psychology over the lifespan from conception to the elder years
TRANSCRIPT
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Psychology Over the Lifespan
From conception to the elder years
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In the Beginning
• Gametes are sex cells (sperm and egg) and each contain 23 chromosomes.
• Sperm penetrates the egg and its genetic material is melded with the ovum (egg).
• In the egg, one chromosome is a X (female) and in the sperm, either X or Y.
– Sperm determine sex!
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Sex: Chromosomes
• XX: Female
• XY: Male
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What happens next?
• The fertilized egg becomes a zygote– A zygote has 46 chromosomes (in pairs);
one member in each pair coming from the egg or sperm.
• Chromosomes are made of DNA; each of its “rungs” are formed by the bond between pairs of chemicals. Genes make up these “rungs.”
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Gene Dominance
When a person possesses differing genes for the same
trait, one is often dominant over the other
Next image: Copyright Allyn & Bacon, 2003
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ZygoteBlastocyst
• Next, the zygote begins to divide, and the production of certain hormones causes genes to turn on and off in a specific sequence, guiding development.
• Within 3 days, a cluster of 60-70 cells has formed a blastocyst. This rolls into a tube and proceeds through an orderly procession of stages.
• Cell images copyright Allyn & Bacon, 2003
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First Division
Second Division
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Fetal Development
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EmbryoFetus
• An embryo is formed (from the blastocyst) within 2 weeks. All major axes of the body are present.
• A fetus is formed within 8 weeks. All major body structures are evident.
• Pregnancy is divided into 3 month intervals called trimesters.
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Fetal Development
Blastocyst
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Pregnancy
• By the end of the second trimester, the great bulk of the neurons are in place.
• 50% of all fertilized eggs contain some kind of abnormality. Most of these are spontaneously aborted.
• 1/250 babies are born with an evident abnormality.
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The Fetus
• The fetus is active from the start! Males are more active than females.
• 20-25 weeks: sensitive to light and sound
• 28 weeks: Responds to outside stimulation
• 25-34 weeks: Can detect human speech
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Teratogens: When the environment hurts
• Chicken pox or rubella: disrupts brain development
• Alcohol: Affects throughout pregnancy. Fetal alcohol syndrome.
• Heroin/cocaine: Physical defects, sleep problems, irritability & attentional problems
• Smoking: Miscarriage, lower birth weights, smaller heads, SIDS, stillbirth
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Terotogens (continued)
• Caffeine (3 + cups coffee): Miscarriage, lower birth rate, irritability
• Lack of folic acid: Spina Bifida
• Pollutants: Birth defects, cancer, behavioral problems
• Excessive maternal stress: Attentional problems, anxiety
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The Newborn: A Work in Progress
• The newborn has:– Sensory capacities (smell, hear range of
sounds)– Reflexes (e.g. rooting)– Temperament
• 14-21 months: inhibited baby/narrow face• Touching premature infants helps with growth
and development (50% faster growth in one study)
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On Development
• All races/cultures pass through this orderly progression. Growth occurs in small spurts, and control over body comes in phases. By age 2 child has good control over limbs. Fine motor control comes later.
Following 2 slides: Copyright Allyn & Bacon, 2003
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Developmental Milestones
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(Data from Thomas, et al., 1970)
Temperament
Characteristic ways of responding to the environment that vary from infant to infant
(Data from Thomas, et al., 1970)
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The Child
• Piaget (1896-1980): He was a Swiss psychologist that studied children’s thinking and reasoning. He developed two central concepts:– Assimilation: The child uses existing schemas
(mental structures that organize input) to take in new things and respond accordingly
– Accommodation: Changing schemas to cope with a broader range of situations.
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Piaget: 4 Stages of Development
• Sensorimotor (0-2 years)
• Preoperations (2-7 years)
• Concrete Operations (7-12 years)
• Formal Operations (12 and up)
Following 4 slides: copyright Allyn & Bacon, 2003
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Sensorimotor
•Understand the world through senses and motor actions
•Develop object permanence at stage end
•At 9 months, can imitate
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Preoperative
•Think about things not present
•Fantasy play
•Thinking egocentric, dominated by perception
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Concrete Operations
• Can manipulate ideas
• Understand reversibility
• Can do conservation and classification
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Formal Operations
•Can do abstract & hypothetical reasoning
•Can reason contrary to experience
•MAY be found only in people's areas of expertise!
