Tracing the physical social emotional and cognitive development from birth to death Developmental Psychology The study of how people change from birth to old age Examines how and why changes occur ID: 300092
Download Presentation The PPT/PDF document "Lifespan Development" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Lifespan Development
Tracing the physical, social, emotional, and cognitive development from birth to death.Slide2
Developmental Psychology
The study of how people change from birth to old age.Examines how and why changes occurEmotional, Physical, Cognitive, Social
Essential Questions
How much do individuals differ from each other (diversity vs. universality)
How much does one individual differ over time (stability vs. change)
Is our growth the result of nature or nurture?Slide3
How do we study “development”?
Method
Example
Pros/Cons?
Cross-Sectional
Does driving ability decrease with age?
Study spatial abilities of individuals at various ages (20, 30, 40, 50, 60, 70, 80 year-olds)
Spatial ability decline may indicate worsened driving skills?
Inexpensive and quick
Avoids high dropout rate
Differences across age groups may be due to cohort differences rather than age.
Longitudinal
How do a person’s morals evolve over time?
Give examples of moral dilemmas and measure responses.
Take the SAME GROUP OF PEOPLE over the course of SEVERAL YEARS and study their individual changes
Rich detail dependent mostly on time only
Eliminates differences due to cohorts
Expensive and time consuming
Potential for high attrition rate-participants may drop out
Biographical or Retrospective (Case study)
How does isolation affect a child?
Study of Genie?
Generate great detail
recall often untrustworthy
Time consuming and expensive.Slide4
Babies
Prenatal and Infant DevelopmentWhat factors can affect children before birth?
What can newborn babies do?Slide5
The Progression of Prenatal Development
Prenatal Development-the stage of development from conception to birth.
Embryo
-
a developing human between 2 weeks and 3 months after conception.
Fetus
-a developing human between 3 months after conception and birth.
Placenta
-an organ that nourishes the embryo and fetus.Slide6
Developmental Disturbances
Teratogens-toxic substances such as alcohol or nicotine that cross the placenta and may result in birth defects.
Critical period
-a time when certain internal and external influences have a major effect on development; at other periods, the same influences will have little or no effect.Slide7
Effects of Teratogens
Alcohol is the drug most often abused by pregnant women (Riley et al., 2003).Fetal alcohol syndrome
(FAS)
facial deformities, heart defects, stunted growth, and cognitive impairments. (1973)
Excerpt: The Broken Cord
Smoking
Cause of over 100,000 miscarriages a year.
Babies are more likely to suffer low birth weight which is liked to other developmental problems.Slide8
Prenatal Development
Week by week developmentSlide9Slide10
Newborn Babies
*Neonates- newborn babies.
Reflexes
Rooting
Baby turns its head toward something that brushes its cheek and gropes around with mouth
Sucking
Newborn’s tendency to suck on objects placed in the mouth
Swallowing
Enables newborn babies to swallow liquids without choking
Grasping
Close fist around anything placed in their hand
Stepping
Stepping motions made by an infant when held uprightSlide11
Reflexes (Cont.)
Babinski When the sole of a baby’s foot is touched, the toes curl up and outMoro
The “Startle Reflex”
Babies arms will open when startled, then will be brought in close to the body
Crawling
When placed on the stomach, a baby will make a crawling motionSlide12
Temperament
Characteristic patterns of emotional reactions and emotional self-regulation
Thomas and Chess
identified three basic types of babies
Easy
Good-natured, easy to care for, adaptable
Difficult
Moody and intense, react to new situations and people negatively and strongly
Slow-to-warm-up
Inactive and slow to respond to new things, and when they do react, it is mild
Kagan’s
“Shy Child”
Temperament is cyclical
May predict temperament later in lifeSlide13
Perceptual Abilities
Habituation Example - LearningVision
Clear for 8-10 inches
Good vision by 6 months
Preferences:
Depth perception
Visual cliff research
Other senses
Ears are functional prior to birth
Infants particularly tune in to human voices
Taste and smell are fully functionalSlide14Slide15Slide16Slide17
Check Your Understanding
Two reflexes normally disappear after two to three months. They area. Sucking and swallowing
b. Grasping and rooting
c. Stepping and grasping
d. Stepping and rooting
Temperament differences in babies are attributable to
a. Biological factors
b. maternal emotions during pregnancy
c. Parental reactions to an infant’s crying after a baby’s birth
d. All of the above
Newborns prefer looking at what kind of patterns?
