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Myers Chp. 4

Myers Chp. 4

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  • Discovered by Norwegian Ivar Folling 1934 (norway it’s caled Folling’s Disease) Recessive genetic disorder-each parent must have at least one mutated allele of the gene, and the child must inherit 2 mutated alleles (one from each parent) it is possible for a parent with PKU to have a healthy child as long as spouse/partner does not have PKU. Children of 2 parents with PKU will always inherit the disease Every State requires screening within first 3 days of life (blood taken from heel) Microcephaly= small head (also prominent check and jaw bones with widely spaced teeth Diet= eliminate foods high in phenylalanine like meat, chicken, fish, nuts, cheese, peas, legumes, milk, dairy. Low starch Eat fruits, veggies, cereals, limited starch, milk substitutes Diet must be followed life long PKU - I in 15,000 births, but varies in countries. Significantly higher in Ireland (1 in 4,500) and fewer than 1 in 100,000 in Finland Recent Study (2007) people with PKU discharge concentrated amounts in breast milk and semen. Can be transferred between 2 PKU’s and can possibly lead to serious health issues. Rise of internet/social networking where people join online groups to cope, meet people suffering from same, seek each other out, thus increasing social interaction. Only a few minor cases reported, but it could become more of a problem.
  • In people more than 2 years old, the presence of a Babinski's reflex indicates damage to the nerve paths connecting the spinal cord and the brain (the corticospinal tract). Because this tract is right-sided and left-sided, a Babinski's reflex can occur on one side or on both sides.
  • The Moro reflex may be demonstrated by placing the infant face up on a soft, padded surface. The head is gently lifted with enough support to just begin to remove the body weight from the pad. (Note: The infant's body should not be lifted off the pad, only the weight removed.) The head is then released suddenly, allowed to fall backward momentarily, but quickly supported again (not allowed to bang on the padding). The infant may have a "startled" look, and the arms fling out sideways with the palms up and the thumbs flexed. As the reflex ends, the infant draws its arms back to the body, elbows flexed, and then relaxes. This is a normal reflex present in newborn infants. Absence of the Moro reflex in an infant is abnormal. Presence of a Moro reflex in an older infant, child, or adult is also abnormal. Two-sided absence of the Moro reflex suggests damage to the brain or spinal cord. One-sided absence of the Moro reflex suggests the possibility of a broken shoulder bone or injury to the group of nerves that run from the lower neck and upper shoulder area. Conditions associated with such nerve injury include Erb's palsy and Erb-Duchenne paralysis. Loss of muscle function on one side of the body may also produce an asymmetrical Moro reflex.
  • children first learn to move the parts that are at the center of their bodies and then the parts that are distant.

Development Development Presentation Transcript

      • Chapter 4
      • The Developing Person
  • The Developing Person
    • Developmental Psychology
      • a branch of psychology that studies physical, cognitive and social change throughout the life span
  • Ovum and Sperm
  • Prenatal Development
    • Zygote
      • the fertilized egg
      • enters a 2 week period of rapid cell division
      • develops into an embryo
    • Embryo
      • the developing human organism from 2 weeks through 2nd month
    • Fetus
      • the developing human organism from 9 weeks after conception to birth
  • Prenatal Development
    • 40 days 45 days 2 months 4 months
  • Prenatal Development
    • Teratogens
      • agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm
    • Fetal Alcohol Syndrome (FAS)
      • physical and cognitive abnormalities in children caused by a pregnant woman’s heavy drinking.
      • symptoms include facial misproportions
    • Fetal Alcohol Syndrome
    • Fetal Alcohol Syndrome
  • The Newborn
    • PKU - Phenylketonuria
      • Autosomal recessive genetic disorder
      • Can’t metablolize amino acid
      • Tested within 1 st 3 days after birth, and again at 2 weeks
      • No cure, damage done is permanent
      • Problems if untreated: progressive mental retardation, seizures, albinism, microcephaly, “musty” odor of sweat, urine, etc.