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Adolescence
• Begins with puberty: Hormones cause sex organs to mature and secondary sexual characteristics to appear.
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Copyright Allyn & Bacon, 2003
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Adolescence
• Uneven growth patterns leads to awkward look; Rapid growth of hands, feet, and legs is followed by growth in the torso.
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Adolescence
• Girls typically stop growing at age 13, boys age 16.
• Abstract thinking: Now can understand higher mathematics, politics, relationships. Brain continues growing.
Following slide: Copyright Allyn & Bacon, 2003
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Growth
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Adolesence
• Three characteristics
–Personal Fable
–The Imaginary Audience
–Peer Influence
Following 5 slides: copyright Allyn & Bacon, 2003
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Personal Fable
Adolescents assume their thoughts and feelings are unique (no one has ever loved so deeply, etc.)
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Personal Fable: Its Risky
Adolescents tend to engage in risky behavior they would never do as adults.
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The Imaginary Audience
The strong focus on self leads adolescents to feel that everyone else is focused on them as well.
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Early Maturing Boys
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Late Maturing Boys
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Early Maturing Girls
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Late Maturing Girls
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Adolescence• Conflict with parents: Most frequent early on, but
intensity peaks in late adolescence. Most often between mothers and daughters in early adolescence.
• Mood swings
• Prone to taking risks: Peaks in late adolescence.
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Adolescence
• Many adolescents do not have these problems. Problems may be triggered by the environment.
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Parents and Teens
• Kids value parents' advice more than peers on life goals, religion, politics, morality, use of hard drugs
• Peers more valued on questions of sex, music, styles, use of alcohol
• Kids share parents' views concerning personal values
• Parental influence highest where there is a good parent-child relationship
(Allyn & Bacon, 2003)
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Aging
• Problematic changes from the environment– Lack of nutrition– Lack of exercise– Lack of meaningful activities
• Sexual changes.– Women: Menopause (44-55yrs)– Men: declining strength/energy can affect
sexual performance.
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Aging
• By age 50, some decline in cognitive abilities (perhaps disturbed neurotransmitter function or degrading white matter).
• More than 50% 65+ has cataracts.– Narrowing of pupil makes light/dark contrast
hard.
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Aging
• Past age 50, lose ability to hear high frequency sounds.
• Smell declines after middle 50s.
What about memory?
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Aging
• Semantic memory (facts, words, meanings) and new episodic memories (specific events) remains intact.
• Decline in working memory(short-term) due to frontal lobe impairment.
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Aging
• Fluid and crystallized intelligence until mid-50s and in the early 70s both decline.– Fluid intelligence: Flexibility in reasoning– Crystallized: Facts, vocabulary
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Aging
• The good stuff:
– Wisdom– More emotional stability– Socioemotional selectivity theory– Cerebral reserve hypothesis
• Compensation for declining abilities
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Lets look at a lifelong developmental model
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Erickson’s Psychosocial Development
• Basic Trust vs. Mistrust (0-1yrs): Infants either develop a basic trust that the world is good or fail to do so.
• Autonomy vs. doubt (1-3 yrs): The child either is allowed to make independent decisions or made to feel ashamed/self-doubt for wanting to do so.
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Erikson
• Initiative vs. Guilt (3-6 years): Develop a sense of purpose or direction, or is overly controlled by parents and made to feel constrained or guilty.
• Industry vs. Inferiority (6-11yrs): Develop competence and ability to work with others, or feel inferior and incompetent
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Erikson
• Identity vs. role confusion (adolescence): Either successfully grapples w/questions of identity and future roles or becomes confused.
• Intimacy vs. Isolation (young adult): Develops deep, intimate relations or is socially isolated
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Erikson
• Generativity vs. Self-absorption (middle adulthood): Look toward the future and determine what to leave as legacy; failing to do so leads to meaninglessness
• Integrity vs. Despair (old age): Reflect back and think life was worthwhile or feels despair and fears death.
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End of Developmental