Chapter 9 Lecture Disco 4e


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  • Chapter 9 Lecture Disco 4e

    1. 1. Chapter 9 Lifespan Development
    2. 2. Developmental Psychology <ul><li>What shapes the way we change over time? </li></ul><ul><li>Focus on psychological changes across the entire life span </li></ul><ul><li>Every area of psychology can be looked at from this perspective </li></ul><ul><ul><li>biological development </li></ul></ul><ul><ul><li>social development </li></ul></ul><ul><ul><li>cognitive/perceptual development </li></ul></ul><ul><ul><li>personality development </li></ul></ul>
    3. 4. Fundamental Issues: Nature vs. Nurture <ul><li>What is role of heredity vs. environment in determining psychological makeup? </li></ul><ul><ul><li>Is IQ inherited or determined by early environment? </li></ul></ul><ul><ul><li>Is there a ‘criminal’ gene? </li></ul></ul><ul><ul><li>Is sexual orientation a choice or genetically determined? </li></ul></ul><ul><li>These are some of our greatest societal debates </li></ul><ul><li>Mistake to pose as ‘either/or’ questions </li></ul>
    4. 5. Fundamental Issues: Is Development Continuous? <ul><li>Development means change; change can be abrupt or gradual. </li></ul><ul><li>Two views of human development </li></ul><ul><ul><li>stage theories: there are distinct phases to intellectual and personality development </li></ul></ul><ul><ul><li>continuity: development is continuous </li></ul></ul>
    5. 6. Fundamental Issues in Developmental Psychology <ul><li>Critical period — Are there periods when an individual is particularly sensitive to certain environmental experiences? </li></ul><ul><ul><li>Are the first hours after birth critical for parent-child bonding? </li></ul></ul><ul><ul><li>Is first year critical for developing trust? </li></ul></ul><ul><ul><li>Easier to learn a language before age 10? </li></ul></ul>
    6. 7. Overview of Genetics <ul><li>Humans have 23 pairs of chromosomes. </li></ul><ul><li>Chromosomes are long twisted strands of DNA. </li></ul><ul><li>DNA is the chemical basis of heredity and carries instructions. </li></ul><ul><li>Genes are the basic unit of heredity; single unit of DNA on the chromosome </li></ul>
    7. 10. Dominant and Recessive <ul><li>Genotype—underlying genetic makeup </li></ul><ul><li>Phenotype—traits that are expressed </li></ul><ul><li>Dominant genes—will always be expressed if present </li></ul><ul><li>Recessive genes—will not be expressed unless they are in a pair </li></ul>
    8. 12. Sex Linked Traits <ul><li>Traits linked to the X or Y (sex) chromosomes </li></ul><ul><li>Usually recessive and carried on the X chromosome </li></ul><ul><li>Appear more frequently in one sex than another </li></ul><ul><li>Color blindness, baldness, hemophilia, Fragile X </li></ul>
    9. 14. Physical and Psychological Development Related <ul><li>Physical development begins at conception </li></ul><ul><li>Physical maturity sets limits on psychological ability </li></ul><ul><ul><li>visual system not fully functional at birth </li></ul></ul><ul><ul><li>language system not functional until much later </li></ul></ul><ul><li>Prenatal environment can have lifetime influence on health and intellectual ability </li></ul>
    10. 15. Prenatal Development <ul><li>Conception—when a sperm penetrates the ovum </li></ul><ul><li>Zygote—a fertilized egg </li></ul><ul><li>Germinal period—first two weeks after conception </li></ul><ul><li>Embryonic period—weeks three through eight after conception </li></ul><ul><li>Fetal period—two months after conception until birth </li></ul>
    11. 16. Prenatal Influences on Development <ul><li>Nutrition </li></ul><ul><li>Anxiety </li></ul><ul><li>Mother’s general health </li></ul><ul><li>Maternal age </li></ul><ul><li>Teratogens—any agent that causes a birth defect (e.g., drugs, radiation, viruses) </li></ul>
    12. 17. Infant Abilities <ul><li>Infants are born with immature visual system </li></ul><ul><ul><li>can detect movement and large objects </li></ul></ul><ul><li>Other senses function well on day 1 </li></ul><ul><ul><li>will orient to sounds </li></ul></ul><ul><ul><li>turn away from unpleasant odors </li></ul></ul><ul><ul><li>prefer sweet to sour tastes </li></ul></ul><ul><li>Born with a number of reflex behaviors </li></ul>
    13. 18. Infant Reflexes <ul><li>Rooting—turning the head and opening the mouth in the direction of a touch on the cheek </li></ul><ul><li>Sucking—sucking rhythmically in response to oral stimulation </li></ul><ul><li>Babinski—fanning and curling toes when foot is stroked </li></ul>
    14. 19. Infant Reflexes <ul><li>Moro—throwing the arms out, arching the back and bringing the arms together as if to hold onto something (in response to loud noise or sudden change in position of the head) </li></ul><ul><li>Grasping—curling the fingers around an object </li></ul>
    15. 20. Infant Attachment <ul><li>Intense emotional bond between infant and caregiver </li></ul>
    16. 21. Temperament <ul><li>Easy—adaptable, positive mood, regular habits </li></ul><ul><li>Slow to warm up—low activity, somewhat slow to adapt, generally withdraw from new situations </li></ul><ul><li>Difficult—intense emotions, irritable, cry frequently </li></ul><ul><li>Average—unable to classify (1/3 of all children) </li></ul>