a. Colorful ones
b. Moving ones
c. Contrasting onesSlide18
Infancy and Childhood
Do young children think differently from adults?What are the steps of physical, cognitive, moral, and social development?Slide19
Physical Development
Children grow about 10 inches and gain about 15 pounds in first yearGrowth occurs in spurts, as much as 1 inch overnight
Growth slows during second yearSlide20
Social Development
What are the most important aspects of a child’s physical, psychological, social, emotional, and cognitive development?Nature vs. Nurture- Is a child capable of interacting, learning, etc. because of inherited intelligence?Is parental scaffolding essential to growth?How important is social interaction with other children?
Education?
How can we study the relative influence of natural, biological development and the influence of parents and peers?Slide21
The Case of Genie
Father was abusiveThought she was mentally retardedIsolated her in a roomFed her enough to sustain lifeAbused herStrapped her to a “potty chair”
This is an extreme case- What happens when children are simply “neglected”?Slide22
Motor/Memory Development
Developmental normsAges by which an average child achieves various developmental milestonesMaturationAutomatic biological unfolding of development in an organism as a function of passage of time
Memory not solidified until after 3
rd
birthday
Known as “infantile amnesia”
Development of hippocampus?Slide23
Journal Entry:How do you decide when to break rules or not?Slide24
Jean Piaget
Swiss psychologist (1896-1980)Most influential theorist in the area of cognitive development.
Believed that cognitive development is a way of adapting to the environment.
In his view, children are intrinsically motivated to explore and understand things.
Progress through
4 basic stages
of cognitive development.
Cognitive DevelopmentSlide25
COGNITIVE DEVELOPMENT
Sensory-Motor Stage (birth to 2 years)Object permanencePreoperational Stage (2-7 years)
Egocentric
;
Conservation errors
;
Animism
;
Artificialism
Concrete Operations (7-11 years)Principles of conservation; Reversibility
Formal Operations (11-15 years)
Understand abstract ideasSlide26Slide27
Criticisms of Piaget's Theory
Distinct stages in cognitive development that are progressed through in order?Infants do not understand world?S
ocial interaction in cognitive development?
Lee
Vygotsky
and “scaffolding”
Methods?
Slide28
“Heinz dilemma”
In Europe, a woman was near death from cancer. One drug might save her: a form of radium that a druggist in the same town had recently discovered. The druggist was charging $2,000, ten times what the drug cost him to make. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only come up with about half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, “No.” The husband got desperate and broke into the man’s store to steal the drug for his wife. (Kohlberg, 1969)
*Should the husband have done that?
Why?Slide29
Kohlberg’s Stages of
Moral Development (3:24)
Preconventional
(preadolescence)
“Good” behavior is mostly to avoid punishment or seek reward
Conventional (adolescence)
Behavior is about pleasing others and, in later adolescence, becoming a good citizen
Postconventional
Emphasis is on abstract principles such as justice, equality, and liberty
What makes for a good society? Is society right?Slide30
Criticisms of Kohlberg’s Theory
Research shows that many people never progress past the conventional levelTheory does not take cultural differences into accountTheory is considered by some to be sexist in that girls often scored lower on tests of moralitySlide31
Language Development
Cooing (2-3 months)Non-descript soundsBabbling (3-4 months)Make the sounds of all language
Grunts, “ba”, “da”
Intonation (4-6 months)
Rising and lowering of pitch
Can distinguish between own language and foreign language
By 1 year, babies use intonation to communicate
Excitement, Anger, CuriositySlide32
Language Dev’t (cont.)
