copyright © allyn and bacon 2006 chapter 9 psychological development the cat’s in the cradle –...
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Copyright © Allyn and Bacon 2006
Chapter 9Chapter 9
Psychological DevelopmentThe Cat’s in the Cradle – Harry Chapin
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Developmental PsychologyDevelopmental Psychology
Developmental psychology –The study of how organisms change over time as the result of biological and environmental influences
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How Do PsychologistsHow Do PsychologistsExplain Development?Explain Development?
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The Nature-NurtureThe Nature-NurtureInteractionInteraction
Nature-nurture issue –Long-standing discussion over relative importance of nature (heredity) and nurture (environment) in their influence on behavior and mental processes
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The Nature-Nurture The Nature-Nurture InteractionInteraction
Twin studies and Adoption Studies
• Developmental investigations in which twins, especially identical twins, are compared in the search for genetic and environmental effects
• Adoption studies – Studies in which the adopted child’s characteristics are compared to those of the biological family and the adoptive family
Identical vs Fraternal
• Identical twins– A pair who started life as a single fertilized egg which later split into two distinct individuals
• Fraternal twins– A pair who started life as two separate fertilized eggs that happened to share the same womb
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Gradual versus Abrupt Gradual versus Abrupt ChangeChange
Continuity view vs. Discontinuity view
Age
Per
form
ance
Continuity view
Discontinuity view
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Gradual versus Abrupt Gradual versus Abrupt ChangeChange
Developmental stages – Periods of life initiated by significant transitions or changes in physical or psychological functioning
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Psychological Traits in Your Psychological Traits in Your GenesGenes
While psychological traits are formed by interaction of heredity and the environment, many traits have a strong genetic influence.
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What Capabilities Does theWhat Capabilities Does theChild Possess?Child Possess?
Newborns have innate abilities for finding
nourishment, interacting with others, and avoiding harmful
situations; the developing abilities of infants and
children rely on learning
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Prenatal DevelopmentPrenatal Development
Prenatal period –The developmental period before birth• Zygote – fertilized egg• Embryo – 3 layers; heartbeat @ 3 weeks• Fetus – 8 weeks
Placenta –An organ that developsbetween the embryo/fetusand the mother
Teratogens –Toxic substances that can damage the developing organism
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Neonatal PeriodNeonatal Period(from birth to one month)(from birth to one month)
Sensory abilities
Motor abilitiesPostural reflexGrasping reflex
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InfancyInfancy(from one month to about 18 (from one month to about 18
months)months)• Rapid growth
• Many potential brain circuits are not fully connected (no memory of events prior to about age 3)
• Babies learn through classical conditioning
• Attachment
• Imprinting
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InfancyInfancy(from one month to about 18 (from one month to about 18
months)months)Humans apparently have an inborn
need for attachment - Mary Ainsworth • Secure attachment• Anxious-ambivalent attachment• Avoidant attachment
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Infancy Infancy (from one month to about (from one month to about
18 months)18 months)
Harry and Margaret Harlow
Contact Comfort
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Infancy (from one month to about Infancy (from one month to about 18 months)18 months)
• Psychosocial Dwarfism and failure to thrive (remember Danielle, the girl on Oprah?)
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InfancyInfancy(from one month to about 18 (from one month to about 18
months)months)• Maturation –
The unfolding of genetically programmed processes of growth and development over time
• Be familiar with the maturation time line on page 374 in your textbook
Children “mature” at their own rate.
If there are significant delays (those doctors visits are important!), then a pediatric specialist should be consulted.
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What Are theWhat Are theDevelopmental Tasks ofDevelopmental Tasks ofInfancy and Childhood?Infancy and Childhood?
Infants and children face especially important
developmental tasks in the areas of cognition and social
relationships – tasks that lay a foundation for further growth in
adolescence and adulthood
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Cognitive Development – Jean Cognitive Development – Jean PiagetPiaget
Cognitive development –The process by which thinking changes over time
Schemas –Mental structures orprograms that guide adeveloping child’s thoughts
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Accommodation –Adapting one’s current understandings (schemas) to incorporate new information. Taking in the new information and rearranging the existing schema.
