HUMAN DEVELOPMENT
Chapter 8
PSYCHOLOGY DEBORAH M. LICHT MISTY G. HULL COCO BALLANTYNE
1
Voices
GIRL WITH POTENTIAL
Ericka Harley was 16 years old and starting her junior year of high school when she found out she was pregnant.
Her mother, Joan, was disappointed to discover that her daughter, an honor-roll student, would soon be a mom; she had hoped Ericka might attend college and enjoy a successful career.
Would Ericka ever make it to college?
The Study of Human Development (part 1)
DEVELOPMENTAL PSYCHOLOGY
Refers to field of psychology that examines physical, cognitive, and socioemotional change
The Study of Human Development (part 2)
Socioemotional development
Refers to social behaviors, emotions, and changes experienced in relationships, feelings, and overall disposition
Physical development
Involves maturation wherein the body follows a universal, biologically driven progression in a generally predictable pattern
Cognitive development
Includes changes in memory, problem solving, decision making, language, and intelligence that tend to follow a universal course early in life and considerable variability with age
The Study of Human Development (part 3)
BIOPSYCHOSOCIAL PERSPECTIVE
Recognizes contributions and interplay of biological, psychological, and social forces facing human development
THREE MAJOR THEMES OR DEBATES
Stages or continuity
Hereditary and environmental influences
Stability and change
5
The Study of Human Development (part 4)
RESEARCH METHODS USED TO STUDY DEVELOPMENTAL PROCESSES
Cross-sectional method
Examines people of different ages at a single point in time
Longitudinal method
Examines one sample of people over a period of time to determine age-related changes
Cross-sequential method
Examines groups of people of different ages, following them across time
6
Genetics, Conception, and Prenatal Development (part 1)
CHROMOSOMES AND GENES
Chromosomes
Inherited threadlike structures composed of deoxyribonucleic acid (DNA)
Deoxyribonucleic acid (DNA)
Molecule that provides the instructions for the development and production of cells
Gene
Specified segment of a DNA molecule
Genetics, Conception, and Prenatal Development (part 2)
CHROMOSOMES, DNA, AND GENES
Every cell in your body, except red blood cells and sex cells (sperm or egg), contains a full set of 23 chromosome pairs like those shown here.
These 23 chromosome pairs contain the full blueprint for you as a complete, unique person. The primary component of each chromosome is a single, tightly wound molecule of DNA. Within that DNA are around 21,000 genes (Pennisi, 2012, September 5), each determining specific traits such as hair texture. Note the sex chromosomes (X and Y) on the lower right, indicating that the sex is male. Photo: CNRI/Science Source.
8
Genetics, Conception, and Prenatal Development (part 3)
CHROMOSOMES AND GENES
How exactly did you get your genes from your biological parents?
...
The document discusses the stages of human development from fertilization through birth. It describes how a zygote is formed through the joining of an egg and sperm, and the early embryonic development of major organs over the first 8 weeks. The fetal stage from 8 weeks until birth is a period of rapid growth and differentiation, with the fetus increasing 20 times in length and developing functioning organs. The document also notes some potential problems in pregnancy like infertility, miscarriage, abortion, and threats to development from environmental factors and a mother's health behaviors during pregnancy.
Genes affect every aspect of human development and traits are passed from parents to children. While genes play a major role, environmental factors also influence phenotypes. Genetic counseling can help individuals understand risks of passing on genetic conditions and make informed reproductive decisions. Chromosomal abnormalities can cause developmental issues, but understanding their origins helps reduce stigma.
The document provides an overview of developmental psychology and the genetic and environmental influences on human development from conception through adulthood. It discusses genetic foundations including DNA, genes, alleles, and patterns of inheritance. It also examines environmental contexts such as family, socioeconomic status, and prenatal influences including teratogens. Key stages of prenatal development and characteristics of newborns are outlined.
This chapter discusses prenatal development from conception through birth. It covers genetic transmission of traits from parents to offspring and fetal development over the three trimesters of pregnancy. Critical periods of development in the first trimester and factors that can disrupt normal development, like maternal health and environmental toxins, are explained. The chapter also examines assisted reproduction technologies and discusses factors that influence infant mortality rates.
This document discusses heredity, prenatal development, and birth from an evolutionary and genetic perspective. It covers key topics such as genes and chromosomes, mitosis and meiosis, dominant and recessive traits, genetic disorders, chromosomal abnormalities, twins, genetic counseling, and the three periods of prenatal development (germinal, embryonic, fetal). The germinal period involves fertilization and the early cell divisions leading to a blastocyst.
Prenatal Development and Newborn Period-Siegler.pptLarry195181
Prenatal development involves complex processes that transform a zygote into an embryo and fetus. The environment, including teratogens like alcohol and cigarettes, can impact development. A fetus's own behaviors, like movement and breathing, contribute to maturation. While sensory learning is limited, evidence suggests fetuses can learn through habituation. Newborns spend much time sleeping or crying, and their states of arousal influence exploration. Low birth weight and poverty increase risks, but resilience is possible even in high-risk contexts.
This document provides information on human reproduction and development from conception through infancy. It discusses the basic concepts of heredity including genes, DNA, and chromosomes. It describes the biological sources of developmental disabilities that can occur during critical periods of pregnancy in the germinal phase, embryonic phase, and fetal phase due to genetic disorders, chromosomal abnormalities, infections, or physical trauma during birth. The document also outlines typical developmental milestones in gross motor skills, receptive language, and expressive language during infancy and early childhood.
Genetic and Environmental FoundationsChapter 2.docxbudbarber38650
Genetic and Environmental Foundations
Chapter 2
Where do we start? What is inherited from our parents and their ancestors and what role does environment contribute? These are but a few of the questions that this chapter will explore.
1
Heredity
DNA
Chromosomes
Genes
Meiosis
Mitosis
Heredity defines one’s nature – which based on the biological transmission of traits and characteristics from one generation to another. The structures we inherit both make our behaviors possible and places limits on them.
Genetic (inherited) influences are fundamental in the transmission of physical traits, such as height, hair texture, and eye color. Genetics also appears to be a factor in intelligence and in the origins of personality traits such as activity level, sociability, shyness, fearfulness etc. Genetic influences are also implicated in psychological problems and disorders such as anxiety and depression, dependence on nicotine and alcohol etc.
Chromosomes and genes – rod shaped structures found in cells. A normal human cell contains 46 chromosomes organized into 23 pairs. Each chromosome contains thousands of segments called genes. Genes carry the biochemical materials that regulate the development of traits. Polygenic – some traits are determined by the combination of pairs of genes.
We begin life as a single cell or zygote. There are 2 types of cell division.
Mitosis – cell division process by which growth occurs and tissues are replaced. Through mitosis, genetic code is carried into new cells in our bodies.
Sperm and ova are produced through meiosis, or reduction division. In meiosis the 46 chromosomes within the cell first line up into 23 pairs. The DNA ladders then unzip, leaving unpaired chromosome halves. As a consequence each new cell only contains 23 chromosomes.
2
Fertilization
Union of egg and sperm
Zygote
Union of egg and sperm - please note sperm with y sex chromosomes seem to swim faster then x one of the reason more boys are conceived then girls. Male fetuses suffer higher rate of spontaneous abortion usually during the first month of pregnancy. Boys also higher rate of infant mortality
The resulting fertilized egg is called a zygote.
3
Male or Female
Autosomes
Twenty-third pair (sex chromosomes)
XX
XY
When a sperm cell fertilizes an ovum we receive 23 from each which combine for the 23 pairs. Twenty-two of the pairs are autosomes – pair that look alike and possess genetic information concerning the same set of traits.
The 23rd pair consists of the sex chromosomes which look different and determine our sex. Males are XY and females are XX
4
Multiple Births
How they occur
Dizygotic twins
Monozygotic twins
Monozygotic or identical twins – one egg fertilized and then the zygote divides into 2.
Dizygotic twins – two eggs fertilized by different sperm.
MZ twins occur with equal frequency in all ethnic groups – but for DZ incidence does vary. European Americans.
The document discusses the stages of human development from fertilization through birth. It describes how a zygote is formed through the joining of an egg and sperm, and the early embryonic development of major organs over the first 8 weeks. The fetal stage from 8 weeks until birth is a period of rapid growth and differentiation, with the fetus increasing 20 times in length and developing functioning organs. The document also notes some potential problems in pregnancy like infertility, miscarriage, abortion, and threats to development from environmental factors and a mother's health behaviors during pregnancy.
Genes affect every aspect of human development and traits are passed from parents to children. While genes play a major role, environmental factors also influence phenotypes. Genetic counseling can help individuals understand risks of passing on genetic conditions and make informed reproductive decisions. Chromosomal abnormalities can cause developmental issues, but understanding their origins helps reduce stigma.
The document provides an overview of developmental psychology and the genetic and environmental influences on human development from conception through adulthood. It discusses genetic foundations including DNA, genes, alleles, and patterns of inheritance. It also examines environmental contexts such as family, socioeconomic status, and prenatal influences including teratogens. Key stages of prenatal development and characteristics of newborns are outlined.
This chapter discusses prenatal development from conception through birth. It covers genetic transmission of traits from parents to offspring and fetal development over the three trimesters of pregnancy. Critical periods of development in the first trimester and factors that can disrupt normal development, like maternal health and environmental toxins, are explained. The chapter also examines assisted reproduction technologies and discusses factors that influence infant mortality rates.
This document discusses heredity, prenatal development, and birth from an evolutionary and genetic perspective. It covers key topics such as genes and chromosomes, mitosis and meiosis, dominant and recessive traits, genetic disorders, chromosomal abnormalities, twins, genetic counseling, and the three periods of prenatal development (germinal, embryonic, fetal). The germinal period involves fertilization and the early cell divisions leading to a blastocyst.
Prenatal Development and Newborn Period-Siegler.pptLarry195181
Prenatal development involves complex processes that transform a zygote into an embryo and fetus. The environment, including teratogens like alcohol and cigarettes, can impact development. A fetus's own behaviors, like movement and breathing, contribute to maturation. While sensory learning is limited, evidence suggests fetuses can learn through habituation. Newborns spend much time sleeping or crying, and their states of arousal influence exploration. Low birth weight and poverty increase risks, but resilience is possible even in high-risk contexts.
This document provides information on human reproduction and development from conception through infancy. It discusses the basic concepts of heredity including genes, DNA, and chromosomes. It describes the biological sources of developmental disabilities that can occur during critical periods of pregnancy in the germinal phase, embryonic phase, and fetal phase due to genetic disorders, chromosomal abnormalities, infections, or physical trauma during birth. The document also outlines typical developmental milestones in gross motor skills, receptive language, and expressive language during infancy and early childhood.
Genetic and Environmental FoundationsChapter 2.docxbudbarber38650
Genetic and Environmental Foundations
Chapter 2
Where do we start? What is inherited from our parents and their ancestors and what role does environment contribute? These are but a few of the questions that this chapter will explore.
1
Heredity
DNA
Chromosomes
Genes
Meiosis
Mitosis
Heredity defines one’s nature – which based on the biological transmission of traits and characteristics from one generation to another. The structures we inherit both make our behaviors possible and places limits on them.
Genetic (inherited) influences are fundamental in the transmission of physical traits, such as height, hair texture, and eye color. Genetics also appears to be a factor in intelligence and in the origins of personality traits such as activity level, sociability, shyness, fearfulness etc. Genetic influences are also implicated in psychological problems and disorders such as anxiety and depression, dependence on nicotine and alcohol etc.
Chromosomes and genes – rod shaped structures found in cells. A normal human cell contains 46 chromosomes organized into 23 pairs. Each chromosome contains thousands of segments called genes. Genes carry the biochemical materials that regulate the development of traits. Polygenic – some traits are determined by the combination of pairs of genes.
We begin life as a single cell or zygote. There are 2 types of cell division.
Mitosis – cell division process by which growth occurs and tissues are replaced. Through mitosis, genetic code is carried into new cells in our bodies.
Sperm and ova are produced through meiosis, or reduction division. In meiosis the 46 chromosomes within the cell first line up into 23 pairs. The DNA ladders then unzip, leaving unpaired chromosome halves. As a consequence each new cell only contains 23 chromosomes.
2
Fertilization
Union of egg and sperm
Zygote
Union of egg and sperm - please note sperm with y sex chromosomes seem to swim faster then x one of the reason more boys are conceived then girls. Male fetuses suffer higher rate of spontaneous abortion usually during the first month of pregnancy. Boys also higher rate of infant mortality
The resulting fertilized egg is called a zygote.
3
Male or Female
Autosomes
Twenty-third pair (sex chromosomes)
XX
XY
When a sperm cell fertilizes an ovum we receive 23 from each which combine for the 23 pairs. Twenty-two of the pairs are autosomes – pair that look alike and possess genetic information concerning the same set of traits.
The 23rd pair consists of the sex chromosomes which look different and determine our sex. Males are XY and females are XX
4
Multiple Births
How they occur
Dizygotic twins
Monozygotic twins
Monozygotic or identical twins – one egg fertilized and then the zygote divides into 2.
Dizygotic twins – two eggs fertilized by different sperm.
MZ twins occur with equal frequency in all ethnic groups – but for DZ incidence does vary. European Americans.
The Biological and environmental causes of Developmental Disabilitiesmary rose omamalin
This document summarizes key concepts in human reproduction including heredity, chromosomes, DNA, genes, and genetic principles like dominance and polygenic inheritance. It describes gametes, meiosis, fertilization, and the zygote. It outlines the three phases of prenatal development - the germinal phase, embryonic phase, and fetal phase. During each phase, critical developmental processes occur and abnormalities can arise from genetic or environmental factors and lead to developmental disabilities.
This document summarizes key concepts in human reproduction including heredity, chromosomes, DNA, genes, genetic principles of dominance-recessive and sex-linked genes. It describes meiosis, fertilization which results in a zygote, and the three phases of prenatal development: germinal phase involving cell division and implantation; embryonic phase of cell differentiation and organogenesis; and fetal phase of growth over seven months. Critical periods of vulnerability to teratogens are noted where genetic disorders, physical abnormalities or developmental disabilities can occur.
Heredity and environment both play a role in shaping human beings. Heredity refers to biologically inherited characteristics received from parents, influencing physical and behavioral traits. The environment includes prenatal conditions in the womb and postnatal factors like family, society, and culture that one is exposed to. While heredity sets limits, the environment helps reach an individual's potential, as both work together in development.
