Development Over - PowerPoint Presentation

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Development Overthe Life SpanSlide2

Human developmentDevelopmental psychologists Study physiological and cognitive changes across the life span

How these are affected by a person’s genetic predispositions, culture, circumstances, and experiences.

Socialization =

The process by which children learn the rules and behavior expected of them by society.Slide3

Prenatal DevelopmentSlide4

Germinal stage

Begins at fertilization, when the male sperm unites with the female ovum (egg); the fertilized single-celled egg is called a zygote.

Embryonic stage

2 weeks to 8 weeks gestation. Most major systems in early development

Fetal stage

8 weeks to birth. Slide5

Agents that cross the placenta

German measles

X-rays and other radiation and toxic substances

Sexually transmitted diseases

Cigarette smoking

Alcohol and other drugsSlide6

InfantDevelopmentSlide7

Physical abilities

Newborn reflexes

Rooting

Sucking

Grasping

Eye blink

Knee-jerk

SneezingSlide8

Perceptual abilities

Visual abilities

Quickly develops beyond initial range of eight inches

Can distinguish contrasts, shadows, and edges but not most colors

Other senses (hearing, touch, olfaction)

Allow the baby to discriminate between a caregiver and a strangerSlide9

Culture and maturationMany aspects of development depend on customs

Ex. Differences in babies’ sleep arrangements reflect cultural and parental values.

Some cultures believe in sleeping the baby close to the mother for a few years, while others value independent sleeping.Slide10

Attachment

Contact comfort

LINK

(Take notes)

Harlow’s monkeys demonstrated the importance of contact.

Crucial for newborns, and continues being important throughout lifeSlide11

Attachment

Separation anxiety

The distress that most children develop, at about 6 to 8 months, when their primary caregivers temporarily leave them with strangers

Tested using the Strange Situation procedure

A parent-infant “separation and reunion” procedure that is staged in a laboratory to test the security of a child’s attachmentSlide12

Types of attachment

Secure

A parent-infant relationship in which the baby is secure when the parent is present, distressed by separation, and delighted by reunion

Insecure (avoidant)

A parent-infant relationship in which the baby doesn’t care if the parent leaves the room and does not seek contact when the parent returns

Insecure (anxious)

A parent-infant relationship in which the baby clings to the parent, cries at separation, and reacts with anger or apathy to reunionSlide13

Which is correct?

In the Strange Situation procedure, an infant cries when their primary caregiver leaves the room and is joyous upon being reunited with their primary caregiver. This describes which attachment style?

Avoidant

Secure

Anxious-ambivalentSlide14

What factors promote insecure attachment?

Abandonment and deprivation in the first year or two of life

Parenting that is abusive, neglectful, or erratic

The child’s own genetically influenced temperament

Stressful circumstances in the child’s familySlide15

Cognitive DevelopmentSlide16

Language development

Acquisition of speech begins in the womb - Infants are responsive to pitch, intensity, and sound at birth.

By 4-6 months of age, children can recognize their names and regularly spoken words.

By 6-12 months of age, children become familiar with sound structure of the native language and start babbling.

By one year of age, children may start to use their first word, and also rely heavily on symbolic gestures.

Between 18-24 months, toddlers combine 2 to 3 words into telegraphic speech.Slide17

Noam Chomsky Innate capacity for language

Language is too complex to be learned bit by bit.

Children are born with universal grammar and a sensitivity to the core features common to all languages.

Nouns and verbs, subjects and objects, negatives

chapter 3Slide18

Evidence supporting Chomsky’s view

Children. . .

in different cultures go through similar stages of linguistic development.

combine words in ways adults never would.

learn to speak or sign correctly without adult correction.

not exposed to adult language may invent a language of their own.

as young as 7 months can derive simple linguistic rules from a string of sounds.

chapter 3Slide19

PiagetSlide20

Piaget - cognitive development consists of mental adaptations to new situations and experiences.

Two adaptive processes

Assimilation:

absorbing new information into existing mental categories

Accommodation:

modifying existing mental categories in response to new informationSlide21

Piaget’s 4 Stages of Cognitive Development Sensorimotor

Preoperational

Concrete Operations

Formal OperationsSlide22

Sensorimotor stage

Birth to 2 years

Infant learns through concrete actions: looking, touching, putting things in the mouth, sucking, grasping.

“Thinking” consists of coordinating sensory information with bodily movements.

Major accomplishment is object permanence.Slide23

Preoperational stage

Ages 2 to 7

Children still lack the cognitive abilities necessary for understanding abstract principles and mental operations.

Are egocentric.

Cannot grasp concept of conservation.Slide24

Concrete operations

Ages 7 to 12

Children’s thinking is still grounded in concrete experiences and concepts, but they can now understand conservation, reversibility, and cause and effect.

Children can categorize objects/ideas and can order things in a serial fashion.Slide25

Formal operations stage

Ages 12 to adulthood

Teenagers are capable of abstract reasoning.

Can reason about situations not experienced firsthand

Can think about future possibilities

Can search systematically for solutions

PiagetSlide26

Current views

Cognitive abilities develop in continuous, overlapping waves rather than discrete steps or stages.

Preschoolers are not as egocentric as Piaget thought.

Children, even infants, reveal cognitive abilities much earlier than Piaget believed possible.Cognitive development is influenced by a child’s culture.Slide27

MORAL DEVELOPMENTSlide28

Moral reasoning:Kohlberg’s theory

Children’s ability to understand right from wrong is attached to cognitive development.

Morality is a stage-like process of development.

