Franzoi lite6e pp_ch03edited_Newbill_A

Essentials of Psychology, Sixth Edition
© 2018 BVT Publishing. All rights reserved.
S-1
Chapter 3:
Human Development
(Shutterstock)

S-2
Learning Objectives(Slide 1 of 2)
• Describe prenatal development..
• Describe social development
during infancy.
• Compare and contrast the theories
of cognitive development.

S-3
Learning Objectives(Slide 2 of 2)
• Compare and contrast the theories of
moral development.
• Explain the physical and
psychological events we
associate with adolescence.
• Describe aging and the developmental
changes that occur during adulthood.
• Discuss how we cope with death
and dying.

S-4
3.0 What is Development?
The systematic physical, cognitive, and
social changes in the individual that
occur between conception and death

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Three Major Questions in
Developmental Psychology
• Nature vs. Nurture
– Heredity vs. environment
• Continuity vs. Discontinuity
– Does development happen in stages or
smoothly?
• Stability vs. Change
– Do our early influences affect who we are
or do our later influences affect us more?

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3.1a Prenatal Development
Three Stages:
• Germinal
• Embryonic
• Fetal
There are several risk factors:
• Parental age
• Maternal nutrition
• Teratogens
• Causes malformation of fetus

S-7
3.1c Neural Network Growth
During Infancy
(BVT Publishing)

S-8
3.1d Infants Are Born With
Reflexes(Slide 1 of 2)
Examples of survival reflexes:
• Eye-blink
• Sucking
• Rooting
• Swallowing

S-9
3.1d Infants Are Born With
Reflexes(Slide 2 of 2)
Examples of primitive reflexes:
• Babinski
• Toes move
• Grasping
• Moro or “startle”
• Splayed arms, throw head back
• Stepping
• All present at birth but disappear after
a few month

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3.1d Are the Senses
Functional Prior to Birth?
• Audition
• Vision
• Taste and Smell
• Touch

S-11
3.1d Motor Development(Slide 1 of 2)
(BVT Publishing)

S-12
3.2a What is Attachment?
It is a strong emotional bond a young child
forms with its primary caregiver:
• J. Bowlby proposed attachment is
genetic
• The development of attachment
• Contact comfort with soft objects
• Smiling, cooing, clinging
• Individual differences in attachment style
• Separation vs. stranger anxiety
• Up to 3 yrs., vs. start 6mos, peak 1yr.

S-13
3.2a Harry Harlow and
Contact Comfort
(Figzoi)(Harlow Primate Laboratory)
Harlow's Monkeys video: https://youtu.be/_O60TYAIgC4

S-14
3.2b Possible Causes
of Children’s
Attachment Style
(BVT Publishing)

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3.2c How Do Children
Handle Separation?
• Day care
• No real differences
• Divorce
• Moderate long term impact on 12%
• Less secure, less happy
• Children of divorce better off than conflict
ridden home, however

S-16
3.2d Development of
Self-Concept
Self-concept is the primary achievement of
childhood:
• Self-concept is one’s self “story”
• Occurs through:
• Socialization
• Learning about societal rules, internalizing
• Self-awareness
• Focus on yourself as object
• Mirror test (18mos)
• Self-esteem
• Evaluation of self-concept as good/bad

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3.2d Parenting Styles
There are distinct styles of parenting:
• Authoritative
• Warm, responsive, involved
• Authoritarian
• Rules, obedience, punishment
• Permissive
• Children make rules, no structure
• Uninvolved/neglectful
• Cold, indifferent, unresponsive

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3.2d Self-Concept and Culture
Self-concept is shaped by culture:
• Individualism
• Independent, self-reliant, uniqueness
• Collectivism
• Societal roles, group goals

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3.2e How Do Children Learn
About Gender?
• Masculinity
• Femininity
• Ambivalent sexism
• Patronizing positive attitudes, hostile
towards challenge to gender roles
• Chivalry, men as HoH, a women’s role
• Gender identity
• Internalization of societal gender roles

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3.2e Erikson’s Theory of Social
Development
• 8 stages based on crisis
• Successful resolution means ability to
move forward in a healthy manner
• Strengths:
• Individual stages have connections to
development throughout lifespan
• Critiques
• Limited often to Western cultures (as in
identity)
• Many changes occur throughout life and
revisit stages

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3.2f Erikson’s Theory Of Social Development
(Slide 1 of 2)

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3.2f Erikson’s Theory Of Social Development
(Slide 2 of 2)

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3.3a Piaget’s Theory Of
Cognitive Development
Key Concepts:
• Schemas
• Pattern of thought
• Assimilation
• Absorbing new
information in
existing schemas
• Accommodation
• Changing
schemas to
absorb new info.(Wikimedia Commons)

S-24
3.3a Piaget’s Stages of
Sensorimotor: Birth to 2 years
• Experiencing the world through actions
• Object permanence
• Stranger anxiety
Preoperational: 2 to 6 years
• Representing with words and images
• Egocentrism
• Pretend play
• Animistic thinking
• Language

S-25
3.3a The Three Mountains
Problem (pre-operational)
(BVT Publishing)