    17. 22. Ainsworth’s Strange Situation <ul><li>Mother-child dyads were observed in a playroom under four conditions: </li></ul><ul><ul><li>initial mother-child interaction </li></ul></ul><ul><ul><li>mother leaves infant alone in playroom </li></ul></ul><ul><ul><li>friendly stranger enters playroom </li></ul></ul><ul><ul><li>mother returns and greets child </li></ul></ul>
    18. 23. Forms of Attachment <ul><li>Securely attached—explores the room when mother is present, becomes upset and explores less when mother is not present, shows pleasure when mother returns </li></ul><ul><li>Avoidantly attached—a form of insecure attachment in which child avoids mother and acts coldly to her </li></ul>
    19. 24. Forms of Attachment <ul><li>Anxious resistant attachment—a form of insecure attachment where the child remains close to mother and remains distressed despite her attempts to comfort </li></ul>
    20. 25. Language Development <ul><li>Preview </li></ul><ul><ul><li>Universal Characteristics of Human Language </li></ul></ul><ul><ul><li>Course of Development </li></ul></ul><ul><ul><li>Supports for Language Development </li></ul></ul><ul><ul><li>Language Learning among Nonhuman Apes </li></ul></ul>
    21. 26. Universal Characteristics of Human Language <ul><li>Language development similar across cultures; what are the common elements? </li></ul><ul><li>Morphemes—smallest meaningful units of language </li></ul><ul><ul><li>content morphemes (e.g., nouns, verbs, adjectives, adverbs) </li></ul></ul><ul><ul><li>grammatical morphemes (e.g., articles, conjunctions, some prefixes and suffixes) </li></ul></ul>
    22. 27. Universal Characteristics of Human Language <ul><li>Phonemes—elementary vowel and consonant sounds </li></ul><ul><li>Grammar—rules of language </li></ul><ul><ul><li>phonology —how phonemes can be combined to make morphemes </li></ul></ul><ul><ul><li>morphology —how morphemes can be combined to make words </li></ul></ul><ul><ul><li>syntax —how words can be combined to make phrases and sentences </li></ul></ul>
    23. 28. Language Development <ul><li>Infant preference for human speech over other sounds </li></ul><ul><ul><li>before 6 months can hear differences used in all languages </li></ul></ul><ul><ul><li>after 6 months begin to hear only differences used in native language </li></ul></ul><ul><li>Cooing—vowel sounds produced 2–4 months </li></ul><ul><li>Babbling—consonant/vowel sounds between 4 to 6 months </li></ul><ul><li>Even deaf infants coo and babble </li></ul>
    24. 29. Language Development MONTH Speech Characteristic 2 Cooing vowel sounds 4 Babbling consonant/vowel 10 Babbling native language sounds 12 One-word stage 24 Two-word stage 24+ Sentences
    25. 31. Piaget’s Theory of Cognitive Development <ul><li>Jean Piaget (1896–1980) Swiss psychologist who became leading theorist in 1930’s </li></ul><ul><li>Piaget believed that “children are active thinkers, constantly trying to construct more advanced understandings of the world” </li></ul><ul><li>These “understandings” are in the form of structures he called schemas </li></ul>
    26. 32. Development of Schemas <ul><li>Schemas are frameworks that develop to help organize knowledge </li></ul><ul><li>Assimilation—process of taking new information or a new experience and fitting it into an already existing schema </li></ul><ul><li>Accommodation—process by which existing schemas are changed or new schemas are created in order to fit new information </li></ul>
    27. 33. Piaget’s Approach <ul><li>Primary method was to ask children to solve problems and to question them about the reasoning behind their solutions </li></ul><ul><li>Discovered that children think in radically different ways than adults </li></ul><ul><li>Proposed that development occurs as a series of ‘stages’ differing in how the world is understood </li></ul>
    28. 34. Sensorimotor Stage (birth – 2) <ul><li>Information is gained through the senses and motor actions </li></ul><ul><li>In this stage child perceives and manipulates but does not reason </li></ul><ul><li>Symbols become internalized through language development </li></ul><ul><li>Object permanence is acquired </li></ul>
    29. 35. Object Permanence <ul><li>The understanding that objects exist independent of one’s actions or perceptions of them </li></ul><ul><li>Before 6 months infants act as if objects removed from sight cease to exist </li></ul><ul><ul><li>Can be surprised by disappearance/reappearance of a face (peek-a-boo) </li></ul></ul>
    30. 36. Preoperational Stage (2–7 years) <ul><li>Emergence of symbolic thought </li></ul><ul><li>Centration </li></ul><ul><li>Egocentrism </li></ul><ul><li>Lack the concept of conservation </li></ul><ul><li>Animism </li></ul><ul><li>Artificialism </li></ul>
    31. 38. Conservation <ul><li>Number </li></ul>In conservation of number tests, two equivalent rows of coins are placed side by side and the child says that there is the same number in each row. Then one row is spread apart and the child is again asked if there is the same number in each.