Brain development final presentation currieBryanCurrie
Biological factors during fetal development may influence sexual orientation. The maternal immune hypothesis suggests that a mother's immune response to male antigens could affect brain development and increase the likelihood of homosexuality. The hormone wash theory proposes that stress-induced maternal hormones could disrupt the process that masculinizes the male fetus's brain. Studies have also found structural differences in brain regions involved in sexual behavior and attraction between homosexual and heterosexual individuals, such as larger hypothalamic regions in gay men. While both nature and nurture may play a role, biological theories focus on prenatal influences on the formation of the "homosexual brain."
14Gender and SexualitySeverin SchweigerCulturaGetty Imag.docxaulasnilda
14Gender and Sexuality
Severin Schweiger/Cultura/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Outline the biological, social, and cognitive explanations for the emergence of gender identity.
ሁ Form evidence-based arguments on gender differences in development.
ሁ Summarize the developmental imperative of physical activity for boys and girls during childhood.
ሁ Compare and contrast school achievement and learning between boys and girls.
ሁ Describe differences and similarities among heterosexual girls, heterosexual boys, and LGBT
adolescents with regard to romantic relationships and identity formation.
ሁ Discuss the psychological effects of puberty.
ሁ Evaluate ethnic and national differences in sexual activity among adolescents; explain the
consequences of teenage pregnancy.
ሁ Identify different health outcomes of sex during adolescence, including categorizing STIs and the
effects of HIV among infected children worldwide.
Section 14.1The Development of Gender
Prologue
Recent stories have led to renewed discussion about sex and gender in society. Sasha Lax-
ton from Great Britain; Storm Stocker from Toronto, Canada; and Pop from Sweden have all
made headlines as their parents were determined to raise them without regard to gender. The
children’s rooms were painted in neutral colors; hairstyles, Halloween costumes, and cloth-
ing were chosen without perceived regard for gender standards; exposure to toys and other
activities were not limited by what was considered “normal” for a boy or a girl.
As a result, there has been considerable debate among parents, academics, and the media
about the potential detriment—and benefit—if children are not aware of how they are “sup-
posed” to behave. However, these families are also quite outside the mainstream. It takes
tremendous effort to rid a child of messages related to gender, including limiting exposure
to media, avoiding certain store shelves, and restricting access to preschool and other social
activities.
For most children, though, sex and gender are inescapably connected. It is extremely rare for
a child to be born with undifferentiated sex organs. Even so, those children still generally have
either XX or XY genes. Biological sex is therefore not particularly variable. By contrast, regard-
less of biological sex, gender is much more continuous. Some children are drawn quite strongly
to the behaviors and activities of one gender over another, whereas other children engage
freely in more varied activities. This module explores these issues, as well as concerns related
to adolescent sex and romantic relationships and their developmental consequences.
14.1 The Development of Gender
Recall the many different factors involved in the development of the self and the formation
of gender identity (see Module 12). Gender is a key component in the development of the
self. In psychology, gender refers to the meanings societies and ...
The document summarizes key concepts about genetics and heredity, including:
- Genes contain DNA instructions that determine traits like appearance and behavior. Humans have about 25,000 genes across 46 chromosomes.
- Development begins at conception when sperm and egg fuse to form a single cell called a zygote containing a full set of genes. This cell then differentiates and multiplies to form all the body's cells and tissues.
- Genes interact with each other and the environment to determine a person's phenotype, or observable characteristics. While genes influence traits, environmental factors also play a role.
The document discusses several topics related to the influence of nature and nurture on human diversity and development, including:
- Behavioral genetics research on the heritability of traits using twin and adoption studies.
- Evolutionary psychology perspectives on how natural selection may have influenced certain human behaviors and preferences.
- The role of parents, peers, and culture in influencing development through early experiences and socialization across different groups.
- Similarities and differences in areas like gender, temperament, and brain development that have genetic and environmental influences.
The document summarizes key concepts from a chapter on child development, genetics, and the prenatal environment. It discusses how genetics and the environment interact to influence human traits and characteristics. It covers topics like fertilization, fetal development, inherited disorders, genetic testing, and threats to healthy prenatal development like a mother's diet and age.
This document summarizes key aspects of prenatal development from conception through birth in 3 stages: germinal, embryonic, and fetal. It discusses genetics, factors that influence development, potential complications, and the birth process. Common tests like the Apgar test are also outlined.
Brain development final presentation currieBryanCurrie
During puberty, LGBT youth often question if they are abnormal due to their same-sex attractions. Biological theories suggest that factors in the womb, such as maternal stress or immune responses, can affect brain development and result in non-heterosexual orientations. Specifically, stress may disrupt the hormone wash that masculinizes the brain, while immune responses to antigens in a male fetus may trigger antibodies that alter brain formation. Studies in rats and patterns in human families provide some support for these biological theories, though more research is still needed.
This document summarizes several key theories of human development, including:
1. Nature and nurture influence development through heredity and environment. Development progresses from simple to complex cognition and biological maturation.
2. Prenatal development occurs in three periods - germinal, embryonic, and fetal - involving cell growth and differentiation.
3. Infancy and childhood development involves achieving motor skills and cognitive milestones while navigating hazards like illness, accidents, and malnutrition.
4. Adolescence brings puberty, physical changes, and psychological adjustments. Adulthood has early, middle, and late stages each with physical and social challenges.
5. Biological theories propose aging results from cellular lifespan limits, free radicals
This chapter discusses child development from a genetic and prenatal perspective. It covers topics like fertilization and the stages of prenatal development, the role of genes and chromosomes in heredity, genetic disorders, the interaction between nature and nurture, and threats to healthy prenatal development like maternal diet and environmental factors. The chapter aims to explain how genetics and the prenatal environment work together to influence human growth and characteristics.
The document summarizes key concepts about genetics and heredity, including:
1) Genes are sections of DNA that code for the production of proteins and are the basic units of heredity. Genes influence many human traits but development is also shaped by environment.
2) Life begins at conception when a sperm and egg fuse to form a single cell called a zygote containing genetic material from both parents. This cell divides and differentiates through gene expression and interaction with the environment to form a complete organism.
3) Traits can be influenced by single genes in dominant, recessive, or additive patterns or by multiple genetic and environmental factors. Studies of twins provide insights into nature vs nurture influences on
This document outlines the agenda for a housekeeping meeting and chapter readings. The meeting will include sign-in, reviewing expectations, recapping the previous week, and reading two chapters. Chapter 2 discusses biological beginnings from an evolutionary perspective including genetics, prenatal development, and birth. Learning goals are to understand how genes and evolution influence development as well as describe the prenatal period and birth process. Chapter 3 will be partially covered discussing biological foundations of development including genes, chromosomes, heredity, and environment interactions that shape development.
This document outlines chapters from a psychology textbook on nature, nurture, and human diversity. It discusses topics like behavior genetics and twin studies, evolutionary psychology, parental and peer influences, cultural influences, gender development, and reflections on the interplay between nature and nurture in shaping human traits and behaviors. Key points covered include how genes and environment both contribute to individual differences; how natural selection may have influenced certain human traits; and how culture, parenting, and peers impact development and diversity across and within groups.
Lec 02 Factors influencing Human Growth and DevelopmentDr. Imran A. Sajid
These slides are prepared for students of BS Social Work. Social Workers come across clients in different age groups and categories. This subject helps them put the client into social, physical, psychological, and emotional perspectives.
Dr. Imran A. Sajid
Department of Social Work, University of Peshawar, Pakistan
This document discusses the influences of nature and nurture on human diversity and differences. It explores how genes and environment both play a role through behaviors genetics, twin and adoption studies, and how early experiences and culture can influence development. While genes provide a basic blueprint, most psychological traits are affected by environmental and cultural experiences.
Chapter 3 The New GeneticsAlma Villanueva, MACalifornia S.docxwalterl4
Chapter 3:
The New Genetics
Alma Villanueva, MA
California State University, Los Angeles
Overview
Genetic Code
The Beginning of Life
Male & Female
Twins
Genotype & Phenotype
Disorders
Genetic Counseling
Genetic Code
Cells
Basic unit of life
Trillions!
Nucleus
Chromosomes
Thread– like structures made up of DNA & protein
23 pairs
DNA (Deoxyribonucleic acid)
2 strands twisted in a double helix
Chemical composition of molecules that contain the genes
Contains all of the information required to build/maintain the cell
3
Genes
Small section of the chromosome
18,000 – 23,000 genes
Each gene provides a unique recipe to make a protein
4 bases
Code for your traits
A - adenine
T - thymine
C - cytosine
G – guanine
Only 4 possible pairs
A-T; T-A; C-G; G-C
http://mybrainnotes.com/brain-dna-behavior.html
4
Allele
A variation of a gene
Example: the gene for eye color has several variations (alleles); an allele for blue eye color or an allele for brown eyes
Everyone inherits alleles from sperm & ovum
Genetic diversity
Distinguishes each person
Allows the human species to adapt to pressures of the environment
Genome
Full set of genes with instructions to make a living organism
Genomes exist for each species
Video about Genes
5
The Beginning of Life
Two Parents, Millions of Gametes
Gamete
Reproductive cell
Sperm or Ovum
Each contains 23 pairs
Zygote
Cell formed with union of Sperm & Ovum
Produce a new individual with 23 chromosomes from each parent
Conception
http://predictingbabygender.info/tag/intercourse-timing/
Matching genes
Genotype
Organism’s entire genetic inheritance, or genetic potential.
Homozygous (same zygote)
Two genes of one pair that are exactly the same in every letter of their code
Heterozygous
Two genes of one pair that differ in some way
Usually not an issue
Male of Female?
Humans usually possess
46 chromosomes
44 autosomes and 2 sex chromosomes
SEX chromosome = 23rd pair
Female – XX
Male – XY
Mother’s contain X
Father’s may have X or Y
X chrom. Is larger & more genes
Y contain SRY,
making male hormones & organs
It's a girl!
Uncertain Sex
“ambiguous genitals,” = child's sex is not abundantly clear
a quick analysis of the chromosomes is needed, to make sure there are exactly 46 and to see whether the 23rd pair is XY or XX
shown here a baby boy (left) and girl (right).
Too Many Boys?
Is sex selection the parents’ right or a social wrong?
Preference for boys in many areas of world
Ways to prevent female birth
Inactivating X sperm before conception
In vitro fertilization (IVF)
Aborting XX fetuses
My Strength, My Daughter
slogan these girls in New Delhi are shouting at a demonstration against abortion of female fetuses in India
The current sex ratio of children in India suggests that this campaign has not convinced every couple.
New Cells
Within hours of conception
23 pairs of chromosomes carrying all the genes duplicate, forming two complete sets of the genome
Two sets.
Chapter 3 The New GeneticsAlma Villanueva, MACalifornia S.docxketurahhazelhurst
Chapter 3:
The New Genetics
Alma Villanueva, MA
California State University, Los Angeles
Overview
Genetic Code
The Beginning of Life
Male & Female
Twins
Genotype & Phenotype
Disorders
Genetic Counseling
Genetic Code
Cells
Basic unit of life
Trillions!
Nucleus
Chromosomes
Thread– like structures made up of DNA & protein
23 pairs
DNA (Deoxyribonucleic acid)
2 strands twisted in a double helix
Chemical composition of molecules that contain the genes
Contains all of the information required to build/maintain the cell
3
Genes
Small section of the chromosome
18,000 – 23,000 genes
Each gene provides a unique recipe to make a protein
4 bases
Code for your traits
A - adenine
T - thymine
C - cytosine
G – guanine
Only 4 possible pairs
A-T; T-A; C-G; G-C
http://mybrainnotes.com/brain-dna-behavior.html
4
Allele
A variation of a gene
Example: the gene for eye color has several variations (alleles); an allele for blue eye color or an allele for brown eyes
Everyone inherits alleles from sperm & ovum
Genetic diversity
Distinguishes each person
Allows the human species to adapt to pressures of the environment
Genome
Full set of genes with instructions to make a living organism
Genomes exist for each species
Video about Genes
5
The Beginning of Life
Two Parents, Millions of Gametes
Gamete
Reproductive cell
Sperm or Ovum
Each contains 23 pairs
Zygote
Cell formed with union of Sperm & Ovum
Produce a new individual with 23 chromosomes from each parent
Conception
http://predictingbabygender.info/tag/intercourse-timing/
Matching genes
Genotype
Organism’s entire genetic inheritance, or genetic potential.
Homozygous (same zygote)
Two genes of one pair that are exactly the same in every letter of their code
Heterozygous
Two genes of one pair that differ in some way
Usually not an issue
Male of Female?
Humans usually possess
46 chromosomes
44 autosomes and 2 sex chromosomes
SEX chromosome = 23rd pair
Female – XX
Male – XY
Mother’s contain X
Father’s may have X or Y
X chrom. Is larger & more genes
Y contain SRY,
making male hormones & organs
It's a girl!
Uncertain Sex
“ambiguous genitals,” = child's sex is not abundantly clear
a quick analysis of the chromosomes is needed, to make sure there are exactly 46 and to see whether the 23rd pair is XY or XX
shown here a baby boy (left) and girl (right).
Too Many Boys?
Is sex selection the parents’ right or a social wrong?
Preference for boys in many areas of world
Ways to prevent female birth
Inactivating X sperm before conception
In vitro fertilization (IVF)
Aborting XX fetuses
My Strength, My Daughter
slogan these girls in New Delhi are shouting at a demonstration against abortion of female fetuses in India
The current sex ratio of children in India suggests that this campaign has not convinced every couple.
New Cells
Within hours of conception
23 pairs of chromosomes carrying all the genes duplicate, forming two complete sets of the genome
Two sets ...
Discussion 1Choose any four ‘causes’ of change within a projec.docxeve2xjazwa
Discussion 1
Choose any four ‘causes’ of change within a project in table 9.1 in the text. Provide a project example and scenario, and describe the impact of each change. Was there a level of change control in the project examples that tracked ownership, documentation and approval of these changes?
Discussion 2
The identification of all changes to a project is only the first step for ensuring a control system is in place. Describe the detailed steps you would implement for your project to ensure an entire change control process is in place. Consider the following topics in your answer: documentation, analysis, approval and implementation. Why is the baseline configuration important to this topic?