S-26
3.3a Piaget’s Stages of
Concrete Operational: 7 to 11 years
• Thinking logically about concrete events;
understanding concrete analogies
• Conservation
• Mathematical transformations
Formal Operational: 11 years through
adulthood
• Using abstract reasoning
• Abstract logic

S-27
3.3a Conservation of Liquid
(concrete operational)
(BVT Publishing)

S-28
3.3b Piaget’s Theory Has
Been Criticized
A few serious criticisms:
• Children are more cognitively
advanced
• Social and environmental factors
were ignored
• Development does not occur in
sequential order (continuous)

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3.3c Vygotsky’s Theory of
Key concepts:
• learning occurs through the social
instrument of language
• Private speech
• Internalization of knowledge
• Zone of proximal development (ZPD)
• Range of what children can do and what
they can do with help
• Contrast to Piaget who believed children
could not learn beyond stage

S-30
3.3d How is Information
Organized and
Manipulated?
Another perspective on cognitive
development is the information-
processing approach:
• Speed of processing
• Memory strategies
• Metacognition

S-31
3.3e How Do Children
Exercise Self-Control?
Self-regulation is the ability to control and
direct your actions
• Walter Mischel’s “Marshmallow Test”
• Criticisms

S-32
3.4a Kohlberg’s Levels of
Moral Development
• People pass through level of moral
development becoming less egocentric
and more mature
Preconventional Level: Punishment
and Reward
• Stage 1: Avoid punishment.
• Stage 2: Behave nicely in exchange
for future favors.

S-33
3.4a Kohlberg’s Levels of
Moral Development(Slide 2 of 3)
Conventional Level: Social Norms
• Stage 3: Live up to others’ expectations.
• Stage 4: Follow rules to
social order.
Postconventional Level: Moral Codes
• Stage 5: Adhere to a social contract when
it is valid.
• Stage 6: Base personal moral system on
universal ethical principles.

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3.4b Culture Shapes Moral
Reasoning
• Individualist or collectivist orientation
• Carol Gilligan’s care perspective
• Woman tend to analyze moral dilemmas
differently from men
• more concern for others, promote social
welfare
• Kohlberg’s is a justice perspective

S-35
3.5b Adolescence and Puberty
Signals Important Changes
• Adolescence is a new stage of life (more time to
develop)
• Puberty is the growth period of
sexual maturation
• Primary sex characteristics (organs)
• Secondary sex characteristics
• Female- breasts, hips, increase in fat
• Male- hair, voices, more muscle
• Both- hair, acne, odor
• Puberty and brain function
• Dopamine and serotonin increase, affect mood and
excitability
• Frontal lobe still developing, so insufficient reasoning
and regulation

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3.5c Heightened Self-
Consciousness
• Imaginary audience
• A belief everyone is focused on oneself
• Personal fable
• Tendency to believe experiences and
feelings are unique

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3.5d Stages in Ethnic Identity
Formation
• Phinney (1993)
• Stage 1: Unexamined ethnic identity
• Belief in predominate negative stereotypes
• Low self-esteem, inadequacy
• Stage 2: Ethnic identity search
• Exploring ethnicity
• Sometimes oppositional identity
• Stage 3: Achieved ethnic identity
• Ethnic pride
• Decide what is acceptable or oppositional
from dominant culture

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3.6a Adulthood
• Friendships Are Important
• Gender differences in friendship patterns
• Not cultural norm in many societies
• Cross-sex friendships
• Men more likely to experience sexual desire, as a
way for intimacy, misinterpret signs
• Parenting and Job Responsibilities Can
Conflict
• Women have may conflicting roles,
messages
• 90% of single parents are women

S-39
3.6c Do Adults Experience
a Midlife Crisis?
Midlife crisis is a stressful period when
adults review and reevaluate their lives
• Fewer than 10% of adults experience
a midlife crisis

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3.6d The Physical Decline
After Early Adulthood
Aging is the progressive deterioration
of the body
• Menopause
• Men experience drop in testosterone
• Aging and the brain
• Start losing neurons, up to 5% at death
• Women more slowly
• Activity theory of aging
• Keeping physically and mentally active is
important for older life satisfaction

S-41
3.6e Aging and Intellectual
Abilities
Some abilities increase, while others
decrease:
• Dementia and Alzheimer’s Disease
• Wisdom
• Expert knowledge and judgment associated
with the meaning and conduct of life
• Ability to critically analyze life events

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3.6f People Differ in How They
Cope With Dying
• Are there psychological stages
of dying?
• Kübler-Ross
• Critiques
• Communicating with the dying person
• Important to talk about death
• Spirituality and meaningfulness
• Abandoned or comforted
• Meaning or despair
• Hospice
– https://youtu.be/lSMK2vkAObI

S-43
Chapter Summary(Slide 1 of 2)
• Human development involves the
physical, cognitive, and social
changes that take place from
conception to death
• Prenatal development involves the
transformation from a fertilized egg to
a newborn baby

S-44
Chapter Summary(Slide 2 of 2)
• Theories of social, cognitive, and
moral development explain the
important changes that occur from
infancy to adolescence
• Adolescence is a time of significant
physical, cognitive, and social
changes
• Aging during adulthood is marked by
different developmental changes

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