Human Development

1. Human
Development
Skyline
College
Psych
100
Meghan
Fraley,
PhD

2. ObjecAves
for
Day
• Review
&
Reflect
on
Social
Psychology
Topics
• Community
Psychology
&
Psychology
in
AcAon
Project
• Human
Development
– What
interests
you
about
human
development?

3. REVIEW
&
REFLECT
Social
Psychology

4. Group
Check-­‐In
1. Discuss
Assignments:
1. Journal
on
implicit
bias
2. ArAcles
on
Milgram
and
Zimbardo
2. Review
Social
Psychology
Key
Terms
1. Help
each
other
complete
the
main
list
2. Strategize
way
to
complete
and
master
key
term
list
with
group

5. RevisiAng
Milgram
and
Zimbardo
quesAon
science
more
and
that
not
everything
that
is
said
by
scienAst
is
true.
quesAon
authority
and
how
I
see
figures
with
powers.
It
makes
me
think
for
myself
before
listening
to
a
command.
It
made
me
think
more
criAcally;
maybe
authority
figures
today
do
not
have
the
best
ideas
or
intenAons,
and
we
must
quesAon
why.
To
me,
it
can
exemplify
how
easily
authoritaAve
power
can
be
greatly
abused
and
how
people
can
be
ruthless.
This
makes
me
slightly
more
suspicious
of
authority
figures
(someAmes).

6. COMMUNITY
PSYCHOLOGY

7. Community
Psychology
• Expand
“helping”
beyond
psychotherapy
• AcAon-­‐oriented
• CollaboraAve
relaAonship
with
community
• Fight
oppression,
promote
empowerment

8. Community Psychology
Social
jusAce.
AcAon-­‐oriented
research.
Global
in
nature.
Influencing
public
policy.
Working
for
empowerment.
MulAdisciplinary
in
focus.
CelebraAng
culture.
PrevenAng
harm.
Behavior
in
context.
Social
acAon.
SupporAng
community
strengths.
Reducing
oppression.
PromoAng
well-­‐being.

9. PromoAng
Social
Change
• First-­‐order
change:
– Changing
individuals
in
the
environment
to
promote
change
• Second-­‐order
change:
– A`ending
to
systems
and
structures
to
adjust
the
person-­‐
environment
fit

10. WORKING
IN
COMMUNITY
CREATING
AND
MAINTAINING
PARTNERSHIPS
ASSESSING
COMMUNITY
NEEDS
AND
RESOURCES
EMPOWER
EFFORTS
BUILDING
LEADERSHIP
INCREASING
PARTICIPATION
AND
MEMBERSHIP
ENHANCING
CULTURAL
COMPETENCE
MODELING
CHANGE
AND
SOLUTION
FINDING
ANALYZING
PROBLEMS
AND
GOALS
DEVELOPING
A
FRAMEWORK
OR
MODEL
OF
CHANGE
DEVELOPING
STRATEGIC
AND
ACTION
PLANS
DEVELOPING
AN
INTERVENTION
POLICY
WORK
ADVOCATING
FOR
CHANGE
INFLUENCING
POLICY
DEVELOPMENT
EVALUATING
THE
INITIATIVE
IMPLEMENTING
A
SOCIAL
MARKETING
EFFORT
SUSTAINING
THE
WORK
WRITING
A
GRANT
APPLICATION
FOR
FUNDING
IMPROVING
ORGANIZATIONAL
MANAGEMENT
AND
DEVELOPMENT
SUSTAINING
THE
WORK
OR
INITIATIVE
COMMUNITY
PSYCHOLOGY
TOOLS

11. Strategic
Planning
VMOSA
V
• Vision
M
• Mission
O
• ObjecAves
S
• Strategies
A
• AcAon
Plans

12. HUMAN
DEVELOPMENT

13. What’s
so
InteresAng
about
Human
Development?
• 1.
Studying
development
helps
you
be`er
understand
yourself.
• 2.
It
also
helps
you
learn
more
about
your
children.
• 3.
You'll
be`er
understand
how
to
interact
with
kids.
• 4.
And
you'll
gain
a
greater
appreciaAon
of
development
throughout
life.
• 5.
It
allows
us
to
understand
what's
normal,
and
what's
not.

14. MILESTONES

15. How
do
we
develop?
Nature
vs.
Nurture
• Is
it
nature
or
nurture?
Or
is
the
quesAon,
itself,
misleading?
Individual
Differences
• How
come
we
begin
life
as
babies,
who
are
so
similar
to
one
another,
and
yet
we
grow
into
such
disAnct
adults?
Social
Context
• How
do
we
come
to
understand
ourselves
and
our
relaAonships
with
others?
Is
our
social
learning
experience
different
from
the
way
we
learn
about
the
physical
world?
Passive
vs.
AcAve
Child
• Are
children
passive
recipients
of
experience,
or
do
we
acAvely
construct
the
way
we
develop?
QuanAtatve
Change
vs.
QualitaAve
Stages
• Are
we
almost
different
people
at
different
phases
of
our
lives,
or
are
we
always
about
the
same
with
more
experience
to
go
by?