.
DISCUSSION 1Community and Health Information Networks Please .docxeve2xjazwa
A key trend supporting CHINs and RHINOs is increased data sharing across organizations to improve care coordination. Transitioning from CHINs to RHINOs has more benefits than challenges as it allows for broader sharing of health information across larger regions. Integrating CPOE and CDSS into EHRs has the advantage of catching errors and providing treatment recommendations to improve patient safety and outcomes. Electronic database systems are more efficient than paper records as they reduce errors, save space, and allow easy access to records. The main advantages of EMRs are reduced errors, easy sharing of information, and improved treatment while the disadvantages include costs of implementation and concerns about privacy and security.
The Biological and environmental causes of Developmental Disabilitiesmary rose omamalin
This document summarizes key concepts in human reproduction including heredity, chromosomes, DNA, genes, and genetic principles like dominance and polygenic inheritance. It describes gametes, meiosis, fertilization, and the zygote. It outlines the three phases of prenatal development - the germinal phase, embryonic phase, and fetal phase. During each phase, critical developmental processes occur and abnormalities can arise from genetic or environmental factors and lead to developmental disabilities.
This document summarizes key concepts in human reproduction including heredity, chromosomes, DNA, genes, genetic principles of dominance-recessive and sex-linked genes. It describes meiosis, fertilization which results in a zygote, and the three phases of prenatal development: germinal phase involving cell division and implantation; embryonic phase of cell differentiation and organogenesis; and fetal phase of growth over seven months. Critical periods of vulnerability to teratogens are noted where genetic disorders, physical abnormalities or developmental disabilities can occur.
Heredity and environment both play a role in shaping human beings. Heredity refers to biologically inherited characteristics received from parents, influencing physical and behavioral traits. The environment includes prenatal conditions in the womb and postnatal factors like family, society, and culture that one is exposed to. While heredity sets limits, the environment helps reach an individual's potential, as both work together in development.
Brain development final presentation currieBryanCurrie
Biological factors during fetal development may influence sexual orientation. The maternal immune hypothesis suggests that a mother's immune response to male antigens could affect brain development and increase the likelihood of homosexuality. The hormone wash theory proposes that stress-induced maternal hormones could disrupt the process that masculinizes the male fetus's brain. Studies have also found structural differences in brain regions involved in sexual behavior and attraction between homosexual and heterosexual individuals, such as larger hypothalamic regions in gay men. While both nature and nurture may play a role, biological theories focus on prenatal influences on the formation of the "homosexual brain."
14Gender and SexualitySeverin SchweigerCulturaGetty Imag.docxaulasnilda
14Gender and Sexuality
Severin Schweiger/Cultura/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Outline the biological, social, and cognitive explanations for the emergence of gender identity.
ሁ Form evidence-based arguments on gender differences in development.
ሁ Summarize the developmental imperative of physical activity for boys and girls during childhood.
ሁ Compare and contrast school achievement and learning between boys and girls.
ሁ Describe differences and similarities among heterosexual girls, heterosexual boys, and LGBT
adolescents with regard to romantic relationships and identity formation.
ሁ Discuss the psychological effects of puberty.
ሁ Evaluate ethnic and national differences in sexual activity among adolescents; explain the
consequences of teenage pregnancy.
ሁ Identify different health outcomes of sex during adolescence, including categorizing STIs and the
effects of HIV among infected children worldwide.
Section 14.1The Development of Gender
Prologue
Recent stories have led to renewed discussion about sex and gender in society. Sasha Lax-
ton from Great Britain; Storm Stocker from Toronto, Canada; and Pop from Sweden have all
made headlines as their parents were determined to raise them without regard to gender. The
children’s rooms were painted in neutral colors; hairstyles, Halloween costumes, and cloth-
ing were chosen without perceived regard for gender standards; exposure to toys and other
activities were not limited by what was considered “normal” for a boy or a girl.
As a result, there has been considerable debate among parents, academics, and the media
about the potential detriment—and benefit—if children are not aware of how they are “sup-
posed” to behave. However, these families are also quite outside the mainstream. It takes
tremendous effort to rid a child of messages related to gender, including limiting exposure
to media, avoiding certain store shelves, and restricting access to preschool and other social
activities.
For most children, though, sex and gender are inescapably connected. It is extremely rare for
a child to be born with undifferentiated sex organs. Even so, those children still generally have
either XX or XY genes. Biological sex is therefore not particularly variable. By contrast, regard-
less of biological sex, gender is much more continuous. Some children are drawn quite strongly
to the behaviors and activities of one gender over another, whereas other children engage
freely in more varied activities. This module explores these issues, as well as concerns related
to adolescent sex and romantic relationships and their developmental consequences.
14.1 The Development of Gender
Recall the many different factors involved in the development of the self and the formation
of gender identity (see Module 12). Gender is a key component in the development of the
self. In psychology, gender refers to the meanings societies and ...
The document summarizes key concepts about genetics and heredity, including:
- Genes contain DNA instructions that determine traits like appearance and behavior. Humans have about 25,000 genes across 46 chromosomes.
- Development begins at conception when sperm and egg fuse to form a single cell called a zygote containing a full set of genes. This cell then differentiates and multiplies to form all the body's cells and tissues.
- Genes interact with each other and the environment to determine a person's phenotype, or observable characteristics. While genes influence traits, environmental factors also play a role.
The document discusses several topics related to the influence of nature and nurture on human diversity and development, including:
- Behavioral genetics research on the heritability of traits using twin and adoption studies.
- Evolutionary psychology perspectives on how natural selection may have influenced certain human behaviors and preferences.
- The role of parents, peers, and culture in influencing development through early experiences and socialization across different groups.
- Similarities and differences in areas like gender, temperament, and brain development that have genetic and environmental influences.
The document summarizes key concepts from a chapter on child development, genetics, and the prenatal environment. It discusses how genetics and the environment interact to influence human traits and characteristics. It covers topics like fertilization, fetal development, inherited disorders, genetic testing, and threats to healthy prenatal development like a mother's diet and age.
This document summarizes key aspects of prenatal development from conception through birth in 3 stages: germinal, embryonic, and fetal. It discusses genetics, factors that influence development, potential complications, and the birth process. Common tests like the Apgar test are also outlined.
Brain development final presentation currieBryanCurrie
During puberty, LGBT youth often question if they are abnormal due to their same-sex attractions. Biological theories suggest that factors in the womb, such as maternal stress or immune responses, can affect brain development and result in non-heterosexual orientations. Specifically, stress may disrupt the hormone wash that masculinizes the brain, while immune responses to antigens in a male fetus may trigger antibodies that alter brain formation. Studies in rats and patterns in human families provide some support for these biological theories, though more research is still needed.
This document summarizes several key theories of human development, including:
1. Nature and nurture influence development through heredity and environment. Development progresses from simple to complex cognition and biological maturation.
2. Prenatal development occurs in three periods - germinal, embryonic, and fetal - involving cell growth and differentiation.
3. Infancy and childhood development involves achieving motor skills and cognitive milestones while navigating hazards like illness, accidents, and malnutrition.
4. Adolescence brings puberty, physical changes, and psychological adjustments. Adulthood has early, middle, and late stages each with physical and social challenges.
5. Biological theories propose aging results from cellular lifespan limits, free radicals
This chapter discusses child development from a genetic and prenatal perspective. It covers topics like fertilization and the stages of prenatal development, the role of genes and chromosomes in heredity, genetic disorders, the interaction between nature and nurture, and threats to healthy prenatal development like maternal diet and environmental factors. The chapter aims to explain how genetics and the prenatal environment work together to influence human growth and characteristics.
The document summarizes key concepts about genetics and heredity, including:
1) Genes are sections of DNA that code for the production of proteins and are the basic units of heredity. Genes influence many human traits but development is also shaped by environment.
2) Life begins at conception when a sperm and egg fuse to form a single cell called a zygote containing genetic material from both parents. This cell divides and differentiates through gene expression and interaction with the environment to form a complete organism.
3) Traits can be influenced by single genes in dominant, recessive, or additive patterns or by multiple genetic and environmental factors. Studies of twins provide insights into nature vs nurture influences on
This document outlines the agenda for a housekeeping meeting and chapter readings. The meeting will include sign-in, reviewing expectations, recapping the previous week, and reading two chapters. Chapter 2 discusses biological beginnings from an evolutionary perspective including genetics, prenatal development, and birth. Learning goals are to understand how genes and evolution influence development as well as describe the prenatal period and birth process. Chapter 3 will be partially covered discussing biological foundations of development including genes, chromosomes, heredity, and environment interactions that shape development.
This document outlines chapters from a psychology textbook on nature, nurture, and human diversity. It discusses topics like behavior genetics and twin studies, evolutionary psychology, parental and peer influences, cultural influences, gender development, and reflections on the interplay between nature and nurture in shaping human traits and behaviors. Key points covered include how genes and environment both contribute to individual differences; how natural selection may have influenced certain human traits; and how culture, parenting, and peers impact development and diversity across and within groups.
Lec 02 Factors influencing Human Growth and DevelopmentDr. Imran A. Sajid
These slides are prepared for students of BS Social Work. Social Workers come across clients in different age groups and categories. This subject helps them put the client into social, physical, psychological, and emotional perspectives.
Dr. Imran A. Sajid
Department of Social Work, University of Peshawar, Pakistan
This document discusses the influences of nature and nurture on human diversity and differences. It explores how genes and environment both play a role through behaviors genetics, twin and adoption studies, and how early experiences and culture can influence development. While genes provide a basic blueprint, most psychological traits are affected by environmental and cultural experiences.
Chapter 3 The New GeneticsAlma Villanueva, MACalifornia S.docxwalterl4
Chapter 3:
The New Genetics
Alma Villanueva, MA
California State University, Los Angeles
Overview
Genetic Code
The Beginning of Life
Male & Female
Twins
Genotype & Phenotype
Disorders
Genetic Counseling
Genetic Code
Cells
Basic unit of life
Trillions!
Nucleus
Chromosomes
Thread– like structures made up of DNA & protein
23 pairs
DNA (Deoxyribonucleic acid)
2 strands twisted in a double helix
Chemical composition of molecules that contain the genes
Contains all of the information required to build/maintain the cell
3
Genes
Small section of the chromosome
18,000 – 23,000 genes
Each gene provides a unique recipe to make a protein
4 bases
Code for your traits
A - adenine
T - thymine
C - cytosine
G – guanine
Only 4 possible pairs
A-T; T-A; C-G; G-C
http://mybrainnotes.com/brain-dna-behavior.html
4
Allele
A variation of a gene
Example: the gene for eye color has several variations (alleles); an allele for blue eye color or an allele for brown eyes
Everyone inherits alleles from sperm & ovum
Genetic diversity
Distinguishes each person
Allows the human species to adapt to pressures of the environment
Genome
Full set of genes with instructions to make a living organism
Genomes exist for each species
Video about Genes
5
The Beginning of Life
Two Parents, Millions of Gametes
Gamete
Reproductive cell
Sperm or Ovum
Each contains 23 pairs
Zygote
Cell formed with union of Sperm & Ovum
Produce a new individual with 23 chromosomes from each parent
Conception
http://predictingbabygender.info/tag/intercourse-timing/
Matching genes
Genotype
Organism’s entire genetic inheritance, or genetic potential.
Homozygous (same zygote)
Two genes of one pair that are exactly the same in every letter of their code
Heterozygous
Two genes of one pair that differ in some way
Usually not an issue
Male of Female?
Humans usually possess
46 chromosomes
44 autosomes and 2 sex chromosomes
SEX chromosome = 23rd pair
Female – XX
Male – XY
Mother’s contain X
Father’s may have X or Y
X chrom. Is larger & more genes
Y contain SRY,
making male hormones & organs
It's a girl!
Uncertain Sex
“ambiguous genitals,” = child's sex is not abundantly clear
a quick analysis of the chromosomes is needed, to make sure there are exactly 46 and to see whether the 23rd pair is XY or XX
shown here a baby boy (left) and girl (right).
Too Many Boys?
Is sex selection the parents’ right or a social wrong?
Preference for boys in many areas of world
Ways to prevent female birth
Inactivating X sperm before conception
In vitro fertilization (IVF)
Aborting XX fetuses
My Strength, My Daughter
slogan these girls in New Delhi are shouting at a demonstration against abortion of female fetuses in India
The current sex ratio of children in India suggests that this campaign has not convinced every couple.
New Cells
Within hours of conception
23 pairs of chromosomes carrying all the genes duplicate, forming two complete sets of the genome
Two sets.
Chapter 3 The New GeneticsAlma Villanueva, MACalifornia S.docxketurahhazelhurst
Chapter 3:
The New Genetics
Alma Villanueva, MA
California State University, Los Angeles
Overview
Genetic Code
The Beginning of Life
Male & Female
Twins
Genotype & Phenotype
Disorders
Genetic Counseling
Genetic Code
Cells
Basic unit of life
Trillions!
Nucleus
Chromosomes
Thread– like structures made up of DNA & protein
23 pairs
DNA (Deoxyribonucleic acid)
2 strands twisted in a double helix
Chemical composition of molecules that contain the genes
Contains all of the information required to build/maintain the cell
3
Genes
Small section of the chromosome
18,000 – 23,000 genes
Each gene provides a unique recipe to make a protein
4 bases
Code for your traits
A - adenine
T - thymine
C - cytosine
G – guanine
Only 4 possible pairs
A-T; T-A; C-G; G-C
http://mybrainnotes.com/brain-dna-behavior.html
4
Allele
A variation of a gene
Example: the gene for eye color has several variations (alleles); an allele for blue eye color or an allele for brown eyes
Everyone inherits alleles from sperm & ovum
Genetic diversity
Distinguishes each person
Allows the human species to adapt to pressures of the environment
Genome
Full set of genes with instructions to make a living organism
Genomes exist for each species
Video about Genes
5
The Beginning of Life
Two Parents, Millions of Gametes
Gamete
Reproductive cell
Sperm or Ovum
Each contains 23 pairs
Zygote
Cell formed with union of Sperm & Ovum
Produce a new individual with 23 chromosomes from each parent
Conception
http://predictingbabygender.info/tag/intercourse-timing/
Matching genes
Genotype
Organism’s entire genetic inheritance, or genetic potential.
