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Part 6 (Life Span)
- 1. PART 6
1 DEVELOPMENTAL PSYCHOLOGY’S MAJOR ISSUES
SECTIONS
DEVELOPING THROUGH THE LIFE
SPAN
Ń°
6
Psychology, Twelfth Edition (Myers, D. G.)
2 PRENATAL DEVELOPMENT AND THE NEWBORN
3 INFANCY AND CHILDHOOD
4 ADOLESCENCE
5 ADULTHOOD
© T.G. Lane 2018
- 2. LEARNING OBJECTIVES
• Discuss the process of human conception and how genetics
and the environment influence development
• Discuss how infants develop physically, cognitively, and socially
throughout childhood
• Differentiate between each of Piaget’s five stages of cognitive
development
• Discuss how infants form secure attachments with their
caregivers
DEVELOPING THROUGH THE LIFE SPAN
• Discuss the current view of cognitive development and how
this view has helped to uncover new ideas on Piaget’s work
PART6
© T.G. Lane 2018
- 3. LEARNING OBJECTIVES
• Discuss the physical changes that humans experience from
early adolescence to late adulthood
• Discuss how the brain develops throughout humans’
adolescent years
• Identify examples of Kohlberg’s three stages of moral
development
• Discuss how adults develop physically, cognitively, and
socially from early to late adulthood
DEVELOPING THROUGH THE LIFE SPAN
• Discuss and identify examples of Erikson’s psychosocial
stages of development
PART6
© T.G. Lane 2018
- 5. DEVELOPMENTAL PSYCHOLOGY’S MAJOR ISSUES1
Developmental psychologists play a major part in examining how
people are continually developing.
• developmental psychology: a branch of psychology that
studies physical, cognitive, and social change throughout
the life span.
What three issues have engaged developmental psychologists?1:
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- 6. DEVELOPMENTAL PSYCHOLOGY’S MAJOR ISSUES1
Developmental psychologists tend to focus on three major issues:
CONTINUITY & STAGES
(gradual & sequenced)
NATURE & NURTURE
(genetics & experience) &
&
CHANGE & STABILITY
(age difference & persistence)
& ( )
1
2
3
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- 9. 1.
2.
3.
4.
PRENATAL DEVELOPMENT AND THE NEWBORN2
A human sperm cell is considered a haploid cell
(containing 23 chromosomes)
CONCEPTION
SPERM & EGG
FUSE
(diploid)
• 1The sperm penetrates the female egg
coating.
ZYGOTE
• 2the nucleus of the sperm fuses with
the nucleus of the egg (containing an
additional 23 chromosomes from the
mother), creating a diploid cell
• 3if sustainable, the diploid cell (now
containing 46 chromosomes) makes
an identical copy of itself
• 4the subdivision process repeats itself
to include identical and differing
cells
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PRENATAL DEVELOPMENT
About 10 days after conception, the zygote
attaches to the mother’s uterine wall.
• The zygote’s inner cells become the em-
bryo; the outer cells become the placenta
(i.e. the area that transfers nutrients
and oxygen from the mother to embryo).
• By 9 weeks after conception, an embryo
looks unmistakably human.
At each prenatal stage, genetic and environ-
mental factors affect human development.
PRENATAL DEVELOPMENT AND THE NEWBORN
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PRENATAL DEVELOPMENT
In addition to transferring nutrients and oxygen
from mother to fetus, the placenta screens out
teratogens.
• teratogens: agents, such as chemicals
and viruses, that can reach the
embryo or fetus during prenatal
development and cause birth defects
PRENATAL DEVELOPMENT AND THE NEWBORN
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THE COMPETENT NEWBORN
What are some newborn abilities and how do researchers explore
infants’ mental abilities?
2:
Babies come with software preloaded on their
neural hard drives (automatic reflex responses).
• withdraw limbs to escape pain
• turn head when breathing path
is blocked
• touch of the cheek prompts feeding
behavior (sucking)
• cry when hungry
• tonguing, swallowing, and breathing
PRENATAL DEVELOPMENT AND THE NEWBORN
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One technique developmental researchers use to answer questions
about what babies can see, hear, smell, and think (or collect with their
senses) is a simple form of learning called habituation.
• habituation: decreasing
responsiveness with
repeated stimulation; as
infants gain familiarity with
repeated exposure to a
visual stimulus, their interest
wanes and they look away
sooner
THE COMPETENT NEWBORN
PRENATAL DEVELOPMENT AND THE NEWBORN
Video Clip
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PHYSICAL DEVELOPMENT
INFANCY AND CHILDHOOD
Through maturation, a baby grows from newborn to toddler, and
during childhood from toddler to teenager; we all traveled this path,
with its physical, cognitive, and social milestones.