16. Developmental
Psychology
• Who
are
we?
• Why
are
we
the
way
we
are?
Physical
Socio-­‐
emoAonal
CogniAve
Moral
• The
three
goals
of
developmental
psychology
are
to
describe,
explain,
and
to
opAmize
development
(Baltes,
Reese,
&
Lipsi`,
1980).

17. Physical
Development

18. Teratogens & Prenatal
Development
• Agents that can
cause birth defects.
– May cause birth
defects most during
which period?
• Maternal disease
– Environmental
hazards: radiation,
pollution
– Alcohol, meth,
cocaine

19. Reflexes
• Moro
– Extending
limbs,
arching
back
• RooAng
– Turning
head,
sucking
movements
• Babinski
– Spreading
toes,
twisAng
foot
• Grasp
– Firm
fist

20. Studying Perceptual Development
Preference technique
§ Study how long baby attends to
a particular stimulus.
Habituation/dishabituation
§ Study loss of interest in
particular stimulus after
repeated exposures.
Operant conditioning
§ Vary the stimulus and study the
learned responses.

21. Depth Perception
A Walk on the Wild Side—Almost
Visual Cliff: Gibson and
Walk (1960)
§ Initial findings: 6-month-
old babies would not
cross the visual cliff.
§ Recent findings: 3-
month-olds have some
depth perception.

22. CogniAve
Development
How
does
your
mind
grow
over
Ame?

23. What
is
the
Goal
of
EducaAon?

24. The
Growth
of
Knowledge

25. How
does
knowledge
grow?
• 1.
OrganizaAon:
– Organize
knowledge
with
schemata,
mental
representaAons/organized
pa`erns
of
behavior
• 2.
AdaptaAon
– Assimila@on:
Incorporate
new
into
exisAng
cogniAve
structure
– Accommoda@on:
Adjust
reality
demands
by
modfiying
exisAng
cogniAve
structure
• 3.
EquilibraAon
– Need/striving
toward
equilibrium

26. Piaget’s Constructivist
Approach
AssimilaAon
and
AccommodaAon:
Horizontal
Decalage
• Progressive
acquisiAon
of
related
skills
within
same
stage
of
development.
Predictable
order

27. Piaget’s
Stages
of
CogniAve
Development

28. Achieving
Concrete
OperaAonal
Thought
OperaAonal
Thought
• Reason
• Follow
Rules
ConservaAon
• Ability
to
recognize
that
even
when
form
and
shape
change,
objects
conserve
characterisAcs

29. Theory
of
Mind

30. We
Become
Ourselves
Through
Others
Vygotsky:
Scaffolding
&
The
Zone
of
Proximal
Development

31. SocioemoAonal
Development

32. EmoAons:
Early
emoAons
BIRTH
Primary
EmoAons
Interest
Sadness
Disgust
Distress
HALF
YEAR
6-­‐8
Months
Anger
Joy
Surprise
Fear
2
YEARS
18-­‐24
Months:
Self-­‐Conscious
EmoAons
Use
social
standards
Jealousy
Empathy
Embarassment
3
YEARS:
30-­‐36
months
Shame
Guilt
Pride
At
3
months
can
imitate
caregiver
expressions,
Emo$onal
Contagion:
Detect
emoAons
first
few
weeks

33. A`achment

34. How
important
is
a`achment?

35. Early
Bonds
are
an
Integral
Part
of
Human
Nature

36. Harlow’s
Monkeys
Important
for
development
of
a`achment
Infant
monkeys
a`ached
to
terrycloth
mums
over
mother
that
produced
food

37. Harlow
and
Contact
Comfort
• Important
for
development
of
a`achment
• Infant
monkeys
a`ached
to
terrycloth
mums
over
mother
that
produced
food

38. Internal Working Model
(Bowlby)
– Understanding of
the availability of
attachment
figures and their
likelihood of
providing
support during
times of stress

39. What
Creates
Secure
A`achment?
The
Strange
SituaAon

40. Signs of Attachment
Social
Referencing
• 6months
SeparaAon
anxiety
• 6-­‐8months
• Peaks
at
14-­‐18
months
• Decline
over
next
2
to
3
years
Stranger
Anxiety
• 8
to
10
months
• NegaAve
reacAon
to
strangers
• Peaks
at
18mo
• Declines
over
next
year