By 6 months, babies can recognize their own namesFirst words (12 months)DadaHolophrases (12-18 months)One word sentence
“Up!”, “Down!”, “More!”Slide33
Language (con’t)
Naming (1-2 years)“Dog!” (very often used incorrectly for objects of any similarity)Short Sentences (2 years)“My ball”, “I do it”
Long sentences (2-3 years)
“Lea sad” becomes “Lea is sad”
Overregularizaton
“Goed” instead of “went”
Good news: These kids get the basic rules
By 5-6, vocabulary is 2,500 wordsSlide34
Theories of Language Development
Skinner theorized that language develops as parents reward children for language usageRepeating a baby’s noiseCongratulating them for communicating
Chomsky proposed the language acquisition device
A neural mechanism for acquiring language presumed to be “wired into” all humans
Criticism: Children who were not “reinforced” as often (grew up in institutions or homes) developed more slowlySlide35
Language Development
Bilingualism and the development of a second languageWhen small children learn two languages at once, they have one Broca’s areaWhen adolescents learn a second language, two Broca’s areas are neededSlide36
Social Development
Parent-Child Relationships in ChildhoodRelationships with self and peersSlide37
Erikson’s Psychosocial Development
StageConflict
Important Event
Description
Infancy
(0-18
mo
)
Trust vs. Mistrust
FeedingSlide38
Development of Attachment
Imprinting (Lorenz): Tendency to follow the first moving thing seenOccurs in many species of animals- not humans!
If we hatched a chick and put a dog in front of it, the dog becomes the Mommy.
Attachment
Humans form a bond with those who care for them in infancy
Based upon interaction with caregiver
Harlow
revisitied
Ainsworth’s Strange Situation
Autonomy
Sense of independence
Socialization
Process by which children learn appropriate attitudes and behaviorsSlide39
Mary Ainsworth’s Strange SituationSlide40Slide41Slide42
Secure
Will explore freely while the mother is present, will engage with strangers, will be visibly upset when the mother departs and happy to see the mother returnChild will not engage with a stranger if their mother is not in the roomKnowledge of a “secure base”Slide43
Anxious-Ambivalent (or Resistant) Insecure
Anxious of exploration and of strangers, even when the mother is presentChild is extremely distressed when mother departsWhen mother returns, child will remain close to the mother but resentful and resistant when the mother initiates attention
Baby may also hit or push his mother and doesn’t “cling”Slide44
Anxious-Avoidant Insecure
Will avoid or ignore the caregiver - showing little emotion when the caregiver departs or returnsMay run away from his caregiver when they approach and fail to cling to them when they pick him up
The child will not explore very much regardless of who is there. Strangers will not be treated much differently from the caregiver
There is not much emotional range displayed regardless of who is in the room or if it is empty.Slide45
http://www.youtube.com/watch?v=QTsewNrHUHUSlide46
Relationships With Other Children
Solitary playChildren first play by themselvesParallel playAs they get older, children play side-by-side with other children, but not interacting
Cooperative play
By about 3 or 3½, children begin playing with othersSlide47
Relationships With Other Children
Peer groupA network of same-aged friends and acquaintances who give one another emotional and social supportWhen children start school, peers begin to have greater influence
Non-shared environment
Unique aspects of the environment that are experienced differently by siblingsSlide48
When Attachment Goes Wrong
Reactive Attachment DisorderInappropriate behaviors in social contextsInhibited vs. disinhibitedEastern European Orphanages
Genie TodaySlide49
Do Now:
How do your parents react when you:Receive a good grade on your report card?Have a good game or performance?Receive a bad grade on your report card?Come home after your curfew?