    32. 39. Conservation <ul><li>Length </li></ul>In conservation of length tests, two same-length sticks are placed side by side and the child says that they are the same length. Then one is moved and the child is again asked if they are the same length.
    33. 40. Conservation <ul><li>Substance </li></ul>In conservation of substance tests, two identical amounts of clay are rolled into similar-appearing balls and the child says that they both have the same amount of clay. Then one ball is rolled out and the child is again asked if they have the same amount.
    34. 41. Concrete Operational Stage (7–12 years) <ul><li>Understanding of mental operations leading to increasingly logical thought </li></ul><ul><li>Classification and categorization </li></ul><ul><li>Less egocentric </li></ul><ul><li>Inability to reason abstractly or hypothetically </li></ul>
    35. 42. Formal Operational Stage (age 12 – adulthood) <ul><li>Hypothetico-deductive reasoning </li></ul><ul><li>Adolescent egocentrism illustrated by the phenomenon of personal fable and imaginary audience </li></ul>
    36. 43. Piaget’s Theory Challenged <ul><li>New studies indicate infants do more than sense and react. </li></ul><ul><li>One study had 1-month-old babies suck one of two pacifiers without ever seeing them. </li></ul><ul><li>When shown both pacifiers, infants stared more at the one they had felt in their mouth. </li></ul><ul><li>This requires a sort of reasoning. </li></ul>
    37. 44. Critique of Piaget’s Theory <ul><li>Underestimates children’s abilities </li></ul><ul><li>Overestimates age differences in thinking </li></ul><ul><li>Vagueness about the process of change </li></ul><ul><li>Underestimates the role of the social environment </li></ul><ul><li>Lack of evidence for qualitatively different stages </li></ul>
    38. 45. Information-Processing Perspective <ul><li>Focuses on the mind as a system, analogous to a computer for analyzing information from the environment </li></ul><ul><li>Developmental improvements reflect </li></ul><ul><ul><li>increased capacity of working memory </li></ul></ul><ul><ul><li>faster speed of processing </li></ul></ul><ul><ul><li>new algorithms (methods) </li></ul></ul><ul><ul><li>more stored knowledge </li></ul></ul>
    39. 46. Vygotsky’s Sociocultural Perspective <ul><li>Emphasized the child’s interaction with the social world (other people) as a cause of development </li></ul><ul><li>Vygotsky believed language to be the foundation for social interaction and thought. </li></ul><ul><li>Piaget believed language was a byproduct of thought. </li></ul>
    40. 47. Vygotsky’s Sociocultural Perspective <ul><li>Vygotsky—children learn from interactions with other people </li></ul><ul><ul><li>Zone of proximal development—what a child can do by interacting with another person, but can’t do alone. </li></ul></ul><ul><ul><li>Critical thinking based on dialogue with others who challenge ideas </li></ul></ul><ul><li>Piaget—focused on children’s interaction with the physical world </li></ul>
    41. 48. What Are the Issues ? <ul><li>Individuals develop socially </li></ul><ul><li>How do social relationships develop? </li></ul><ul><li>What factors drive social development? </li></ul><ul><ul><li>biological </li></ul></ul><ul><ul><li>cultural </li></ul></ul><ul><ul><li>cognitive </li></ul></ul>
    42. 49. Erikson’s Theory <ul><li>Biological in belief that there are innate drives to develop social relationships and that these promote survival (Darwinism) </li></ul><ul><li>Divided life span into eight psychosocial stages, each associated with a different drive and a problem or crisis to resolve </li></ul><ul><li>Outcome of each stage varies along a continuum from positive to negative </li></ul>
    43. 50. Stage 1 (Birth–1) Trust vs. Mistrust <ul><li>Infants must rely on others for care </li></ul><ul><li>Consistent and dependable caregiving and meeting infant needs leads to a sense of trust </li></ul><ul><li>Infants who are not well cared for will develop mistrust </li></ul>
    44. 51. Stage 2 (1–3 years) Autonomy vs. Shame and Doubt <ul><li>Children are discovering their own independence. </li></ul><ul><li>Those given the opportunity to experience independence will gain a sense of autonomy. </li></ul><ul><li>Children that are overly restrained or punished harshly will develop shame and doubt. </li></ul>
    45. 52. Stage 3 (3–5 years) Initiative vs. Guilt <ul><li>Children are exposed to the wider social world and given greater responsibility. </li></ul><ul><li>Sense of accomplishment leads to initiative whereas feelings of guilt can emerge if the child is made to feel too anxious or irresponsible. </li></ul>
