who shapes his identity from their interplay with the enviro It affects their biological and psychological characteristics, talents and skills etc  Erik Erickson- Psychosocial stages Erik Erickson- German psychologist He was pioneer in a life-span perspective. Acc to Erickson ego development is lifelong. He emphasized the influence of soc on the developing personality 8 stage stages of psychosocial devel Basic trust Vs mistrust Autonomy Vs shame and doubt initiative Vs guilt Industry Vs inferiority Identity Vs identity confusion Intimacy Vs isolation Generativity Vs stagnation Integrity Vs Despair Basic Vs Mistrust Birth – 12-18 month Baby develops sense of whether this world is safe and a good place. Virtue: HOPE Individuals who develop this virtue have the ability to form deep and committed relationships based on mutual trust and respect. Autonomy Vs Shame and Doubt 12-18 months to 3 yrs Child develops a balance of independence and self-sufficiency over shame and doubt Virtue: WILL Initiative Vs Guilt 3- 6 yr Child develops initiative when trying out new activities and is not overwhelmed by guilt Virtue: Purpose Industry Vs inferiority 6 yr- puberty Child must learn skills of the culture or face feeling of incompetence Virtue: skills Identity vs identity confusion Puberty – young adulthood Adolescent must determine own sense of self Who am I? or experience confusion abt role Virtue: FIDELITY Intimacy vs isolation Young adulthood Person seeks to make commitments to other If unsuccessful- may suffer from isolation and self-absrobtion Virtue: LOVE Generativity Vs stagnation Middle adulthood Mature adult is concerned with establishing and guiding the next generation or else feels personal impoverishment Virtue: Care Integrity Vs despair Late adulthood Elderly achieves acceptance of own life, allowing acceptance of death or despairs over inability to relive life Virtue: Wisdom domains of human development physical psycho-social development cognitive physical development growth of body and brain and change or stability in sensory capacities, motors skills During puberty, there is dramatic physical and hormonal changes- when they develop a sense of self by old age- physical changes in brain may lead to intellectual and personality deterioration cognitive development change or stability in mental abilities- learning, memory, language. thinking, reasoning and creativity advances in cognitive development is related to physical and emotional growth. (eg- speech depends on phy development of the mouth and brain). psycho-social development change and stability in emotions, personality and social relationship this can affect cognitive and physical functioning. eg- panic before exam can deplete performance. With adequate social support - perf can inc. influence of human development There are individual diff that exists among the indiv with regards to human development. Such difference are in 1. hereditary 2. environment 3. maturation 4. family 5. socioeconomic status and neighbourhood 6. culture and Race/ethnicity hereditary inborn characteristics inherited from the biological parents at conception 1. genes/DNA 2. intelligence 3. personality environment culture is not static but dynamic. Our development is largely depended on inner and outer environment environment includes a totality of non-hereditary or experiential influences on development. individual diff exist depending on the exposure and conditions they have experienced maturation most of the changes of infancy and early childhood seem to be tied to maturation of the body maturation - unfolding of a natural sequences of physical and behavioral changes which also includes mastering of new abilities new abilities include- walking and talking as they progress with age there would be innate diff in characteristics and life experience  Family nuclear family included 1-2 parents and their biological, adopted, step children earlier -parents and children work side -side on family farm larger families - most hands to work and it would be shared now both parents work outside home. Children are given attention and care by caregivers or grandparents if couple are divorced- children may live with one parent or shuttle back and forth between parents live-in partnership is also inc in number and likewise LGBT households as well.  socioeconomic status and neighbourhood it is the combination of eco and socio factors describing an indiv or family this will include- income-edu and occupation it is not necessary that socio-eco status should affect the outcome. It is the factors associated with it kind of homes, neighbourhood people live in, quality of nutrition, medical care, supervision, schooling, opportunities  Culture and race/ethnicity cul- soc or a group's total way of life, that includes customs, beliefs, values, lang etc cul is not static but dynamic (eg- assimilation of cul) Some culture have sub-cul which is associated to certain groups within a soc ethnic group- consists of ppl united by ancestry, rel, lang, national origins which contribute to a sense of shared identity, attitudes, beliefs and values Baltes’s Life span developmental approach 1. development is lifelong 2. development involves both gain and loss 3. Relative influences of biology and culture shift over the life span 4. development involves a changing allocation of resources 5. development is modifiable 6. development is influenced by historical and cultural context development is lifelong each period of life is affected by what happened bef and will affect what is to come each has its own unique characteristics and value previous belief was that growth stop by adolescence but later it was understood that growth continues until very old age  Development involves both gain and loss development is multidimensional and multidirectional devel occurs along multiple interacting dimensions- biological, psy and soc - each varying in the devel rate children grow both in size