We start by avoiding punishment, move to conforming to rules and law, and then develop standards based on human rights.Slide29

Getting children to be good

Power assertion

Parent uses punishment and authority to correct misbehavior.

Induction

Parent appeals to child’s own resources, abilities, sense of responsibility, and feelings for others in correcting misbehavior.Slide30

Self-control and conscience

Self-regulation

The ability to suppress an initial wish to do something in favor of doing something else that is not as much fun

Is related to the ability to delay gratification

control negative emotions

pay attention to the task at hand

do well in schoolSlide31

AdolescenceSlide32

Physiology of adolescence

Adolescence

Period of life from puberty until adulthood

Puberty

The age at which a person becomes capable of sexual reproduction

Average age is 12 ½ years in white girls, and a few months earlier in black girls

Menarche

A girl’s first menstrual periodSlide33

Timing of puberty

Onset of puberty depends on genetic and environmental factors.

For example, body fat triggers the hormonal changes.

Early vs. late onset

Early maturing boys have more positive views of their bodies and are more likely to smoke, drink alcohol, do other drugs, and break the law.

Early maturing girls are usually socially popular but also regarded by peer group as precocious and sexually active. They are more likely to fight with parents, drop out of school, and have a negative body image, and feel angry or depressed.Slide34

What do you think?Over the past few decades, there has been an increase in adolescent violence.

True

FalseSlide35

What do you think?Most teenagers experience a sudden drop in self-esteem.

True

FalseSlide36

What do you think?Today’s teenagers are more narcissistic than their predecessors.

True

FalseSlide37

Adolescents: Media perception vs. reality

The rate of violent crimes committed by adolescents has been dropping steadily since 1993.

Very little change in narcissism levels over the decades

According to the National Youth Risk Behavior Survey, today’s teenagers are more sexually conservative than their parents were at their age.Slide38

Areas of adolescent turmoil

Conflict with parents

Mood swings and depression

Higher rates of reckless, rule-breaking, and risky behaviorSlide39

Draw a timeline that begins with birth and ends with death. Write every milestone you can possible think of that occurs throughout your life.Identify whether each milestone is physical, emotional, social, or a combination.Slide40

Psychologists have studied the relationships between the milestones of human aging and emotional and social development. Sigmund Freud (1856-1939) believed an individual's personality development depends on the resolution of conflicts between childhood sexual urges and demands of society. Slide41

Modern psychologist Erik Erikson refined and expanded Freud's theories into eight stages of development. He focused on the influence of society and culture on human personality development.Slide42

Erik Erikson was born in Germany in 1902. In grammar school he was teased for being Jewish. At an early age Erikson did not feel comfortable as a German or as a Jew. This feeling was the basis for his notion of an "identity crisis." In the 1920s he met Anna Freud, a psychoanalyst and Sigmund Freud's daughter. He studied child psychoanalysis under her in Vienna.

In 1933 he moved to the United States, where taught at Harvard, Yale, University of California at Berkeley, and other institutions. Erikson died in 1994.Slide43

Erikson’s eight stages

Trust versus mistrust

Infancy (Ages 0 -1)

Autonomy versus shame & doubt

Toddler (Ages 1 – 3)

Initiative versus guilt

Preschooler (Ages 3 – 5)

Competence versus inferiority

School-age (Ages 5 – 12)

Identity versus role confusion

Adolescence (Ages 12 -18)

Intimacy versus isolation

Young adulthood (Ages 18 – 40)

Generativity

versus stagnation

Middle adulthood (Ages 40 – 65)

Ego integrity versus despair

Late adulthood (Ages 65+)Slide44

Use the Web sites listed below to research the stages.Record the following facts: Name of stageAge range

Crisis or conflict

Description

Positive outcome (also called virtues)Negative outcome (also called maladaptations)Significant relationshipsDiscuss one example—ideally from your own lives—that illustrates a particular stage-specific crisis. Describe a positive and negative outcome for your example.Slide45
Slide46

Web sitesErik Erikson - Eight Stages of Psychosocial Development

Stages of Social-Emotional Development In Children and Teenagers

Erik Erikson

(scroll down to chart of stages)Slide47

Identity CrisisWhat are some examples of teenagers struggling to define their own identity? Why do you think an identity crisis occurs for most people during their teenage years? What are basic skills and values that are necessary to successfully resolve an identity crisis?Slide48

The transitions of life

Emerging adulthood (ages 18-25)

Phase of life distinct from adolescence and adulthood

In some ways an adult, in some ways not

The middle years (ages 35-65)

Perceived by many as the prime of life

Menopause:

the cessation of menstruation and the production of ova, usually a gradual process lasting several years

Frequently received with reliefSlide49

Old age

Some types of thinking change, others stay the same.

Fluid intelligence

: the capacity for deductive reasoning and the ability to use new information to solve problems; relatively independent of education and declines in old age

Crystallized intelligence

:

cognitive skills and specific knowledge of information acquired over a lifetime; depends heavily on education and remains stable over lifetimeSlide50

Intellectual changes over the life span

Some intellectual abilities dwindle with age.

Numerical and verbal abilities relatively stableSlide51

Old age

Apparent senility often caused by combination of medications

Depression and passivity are result of loss of meaningful activity, intellectual stimulation, and control over events.

Weakness and frailty caused by sedentary lifestylesSlide52

Are adults prisoners of childhood?

Research psychologists have questioned the psychodynamic assumption that childhood traumas have emotional effects that inevitably continue into adulthood.

Considerable evidence disputes this claim.Slide53

Challenging your assumptions

Resilience was very high for people who demonstrated:

Recovery from the effects of war

Recovery from living with abusive or alcoholic parents

Recovery from sexual abuse