Homozygous (same zygote)
Two genes of one pair that are exactly the same in every letter of their code
Heterozygous
Two genes of one pair that differ in some way
Usually not an issue
Male of Female?
Humans usually possess
46 chromosomes
44 autosomes and 2 sex chromosomes
SEX chromosome = 23rd pair
Female – XX
Male – XY
Mother’s contain X
Father’s may have X or Y
X chrom. Is larger & more genes
Y contain SRY,
making male hormones & organs
It's a girl!
Uncertain Sex
“ambiguous genitals,” = child's sex is not abundantly clear
a quick analysis of the chromosomes is needed, to make sure there are exactly 46 and to see whether the 23rd pair is XY or XX
shown here a baby boy (left) and girl (right).
Too Many Boys?
Is sex selection the parents’ right or a social wrong?
Preference for boys in many areas of world
Ways to prevent female birth
Inactivating X sperm before conception
In vitro fertilization (IVF)
Aborting XX fetuses
My Strength, My Daughter
slogan these girls in New Delhi are shouting at a demonstration against abortion of female fetuses in India
The current sex ratio of children in India suggests that this campaign has not convinced every couple.
New Cells
Within hours of conception
23 pairs of chromosomes carrying all the genes duplicate, forming two complete sets of the genome
Two sets ...
Similar to HUMAN DEVELOPMENTChapter 8PSYCHOLOGY (20)
Discussion 1Choose any four ‘causes’ of change within a projec.docxeve2xjazwa
Discussion 1
Choose any four ‘causes’ of change within a project in table 9.1 in the text. Provide a project example and scenario, and describe the impact of each change. Was there a level of change control in the project examples that tracked ownership, documentation and approval of these changes?
Discussion 2
The identification of all changes to a project is only the first step for ensuring a control system is in place. Describe the detailed steps you would implement for your project to ensure an entire change control process is in place. Consider the following topics in your answer: documentation, analysis, approval and implementation. Why is the baseline configuration important to this topic?
.
DISCUSSION 1Community and Health Information Networks Please .docxeve2xjazwa
A key trend supporting CHINs and RHINOs is increased data sharing across organizations to improve care coordination. Transitioning from CHINs to RHINOs has more benefits than challenges as it allows for broader sharing of health information across larger regions. Integrating CPOE and CDSS into EHRs has the advantage of catching errors and providing treatment recommendations to improve patient safety and outcomes. Electronic database systems are more efficient than paper records as they reduce errors, save space, and allow easy access to records. The main advantages of EMRs are reduced errors, easy sharing of information, and improved treatment while the disadvantages include costs of implementation and concerns about privacy and security.
Discussion 10 Concluding the SemesterPurposeThis assignment is .docxeve2xjazwa
Discussion 10: Concluding the Semester
Purpose
This assignment is closely tied to specific course objectives. Two of the major primary course objectives of CST 100 are that students show respect for ethical codes that govern spoken discourse, such as tolerance for differences of opinion, preference for civility and that students will demonstrate increased understanding and appreciation of the communication process as it relates to speaker and listener interactions. By completing this assignment students will reflect on the things they learned and articulate important lasting lessons of public speaking.
Directions
Part 1: Initial Post
Find the due date for this part on the course calendar.
As we conclude the semester, reflect on some of the things that you learned about public speaking and your growth as a communicator throughout the semester.
In a 3-4 paragraph posting, address the four items below
What are the most important areas of personal growth that you have experienced as a communicator? Identify personal insights and communication competencies that are part of that growth.
What are some of the most useful theories and concepts that we examined in the class?
How can you apply some of the things that you learned during the semester to your professional life and to your current or future work?
What aspects of communication do you want to learn more about?
.
Discussion 1 Social Security and Social Welfare ProgramsFor years.docxeve2xjazwa
Discussion 1: Social Security and Social Welfare Programs
For years, many working individuals in the United States have counted on Social Security as their primary retirement income. With the deductions from every paycheck to fund this future benefit, Americans looked forward to a comfortable retirement based on the assumption that these funds were being invested wisely. Is this a factual assumption, or is it another myth of the U.S. social welfare system?
Relying on Social Security as a sole means of support in retirement is uncommon. As society’s work habits and life expectancies change, Social Security has come to mean different things to different people. For those who are unable to save and/or invest on their own, it functions like a forced retirement program that provides a financial safety net for the future. For those who become unable to work, social security often is viewed by others as a public assistance program. For others who are financially secure and prepared for retirement, it is an entitlement program where individuals draw Social Security at retirement in an effort to recoup what they paid into the program by deductions from their wages. How might these perceptions of Social Security relate to the perceptions of public assistance programs that were discussed in last week’s resources?
For this Discussion,
review this week’s resources. Then, consider how Social Security is different from public assistance programs. Finally, think about how these differences are important in terms of the general perception of Social Security benefits.
Post by Day 3
an explanation of how Social Security is different from public assistance programs. Then, explain how these differences are important, in terms of the general perception of Social Security benefits.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
.
Discussion 1 Religion and Privilege For citizens in some countrie.docxeve2xjazwa
Discussion 1: Religion and Privilege
For citizens in some countries, religious oppression is common and long standing. While freedom of religion is guaranteed in the U.S., religious intolerance still exists. According to the Equal Opportunity Employment commission, the number of lawsuits filed for religious discrimination doubled between 2000–2010 (Pledger, 2011). Social workers must be alert for the complex ways that religious privilege functions. By creating an awareness of the privilege given to some while marginalizing others, social workers can understand how this bias impacts their clients.
Post an explanation of the connections between privilege and religion.
Describe a situation in which members of a religion experience privilege.
Describe a situation in which members of a religion experience religious oppression
.
References (use at least 2)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Chapter 43, (pp. 237–242)
Chapter 44, (pp. 243–244)
Discussion 2: Self-Assessment
Competent social workers have many traits and characteristics, one of which is the ability to be self-reflective. The best way to begin critically thinking about the impact of ethnocentrism and racism is to start with oneself. How do these issues affect you? For this Discussion, think about when and how you became aware of your own racial identity and consider how this awareness has impacted your life.
Post an explanation of a time in your childhood when you became aware of your own racial identity (African American).
Be sure to include a description of how this newfound awareness impacted both your development and views of difference.
Please use the Learning Resources to support your answer.
References (use at least 2)
Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999.
Early Childhood Education Journal, 36
(2), 201–207.
Patcher, L. M., Szalacha, L. A., Bernstein, B., & Garcia Coil, C. (2010). Perceptions of racism in children and youth: Properties as a self-report instrument for research on children’s health and development.
Ethnicity & Health, 15
(1), 33–46.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.)
.
Boston, MA: Cengage Learning.
Chapter 5 (pp. 254-294)
.
Discussion 1 Social and Economic JusticeThe Center for Economic a.docxeve2xjazwa
Discussion 1: Social and Economic Justice
The Center for Economic and Social Justice defines “social justice” as “giving to each what he or she is due.” “Economic justice” is concerned with determining what an individual’s “due” actually encompasses.
For this Discussion, select a case study in this week’s Readings. Review the case study, focusing on the social or economic justice issues at play in the situation described.
***Post
a description of a social or economic justice issue that is evident in the case. Suggest two strategies the social worker might employ to address the issue.
Reference: Center for Economic and Social Justice. (n.d.).
Defining economic justice and social justice
. Retrieved from June 11, 2013, from
http://www.cesj.org/thirdway/economicjustice-defined.htm
CASE STUDY:
Working With Survivors of Sexual Abuse and Trauma: The Case of Brenna
Brenna is an 18-year-old, heterosexual, African American female. She is pregnant, residing in a homeless shelter, and has no income source. Brenna was raised by her biological mother in a one-bedroom apartment in an urban neighborhood. When Brenna was 15 years old, her mother began dating a new man. This man sexually assaulted Brenna while they were home alone one evening. She immediately disclosed the sexual assault to her mother who called her a liar and told her to move out. Brenna then lived in a variety of situations, sometimes residing with friends for short periods and sometimes living in a youth shelter. During this period she attended high school intermittently but did not graduate.
After her 18th birthday, Brenna moved in with her boyfriend, Cameron. Also living in the household were Cameron’s mother, his 16-year-old sister, and a 7-year-old brother. Shortly after moving in with Cameron, Brenna became pregnant with his child. Prior to the pregnancy, Cameron would often abuse her physically, verbally, and emotionally. When Brenna announced the pregnancy, Cameron became even more violent, accused her of sleeping with other men, and denied paternity of the baby. When Brenna was 4 months pregnant, Cameron attempted to strangle her, so Brenna moved to a shelter. Although the shelter was willing to house Brenna and her newborn temporarily, their policy required Brenna to secure new living arrangements prior to giving birth.
I was assigned to be Brenna’s social work case manager at this shelter. Brenna and I worked together to set manageable goals during her stay at the shelter and also developed a plan for ongoing mental health support. Utilizing individual case manage- ment sessions, I worked with Brenna to prioritize goals regarding nancial stability, permanent housing, and medical care. Brenna had dif culty reading and writing, so we worked together to
PRACTICE
31
SOCIAL WORK CASE STUDIES: FOUNDATION YEAR
complete the applications for Medicaid; General Assistance; the Supplemental Nutrition Program for Women, Infants, and Chil- dren (WIC); and a local subsidized apartment.
Discussion 1Challenging BehaviorAfter reading Chapter 1 of t.docxeve2xjazwa
Discussion 1
Challenging Behavior
After reading Chapter 1 of the course text, write a response to the following question:
At what point does behavior become challenging? Include at least 3 examples of challenging behavior that are commonly seen in young children. Cite at least one source, in addition to course text, to substantiate your response.
(Due: Thursday 10/13)
Discussion 2
The Resilient Child
After reading Chapter 3 of the course text, write a response to the following question:
Why is it important for early childhood educators to have an understanding of resiliency? How could knowledge of a child’s risk and protective factors change your attitude and your behavior toward a child or her family?
(Due: Thursday 10/13)
Discussion 1 and 2 needs to be done separately... Please DO NOT put them on the same paper.
.
Discussion 1 Sara Parker and EthicsOne of the reasons there can.docxeve2xjazwa
Discussion 1: Sara Parker and Ethics
One of the reasons there can be so much debate about ethical issues is because ethics are opinions informed by people's values and people have different values. People can disagree about whether or not something is unethical, and, oftentimes, there is no right answer. In order to make decisions about what may be ethical or unethical, Yegidis (2012, p. 29) suggests focusing on these three questions:
"Who should benefit or suffer from the actions of the researcher?"
"Whose rights should take priority over those of others?"
"Does the end (increased knowledge) justify the means (the methods used to acquire it and their potential for harm)?"
For this Discussion, view the Sessions episode on the Parker family. As you do so, consider which, if any, ethical mandates or standards were violated.
·
Post
a response explaining your reaction to the Parker episode.
·
Be sure to address whether or not the social worker violated any ethical mandates or standards.
·
Also explain which strategies could have been used to guide ethical practice.
·
Finally, describe the responsibility of the social workers in the Parker case.
Please use the resources to support your answers.
References
Laureate Education. (Producer). (2013).
Parker Family [Video File]
. In Sessions.
Labott, S. M., & Johnson, T. P. (2004). Psychological and social risks of behavioral research. IRB: Ethics & Human Research, 26(3), 11–15.
Nicotera, N., & Walls, N. E. (2010). Challenging perceptions of academic research as bias free: Promoting a social justice framework in social work research methods courses. Journal of Teaching in Social Work, 30(3), 334–350.
Parker Family Episode 4
Program Transcript
SOCIAL WORKER: Well, I think we should wrap things up. Does this same time
work for you next week?
SARA: Yes, it's fine.
SOCIAL WORKER: Let me give you an appointment card. By the way, something occurred to me that might interest you. I have a colleague that's doing a study on the impact of hoarding on family members. She wants to identify potential interventions. I think she'd love to talk to you and Stephanie.
SARA: Talk to me?
SOCIAL WORKER: She's paying participants in her study. I don't know how much.
SARA: Do I have to do it? I-- I just don't like people knowing my business.
SOCIAL WORKER: It's totally confidential and anonymous.
SARA: I don't know.
SOCIAL WORKER: I think it'd be a great opportunity for you.
SARA: I don't know. Would she have to come see my home? I mean, I don't like people seeing how I live.
SOCIAL WORKER: Don't worry about that. You should at least talk to her. Like I
said, there's some money in it for you. Can I give her your number?
THE END
Discussion 2: The Research Approval Process
The early years of the 20th century were host to a number of unethical research studies. Research involving the way that a young child reacts to and generalizes fear responses, medical experiments conducted i.
Discussion 1 Reflections on Qualitative Research for Social Change.docxeve2xjazwa
Discussion 1: Reflections on Qualitative Research for Social Change
Introduction: Social Change
In the recent years, the pursuit for institutions, “practical researchers” and individuals to join in the crusade for
social change
has been remarkable; as many people around the world are reaching out to their neighborhoods as a member of the community to contribute to the common good through research, service, and educational opportunities (
Yob
& Brewer, 2015. p.2). Social change constitutes a change in the nature, the social institutions, the social behavior or the social relations of a society, community of people, or other social structures (Walden University, 2016). Social change can be at the micro scale (that positively shape values, attitudes and behaviors) or at the macro scale (that positively shape
economies, religion and families).
The Essence of Social Change to a Walden Student
Yob
& Brewer (2015) observed that the term “social change” has been defined and analyzed across the academic disciplines, reflecting the particular perspective of that discipline and its research agenda. Prominent among the definition of
social change
are the concepts of
social justice
and
equity
which have been significant in discussions of social change in education, psychology, and social and cultural studies (Curry-Stevens, 2007; Drury &
Reicher
, 2009;
Moely
,
Furco
, & Reed, 2008; and
Peterson, 2009, as were cited in
Yob
& Brewer (2015). There are as many definitions for
social change
as we have social scientists. However
Hoff and
Hickling
-Hudson (2011), supporting the definition of
Aloni
(2002), provided the definition which places social change as “challenging trends of discrimination, exploitation, oppression, and subjugation displayed by groups who regard themselves as favored and, thus, take privileges for themselves and deprive other groups of the right to a dignified life” (p. 189). In this context, “
change”
as is used in the “social change” is defined here in positive and value-laden terms that relate more particularly to the agents of social change than to others they might want to change.