and ability adolescents gain in phy abilities but may lose the facility in learning lang a few abilities- vocab inc throughout adulthood (reading) some diminish as they age- (solving unfamiliar prob) Relative influences of biology and culture shift over the life span biology and culture influences devel and it changes over time biological-sensory motor skills, muscular skills, strength and coordination culture- interpersonal interaction skills, socialisation will help to compensate as the person grows older  Development involves a changing allocation of resources indiv may use their resources for upskill- playing instrument, dance, singing etc maintenance or recovery (practice to maintain or regain proficiency) dealing with loss when maintenance and recovery is not possible Allocation of resources to these 3 functions changes throughout life as the available pool of resources depletes Childhood- investment is more towards their growth midlife- evenly balanced among the 3 function old age- regulation of loss Development is modifiable with adequate practice and training - many abilities such as memory , strength, and endurance can be improved potential for change in children may be limited depending on how they are brought up or heredity/environment ( wolf children) development is influenced by the historical and cultural context every person develop within multiple context- circumstances or condition in part by biology and in part by time and place humans are influenced by the historical- cultural context this acts as a drive force for personality devel, identity etc stages in human development 1. prenatal period (conception to birth) 2. Infancy and Toddlerhood (birth - 3yr) 3. Early childhood (3-6 yr) 4. middle childhood (6-11 yr) 5. Adolescence (11-20 yr) 6. young adulthood (20-40 yr) 7. middle adulthood (40-65 yr) 8. late adulthood (65 yr and above)  prenatal period (conception- birth) PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT Conception occurs, genetic they develop the abilities learn, fetus respond to mother’s voice interplay, environmental influence remember and respond to sensory and develops a preference for it also occurs from the start, Brain stimuli growth also begins, basic body structure, organ are also formed  Infancy and Toddlerhood (birth - 3yr) PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT all senses and body systems they develop the ability to solve they devel attachment to parents begin to function at varying problems by end of 2 yrs. They are and other because of the degrees. Brain growth undergoes able to comprehend language and interaction they would have. Self a complex interplay of the would also begin to respond to awareness devel. Interest in other environmental influence and are what has been spoken to them children arises highly sensitive.  Early childhood (3-6 yr) PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT Physical and motor skill are rapidly thinking is egocentric, they also understanding of emotions grows, developing. appearance changes- develop a sense of the society independence, self control self more slender and proportion more around them as well. Cog care inc adultlike immaturity leads to illogical ideas gender identity develops appetite reduces, sleep problems about the world. Memory and lang play is more imaginative are common improves intelligence becomes altruism, aggression and fine motor and gross motor skill predictable. fearfulness are common improves  Middle childhood (6-11 yr) PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT growth slows, strength and athletic egocentrism redu. They begin to self concept is more complex as it skills improve. Respiratory illness think a little more logically. affects their self esteem. Peers are are common but have better Improvement in memory and lang more important. health conditions than any other skills. Cognitively they improve age in the life span due to formal education if they show signs of slow learning, alternative special school are prescribed  Adolescence (11-20 yr) PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT phys growth and changes are abstract thinking, scientific identity , including sexual identity rapid. reproductivity maturity reasoning develops. Immature becomes central. relationships occurs. Health risks occurs which thinking continues to persist in with parents are generally good. arise from behav issues-eating attitudes and behav Peer group inc and so also anti disorders and drug abuse soc behaviour due to unwarranted influence  young adulthood (20-40 yr ) PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT lifestyle choice influence health, cog ability and moral judgement personality traits and styles phy conditions also peaks (health assume to be more complex. edu become stable but changes in conscious) and career choices are made personality may be influenced by life changes. Decision are made about personal preference in romantic relationship and intimacy. Marriage and family.  Middle adulthood (40-65 yr ) PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT decline in sensory ability, health, practical prob solving skills are double responsibility of carrying stamina etc. Women exp high. creative output may decline. out family and elderly parents may menopause career success and failure are be stressful experienced, burnout may occur or career change as well  Late adulthood (65 yr and above ) PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT most are healthy as active mostly they are mentally alert retirement from workforce may although in some cases it may be although the intelligence and offer new option for the use of their the opp. Reaction time slows and memory may deteriorate in some time to other activities. They may so are some of the aspects of areas. even have to cope with certain functioning losses in the family. Relationship with family and close friends can provide important support