41. Attachment
Patterns
Secure
Anxious
Avoidant
Anxious/Ambivalent
Disorganized/Disoriented

42. Social
Dev:
ParenAng
• Pa`erns
of
ParenAng
• Working
Mothers
• Gay
and
Lesbian
Parents
• Single
Parents

43. Baumrind’s Parenting Styles
What
kind
of
style
and
what
kind
of
child?
Authoritarian
• Parents:
Low
responsivity
and
high
in
demandingness
• Children:
Timid,
insecure,
socially
incompetent,
lacking
in
moAvaAon
and
curiosity.
Most
detrimental
for
white
middle
class
boys
AuthoritaAve
• Parents:
High
in
responsivity
and
demandingness
• Children:
Popular,
be`er
in
school
Permissive
• Parents:
high
in
responsivity,
low
in
demandingness
• Children:
Difficult
controlling
impulses,
uninvolved
in
school
RejecAng/NeglecAng
• Parents:
low
in
responsivity
and
low
in
demandingness
• Children:
Juvenile
delinquency,
hosAle/indifferent
parent
child
relaAonship,
a`achment
is
broke,
low
self
esteem,
moody,
impulsive,
and
aggressive

44. Perfect
Parents,
Perfect
Kids?
Which
of
the
following
factors
do
you
think
would
show
a
strong
correlaAon
(posiAve
OR
negaAve!)
with
academic
test
scores
between
kindergarten
and
fith
grade?
• From
Freakonomics
by
Steven
D.
Levi`
and
Stephen
J.
Dubner,
William
Morrow,
2005)
Which
correlate
with
academic
scores?
• The
child
has
highly
educated
parents.
• The
child’s
family
is
intact.
• The
child’s
parents
have
high
socioeconomic
status.
• The
child’s
parents
recently
moved
into
a
be`er
neighborhood.
• The
child’s
mother
was
thirty
or
older
at
the
Ame
of
her
first
child’s
birth.
• The
child’s
mother
didn’t
work
between
birth
and
kindergarten.
• The
child
had
low
birthweight.
• The
child
a`ended
Head
Start.
• The
child’s
parents
speak
English
in
the
home.
• The
child’s
parents
regularly
take
him
to
museums.
• The
child
is
adopted.
• The
child
is
regularly
spanked.
• The
child’s
parents
are
involved
in
the
PTA.
• The
child
frequently
watches
television.
• The
child
has
many
books
in
his
home.
• The
child’s
parents
read
to
him
nearly
every
day.

45. Social
Dev:
Development
of
Racial
Awareness
• Age
3
to
4
children
become
aware
of
differences
based
on
racial
or
ethnic
background
• By
age
four,
realize
differences
have
social
meaning
• Age
10,
social
connotaAons
of
racial
differences

46. Who
Teaches
Prejudice?

47. Morality

48. Moral
Development
• Main
theorists:
– Piaget
– Kohlberg
– Gilligan

49. The
Heinz
Dilemma

50. Moral
Reasoning
PreconvenAonal:
Avoid
punishments,
get
rewards
1.
Punishment
and
Obedience
2.
Instrumental
Hedonism
ConvenAonal:
Social
approval
1.
Good
Boy/Good
Girl
2.
Law
and
Order
PostconvenAonal:
What’s
Right,
Fair,
&
Just
1.
Morality
of
Contract,
Individual
Rights,
and
DemocraAcally
Accepted
Laws
2.
Morality
of
Individual
Principles
of
Conscience

51. Discuss
• Does
moral
judgment
match
moral
behavior?
• Is
jusAce
the
most
fundamental
moral
principle?

52. Gilligan
emphasizes
compassion
as
a
moral
value
• Gilligan
criAcized
Kohlberg
for
giving
higher
moral
place
to
male
values
• JusAce
PerspecAve
(Kohlberg,
men)
• Women:
Compassion,
responsibility
for
others
• Caring
PerspecAve
– Level
1:
OrientaAon
of
Individual
Survival
– Level
2:
Goodness
as
self-­‐sacrifice
– Level
3:
Morality
of
nonviolence

53. FAMILY
AND
PEERS

54. Bullying
Non-­‐normaAve
Aggression
in
child
predicts
future
violent
behavior
VicAm
also
more
likely
to
be
violent
VicAms
are
peer
rejected

55. School Issues: Rosenthal Effect
• Rosenthal Effect:
Self-fulfilling
prophecy Effect
– Told teachers
some of their
students were
“bloomers”
• or inadequate
performance

56. Teachers and Student Gender
• Teachers tend to attribute poor
performance of boys to low effort
and poor performance of girls to low
aptitude

57. THE
END