There is a great range and variation in the roles and positions that researchers takes up in research, as was observed by
Ravitch
& Carl (2016).
Over the years (
more than 45 years), Walden University has produced career professionals with the opportunity to transform themselves as scholar-practitioners so that they can apply what
they’ve
learned to effect positive social change. Walden is focused on inspiring and celebrating the remarkable achievements of community members who continue to make a difference by addressing challenges where they live, in their professions, and in the world around them. This was a major factor that attracted me to pursue a
programme
at Walden. In our sub-region, (the sub-Sahara Africa), addressing the issue of social change from the national perspective has not been as significant relative to the.
Discussion 1As of my experience and observations mainly there ar.docxeve2xjazwa
Discussion 1
As of my experience and observations mainly there are Two key themes in contemporary information systems development there are First one is: how to build and issue systems in tinier time settings second one is: how to empower development clusters to build systems in a consistent manner. This is reflected in present days’ principal fashionable this information system development methods such as nimble, their characteristic feature being an unambiguous prominence on unremitting, appropriate proclamations and a simplification of operative cluster association and announcement. As of my experience and observations most of the software developers we reconnoitre the personal property of cluster consistency and two categories of time pressure, deterrent and challenge, on the decision-making eminence of system development clusters. The challenge time pressure and cluster consistency to have a optimistic consequence with interruption time pressure having no substantial influence.
As well working composed in a consistent cluster, petite, system development cycles mean that Software Development clusters obligation similarly work under fluctuating gradations of time pressure. Most studies in this field of information systems development and software development on time pressure measure time as a rectilinear hypothesis and enumerate it in terms of time ancient history. In this Developments I observed One of the major matters with these revisions nevertheless is that they frequently harvest contradictory consequences and as hitherto, there is no any approved and comprehensive hypothetical empathetic of the time pressure hypothesis.
In my experience, I would like to share one example, some outcomes recommend that software development clusters achieve improved under time pressure. So far others recommend that clusters accomplish improved up to a convinced argument after which presentation deteriorations, important to the generally recognized reversed-U model. It is clear that time pressure is a multipart hypothesis and while typically scrutinized as a linear hypothesis, nonlinear associations are conceivable. With a present prominence in information system development and in particular software development on clusters conclusion production in pressurized environments it is domineering that investigators endure to gain larger empathetic of the anthropological behavioural characteristic of the decision-making development. Sympathetic how clusters work composed under time pressure is a key goal in development system and its essential to entirely appreciate this complication and help comprehend accurately how and if time pressure and consistency influence of software development clusters.
Seeming Time Pressure in Teams
Time pressure is abstractly diverse from insistence. Perseverance is a unchanging peculiarity that reproduces a anxiety for time and a feeling of being recurrently pressurized In disparity, time pressure is an assessment of the task si.
Discussion 1Body Image Please respond to the followingDebate.docxeve2xjazwa
Discussion 1:
"Body Image" Please respond to the following:
Debate It – take a position on this statement: Media cause individuals to develop negative and unrealistic body images. Support your views with two or three reasons and / or examples. (Cite any sources you referenced.)
Debate It – take a position on this statement: Males and females are both targeted about body image to the same extent by advertisers. Support your views with one or two reasons and / or examples. (Cite any sources you referenced.)
Discussion 2:
"Do Video Games Encourage Sexist Behavior?" Please respond to the following:
Discuss one or two conflicting issues involving the view that video games encourage sexist behavior.
Debate It – Take a position on this statement: Violent video games encourage sexist behavior in adolescent and adult men. Support your views with two or three reasons and / or examples. (Cite any sources you referenced.)
.
Discussion 1 Influence of Classical Democratic TheoristsSince anc.docxeve2xjazwa
Discussion 1: Influence of Classical Democratic Theorists
Since ancient times, the idea of how people should govern has been a mainstay of philosophers and political theorists. One of the most enduring notions to emerge from early theorists is the basic belief that people are capable of governing themselves. The concept of democratic governance developed out of those early intellectual discussions. Democratic governance enjoys widespread acceptance in many parts of the world today. Yet, the exact meaning of democratic governance and how it should be implemented still remains a topic of debate. Democratic theory has evolved because of contributions from classical democratic theorists such as Aristotle, Plato, Rousseau, Locke, and Jefferson. It is important to consider of the ideas of these classical theorists when thinking about modern democratic theory.
To prepare for this Discussion
Review the Course Introduction. Keep this overview in mind as you work through each week of the course.
Review the article “American Nightmare: Neoliberalism, Neoconservatism, and De-Democratization” in this week’s Learning Resources. Think about the effects of political democratic theories on contemporary democracy.
Review the article “Rhetoric and the Public Sphere: Has Deliberative Democracy Abandoned Mass Democracy?” in this week’s Learning Resources. Consider how Plato’s theory of deliberative democracy influenced contemporary theories of democracy.
Review the articles “John Locke” and “Jean Jacques Rousseau” in this week’s Learning Resources. Think about how social contract theory is related to contemporary democratic theory.
Select at least one classical democratic theorist and consider his influence on contemporary democratic theory.
With these thoughts in mind:
Post by Day 3
an analysis of the influence of at least one classical democratic theorist on modern democratic theory. Be specific and provide examples.
.
Discussion 11-Mitosis and meiosis are important processes. a) What.docxeve2xjazwa
Discussion 11
-Mitosis and meiosis are important processes. a) What does each accomplish; b) where in the human body can each occur and c) how do the cells produced compare in chromosome number to the parent cells?
Discussion 12
- Assumed simple dominant and recessive genetics apply for this discussion. You are looking at two people, one shows a dominant phenotype (in this example a tall person) and the other a recessive phenotype (in this example a short person). Is it possible to positively determine the genotype of either person? If so which one and why. Explain your answer.
.
Discussion 1 Coding Scholar of Change of Video # 3 (John Anner) .docxeve2xjazwa
Discussion 1: Coding Scholar of Change of Video # 3 (John Anner)
Brief Description of the Video
The scholar of change video (program transcript) was presented by John Anner, a PhD candidate in Public Policy Administration (with concentration on International Non-governmental Organizations. – Walden University.
Over the years, Anner have been
focusing on agricultural problems in Africa and the Caribbean, and later joined the Peace Corps, where he worked as a Peace Corps volunteer in agriculture in Mauritania and West Africa.
Anner has been a
practitioner for almost 30 years and quest to acquire a PhD is to enable him add some intellectual and academic rigor to his work.
He hope to
bring to bear, his knowledge, experience and understanding to build national policy networks targeted at addressing directed social problems.
Coding the Scholar Change
A code in qualitative inquiry is most often a word or a short phrase that symbolically assigns a summative, a summary, a salient or essence-capturing attribute, for some portion of language, or visual data (
Saldana, 2016)
. My coding preference will be the use of the Excel spreadsheet with the labelling of the columns to include; the video code number (under this, I’ll have my notes), the name of the student, gender, program of study, subject matter/topic, what happened in the video (under this I’ll have my transcript which will capture my report content), quick memo.
To demonstrate the first coding, for instance, I’ll have the following; under the column for video code number (I’ll have video #3), the column for the name of the student (I’ll have
John Anner
), under gender column (
male
), program of study (
PhD in Public Policy Administration
), subject matter/topic (
scholar of change
), under the transcript (I’ll have
focused his attention on agricultural problems in Africa and the Caribbean, and later joined the Peace Corps, and worked as a Peace Corps volunteer in agriculture in Mauritania, West Africa;
a practitioner for almost 30 years; his quest to acquire a PhD is to enable him add some intellectual and academic rigor to his work).
Explaining My Choice of Coding
Another attractive aspect of this qualitative coding system is the insertion of a column for
memos
. “Memos are a very important part of qualitative data analysis process because they offer a great platform to put very short notes which can be expanded and placed in in the researcher’s analytic memo notebook” (
Laureate Education - Producer, 2016). Again at periods of data analysis and reflections, a memo will enable the interviewer to
know what part of the text (or the questionnaire) the information came from and what the interviewer was thinking about at that period in time.
References
Anner, J. (2015).
John Anner, PhD student in public policy and administration
[Video file].
Laureate Education (Producer). (2016).
Introduction to coding
[Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2016).
Discussion 1 Managing Diverse TeamsFor the last half-century, the.docxeve2xjazwa
Discussion 1: Managing Diverse Teams
For the last half-century, the workforce in the United States has been undergoing tremendous demographic changes. For example, in 2009 women accounted for almost 48% of American workforce, compared to 37% in 1970 (Barsh & Yee, 2011). Additionally, workers under the age of 44, and those most likely to be in school, college, or professional training, are more ethnically and racially diverse than ever before (Policy Alert, 2005). This is only diversity of gender, race, and ethnicity; consider how managers today must also lead increasingly diverse teams in terms of age, experience, nationality, geographic location, and even diversity of thinking styles. Contemporary businesses draw employees from a more diverse pool of talent than ever before. To be successful, top managers must understand how to develop and lead diverse teams.
Managing a group composed of individuals with unique cultures, backgrounds, personalities, and abilities can be a daunting task. As a manager, it is your responsibility to ensure that team and group interactions are successful. As you review the Learning Resources this week to prepare for your Discussion posting, think about how you define diversity and diversity affects teams. Pay particular attention to the media resource, “Will Differences Doom the Team,” which presents some of the challenges managers face when leading a diverse team, and consider the key competencies managers must possess to effectively manage a diverse team. As you prepare for your post, consider what diversity means for you and how the diversity you have encountered in your professional experience have impacted how the team functions.
.
Discussion 1 ClassismIncome and wages are measurable indicators.docxeve2xjazwa
Discussion 1: Classism
Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual's net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry.
Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community's ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011).
Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a "right" way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life.
·
Post
an analysis of how classism has factored into your life.
·
Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients.
References (use 2 or more)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Discussion 2: Power, Privilege, and Classism
Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients' realities. For this Discussion, review how classis.
Discussion 1 Cultural IdentityWhat is culture Is it synonymous w.docxeve2xjazwa
Discussion 1: Cultural Identity
What is culture? Is it synonymous with nationality? Can culture emerge from the intersection of multiple factors, such as gender identity, ability status, or language? Consider these questions as you prepare to describe your own culture.
For this Discussion, think about how you would identify your culture. Consider aspects of your identity.
I am black, a male, christian, heterosexual and do not have any disabilites.
Or explain any other identifiers that contribute to what you would consider your culture.
Post a description of important aspects of your culture that an outsider might not know.
Explain the information a social worker would need to know about your culture in order to effectively assist your family in the face of a pressing issue.
Describe potential consequences of a lack of cultural awareness on the social worker’s part.
References
James, J., Green, D., Rodriguez, C., & Fong, R. (2008). Addressing disproportionality through undoing racism, leadership development, and community engagement.
Child Welfare, 87
(2), 279–296.
[removed]O’Brien, M. (2011). Equality and fairness: Linking social justice and social work practice.
Journal of Social Work, 11
(2), 143–158.
.
Discuss the value of studying the arts. Consider the following quest.docxeve2xjazwa
Discuss the value of studying the arts. Consider the following questions:
What can it teach us about the past? The present? The future?
How has art influenced society? How has society influenced art?
How does an awareness of all of this impact your own life?
a 2page paragraph.
.
Discussion $5.00 Please use detailDiscuss the importance of pos.docxeve2xjazwa
Discussion $5.00 Please use detail
Discuss the importance of positive socialization and how different cultural and ethical perspectives influence different aspects of development, self-concept, and identity.
Evaluate environmental influences such as geographical variance, religious beliefs, and the construction of the school setting (e.g., boarding school versus public school, traditional versus experiential learning) for cultural and ethical differences on development.
Short Paper $10.00 at least 3 pages and 3 cited sources apa format. Please answer all questions
Prompt:
Based on the articles you read in Module Four on gender dysphoria, write a short paper about the influence of acceptance, parenting styles, and how
these can directly steer a child’s gender id
entity. Moreover, think about society today and acceptance of varied gender roles compared to the 1950s.
Also, consider and explore society’s influence on gender dysphoria in your argument. Is there a direct correlation to gender
identity and society or not?
Gender Dysphoria: Two Steps Forward, One Step Back
Gender Dysphoria
Gender Stereotypes in the Family Context: Mothers, Fathers, and Siblings
The Early Development of Gender Differences
Specifically, your paper should address the following:
What is different today in
parenting styles
compared to the 1950s?
Considering the criteria and changes made in the DSM in the most recent version (DSM-5) compared to earlier, outdated versions, is there a direct
correlation to
gender identity and society
or not?
.
Discuss why terrorism is difficult to quantify and has numerous defi.docxeve2xjazwa
Discuss why terrorism is difficult to quantify and has numerous definitions that are used throughout the world. In addition, compare and contrast the definitions of terrorism from the following agencies: FBI, DOD, DHS, DIA, CIA, U.S. State Department. What similarities or differences do you notice? Are the definitions aligned with the individual agency mission? Do you think the “cyclical nature of violence” discussed by Combs bears on these differences? Why or why not?
at least one page please answer all questions
.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. HUMAN DEVELOPMENT
Chapter 8
PSYCHOLOGY DEBORAH M.
LICHT MISTY G. HULL COCO BALLANTYNE
1
Voices
GIRL WITH POTENTIAL
Ericka Harley was 16 years old and starting her junior year of
high school when she found out she was pregnant.
Her mother, Joan, was disappointed to discover that her
daughter, an honor-roll student, would soon be a mom; she had
hoped Ericka might attend college and enjoy a successful
career.
Would Ericka ever make it to college?