Get a driving ticket?Slide50
Baumrind’s Parenting Styles
Permissive-indulgentParents are very attentive and supportive, but do not set limits on behaviorChildren tend to be immature, disrespectful, impulsive, and out of
control
Permissive-indifferent
Parents have too little control and often are indifferent and neglectful
Children tend to become overly dependent and lack social skills and self-controlSlide51
Baumrind’s Parenting Styles
Authoritarian Tightly control children’s behavior and insist on obedienceCan produce children who have poor communication skills, who are moody, withdrawn, and distrustful
Authoritative
Parents provide firm structure, but are not overly controlling
Parents listen to their children’s opinions and explain their decisions, bur are still clearly in charge
Children tend to become self-reliant and socially responsibleSlide52
Scenario
You receive a bad grade on your report card (not that this would ever happen to you)…You walk in the door and your parent….Slide53
Role Play!!!
Read your assigned parenting style and reenact a scenario in which the parent displays this behavior and the child reactsSlide54
Erikson’s Psychosocial Stages
For your assigned stage, you must:Define stage (w/ ages)Explain the “conflict” and the main “question” that needs to be answeredGive an example of how one might resolve this conflict
State the consequence of failing to resolve this conflict
Create a bumper sticker with a slogan and picture of a person who is in this stageSlide55
Sex-Role Development
Gender identityKnowledge of being a boy or girlOccurs by age 3Gender constancy
Child realizes that gender cannot change
Occurs by age 4 or 5Slide56
Sex-Role Development
Gender-role awarenessKnowing appropriate behavior for each genderGender stereotypesBeliefs about presumed characteristics of each gender
Sex-typed behavior
Socially defined ways to behave different for boys and girls
May be at least partly biological in originSlide57
AdolescenceSlide58
Social Changes
Consequence of early and late developersAdolescent sexual activityApproximately ¾ of males and ½ of females between 15 and 19 have had intercourse
Average age for first intercourse is 16 for boys and 17 for girls
Teenage pregnancy
Rate of teen pregnancy has fallen in the last 50 years
Highest in U.S. of all industrialized
nations- Why?Slide59
Social Development (Cont.)
Erikson’s Identity vs. Role ConfusionIdentity crisis- Intense period of self-explorationForming an identity
Achievement
Successfully find identity
Foreclosure
Settle for identity others wish for them
Foreclosure and homosexuality?
Moratorium
Explore various identities
Diffusion
Resistance to “find themselves”Slide60
Cognitive Changes
Imaginary audienceAdolescent delusion that everyone else is always focused on themCan lead to self-esteem issues (if they expect others perceive them negatively)
Satisfaction in appearance related to higher self esteem- why?
Personal fable
Delusion that they are unique and very important
Invulnerability
Nothing can harm them
Invulnerability and DrivingSlide61
“Storm” and “Stress” of Adolescence
It has been observed in the past that adolescents are overly stressed and can exhibit that through their “attitudes” or behaviorMany have believed that hormones make teenagers more stressed
Truth: 75% are content and had positive self-images
Those who don’t- Constantly being controlled, as in where to go and when to sleep/wake up, contributes to stress (schedules that don’t match their biological clocks)Slide62
Social Changes
Relationships with peersAdolescents often form cliques, or groups with similar interests and strong mutual attachmentUnisex at first, then mixed-sex, then couples
16-19- less group-oriented, more about dating
Relationships with parents
Adolescents test and question every rule and guideline from parentsSlide63
Adolescence and Suicide
Suicide is the sixth leading cause of death among those 5-14 years old.Suicide is the third leading cause of death among those 15-24 years old.
Between the mid-1950s and the late 1970s, the suicide rate among U.S. males aged 15-24 more than tripled (from 6.3 per 100,000 in 1955 to 21.3 in 1977). Among females aged 15-24, the rate more than doubled during this period (from 2.0 to 5.2). The youth suicide rate generally leveled off during the 1980s and early 1990s, and since the mid-1990s has been steadily decreasing.
Between 1980-1996, the suicide rate for African-American males aged 15-19 has also doubled.