      • Treated with Strict diet
  • The Newborn
    • Habituation
      • decreasing responsiveness with repeated stimulation
      • newborns become bored with a repeated stimulus, but renew their attention to a slightly different stimulus
  • The Newborn
    • Rooting Reflex
      • tendency to open mouth, and search for nipple when touched on the cheek
    • Preferences
      • human voices and faces
        • facelike images-->
      • smell and sound of mother preferred
  • The Newborn: Expression of Instincts
    • Babinski reflex:
    • the big toe flexes toward the top of the foot and the other toes fan out after the sole of the foot has been stroked. - normal in younger children, but abnormal after the age of 2 when nervous system becomes more developed.
  • The Newborn: Expression of Instincts
    • Moro reflex involuntary response that is present at birth - "startled" look, the arms fling out sideways palms up and thumbs flexed. As the reflex ends, the infant draws its arms back to the body, elbows flexed, then relaxes. It normally disappears after 3 or 4 months.
  • Cephalocaudal development
    • Aspect of motor development which occurs in the first two years of life: children who develop ability to move upper parts of body before lower
      • head before arms and trunk, arms and trunk before legs.
  • Proximodistal development
    • Motor development which occurs in the first two years of life: children first learn to move parts that are at center of body and then parts that are distant
      • head, trunk, arms before hands and fingers.
  • Physical Development
    • Maturation
      • biological growth processes that enable orderly changes in behavior
      • relatively uninfluenced by experience
      • sets the course for development while experience adjusts it
    At birth 3 months 15 months Cortical Neurons
  • Cognitive Development
    • Schema
      • a concept or framework that organizes and interprets information
  • Cognitive Development
    • Assimilation
      • interpreting one’s new experience in terms of one’s existing schemas
    • Accommodation
      • adapting one’s current understandings (schemas) to incorporate new information
  • Piaget’s Stages of Cognitive Development Typical Age Range Description of Stage Developmental Phenomena Birth to nearly 2 years Sensorimotor Experiencing the world through senses and actions (looking, touching, mouthing)
    • Object permanence
    • Stranger anxiety
    About 2 to 6 years About 7 to 11 years About 12 through adulthood Preoperational Representing things with words and images but lacking logical reasoning
    • Pretend play
    • Egocentrism
    • Language development
    Concrete operational Thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations
    • Conservation
    • Mathematical transformations
    Formal operational Abstract reasoning
    • Abstract logic
    • Potential for moral reasoning
  • Cognitive Development
    • Object Permanence
      • the awareness that things continue to exist even when not perceived
    • Conservation
      • the principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects
      • part of Piaget’s concrete operational reasoning
  • Cognitive Development
    • Egocentrism
      • the inability of the preoperational child to take another’s point of view
    • Theory of Mind
      • people’s ideas about their own and others’ mental states- about their feelings, perceptions, and thoughts and the behavior these might predict
  • Social Development
    • Basic Trust (Erik Erikson)
      • a sense that the world is predictable and trustworthy
      • said to be formed during infancy by appropriate experiences with responsive caregivers
    • Self-Concept
      • a sense of one’s identity and personal worth
  • Erikson’s Stages of Psychosocial Development Approximate age Stage Description of Task Infancy Trust vs. mistrust If needs are dependably met, infants (1st year) develop a sense of basic trust. Toddler Autonomy vs. shame Toddlers learn to exercise will and (2nd year) and doubt do things for themselves, or they doubt their abilities. Preschooler Initiative vs. guilt Preschoolers learn to initiate tasks (3-5 years) and carry out plans, or they feel guilty about efforts to be independent. Elementary Competence vs. Children learn the pleasure of applying (6 years- inferiority themselves to tasks, or they feel puberty) inferior.
  • Erikson’s Stages of Psychosocial Development Approximate age Stage Description of Task Adolescence Identity vs. role Teenagers work at refining a sense of self by (teens into confusion testing roles and then integrating them to 20’s) form a single identity, or they become confused about who they are. Young Adult Intimacy vs. Young adults struggle to form close relation- (20’s to early isolation ships and to gain the capacity for intimate 40’s) love, or they feel socially isolated. Middle Adult Generativity vs. The middle-aged discover a sense of contri- (40’s to 60’s) stagnation buting to the world, usually through family and work, or they may feel a lack of purpose. Late Adult Integrity vs. When reflecting on his or her life, the older (late 60’s and despair adult may feel a sense of satisfaction or up) failure.