The Study of Human Development (part 1)
DEVELOPMENTAL PSYCHOLOGY
Refers to field of psychology that examines physical, cognitive,
and socioemotional change
2. The Study of Human Development (part 2)
Socioemotional development
Refers to social behaviors, emotions, and changes experienced
in relationships, feelings, and overall disposition
Physical development
Involves maturation wherein the body follows a universal,
biologically driven progression in a generally predictable
pattern
Cognitive development
Includes changes in memory, problem solving, decision making,
language, and intelligence that tend to follow a universal course
early in life and considerable variability with age
The Study of Human Development (part 3)
BIOPSYCHOSOCIAL PERSPECTIVE
Recognizes contributions and interplay of biological,
psychological, and social forces facing human development
THREE MAJOR THEMES OR DEBATES
Stages or continuity
Hereditary and environmental influences
Stability and change
5
The Study of Human Development (part 4)
RESEARCH METHODS USED TO STUDY
DEVELOPMENTAL PROCESSES
Cross-sectional method
Examines people of different ages at a single point in time
Longitudinal method
3. Examines one sample of people over a period of time to
determine age-related changes
Cross-sequential method
Examines groups of people of different ages, following them
across time
6
Genetics, Conception, and Prenatal Development (part 1)
CHROMOSOMES AND GENES
Chromosomes
Inherited threadlike structures composed of deoxyribonucleic
acid (DNA)
Deoxyribonucleic acid (DNA)
Molecule that provides the instructions for the development and
production of cells
Gene
Specified segment of a DNA molecule
Genetics, Conception, and Prenatal Development (part 2)
CHROMOSOMES, DNA, AND GENES
Every cell in your body, except red blood cells and sex cells
(sperm or egg), contains a full set of 23 chromosome pairs like
those shown here.
These 23 chromosome pairs contain the full blueprint for you as
a complete, unique person. The primary component of each
chromosome is a single, tightly wound molecule of DNA.
Within that DNA are around 21,000 genes (Pennisi, 2012,
September 5), each determining specific traits such as hair
texture. Note the sex chromosomes (X and Y) on the lower
4. right, indicating that the sex is male. Photo: CNRI/Science
Source.
8
Genetics, Conception, and Prenatal Development (part 3)
CHROMOSOMES AND GENES
How exactly did you get your genes from your biological
parents?
Genes are found in chromosomes.
Chromosomes inherited from biological parents.
Sperm and egg both contain 23 chromosomes = 23 pairs.
Twenty-third chromosome pair determines genetic sex.
XX = female; XY = male
Genetics, Conception, and Prenatal Development (part 4)
Researchers with the Human Genome Project have decoded the
entire human genome, which contains about 21,000 DNA
segments known as genes (Pennisi, 2012, September 5).
Genes are the blueprints for proteins that endow you with a
unique set of traits, including eye color, hair texture, and—to a
certain extent—psychological characteristics.
The colored lights are an artistic representation of the human
genome, the complete set of DNA found in most cells in the
body.
10
Genetics, Conception, and Prenatal Development (part 5)
CHROMOSOMES AND GENES
Genotype
Includes an individual’s complete collection of genes
Does not change in response to the environment but interacts
with it—outcome is not predetermined
5. Phenotype
Refers to the observable characteristics of an individual that are
the result of this interaction
Includes unique physical, psychological, and behavioral
characteristics
Epigenetics
Examines the process involved in the development of
phenotypes
Genetics, Conception, and Prenatal Development (part 6)
CHROMOSOMES AND GENES
The dominant gene governs the expression of inherited
characteristics.
The recessive gene cannot overcome the influence of the
dominant gene.
The “widow’s peak,” or V-shaped hairline, is thought to be
determined by the presence of a single, dominant gene (Chiras,
2015). The man on the left must have at least one dominant
widow’s peak gene, while the man on the right has two
recessive straight hairline genes.
Genetics, Conception, and Prenatal Development (part 7)
FROM ZYGOTE TO EMBRYO TO FETUS
Zygote
Single cell formed by the union of a sperm cell and an egg
Travels down the fallopian tube while dividing into more cells
Multiples
Monozygotic twins develop from one egg inseminated at
conception.
Dizygotic twins occur when two eggs are inseminated by two
different sperm.
6. Genetics, Conception, and Prenatal Development (part 8)
Germinal period (conception to end of 2nd week)
Implanting in uterine wall; rapid growth
Embryo period (3rd to 8th week)
Cell differentiation; formation of major organs and systems
begin
Heart begins to beat; spinal cord and intestinal systems develop
by end of period
14
Genetics, Conception, and Prenatal Development (part 9)
Fetal period (2nd month to birth)
Rapid weight gain; clear sleep-wake cycles; all organs, systems,
and structures fully developed at birth
Brain weight one quarter of adult size
Prenatal Development and Periods of Critical Growth
Genetics, Conception, and Prenatal Development (part 10)
Teratogens
Embryos are not protected from all environmental dangers.
Teratogens can damage a zygote, embryo, or fetus.
Damage depends on the agent, timing, and duration of exposure.
Genetics, Conception, and Prenatal Development (part 11)
CAN YOU IDENTIFY THE POTENTIAL EFFECTS OF
TERATOGENS IN EACH OF THESE CATEGORIES?
Drugs
7. Environmental factors
Infections
Maternal disease
From conception until birth, the developing human is nestled
deep inside a woman’s body, but it remains vulnerable to threats
from the outside. See Table 8.1 for some common teratogens
and their effects.
See Table 8.1 for additional information about the dangers of
teratogens. From conception until birth, the developing human
is nestled deep inside a woman’s body, but it remains
vulnerable to threats from the outside. Listed here are some
common teratogens and their effects. Information from Brent
(2004)
18
Genetics, Conception, and Prenatal Development (part 12)
THE FETAL PERIOD
Between 2 months and birth (fetus)
Average birth weight around 7 pounds by North American
standards
Sleep-wake cycles demonstrated
FETAL ALCOHOL SYNDROME (FAS)
Delays in development that result from moderate to heavy
alcohol use during pregnancy
Symptoms may include physical growth delays, learning
disabilities, and problems with anxiety, attention, and impulse
regulation.
Infancy and Child Development (part 1)
NEWBORN GROWTH AND DEVELOPMENT
Newborn reflexes
Automatic responses to stimuli
Some necessary for survival; other no obvious purpose
8. Examples
Rooting, sucking, grasping, Babinski, stepping, Moro
See Table 8.2 for additional information about newborn
reflexes.
20
Infancy and Child Development (part 2)
NEWBORN GROWTH AND DEVELOPMENT
Newborn senses
Prefer human faces as opposed to geometric shapes
Discriminate mother’s voice shortly after birth
Distinguish smell of mother’s breast milk
Prefer sweet tastes, react to sour tastes, notice differences in
breast milk taste
React to sense of touch
Respond to pain
Have blurred vision for several months
Infancy and Child Development (part 3)
Infancy and Child Development (part 4)
THE GROWING BRAIN
Synaptic pruning
Increase in neural connections is not uniform in brain
Unused synaptic connections eliminated
Decrease in neural connection by 40–50% by puberty
Rosenzweig’s rats
Rosenzweig and colleagues demonstrated how environment
9. influences animal brain development.
Rats with an enriched environment experienced greater
increases in brain weight and synaptic connections.
Infancy and Child Development (part 5)
THE LANGUAGE EXPLOSION
Behaviorism and language
Proposes that all behavior—including language—is learned
through associations, reinforcers, and observations
Suggests language is learned through positive attention to
correct behavior and unpleasant attention to incorrect behavior
Infancy and Child Development (part 6)
THE LANGUAGE EXPLOSION (LAD)
Language acquisition device
Provides universal, innate mechanism for language learning
(Chomsky)
Infant-directed speech (IDS)
Used by caregivers worldwide and stimulates infant attention to
socially appropriate partners
Infancy and Child Development (part 7)
THE LANGUAGE EXPLOSION
Language in the environment
The amount of language in the home correlates with SES.
The quality of speech input is also critical to language
development.
A lag in reading, math, and academic achievement in general is
found in children of lower SES status who are beginning school.
Infancy and Child Development (part 8)
THE LANGUAGE EXPLOSION
10. Sequence of acquisition
Cooing
Babbling
Telegraphic speech
NATURE AND NURTURE
GENIE THE “FERAL CHILD”
In 1970, a social worker in Arcadia, California, discovered 13-
year-old “Genie.” Between the ages of 20 months and 13 years,
Genie suffered abuse, deprivation, and neglect. She was
deprived of physical activity, sensory stimulation, and
affection.
Efforts to build Genie’s vocabulary had mixed success. She
learned basic syntax principles and eventually spoke meaningful
sentences. There were, however, certain linguistic skills that
could not be mastered.
Why couldn’t Genie master these certain linguistic skills? What
implications does this have for all child language development?
Infancy and Child Development (part 9)
PIAGET AND COGNITIVE DEVELOPMENT
One of first to suggest infant cognitive abilities
Posits that child and adult cognition are different; cognitive
development takes place in stages
Senrorimotor: Object permanence
Preoperational: Egocentrism; conservation errors
Concrete operational: Logical thinking in reference to concrete
objects and circumstances
Formal operational: More logical and systematic thinking
See INFOGRAPHIC 8.3 for additional information about
11. Piaget’s theory of cognitive development.
29
Infancy and Child Development (part 10)
KEY PIAGETIAN TERMS
Schema
Collection of ideas that represent a basic unit of understanding
Assimilation
Using existing information and ideas to understand new
knowledge and experiences
Accommodation
Restructuring of old ideas to make a place for new information
Infancy and Child Development (part 11)
Infancy and Child Development (part 12)
PIAGET AND COGNITIVE DEVELOPMENT
The critics
Cognitive stage with distinct characteristic; transitions more
likely to be continuous
Cognitive abilities underestimated
Object permanence occurs sooner.
Formal operational stage may not be last stage; distinctions are
needed between adolescents and adults of various ages.
Infancy and Child Development (part 13)
VYGOTSKY AND COGNITIVE DEVELOPMENT
Overview
Social and cultural factors influence cognition.
Children are apprentices in relation to more capable and
experienced others (zone of proximal development).
Scaffolding
12. Children are pushed to go just beyond what they are competent
and capable of doing, while providing help in a decreasing
manner.
Infancy and Child Development (part 14)
KAGAN
Temperament
Characteristic differences in behavioral patterns and emotional
reactions that are evident from birth
High-reactive infants
Exhibit much distress with unfamiliar stimuli
Low-reactive infants
Do not respond to stimuli with great distress
Infancy and Child Development (part 15)
THOMAS AND CHESS
Temperament
Easy: Follow regular schedules; easily soothed; transition
easily; 40%
Difficult: Erratic schedule; poor transitioning; irritable and
unhappy; 10%
Slow to warm up: Not fond of change; 15%
More than one type of temperament: 39%
Infancy and Child Development (part 16)
THE HARLOWS AND THEIR MONKEYS
Research by Harry and Margaret Harlow and colleagues at the
University of Wisconsin showed that physical comfort is
important for the socioemotional development of these animals.
What do you think the monkeys did when given the choice
between a wire mesh “mother” that provided milk and a cloth-
13. covered “mother” without milk?
When given the choice between a wire mesh “mother” that
provided milk and a cloth-covered “mother” without milk, most
of the monkeys opted to snuggle with the cuddly cloth-covered
one (Harlow, 1958).
36
Infancy and Child Development (part 17)
MARY AINSWORTH
Attachment
Refers to degree to which infant feels emotional connection
with primary caregivers
Secure attachment
Avoidant attachment
Ambivalent attachment
Infancy and Child Development (part 18)
ATTACHMENT
The critics
Most of early work used mothers; subsequent research should
examine attachment to multiple caregivers.
Artificial environment created and does not mirror natural
environment.
Cross-cultural differences not always addressed.
Infancy and Child Development (part 19)
ERIKSON
Psychosocial stages
Proposed that human development is marked by eight
psychological stages from infancy to old age
14. Suggested that each stage is marked by developmental task or
emotional crisis to be resolved
Unsuccessful resolution results in difficulty at next stage
Infancy and Child Development (part 20)
ERIKSON’S STAGES ASSOCIATED WITH INFANCY AND
CHILDHOOD
Trust versus mistrust
Autonomy versus shame and doubt
Initiative versus guilt
Check Table 8.3 for a discussion of each stage and its positive
and negative resolutions.
Adolescence (part 1)
PHYSICAL AND COGNITIVE DEVELOPMENT
Key terms
Adolescence
Puberty
Primary sex characteristics
Secondary sex characteristics
Adolescence (part 2)
PHYSICAL AND COGNITIVE DEVELOPMENT
Menarche
Involves the point at which menstruation begins
Can begin as early as 9 or after age 14; typical age is between
12 and 13
Spermarche
Involves time when boys experience first ejaculation
STIs
More than half of 15- to 24-year-olds affected by new infections
15. Adolescent infections especially risky; often untreated
Adolescence (part 3)
PHYSICAL AND COGNITIVE DEVELOPMENT
Timing and effects of maturation
Early maturing girls: More negative outcomes; social anxiety,
higher risk of emotional problems and unhealthy and delinquent
behaviors; lower self-confidence
Early maturing boys: Generally, a more positive experience, but
aggressive behavior, cheating, temper tantrums common
Adolescence (part 4)
PHYSICAL AND COGNITIVE DEVELOPMENT
Formal operations (Piaget)
Use of deductive reasoning and critical thinking begins.
Characterized by abstract reasoning, classification, symbol use,
thinking beyond moment, and considering many possibilities
and hypothetical situations
Adolescent egocentrism
Involves intense focus on self and feelings of immortality
Can lead to an increase in risky behaviors
Adolescence (part 5)
Adolescent brain
Significant limbic system development compared with the
prefrontal cortex can lead to an increase in risk-taking behavior.
Increased myelination of axons occurs in the prefrontal cortex,
which is not yet fully developed.
Adolescents may not foresee the possible consequences of
reward-seeking activities.
Should this influence the decision about teenagers and the death
penalty?
16. Too Young
A teen inmate sits in her room at a maximum-security juvenile
facility in Illinois. As a result of the 2005 Roper v. Simmons
decision (Borra, 2005), defendants being tried for crimes
committed before age 18 are no longer candidates for the death
penalty. The U.S. Supreme Court arrived at this decision after
carefully weighing evidence submitted by the American
Psychological Association (APA) and others, which suggests
that the juvenile mind is still developing and vulnerable to
impulsivity and poor decision making (APA, 2013).
45
Adolescence (part 6)
SOCIOEMOTIONAL DEVELOPMENT IN ADOLESCENCE
Erikson’s stage of ego identity versus role confusion
Involves adolescent identity formation and trying out new roles
Influenced by positive resolution and success at earlier stages
Positive resolution = Stronger sense of values, beliefs, and
goals
Negative resolution = Role confusion
Adolescence (part 7)
PARENTS AND ADOLESCENTS
Relationships between teens and parents are generally positive,
but most involve some degree of conflict.
Many disputes center on everyday issues, like clothing and
chores, but the seemingly endless bickering does have a deeper
meaning.