    46. 53. Stage 4 (5–12 years) Industry vs. Inferiority <ul><li>Stage of life surrounding mastery of knowledge and intellectual skills </li></ul><ul><li>Sense of competence and achievement leads to industry </li></ul><ul><li>Feeling incompetent and unproductive leads to inferiority </li></ul>
    47. 54. Stage 5 (Adolescence) Identity vs. Confusion <ul><li>Developing a sense of who one is and where one is going in life </li></ul><ul><li>Successful resolution leads to positive identity </li></ul><ul><li>Unsuccessful resolution leads to identity confusion or a negative identity </li></ul>
    48. 55. Stage 6 (Young adulthood) Intimacy vs. Isolation <ul><li>Time for sharing oneself with another person </li></ul><ul><li>Capacity to hold commitments with others leads to intimacy </li></ul><ul><li>Failure to establish commitments leads to feelings of isolation </li></ul>
    49. 56. Stage 7 (Middle adulthood) Generativity vs. Stagnation <ul><li>Caring for others in family, friends, and work leads to sense of contribution to later generations </li></ul><ul><li>Stagnation comes from a sense of boredom and meaninglessness </li></ul>
    50. 57. Stage 8 (Late adulthood to Death) Integrity vs. Despair <ul><li>Successful resolutions of all previous crises leads to integrity and the ability to see broad truths and advise those in earlier stages </li></ul><ul><li>Despair arises from feelings of helplessness and the bitter sense that life has been incomplete </li></ul>
    51. 58. Some Definitions <ul><li>Sex—the biological category of male or female; sexual intercourse </li></ul><ul><li>Gender—cultural, social, and psychological meanings associated with masculinity or femininity </li></ul><ul><li>Gender roles—behaviors, attitudes, and personality traits designated either masculine or feminine in a given culture </li></ul><ul><li>Gender identity—a person’s psychological sense of being male or female </li></ul><ul><li>Sexual orientation—direction of a person's emotional and erotic attractions </li></ul>
    52. 59. Gender Role Stereotypes <ul><li>The beliefs and expectations people hold about the typical characteristics, preferences, and behaviors of men and women </li></ul><ul><li>In the US, men and women view the female stereotype more positively than the male stereotype. This is called benevolent sexism </li></ul><ul><li>There is a high degree of agreement on the characteristics associated with each sex among people of many different cultures. </li></ul>
    53. 60. Gender Related Differences <ul><li>Differences do not mean deficiencies </li></ul><ul><li>Three main areas of gender differences </li></ul><ul><ul><li>Personality </li></ul></ul><ul><ul><li>Cognitive abilities </li></ul></ul><ul><ul><li>Sexual attitudes and behaviors </li></ul></ul>
    54. 62. Personality Differences <ul><li>No significant differences between men and women on most characteristics </li></ul><ul><li>Women tend to be more nurturant than men </li></ul><ul><li>Men tend to be more assertive than women </li></ul>
    55. 63. Cognitive Differences <ul><li>No differences for most cognitive abilities </li></ul><ul><li>Verbal, reading, and writing—females consistently score higher </li></ul><ul><li>Spatial skills—males outscore females on mentally rotating objects, females score better on remembering locations of objects </li></ul><ul><li>Math Skills—males score slightly better than females </li></ul>
    56. 64. Gender Role Development <ul><li>Between ages 2-3 years, children can identify themselves and other children as boys or girls. The concept of gender or sex, however, is based more on outward characteristics such as clothing. </li></ul><ul><li>Toddler girls tend to play more with dolls and ask for help more than boys. </li></ul><ul><li>Toddler boys tend to play more with trucks and wagons and tend to play more actively. </li></ul><ul><li>After age 3 years, we see consistent gender differences in preferred toys and activities. </li></ul>
    57. 65. Sexual Development <ul><li>Puberty—stage where an individual reaches sexual maturity and is physically capable of sexual reproduction </li></ul><ul><li>Primary sex characteristics—sex organs directly involved in reproduction </li></ul><ul><li>Secondary sex characteristics—develop during puberty, not directly involved in reproduction, but distinguish male from female </li></ul><ul><li>Adolescent growth spurt—period of accelerated growth during puberty </li></ul><ul><li>Menarche—female’s first menstrual period </li></ul>
    58. 66. Social Learning Theory Gender roles are acquired through the basic processes of learning, including reinforcement, punishment, and modeling.