  • Social Development
    • Stranger Anxiety
      • fear of strangers that infants commonly display
      • beginning by about 8 months of age
    • Attachment
      • an emotional tie with another person
      • shown in young children by seeking closeness to the caregiver and showing distress on separation
  • Social Development
    • Konrad Lorenz
      • Goslings study
  • Social Development
    • Critical Period
      • an optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development
    • Imprinting
      • the process by which certain animals form attachments during a critical period very early in life
    • Temperament
      • a person’s characteristic emotional reactivity and intensity
  • Social Development
    • Harry Harlow
    • rhesus monkeys
    • Contact Comfort
  • Social Development
    • Harlow’s Surrogate Mother Experiments
      • Monkeys preferred contact with the comfortable cloth mother, even while feeding from the nourishing wire mother
  • Social Development
    • Monkeys raised by artificial mothers were terror-stricken when placed in strange situations without their surrogate mothers.
  • Social Development
    • Bowlby’s three phases of attachment
  • Social Development
    • Mary Ainsworth “types of attachment
    • “ strange situation” procedure for examining infant attachment
  • Social Development- Child-Rearing Practices
    • Authoritarian
      • parents impose rules and expect obedience
      • “ Don’t interrupt”
      • “ Why? Because I said so.”
    • Authoritative
      • parents are both demanding and responsive
      • set rules, but explain reasons
      • encourage discussion
  • Social Development- Child-Rearing Practices
    • Permissive
      • submit to children’s desires
      • make few demands
      • use little punishment
    • Rejecting-neglecting
      • disengaged
      • expect little
      • invest little
  • Social Development- Child-Rearing Practices
    • Three explanations for correlation between authoritative parenting and social competence
    High education, ample income, harmonious marriage, common genes (3) Some third factor may be influencing both parents and child. (1) Parent’s behavior may be influencing child . Authoritative parents (2) Child’s behavior may be influencing parents. Self-reliant, Socially competent child Authoritative parents Authoritative parents Self-reliant, Socially competent child Self-reliant, Socially competent child
  • Kohlberg’s Moral Ladder
    • As moral development progresses, the focus of concern moves from the self to the wider social world.
    Morality of abstract principles: to affirm agreed-upon rights and personal ethical principles Morality of law and social rules: to gain approval or avoid disapproval Morality of self-interest: to avoid punishment or gain concrete rewards Postconventional level Conventional level Preconventional level
  • Adolescence
    • Adolescence
      • the transition period from childhood to adulthood
      • extending from puberty to independence
    • Puberty
      • the period of sexual maturation
      • when one first becomes capable of reproduction
  • Adolescence
    • Primary Sex Characteristics
      • body structures that make sexual reproduction possible
        • ovaries- female
        • testes- male
        • external genitalia
    • Secondary Sex Characteristics
      • nonreproductive sexual characteristics
        • female- enlarged breast, hips
        • male- voice quality, body hair
    • Menarche (meh-NAR-key)
      • first menstrual period
  • Adolescence and Adulthood
    • In the 1890’s the average interval between a woman’s menarche and marriage was about 7 years; now it is over 12 years.
  • Social Development
    • Identity
      • one’s sense of self
      • the adolescent’s task is to solidify a sense of self by testing and integrating various roles
    • Intimacy
      • the ability to form close, loving relationships
      • a primary developmental task in late adolescence and early adulthood
  • Adulthood- Physical Changes
    • Menopause
      • the time of natural cessation of menstruation
      • also refers to the biological changes a woman experiences as her ability to reproduce declines
    • Alzheimer’s Disease
      • a progressive and irreversible brain disorder
      • characterized by a gradual deterioration of memory, reasoning, language, and finally, physical functioning
  • Adulthood- Cognitive Changes
    • Crystallized Intelligence
      • one’s accumulated knowledge and verbal skills
      • tends to increase with age
    • Fluid Intelligence
      • ones ability to reason speedily and abstractly
      • tends to decrease during late adulthood
  • Adulthood- Social Changes
    • Social Clock
      • the culturally preferred timing of social events
        • marriage
        • parenthood
        • retirement