Cognitive DevelopmentCognitive DevelopmentAssimilation –
Interpreting one’s new experiences in terms of one’s existing schemas. Asking how it fits into a current schema.
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Is it assimilation or Is it assimilation or accommodation?accommodation?
• Jessica grew up in the 80’s and knows what a walkman looks like. When she sees an mp-3 player for the first time she says, “That’s a funny looking walkman.”
• Now Jessica sees mp-3 players and says, “Cool mp-3 player. You know, when I was a kid they called those things walkmans?”
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Social and Emotional Social and Emotional DevelopmentDevelopment
Theory of Mind –An awareness that other people’s behavior may be influenced by beliefs, desires, and emotions that differ from one’s own
Temperament –An individual’s characteristic manner of behavior or reaction
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Social and Emotional Social and Emotional DevelopmentDevelopment
Lev Vygotsky: Zone of proximal development –The difference between what a child can do with help and what the child can do without any help or guidance
Socialization –The lifelong process of shaping an individual’s behavior patterns, values, standards, skills, attitudes and motives to conform to those regarded as desirable in a particular society
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Social and Emotional Social and Emotional DevelopmentDevelopment
Other factors influencing a child’s development may include:• Effects of day care• School influences• Leisure influences
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Erikson’s Psychosocial StagesErikson’s Psychosocial StagesAge/PeriodAge/Period Principal ChallengePrincipal Challenge
0 to 2 years0 to 2 years Trust vs. mistrust
2 to 3 years2 to 3 years Autonomy vs. self doubt
3 to 6 years3 to 6 years Initiative vs. guilt
6 years to puberty6 years to puberty Confidence vs. inferiority
AdolescenceAdolescence Identity vs. role confusion
Early adulthoodEarly adulthood Intimacy vs. isolation
Middle adulthoodMiddle adulthood Generativity vs. stagnation
Late adulthoodLate adulthood Ego-integrity vs. despair
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STAGE ONE STAGE ONE One = BunOne = Bun
TrustTrust the Bun! the Bun!EARLY INFANCY/MEETING BASIC NEEDS
TRUST VS. MISTRUST
FOR EVEN DEVELOPMENT, EACH CRISIS MUST BE MET ON TIME
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STAGE TWOSTAGE TWOTwo = ShoeTwo = Shoe
A shoe can be used as an A shoe can be used as an autoauto!!
AUTONOMY VS. SHAME AND DOUBT
AGES 2–3
SELF-RELIANCE OR RELIANCE ON OTHERS
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STAGE THREESTAGE THREEThree = TreeThree = Tree
Take the Take the InitiativeInitiative and plant a and plant a treetree
INITIATIVE VS. GUILT: AGES 3–6
SELF-ESTEEM: “AM I GOOD OR AM I BAD ?”
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STAGE FOURSTAGE FOURFour = DoorFour = Door
I am I am IndustriousIndustrious and and ConfidentConfident that that I can open the door!I can open the door!
INDUSTRY/CONFIDENCE VS. INFERIORITY
AGES 6–12
THE CHILD ASKS, “AM I SUCCESSFUL OR NO GOOD?”
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STAGE FIVESTAGE FIVEFive = AliveFive = Alive
I am alive, I have an I am alive, I have an identityidentity!!
IDENTITY VS. ROLE CONFUSION
EARLY TEENS/PEER PRESSURE
QUESTION: “WHO AM I?”
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STAGE SIXSTAGE SIXSix = SticksSix = Sticks
Two sticks are better than one!Two sticks are better than one!
INTIMACY VS. ISOLATION
CHOOSING TO SHARE YOUR LIFE WITH ANOTHER OR LIVE ALONE
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STAGE SEVENSTAGE SEVENSeven = HeavenSeven = Heaven
I’m in heaven because I I’m in heaven because I generatedgenerated success in my life!success in my life!