The adolescent is breaking away from his parents, establishing
himself as an autonomous person.
17. Adolescent (part 8)
SOCIAL MEDIA AND PSYCHOLOGY
The social networking teen machine
Approximately 8% of Internet-using teenagers say they have
been bullied online in the past year; 88% have observed others
being “mean or cruel” on a social media site.
QUESTIONS TO CONSIDER
How might this behavior impact on the socioemotional
development for the bullied? For the bully?
What advice would you give to parents?
Adolescence (part 9)
KOHLBERG’S STAGES OF MORAL DEVELOPMENT
Kohlberg
Focused on specific changes in beliefs about right and wrong
Noted that environmental influences and interactions with
others support continued moral development
Proposed three sequential, universal levels of moral
development:
Preconventional moral reasoning
Conventional moral reasoning
Postconventional moral reasoning
Used a variety of fictional moral dilemma stories to determine
the stages of moral reasoning
49
Adolescence (part 10)
18. KOHLBERG’S STAGES OF MORAL DEVELOPMENT
Criticisms
Women’s moral reasoning not represented; importance of caring
and responsibility discounted (Gilligan)
Theory primarily applicable to Western, collectivist cultures
Moral behavior defined, but not predicted
Adolescence (part 11)
EMERGING ADULTHOOD
Occurs between age 18 and 25 years
Involves period of exploration and opportunity
Influenced by dependency on families for longer periods of time
Provides opportunities for seeking relationships, education, and
new world views
Support System
(Left to right, and front) Joan, Ericka, Ericka’s mentor Aisha,
and Niyah. In addition to Ericka’s grandmother, these are the
people who helped keep Ericka motivated and inspired
throughout college.
Ericka discovered Generation Hope, a non-profit organization
devoted to supporting teen parent college students.
Ericka considered withdrawing from college at one point, but
then she discovered Generation Hope, a non-profit organization
devoted to supporting teen parents as they work toward college
degrees. In addition to graduating cum laude, Ericka served as
president of the Student Government Association and belonged
to two honor societies. Courtesy Ericka Harley.
52
19. Adulthood (part 1)
PHYSICAL DEVELOPMENT
Early adulthood
Sensory systems and muscular and cardiovascular ability are
sharp.
Hearing starts to decline; lifestyle choices affect health.
Fertility-related changes occur.
Middle adulthood
Genes influence height and bone mass; exercise slows shrinking
process.
Wrinkles, sags, and skin spots may appear; hair thins and turns
grey; hearing loss continues; eyesight may decline; bones
weaken.
Adulthood (part 2)
PHYSICAL DEVELOPMENT
Late adulthood
Characterized by decline in physical and psychological
functions
Vision deteriorates (cataracts, impaired night vision).
Hearing declines; reaction time increases; information
processed more slowly; memory deteriorates.
Exercise fosters development of new neural networks.
Adulthood (part 3)
Early adulthood
Measures of aptitude remain stable from early to middle
adulthood.
Processing speed begins to decline.
Middle and late adulthood
Cognitive function does not necessarily decrease.
After age 70, decline is more apparent; some skills become
more refined.
20. Crystallized intelligence
Fluid intelligence
From the Pages of SCIENTIFIC AMERICAN
JOIN A CLUB, STAY SHARP
Group social activity beats one-on-one encounters for
preventing cognitive decline.
Research findings suggest that the mental boost from group
activity becomes better with age.
Why does this occur?
Group relationships may sharpen skills by requiring
maintenance efforts and reinforcing self-identity.
Adulthood (part 4)
SOCIOEMOTIONAL DEVELOPMENT: EARLY, MIDDLE,
AND LATE ADULTHOOD
Erikson and adulthood
Young adulthood: Intimacy versus isolation
Middle adulthood: Generativity versus stagnation
Late adulthood: Integrity versus despair
Adulthood (part 5)
PARENTING
Baumrind identified four parenting behavioral styles:
Authoritarian parenting
Authoritative parenting
Permissive parenting
Uninvolved parenting
How would you describe each of these styles to prospective
parents?
21. Adulthood (part 6)
SOCIOEMOTIONAL DEVELOPMENT: EARLY, MIDDLE,
AND LATE ADULTHOOD
Growing old with grace
As of 2014, fewer than 1% of Americans older than 65 lived in
a nursing home.
Most older adults in the United States enjoy active, healthy,
independent lives.
Positive emotions are more frequent; emotional stability
increases; stress and anger decreases.
Death and Dying
DEATH AND DYING
Kübler-Ross’ theory regarding imminent death (2009)
Denial
Anger
Bargaining
Depression
Acceptance
Across the World
DEATH IN DIFFERENT CULTURES
Views of death are related to religion and culture.
Every culture has its own collection of ideas about death.
Like any developmental step, the experience of death is shaped
by countless social, psychological, and biological factors.
Personal Values List
Silvers 302-03-Spring 2020
22. Consciously or unconsciously, your personal values will
determine how you operate your business,
how you treat your employees, and how you treat your
customers and venders. Best we determine
what those values are now so you can make good choices in the
future.
I invite you to go within yourself to see what is true for you by
discovering your personal values in this
easy and fun process.
Here are the steps you will take:
1. Relax and review the personal values list on page 2.
a. It is suggested you do this process in two to three phases i.e.,
first find 50 values you like,
let it rest – Come back later and narrow the list to 25, let it rest
again - Come back a third
time and choose your final seven values.
2. You will recognize those values that are meant for you. You
don’t have to mentally strain to
find them, they just seem obvious. Trust your process.
3. You may be drawn to values that seem to be the opposite of a
perceived weaknesses or ones
you want to develop more strongly. There is no right or wrong
23. here, just what you want.
4. Next, you will rank-order the others by asking, “If I could
only have one more value, which one
would it be?”
5. Once you get seven values on the list, you might find that the
leftover values are actually a
prerequisite of one of the higher values and are bundled into
your understanding of the higher
value. If that is the case, you don’t need to list it.
6. You will end up with a values list of seven total. Double
check to make sure you like the order
and everything that should be on the list is on the list.
Note:
This may not be your permanent-forever-lifetime values list,
and that is OK. However, this will be the
list of values list we will use for this small business
management class. This is your private list and
you will only share it if you want to. You will need it for the
rest of the course as a key part of learning
to “think like an owner”.
Assignment:
Now that you have determined your personal values, complete
the following:
1. Using numerical value bullets points, list your values in
24. order, first to last (#1 to #7)
2. Having developed your values, perhaps for the first time,
write a short paragraph (three to five
compete sentences) to discuss your thoughts about your values –
What’s this all mean to you
as a manager?
3. Discuss how (you think) your values apply to you as a future
manager of people, processes,
and systems.
4. Thinking like a manager:
• With values in mind, what’s most important to you as a
manager of people, processes, and
systems and why?
• How your values help or hinder you with
o Operating your department or business?
o How you treat your employees?
o How you treat your venders?
o How you treat customers?
Silvers 302-03-Spring 2020
Common Personal Values
Accomplishment Good will Quality over quantity
Abundance Goodness Quantity over quality
Accountability Gratitude Reciprocity
25. Accuracy Hard work Recognition
Achievement Harmony Regularity
Adventure Healing Relaxation
Approval Holistic Living Reliability
Autonomy Honesty Resourcefulness
Balance Honor Respect for others
Beauty Improvement Responsibility
Challenge Independence Responsiveness
Change Individuality Results
Clarity Initiative Romance
Cleanliness, orderliness Inner peace Rule of Law
Collaboration Innovation Sacrifice
Commitment Integrity Safety
Communication Intelligence Satisfying others
Community Intensity Security
Compassion Intimacy Self-awareness
Competence Intuition Self-confidence
Competition Joy Self-esteem
27. Equality Peace, Non-violence Strength
Excellence Perfection Success
Exploration Perseverance Systemization
Fairness Persistence Teamwork
Faith Personal Growth Timeliness
Faithfulness Personal health Tolerance
Family Pleasure Tradition
Flair Power Tranquility
Flexibility Practicality Trust
Forgiveness Preservation Trustworthiness
Freedom Privacy Truth
Friendship Problem solving Unity
Frugality Professionalism Variety
Fulfillment Progress Vitality
Fun Prosperity Wealth
Generosity Punctuality Wisdom
Genuineness Purpose
28. HUMAN DEVELOPMENT
Chapter 8
PSYCHOLOGY DEBORAH M.
LICHT MISTY G. HULL COCO BALLANTYNE
1
Voices
GIRL WITH POTENTIAL
Ericka Harley was 16 years old and starting her junior year of
high school when she found out she was pregnant.
Her mother, Joan, was disappointed to discover that her
daughter, an honor-roll student, would soon be a mom; she had
hoped Ericka might attend college and enjoy a successful
career.
Would Ericka ever make it to college?
The Study of Human Development (part 1)
DEVELOPMENTAL PSYCHOLOGY
Refers to field of psychology that examines physical, cognitive,
and socioemotional change
The Study of Human Development (part 2)
29. Socioemotional development
Refers to social behaviors, emotions, and changes experienced
in relationships, feelings, and overall disposition
Physical development
Involves maturation wherein the body follows a universal,
biologically driven progression in a generally predictable
pattern
Cognitive development
Includes changes in memory, problem solving, decision making,
language, and intelligence that tend to follow a universal course
early in life and considerable variability with age
The Study of Human Development (part 3)
BIOPSYCHOSOCIAL PERSPECTIVE
Recognizes contributions and interplay of biological,
psychological, and social forces facing human development
THREE MAJOR THEMES OR DEBATES
Stages or continuity
Hereditary and environmental influences
Stability and change
5
The Study of Human Development (part 4)
RESEARCH METHODS USED TO STUDY
DEVELOPMENTAL PROCESSES
Cross-sectional method
Examines people of different ages at a single point in time
Longitudinal method
Examines one sample of people over a period of time to
30. determine age-related changes
Cross-sequential method
Examines groups of people of different ages, following them
across time
6
Genetics, Conception, and Prenatal Development (part 1)
CHROMOSOMES AND GENES
Chromosomes
Inherited threadlike structures composed of deoxyribonucleic
acid (DNA)
Deoxyribonucleic acid (DNA)
Molecule that provides the instructions for the development and
production of cells
Gene
Specified segment of a DNA molecule
Genetics, Conception, and Prenatal Development (part 2)
CHROMOSOMES, DNA, AND GENES
Every cell in your body, except red blood cells and sex cells
(sperm or egg), contains a full set of 23 chromosome pairs like
those shown here.
These 23 chromosome pairs contain the full blueprint for you as
a complete, unique person. The primary component of each
chromosome is a single, tightly wound molecule of DNA.
Within that DNA are around 21,000 genes (Pennisi, 2012,
September 5), each determining specific traits such as hair
texture. Note the sex chromosomes (X and Y) on the lower
right, indicating that the sex is male. Photo: CNRI/Science
31. Source.
8
Genetics, Conception, and Prenatal Development (part 3)
CHROMOSOMES AND GENES
How exactly did you get your genes from your biological
parents?
Genes are found in chromosomes.
Chromosomes inherited from biological parents.
Sperm and egg both contain 23 chromosomes = 23 pairs.
Twenty-third chromosome pair determines genetic sex.
XX = female; XY = male
Genetics, Conception, and Prenatal Development (part 4)
Researchers with the Human Genome Project have decoded the
entire human genome, which contains about 21,000 DNA
segments known as genes (Pennisi, 2012, September 5).
Genes are the blueprints for proteins that endow you with a
unique set of traits, including eye color, hair texture, and—to a
certain extent—psychological characteristics.
The colored lights are an artistic representation of the human
genome, the complete set of DNA found in most cells in the
body.
10
Genetics, Conception, and Prenatal Development (part 5)
CHROMOSOMES AND GENES
Genotype
Includes an individual’s complete collection of genes
Does not change in response to the environment but interacts
with it—outcome is not predetermined
Phenotype
32. Refers to the observable characteristics of an individual that are
the result of this interaction
Includes unique physical, psychological, and behavioral
characteristics
Epigenetics
Examines the process involved in the development of
phenotypes
Genetics, Conception, and Prenatal Development (part 6)
CHROMOSOMES AND GENES
The dominant gene governs the expression of inherited
characteristics.
The recessive gene cannot overcome the influence of the
dominant gene.
The “widow’s peak,” or V-shaped hairline, is thought to be
determined by the presence of a single, dominant gene (Chiras,
2015). The man on the left must have at least one dominant
widow’s peak gene, while the man on the right has two
recessive straight hairline genes.
Genetics, Conception, and Prenatal Development (part 7)
FROM ZYGOTE TO EMBRYO TO FETUS
Zygote
Single cell formed by the union of a sperm cell and an egg
Travels down the fallopian tube while dividing into more cells
Multiples
Monozygotic twins develop from one egg inseminated at
conception.
Dizygotic twins occur when two eggs are inseminated by two
different sperm.
Genetics, Conception, and Prenatal Development (part 8)
33. Germinal period (conception to end of 2nd week)
Implanting in uterine wall; rapid growth
Embryo period (3rd to 8th week)
Cell differentiation; formation of major organs and systems
begin
Heart begins to beat; spinal cord and intestinal systems develop
by end of period
14
Genetics, Conception, and Prenatal Development (part 9)
Fetal period (2nd month to birth)
Rapid weight gain; clear sleep-wake cycles; all organs, systems,
and structures fully developed at birth
Brain weight one quarter of adult size
Prenatal Development and Periods of Critical Growth
Genetics, Conception, and Prenatal Development (part 10)
Teratogens
Embryos are not protected from all environmental dangers.
Teratogens can damage a zygote, embryo, or fetus.
Damage depends on the agent, timing, and duration of exposure.
Genetics, Conception, and Prenatal Development (part 11)
CAN YOU IDENTIFY THE POTENTIAL EFFECTS OF
TERATOGENS IN EACH OF THESE CATEGORIES?
Drugs
Environmental factors
34. Infections
Maternal disease
From conception until birth, the developing human is nestled
deep inside a woman’s body, but it remains vulnerable to threats
from the outside. See Table 8.1 for some common teratogens
and their effects.
