1 Developmental Psychology - PowerPoint Presentation

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Developmental PsychologyPart 2 Psychology 40S C. McMurray

Source: PSYCHOLOGY(9th Edition)David Myers Worth Publishers, © 2010Slide2

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EmotionalDevelopment Socialization – the process of learning the rules of behaviour of the culture within which an individual is born and will live. The development of self-awareness, attachment to parents or caregivers, and relationships with other children and adults.

The real core of social development is found in the emotional attachment, or close emotional bond, that human babies form with their primary caregivers.2Slide3

Attachment

Emotional Attachment – an especially close emotional bond that infants form with their parents, caregiver, or others.3Slide4

Psychology 40S Assignment

Part A: Attachment Read pages 155-156: Origins of Attachment in the Orange Myers Text (8th edition)

Answer the following:Explain Harry Harlow’s study and the effects on the monkeys.What is a critical period?What is imprinting?Part B: Child Rearing Practices Read pages 161-163

Answer the questions on the white handout

Hand both in when finished today.

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Origins of AttachmentHarlow (1971) showed that infants bond with surrogate mothers because of bodily contact and not because of nourishment.

Harlow Primate Laboratory, University of WisconsinSlide6

Harlow placed baby monkeys in the chamber alone for up to six weeks. Within a few days, they stopped moving about and remained huddled in a corner. The monkeys were found to be pyschotic when removed from the chamber, and most did not recover.Slide7

Harlow’s discovery surprised many psychologists: The monkeys much preferred contact with the comfortable cloth mother. For many years, developmental psychologists thought that infants became attached to those who satisfied their need for nourishment.Slide8
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Monkeys raised by artificial mothers were terror-stricken when placed in strange situations without their surrogate mothers.Slide10

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Origins of AttachmentLike bodily contact, familiarity is another factor that causes attachment. In some animals (goslings), imprinting is the cause of attachment.

Alastair MillerSlide11

Konrad LorenzImprintingSlide12

Emotional Development

Critical Perioda period of time when new skills and abilities are most easily learned (Feral Children)Attachment a deep, caring, close, and enduring emotional bond between an infant and caregiver (Harry Harlow and the wire monkeys)Imprinting when

newborn animals respond with inherited tendencies to new stimuli (Konrad Lorenz and the geese) They attach to the first thing they see move. (usually their mother)Slide13

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Secure AttachmentRelaxed and attentive caregiving becomes the backbone of secure attachment.

Berry HewlettSlide14

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Insecure AttachmentHarlow’s studies showed that monkeys experience great anxiety if their terry-cloth mother is removed.

Harlow Primate Laboratory, University of WisconsinSlide15

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Deprivation of AttachmentWhat happens when circumstances prevent a child from forming attachments?

In such circumstances children become:WithdrawnFrightenedUnable to develop speechSlide16

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Prolonged DeprivationIf parental or caregiving support is deprived for an extended period of time, children are at risk for physical, psychological, and social problems, including alterations in brain serotonin levels.

Watch: Feral Child VideoSlide17

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Child-Rearing PracticesPractice

Description

Authoritarian

Parents impose rules and expect obedience.

Permissive

Parents submit to children’s demands.

Authoritative

Parents are demanding but responsive to their children.Slide18

Social Development Parenting Styles

Authoritarian FamilyParents are the “bosses”Very strict, no negotiationDemocratic/Authoritative FamilyChildren participate in decision makingLots of discussionParents still have final say

Permissive/Laissez-faire FamilyChildren have the final sayParents are less controllingSlide19

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Authoritative ParentingAuthoritative parenting correlates with social competence — other factors like common genes may lead to an easy-going temperament and may invoke an authoritative parenting style.Slide20

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Adolescence and Brain DevelopmentUntil puberty, neurons increase their connections. However, at adolescence, selective pruning of the neurons begins. Unused neuronal connections are lost to make other pathways more efficient.Slide21

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Frontal CortexDuring adolescence, neurons in the frontal cortex grow myelin, which speeds up nerve conduction. The frontal cortex lags behind the limbic system’s development. Hormonal surges and the limbic system may explain occasional teen impulsiveness.Slide22

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Cognitive DevelopmentAdolescents’ ability to reason gives them a new level of social awareness. In particular, they may think about the following:

Their own thinking.What others are thinking.What others are thinking about them.How ideals can be reached. They criticize society, parents, and even themselves.Slide23

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Developing Reasoning PowerAccording to Piaget, adolescents can handle abstract problems, i.e., they can perform formal operations. Adolescents can judge good from evil, truth and justice, and think about God in deeper terms.