GENERATIVITY VS. STAGNATION
MIDDLE AGE/MID -LIFE CRISIS
QUESTION: “AM I SUCCESFUL IN MY LIFE?”
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STAGE EIGHTSTAGE EIGHTEight = Mate/DateEight = Mate/Date
I have made my mark with my I have made my mark with my mate, and am ready for my date mate, and am ready for my date
with the end of my life. with the end of my life. EGO-IDENTITY VS. DESPAIR
OLDER ADULTS
QUESTION: “HAVE I LIVED A FULL AND COMPLETE LIFE?”
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STAGE EIGHT( CONTINUED)STAGE EIGHT( CONTINUED)
FEELINGS OF ABANDONMENT AND ISOLATION CRITICISMS OF ERIKSON’S THEORY OF DEVELOPMENT
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What Changes Mark theWhat Changes Mark theTransition of Adolescence?Transition of Adolescence?
Adolescence offers new developmental challenges
growing out of physical changes, cognitive changes, and socioemotional changes
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The Transitions of AdolescenceThe Transitions of Adolescence
Adolescence – Developmental period beginning at puberty and ending at adulthood
Rites of passage – Social rituals that mark the transition between developmental stages, especially between childhood and adulthood
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Cognitive Development in Cognitive Development in AdolescenceAdolescence
Formal operational stage – Piaget’s final stage of cognitive growth (abstract and complex thought)
Hormones rise to high levels
The frontal lobes undergo a “remodel”
This leads to sensation seeking and risk taking, and preoccupation with body image and sex
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The increasing influence of peers
Common social problems in adolescence
Delinquency
Sexual Identity comes into question
Social and Sexual Identity in Social and Sexual Identity in AdolescenceAdolescence
Identity crisis
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Kohlberg’s Stages of Moral Kohlberg’s Stages of Moral ReasoningReasoning
“Should Heinz have stolen the too expensive medicine to save his
wife’s life?”
I. Preconventional moralityStage 1: Pleasure/pain orientation –
Avoid pain or avoid getting caughtStage 2: Cost/benefit orientation;
reciprocity – Achieve/receive rewards or mutual benefits
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II. Conventional morality
Kohlberg’s Stages of Moral Kohlberg’s Stages of Moral ReasoningReasoning
Stage 3: “Good child” orientation – Gain Acceptance, avoid disapproval
Stage 4: Law-and-order orientation – Follow rules, avoid penalties
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III. Postconventional (principled) morality
Kohlberg’s Stages of Moral Kohlberg’s Stages of Moral ReasoningReasoning
Stage 5: Social contract orientation – Promote the welfare of one’s society
Stage 6: Ethical principle orientation – Achieve justice, be consistent with one’s principles, avoid self-condemnation
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Identify the LevelIdentify the Level
• He should steal the drug because he needs his wife to help him make a living.
(Stage 2 – Cost benefit)
• He should steal the drug and the law should be interpreted to allow an exception in this case.
(Stage 5 – Social Contract)
• Everyone would think he is bad if he let his wife die.
(Stage 3 – Good Child)
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Kohlberg’s Stages of Moral Kohlberg’s Stages of Moral ReasoningReasoning
• Culture and morality
• Gender and morality – Carol Gilligan
• Studies have found no close connection between people’s moral reasoning and their behavior. Most moral reasoning comes after people have intuitively decided how to act.
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What DevelopmentalWhat DevelopmentalChallenges Do Adults Face?Challenges Do Adults Face?
Nature and nurture continue to produce changes throughout life, but in
adulthood these changes include both growth and
decline
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Elisabeth Kubler-Ross – Death Elisabeth Kubler-Ross – Death and Dyingand Dying
• Kubler-Ross identified 5 stages that terminally ill and/or dying individuals experience (video)
• Denial
• Anger
• Bargaining
• Depression
• Acceptance