See Table 8.1 for additional information about the dangers of
teratogens. From conception until birth, the developing human
is nestled deep inside a woman’s body, but it remains
vulnerable to threats from the outside. Listed here are some
common teratogens and their effects. Information from Brent
(2004)
18
Genetics, Conception, and Prenatal Development (part 12)
THE FETAL PERIOD
Between 2 months and birth (fetus)
Average birth weight around 7 pounds by North American
standards
Sleep-wake cycles demonstrated
FETAL ALCOHOL SYNDROME (FAS)
Delays in development that result from moderate to heavy
alcohol use during pregnancy
Symptoms may include physical growth delays, learning
disabilities, and problems with anxiety, attention, and impulse
regulation.
Infancy and Child Development (part 1)
NEWBORN GROWTH AND DEVELOPMENT
Newborn reflexes
Automatic responses to stimuli
Some necessary for survival; other no obvious purpose
Examples
35. Rooting, sucking, grasping, Babinski, stepping, Moro
See Table 8.2 for additional information about newborn
reflexes.
20
Infancy and Child Development (part 2)
NEWBORN GROWTH AND DEVELOPMENT
Newborn senses
Prefer human faces as opposed to geometric shapes
Discriminate mother’s voice shortly after birth
Distinguish smell of mother’s breast milk
Prefer sweet tastes, react to sour tastes, notice differences in
breast milk taste
React to sense of touch
Respond to pain
Have blurred vision for several months
Infancy and Child Development (part 3)
Infancy and Child Development (part 4)
THE GROWING BRAIN
Synaptic pruning
Increase in neural connections is not uniform in brain
Unused synaptic connections eliminated
Decrease in neural connection by 40–50% by puberty
Rosenzweig’s rats
Rosenzweig and colleagues demonstrated how environment
influences animal brain development.
36. Rats with an enriched environment experienced greater
increases in brain weight and synaptic connections.
Infancy and Child Development (part 5)
THE LANGUAGE EXPLOSION
Behaviorism and language
Proposes that all behavior—including language—is learned
through associations, reinforcers, and observations
Suggests language is learned through positive attention to
correct behavior and unpleasant attention to incorrect behavior
Infancy and Child Development (part 6)
THE LANGUAGE EXPLOSION (LAD)
Language acquisition device
Provides universal, innate mechanism for language learning
(Chomsky)
Infant-directed speech (IDS)
Used by caregivers worldwide and stimulates infant attention to
socially appropriate partners
Infancy and Child Development (part 7)
THE LANGUAGE EXPLOSION
Language in the environment
The amount of language in the home correlates with SES.
The quality of speech input is also critical to language
development.
A lag in reading, math, and academic achievement in general is
found in children of lower SES status who are beginning school.
Infancy and Child Development (part 8)
THE LANGUAGE EXPLOSION
Sequence of acquisition
37. Cooing
Babbling
Telegraphic speech
NATURE AND NURTURE
GENIE THE “FERAL CHILD”
In 1970, a social worker in Arcadia, California, discovered 13-
year-old “Genie.” Between the ages of 20 months and 13 years,
Genie suffered abuse, deprivation, and neglect. She was
deprived of physical activity, sensory stimulation, and
affection.
Efforts to build Genie’s vocabulary had mixed success. She
learned basic syntax principles and eventually spoke meaningful
sentences. There were, however, certain linguistic skills that
could not be mastered.
Why couldn’t Genie master these certain linguistic skills? What
implications does this have for all child language development?
Infancy and Child Development (part 9)
PIAGET AND COGNITIVE DEVELOPMENT
One of first to suggest infant cognitive abilities
Posits that child and adult cognition are different; cognitive
development takes place in stages
Senrorimotor: Object permanence
Preoperational: Egocentrism; conservation errors
Concrete operational: Logical thinking in reference to concrete
objects and circumstances
Formal operational: More logical and systematic thinking
See INFOGRAPHIC 8.3 for additional information about
Piaget’s theory of cognitive development.
38. 29
Infancy and Child Development (part 10)
KEY PIAGETIAN TERMS
Schema
Collection of ideas that represent a basic unit of understanding
Assimilation
Using existing information and ideas to understand new
knowledge and experiences
Accommodation
Restructuring of old ideas to make a place for new information
Infancy and Child Development (part 11)
Infancy and Child Development (part 12)
PIAGET AND COGNITIVE DEVELOPMENT
The critics
Cognitive stage with distinct characteristic; transitions more
likely to be continuous
Cognitive abilities underestimated
Object permanence occurs sooner.
Formal operational stage may not be last stage; distinctions are
needed between adolescents and adults of various ages.
Infancy and Child Development (part 13)
VYGOTSKY AND COGNITIVE DEVELOPMENT
Overview
Social and cultural factors influence cognition.
Children are apprentices in relation to more capable and
experienced others (zone of proximal development).
Scaffolding
Children are pushed to go just beyond what they are competent
39. and capable of doing, while providing help in a decreasing
manner.
Infancy and Child Development (part 14)
KAGAN
Temperament
Characteristic differences in behavioral patterns and emotional
reactions that are evident from birth
High-reactive infants
Exhibit much distress with unfamiliar stimuli
Low-reactive infants
Do not respond to stimuli with great distress
Infancy and Child Development (part 15)
THOMAS AND CHESS
Temperament
Easy: Follow regular schedules; easily soothed; transition
easily; 40%
Difficult: Erratic schedule; poor transitioning; irritable and
unhappy; 10%
Slow to warm up: Not fond of change; 15%
More than one type of temperament: 39%
Infancy and Child Development (part 16)
THE HARLOWS AND THEIR MONKEYS
Research by Harry and Margaret Harlow and colleagues at the
University of Wisconsin showed that physical comfort is
important for the socioemotional development of these animals.
What do you think the monkeys did when given the choice
between a wire mesh “mother” that provided milk and a cloth-
covered “mother” without milk?
40. When given the choice between a wire mesh “mother” that
provided milk and a cloth-covered “mother” without milk, most
of the monkeys opted to snuggle with the cuddly cloth-covered
one (Harlow, 1958).
36
Infancy and Child Development (part 17)
MARY AINSWORTH
Attachment
Refers to degree to which infant feels emotional connection
with primary caregivers
Secure attachment
Avoidant attachment
Ambivalent attachment
Infancy and Child Development (part 18)
ATTACHMENT
The critics
Most of early work used mothers; subsequent research should
examine attachment to multiple caregivers.
Artificial environment created and does not mirror natural
environment.
Cross-cultural differences not always addressed.
Infancy and Child Development (part 19)
ERIKSON
Psychosocial stages
Proposed that human development is marked by eight
psychological stages from infancy to old age
Suggested that each stage is marked by developmental task or
41. emotional crisis to be resolved
Unsuccessful resolution results in difficulty at next stage
Infancy and Child Development (part 20)
ERIKSON’S STAGES ASSOCIATED WITH INFANCY AND
CHILDHOOD
Trust versus mistrust
Autonomy versus shame and doubt
Initiative versus guilt
Check Table 8.3 for a discussion of each stage and its positive
and negative resolutions.
Adolescence (part 1)
PHYSICAL AND COGNITIVE DEVELOPMENT
Key terms
Adolescence
Puberty
Primary sex characteristics
Secondary sex characteristics
Adolescence (part 2)
PHYSICAL AND COGNITIVE DEVELOPMENT
Menarche
Involves the point at which menstruation begins
Can begin as early as 9 or after age 14; typical age is between
12 and 13
Spermarche
Involves time when boys experience first ejaculation
STIs
More than half of 15- to 24-year-olds affected by new infections
Adolescent infections especially risky; often untreated
42. Adolescence (part 3)
PHYSICAL AND COGNITIVE DEVELOPMENT
Timing and effects of maturation
Early maturing girls: More negative outcomes; social anxiety,
higher risk of emotional problems and unhealthy and delinquent
behaviors; lower self-confidence
Early maturing boys: Generally, a more positive experience, but
aggressive behavior, cheating, temper tantrums common
Adolescence (part 4)
PHYSICAL AND COGNITIVE DEVELOPMENT
Formal operations (Piaget)
Use of deductive reasoning and critical thinking begins.
Characterized by abstract reasoning, classification, symbol use,
thinking beyond moment, and considering many possibilities
and hypothetical situations
Adolescent egocentrism
Involves intense focus on self and feelings of immortality
Can lead to an increase in risky behaviors
Adolescence (part 5)
Adolescent brain
Significant limbic system development compared with the
prefrontal cortex can lead to an increase in risk-taking behavior.
Increased myelination of axons occurs in the prefrontal cortex,
which is not yet fully developed.
Adolescents may not foresee the possible consequences of
reward-seeking activities.
Should this influence the decision about teenagers and the death
penalty?
43. Too Young
A teen inmate sits in her room at a maximum-security juvenile
facility in Illinois. As a result of the 2005 Roper v. Simmons
decision (Borra, 2005), defendants being tried for crimes
committed before age 18 are no longer candidates for the death
penalty. The U.S. Supreme Court arrived at this decision after
carefully weighing evidence submitted by the American
Psychological Association (APA) and others, which suggests
that the juvenile mind is still developing and vulnerable to
impulsivity and poor decision making (APA, 2013).
45
Adolescence (part 6)
SOCIOEMOTIONAL DEVELOPMENT IN ADOLESCENCE
Erikson’s stage of ego identity versus role confusion
Involves adolescent identity formation and trying out new roles
Influenced by positive resolution and success at earlier stages
Positive resolution = Stronger sense of values, beliefs, and
goals
Negative resolution = Role confusion
Adolescence (part 7)
PARENTS AND ADOLESCENTS
Relationships between teens and parents are generally positive,
but most involve some degree of conflict.
Many disputes center on everyday issues, like clothing and
chores, but the seemingly endless bickering does have a deeper
meaning.
The adolescent is breaking away from his parents, establishing
himself as an autonomous person.
44. Adolescent (part 8)
SOCIAL MEDIA AND PSYCHOLOGY
The social networking teen machine
Approximately 8% of Internet-using teenagers say they have
been bullied online in the past year; 88% have observed others
being “mean or cruel” on a social media site.
QUESTIONS TO CONSIDER
How might this behavior impact on the socioemotional
development for the bullied? For the bully?
What advice would you give to parents?
Adolescence (part 9)
KOHLBERG’S STAGES OF MORAL DEVELOPMENT
Kohlberg
Focused on specific changes in beliefs about right and wrong
Noted that environmental influences and interactions with
others support continued moral development
Proposed three sequential, universal levels of moral
development:
Preconventional moral reasoning
Conventional moral reasoning
Postconventional moral reasoning
Used a variety of fictional moral dilemma stories to determine
the stages of moral reasoning
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Adolescence (part 10)
KOHLBERG’S STAGES OF MORAL DEVELOPMENT
45. Criticisms
Women’s moral reasoning not represented; importance of caring
and responsibility discounted (Gilligan)
Theory primarily applicable to Western, collectivist cultures
Moral behavior defined, but not predicted
Adolescence (part 11)
EMERGING ADULTHOOD
Occurs between age 18 and 25 years
Involves period of exploration and opportunity
Influenced by dependency on families for longer periods of time
Provides opportunities for seeking relationships, education, and
new world views
Support System
(Left to right, and front) Joan, Ericka, Ericka’s mentor Aisha,
and Niyah. In addition to Ericka’s grandmother, these are the
people who helped keep Ericka motivated and inspired
throughout college.
Ericka discovered Generation Hope, a non-profit organization
devoted to supporting teen parent college students.
Ericka considered withdrawing from college at one point, but
then she discovered Generation Hope, a non-profit organization
devoted to supporting teen parents as they work toward college
degrees. In addition to graduating cum laude, Ericka served as
president of the Student Government Association and belonged
to two honor societies. Courtesy Ericka Harley.
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46. Adulthood (part 1)
PHYSICAL DEVELOPMENT
Early adulthood
Sensory systems and muscular and cardiovascular ability are
sharp.
Hearing starts to decline; lifestyle choices affect health.
Fertility-related changes occur.
Middle adulthood
Genes influence height and bone mass; exercise slows shrinking
process.
Wrinkles, sags, and skin spots may appear; hair thins and turns
grey; hearing loss continues; eyesight may decline; bones
weaken.
Adulthood (part 2)
PHYSICAL DEVELOPMENT
Late adulthood
Characterized by decline in physical and psychological
functions
Vision deteriorates (cataracts, impaired night vision).
Hearing declines; reaction time increases; information
processed more slowly; memory deteriorates.
Exercise fosters development of new neural networks.
Adulthood (part 3)
Early adulthood
Measures of aptitude remain stable from early to middle
adulthood.
Processing speed begins to decline.
Middle and late adulthood
Cognitive function does not necessarily decrease.
After age 70, decline is more apparent; some skills become
more refined.
Crystallized intelligence
47. Fluid intelligence
From the Pages of SCIENTIFIC AMERICAN
JOIN A CLUB, STAY SHARP
Group social activity beats one-on-one encounters for
preventing cognitive decline.
Research findings suggest that the mental boost from group
activity becomes better with age.
Why does this occur?
Group relationships may sharpen skills by requiring
maintenance efforts and reinforcing self-identity.
Adulthood (part 4)
SOCIOEMOTIONAL DEVELOPMENT: EARLY, MIDDLE,
AND LATE ADULTHOOD
Erikson and adulthood
Young adulthood: Intimacy versus isolation
Middle adulthood: Generativity versus stagnation
Late adulthood: Integrity versus despair
Adulthood (part 5)
PARENTING
Baumrind identified four parenting behavioral styles:
Authoritarian parenting
Authoritative parenting
Permissive parenting
Uninvolved parenting
How would you describe each of these styles to prospective
parents?
Adulthood (part 6)
48. SOCIOEMOTIONAL DEVELOPMENT: EARLY, MIDDLE,
AND LATE ADULTHOOD
Growing old with grace
As of 2014, fewer than 1% of Americans older than 65 lived in
a nursing home.
Most older adults in the United States enjoy active, healthy,
independent lives.
Positive emotions are more frequent; emotional stability
increases; stress and anger decreases.
Death and Dying
DEATH AND DYING
Kübler-Ross’ theory regarding imminent death (2009)
Denial
Anger
Bargaining
Depression
Acceptance
Across the World
DEATH IN DIFFERENT CULTURES
Views of death are related to religion and culture.
Every culture has its own collection of ideas about death.
Like any developmental step, the experience of death is shaped
by countless social, psychological, and biological factors.