Risk factors for suicide among the young include suicidal thoughts, psychiatric disorders (such as depression, impulsive aggressive behavior, bipolar disorder, certain anxiety disorders), drug and/or alcohol abuse and previous suicide attempts, with the risk increased if there is situational stress and access to firearms.Slide64
Over 36,000 people in the United States die by suicide every year.
Suicide is the fourth leading cause of death for adults between the ages of 18 and 65 years in the United States.Currently, suicide is the 10th leading cause of death in the United States.A person dies by suicide about every 15 minutes in the United States.
Every day, approximately 101 Americans take their own life.
There are an estimated 8-25 attempted suicides for every suicide death.
Nearly 1,000,000 people make a suicide attempt every year.
Men are nearly 4 times more likely to die by suicide than women. Women attempt suicide 3 times as often as men.
Suicide rates are highest for people between the ages of 40 and 59.
White individuals are most likely to die by suicide, followed by Native American peoples.
Click here to view
.
Other Suicide StatisticsSlide65
Why?
The Mysterious Workings of the Adolescent BrainSlide66
AdulthoodSlide67
Love, Partnerships, and Parenting
Forming partnerships (1:15)First major event of adulthood is forming and maintaining close relationships
Parenthood
Having children alters dynamics of relationships
Marital satisfaction often declines after birth of child
Divorce
Unlucky March?Slide68
Other Issues
The World of WorkBalancing career and family obligations is a challenge
United States vs. Europe*
Cognitive Changes
Thinking is more flexible and practical- realize that there can be more than one correct answer!
Vocabulary and Verbal memory increase through 50s; Reasoning and spatial awareness increase through 40s; perceptual speed declines at 25; math skills decline at 40
Can be improved with rehearsal!! (Don’t stop doing crosswords)Slide69
Other issues
Personality ChangesPsychological health increasesLess self-centered, better coping skillsSome men and women have a
midlife crisis-
10%
Vs. midlife transition- reassess and recreate goals
The "Change of Life"
Menopause
Reproduction ceasesSlide70
Empty Nest Myth
Article by Lindsay LyonSlide71
Late AdulthoodSlide72
Physical Changes
In late adulthood, physical deterioration is inevitableA person’s response to these changes are important- “You’re only as old as you feel.”98 year old playing the pianoSlide73
Social Development
Independent and satisfying lifestylesRetirement- Most people will stop working and face challenges with that sudden changeSexual behavior-
Research shows that many older couples continue to be sexually activeSlide74
Social Development
Integrity vs. DespairWhat are the most common regrets of those who are at the end of life?Slide75
Cognitive Changes
Research has demonstrated that those who continue to “exercise” their mental abilities can delay mental declineAlzheimer’s disease afflicts approximately 10% of people over 65 and perhaps as many as 50% of those over 85Slide76
Death
Is it possible to die from a broken heart?Psychosomatic disordersPsychological disorders that manifest as physical disordersTension headaches, high blood pressure, death?Dying of a Broken Heart?Slide77
Evidence
“Stress cardiomyopathy is a condition in which intense emotional or physical stress can cause rapid and severe heart muscle weakness. “90% of patients are femaleAffects contractions of the heartDifferent than a typical heart attack
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2600114/Slide78
Other Psychosomatic Illnesses
Why would stress lead to a “rapid decline” in other patients who are suffering from diseases?What does stress do to the body? How are resources “redistributed”?
Where is stress cardiomyopathy? Other psychosomatic consequences?Slide79
Facing the End of Life
Kubler-Ross’s stages of dyingDenialAnger
Bargaining
Depression
AcceptanceSlide80
Do Now:
A 4 year old child is shown a box of crayons and is asked what may be inside. When he guesses that crayons are inside, you show the child that there are actually markers inside. When you ask the child what the next person that walks into the room will think is in the box, the child responds, “markers”. What characteristic is this displaying?Why do 3 year olds cover their eyes when they play “hide and seek” and expect that you won’t see them?