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Chapter 9 Lecture Disco 4e

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Chapter 9 discusses lifespan development from a psychological perspective. It focuses on how biological, social, cognitive, and personality development change over time from infancy to late adulthood. Key issues discussed include nature vs nurture influences, continuity vs stage theories of development, and critical periods of development. Piaget's stages of cognitive development and Erikson's psychosocial stages are also summarized.

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Chapter 9 Lifespan Development
Developmental Psychology ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Fundamental Issues: Nature vs. Nurture ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Fundamental Issues: Is Development Continuous? ,[object Object],[object Object],[object Object],[object Object]
Fundamental Issues in Developmental Psychology ,[object Object],[object Object],[object Object],[object Object]
Overview of Genetics ,[object Object],[object Object],[object Object],[object Object]
 
 
Dominant and Recessive ,[object Object],[object Object],[object Object],[object Object]
 
Sex Linked Traits ,[object Object],[object Object],[object Object],[object Object]
 
Physical and Psychological Development Related ,[object Object],[object Object],[object Object],[object Object],[object Object]
Prenatal Development ,[object Object],[object Object],[object Object],[object Object],[object Object]
Prenatal Influences on Development ,[object Object],[object Object],[object Object],[object Object],[object Object]
Infant Abilities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Infant Reflexes ,[object Object],[object Object],[object Object]
Infant Reflexes ,[object Object],[object Object]
Infant Attachment ,[object Object]
Temperament ,[object Object],[object Object],[object Object],[object Object]
Ainsworth’s Strange Situation ,[object Object],[object Object],[object Object],[object Object],[object Object]
Forms of Attachment ,[object Object],[object Object]
Forms of Attachment ,[object Object]
Language Development ,[object Object],[object Object],[object Object],[object Object],[object Object]
Universal Characteristics of Human Language ,[object Object],[object Object],[object Object],[object Object]
Universal Characteristics of Human Language ,[object Object],[object Object],[object Object],[object Object],[object Object]
Language Development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
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
 
Piaget’s Theory of Cognitive Development ,[object Object],[object Object],[object Object]
Development of Schemas ,[object Object],[object Object],[object Object]
Piaget’s Approach ,[object Object],[object Object],[object Object]
Sensorimotor Stage (birth – 2) ,[object Object],[object Object],[object Object],[object Object]
Object Permanence ,[object Object],[object Object],[object Object]
Preoperational Stage (2–7 years) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Conservation ,[object Object],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.
Conservation ,[object Object],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.
Conservation ,[object Object],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.
Concrete Operational Stage (7–12 years) ,[object Object],[object Object],[object Object],[object Object]
Formal Operational Stage (age 12 – adulthood) ,[object Object],[object Object]
Piaget’s Theory Challenged ,[object Object],[object Object],[object Object],[object Object]
Critique of Piaget’s Theory ,[object Object],[object Object],[object Object],[object Object],[object Object]
Information-Processing Perspective ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Vygotsky’s Sociocultural Perspective ,[object Object],[object Object],[object Object]
Vygotsky’s Sociocultural Perspective ,[object Object],[object Object],[object Object],[object Object]
What Are the Issues ? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Erikson’s Theory ,[object Object],[object Object],[object Object]
Stage 1 (Birth–1) Trust vs. Mistrust ,[object Object],[object Object],[object Object]
Stage 2 (1–3 years) Autonomy vs. Shame and Doubt ,[object Object],[object Object],[object Object]
Stage 3 (3–5 years) Initiative vs. Guilt ,[object Object],[object Object]
Stage 4 (5–12 years) Industry vs. Inferiority ,[object Object],[object Object],[object Object]
Stage 5 (Adolescence) Identity vs. Confusion ,[object Object],[object Object],[object Object]
Stage 6 (Young adulthood) Intimacy vs. Isolation ,[object Object],[object Object],[object Object]
Stage 7 (Middle adulthood) Generativity vs. Stagnation ,[object Object],[object Object]
Stage 8 (Late adulthood to Death) Integrity vs. Despair ,[object Object],[object Object]
Some Definitions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Gender Role Stereotypes ,[object Object],[object Object],[object Object]
Gender Related Differences ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
Personality Differences ,[object Object],[object Object],[object Object]
Cognitive Differences ,[object Object],[object Object],[object Object],[object Object]
Gender Role Development ,[object Object],[object Object],[object Object],[object Object]
Sexual Development ,[object Object],[object Object],[object Object],[object Object],[object Object]
Social Learning Theory Gender roles are acquired through the basic processes of learning, including reinforcement, punishment, and modeling.
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
Kohlberg’s Theory of Moral Development ,[object Object],[object Object]
Levels of Moral Reasoning ,[object Object],[object Object],[object Object]
Stage 1: Obedience and Punishment Orientation ,[object Object],[object Object],[object Object]
Stage 2: Mutual Benefit ,[object Object],[object Object]
Stage 3: Interpersonal Expectations ,[object Object],[object Object],[object Object]
Stage 4: Law-and-Order Morality ,[object Object]
Stage 5: Legal Principles ,[object Object],[object Object]
Stage 6: Universal Moral Principles ,[object Object],[object Object],[object Object]
Adult Development ,[object Object],[object Object],[object Object]
Late Adulthood ,[object Object],[object Object]
Death and Dying ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Chapter 9 Lecture Disco 4e

  • 1. Chapter 9 Lifespan Development
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  • 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
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  • 66. Social Learning Theory Gender roles are acquired through the basic processes of learning, including reinforcement, punishment, and modeling.
  • 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
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