    59. 67. Gender Schema Theory Gender-role development is influenced by the formation of schemas, or mental representations, of masculinity and femininity. An example of how a child forms a schema associated with gender. A girl is offered a choice of 4 toys to play with. I am a girl Toy car Doll Orange Artichoke Approach object Who for? Is it relevant to me? Avoid/Forget Assign to category and remember/ Approach Not for me For me Boys Girls
    60. 68. Kohlberg’s Theory of Moral Development <ul><li>Assessed moral reasoning by posing hypothetical moral dilemmas and examining the reasoning behind people’s answers </li></ul><ul><li>Proposed six stages, each taking into account a broader portion of the social world </li></ul>
    61. 69. Levels of Moral Reasoning <ul><li>Preconventional—moral reasoning is based on external rewards and punishments </li></ul><ul><li>Conventional—laws and rules are upheld simply because they are laws and rules </li></ul><ul><li>Postconventional—reasoning based on personal moral standards </li></ul>
    62. 70. Stage 1: Obedience and Punishment Orientation <ul><li>A focus on direct consequences </li></ul><ul><li>Negative actions will result in punishments </li></ul><ul><li>Positive actions will result in rewards </li></ul>
    63. 71. Stage 2: Mutual Benefit <ul><li>Reflects the understanding that different people have different self-interests, which sometimes come in conflict </li></ul><ul><li>Getting what one wants often requires giving something up in return </li></ul>
    64. 72. Stage 3: Interpersonal Expectations <ul><li>An attempt to live up to the expectations of important others </li></ul><ul><li>Positive actions will improve relations with significant others </li></ul><ul><li>Negative actions will harm those relationships </li></ul>
    65. 73. Stage 4: Law-and-Order Morality <ul><li>To maintain social order, people must resist personal pressures and follow the laws of the larger society. </li></ul>
    66. 74. Stage 5: Legal Principles <ul><li>A balance is struck between respect for laws and ethical principles that transcend specific laws. </li></ul><ul><li>Laws that fail to promote general welfare or that violate ethical principles can be changed, reinterpreted, or abandoned. </li></ul>
    67. 75. Stage 6: Universal Moral Principles <ul><li>Self-chosen ethical principles </li></ul><ul><li>Profound respect for sanctity of human life </li></ul><ul><li>Moral principles take precedence over laws that might conflict with them, such as conscientious objectors. </li></ul>
    68. 76. Adult Development <ul><li>Genetics and lifestyle combine to determine course of physical changes. </li></ul><ul><li>Social development involves marriage and transition to parenthood. </li></ul><ul><li>Paths of adult social development are varied and include diversity of lifestyles. </li></ul>
    69. 77. Late Adulthood <ul><li>Old age as a time of poor health, inactivity, and decline is a myth. </li></ul><ul><li>Activity theory of aging—life satisfaction is highest when people maintain level of activity they had in earlier years </li></ul>
    70. 78. Death and Dying <ul><li>In general, anxiety about dying tends to decrease in late adulthood. </li></ul><ul><li>Kubler-Ross stages of dying </li></ul><ul><ul><li>Denial </li></ul></ul><ul><ul><li>Anger </li></ul></ul><ul><ul><li>Bargain </li></ul></ul><ul><ul><li>Depression </li></ul></ul><ul><ul><li>Acceptance </li></ul></ul><ul><li>Not universally demonstrated </li></ul>