William Thomas Cain/ Getty Images

AP/Wide World PhotosSlide24

Erik Erikson

Who was he?Psychologist who focused on Social developmentKnown for his work on adolescence and identityWhat did he do?He developed a theory involving 8 stages of psychosocial developmentEach stage involves a crisis or questionSlide25

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Social DevelopmentSlide26
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Forming an IdentityIn Western cultures, many adolescents try out different selves before settling into a consistent and comfortable identity. Having such an identity leads to forming close relationships.

Leland Bobble/ Getty Images

Matthias Clamer/ Getty ImagesSlide29

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Emerging AdulthoodEmerging adulthood spans ages 18-25. During this time, young adults may live with their parents and attend college or work. On average, emerging adults marry in their mid-twenties.

Ariel Skelley/ CorbisSlide30

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AdulthoodAlthough adulthood begins sometime after a person’s mid-twenties, defining adulthood into stages is more difficult than defining the stages of childhood or adolescence.

Rick Doyle/ CorbisSlide31

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Physical DevelopmentThe peak of physical performance occurs around 20 years of age, after which it declines imperceptibly for most of us.Slide32

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Middle AdulthoodMuscular strength, reaction time, sensory abilities and cardiac output begin to decline after the mid-twenties. Around age 50, women go through menopause, and men experience decreased levels of hormones and fertility.

Batting performance of Willie Mays.

Bettman/ CorbisSlide33

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Old Age: Sensory AbilitiesAfter age 70, hearing, distance perception, and the sense of smell diminish, as do muscle strength, reaction time, and stamina. After 80, neural processes slow down, especially for complex tasks.

Michael Newman/ PhotoEditSlide34

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Old Age: Motor AbilitiesAt age 70, our motor abilities also decline. A 70-year-old is no match for a 20-year-old individual. Fatal accidents also increase around this age.Slide35

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Aging and IntelligenceA number of cognitive abilities decline with age. However, vocabulary and general knowledge increase with age.Slide36

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Developing MoralityKohlberg (1981, 1984) sought to describe the development of moral reasoning by posing moral dilemmas to children and adolescents, such as “Should a person steal medicine to save a loved one’s life?” He found stages of moral development.

AP Photo/ Dave MartinSlide37

Lawrence Kohlberg

Who was he?Psychologist who researched moral developmentWhat did he do?Developed 3 levels of

moral development (ways people judge what is right or wrong)“moral ladder”Slide38

"The Heinz Dilemma"

Kohlberg based his theory upon research and interviews with groups of young children. A series of moral dilemmas were presented to children, who were then interviewed to determine the reasoning behind their judgments of each scenario. The following is one example of the dilemmas Kohlberg presented…Slide39

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Heinz Steals the Drug”In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug.39Slide40

The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is 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, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife.

Should the husband have done that? (Kohlberg, 1963)."Slide41

Kohlberg and Moral Development

Kohlberg was not interested so much in the answer to the question of whether Heinz was wrong or right, but in the reasoning for the participants decision. The responses were then classified into various stages of reasoning in his theory of moral development. 41Slide42

Moral Decisions are based on:

At Preconventional Level: Consequences of the actionBenefits from the actionAt Conventional Level:Love and approvalThe law and social rules

At Postconventional Level:Fairness, justice and the truthEthical principles that apply to everyone(what is right for the world, for ALL people)Slide43

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3 Basic Levels of Moral ThinkingPreconventional Morality: Before age 9, children show morality to avoid punishment or gain reward.

Conventional Morality: By early adolescence, social rules and laws are upheld for their own sake.Postconventional Morality: Affirms people’s agreed-upon rights or follows personally perceived ethical principles. Many people never get to this level!Slide44
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MoralityAs our thinking matures, so does our behavior in that we become less selfish and more caring. People who engage in doing the right thing develop empathy for others and the self-discipline to resist their own impulses.Slide46

Kohlberg

http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9780495093039&discipline_number=24Chapter 11 drag and dropSlide47

Nature vs Nurture

The issue:How much of development is the result of inheritance (heredity…nature)?How much of development is the result of what we have learned (environment…nurture)?Slide48

Twin StudiesSlide49

Identical twins, who develop from a single fertilized egg that splits in two, are genetically identical. They are nature’s own human clones.

Fraternal twins, who develop from separate fertilized eggs, are genetically no more similar than ordinary brothers and sisters.Slide50

Nurture begins in the womb

Two-thirds of identical twins share the same placenta, and therefore a more similar prenatal environmentSlide51

Adoption Studies

Are adopted children more like their adoptive parents who contribute a home environment or their biological parents, who contributed their genes?Studies of adoptive families have provided clues to hereditary and environmental influences. Adopted children share many values and attitudes with their adoptive parents, but adopted children’s personalities tend to be more similar to their biological parents.Slide52

“Heredity deals the cards; environment

plays the hand.”Psychologist Charles L. Brewer (1990)Slide53

Nature vs Nurture

Do you think you are more a product of nature or nurture or both? Why? Give examples.