• maturation: biological growth
processes that enable a sequence of
orderly changes in behavior, relatively
uninfluenced by experiences
• Genetic growth tendencies are
inborn; maturation (nature)
sets the basic course of dev-
lopment; experience (nurture)
adjusts it.
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During infancy and childhood, how do the brain and motor skills
develop?
3:
PHYSICAL DEVELOPMENT
INFANCY AND CHILDHOOD
Brain Development
• When humans are born, they have
most of the brain cells they will
ever need; however, the nervous
system at birth is immature.
• After birth, the branching neural
networks that eventually enabled
individuals to walk, talk, and
remember go through rapid growth.
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• As an infant’s muscles and the nervous system mature
physical coordinator skills emerge; the sequence of physical
(motor) development is generally universal.
• Genes guide motor development;
this is true for walking as well as
bowel and bladder control.
Motor Development
INFANCY AND CHILDHOOD
• Increased development of
the cerebellum along with
muscular and neural
maturation are necessary.
PHYSICAL DEVELOPMENT
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Studies indicate that the average age of earliest conscious memory
is 3.5 years.
Maturation and Infant Memory
• Although humans consciously recall little from
before age 4, one’s memory still processes
information during those early years (e.g.
baby calmed by moving crib mobile tied to
their leg).
INFANCY AND CHILDHOOD
PHYSICAL DEVELOPMENT
• As children get older (well into adolescence),
their hippocampus and frontal lobes (areas
associated with memory) continue to mature.
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COGNITIVE DEVELOPMENT
From the perspective of Piaget and of today’s researchers, how
does a child’s cognitive mind (mental abilities) develop?
4:
3.5
Interest has been in determining when infants develop the cognitive
skills necessary of being fully conscious of their surroundings.
• cognition: all the mental activities
associated with thinking, knowing,
remembering, and communicating
• Piaget is one of the earliest re-
searchers who was instrumental
in examining children's cognitive
development.
INFANCY AND CHILDHOOD
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• His findings have helped to understand
more about how children’s reasoning is
different from adults.
COGNITIVE DEVELOPMENT
Piaget theorized that children’s minds develop through a series of stages
from interacting with the physical environment (i.e., humans become
more advanced in their thinking as they move through each stage).
INFANCY AND CHILDHOOD
+
• He believed that as children grew
older their cognitive ability became
more advanced.
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COGNITIVE DEVELOPMENT
Piaget believed that children constantly try to construct more ad-
vanced understanding of their world/experiences and attempt to do
this by developing 1schemas, 2assimilating new experiences, and
3accommodating schemas.
INFANCY AND CHILDHOOD
1 2 3
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COGNITIVE DEVELOPMENT
• 1schema: a concept or framework that organizes and interprets
information
• 2assimilation: interpreting one’s new experience in terms of
one’s existing schemas
• 3accommodation: adapting one’s current understandings
(schemas) to incorporate new information
INFANCY AND CHILDHOOD
1 2 3
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COGNITIVE DEVELOPMENT
Piaget proposed that children progress (by improving) through four
stages of cognitive development:
Piaget’s Theory
1. Sensorimotor Stage
2. Preoperational Stage
3. Concrete Stage
4. Formal Operational Stage
INFANCY AND CHILDHOOD
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COGNITIVE DEVELOPMENT
SENSORIMOTOR STAGE
INFANCY AND CHILDHOOD
• object permanence: the
awareness that things con-
tinue to exist even when not
perceived (young infants lack
this ability– ends around 8
months)
• stranger anxiety
sensorimotor stage: infants during
this stage know the world mostly
in terms of their sensory impress-
ions and motor activities.
BIRTH – NEARLY AGE 2
Video Clip
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COGNITIVE DEVELOPMENT
PREOPERATIONAL STAGE
INFANCY AND CHILDHOOD
preoperational stage: children
during this stage learn to use
language but do not yet
comprehend the mental
operations of concrete logic
• egocentric: a child’s difficulty
in taking another’s point of
view
• conservation: a child’s diffi-
culty in realizing that mass,
volume, and number remain
the same despite the changes
in the forms of objects
AGE 2 – ABOUT 6 OR 7
VideoClipVideoClip
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COGNITIVE DEVELOPMENT
CONCRETE STAGE
INFANCY AND CHILDHOOD
concrete operational stage: during
this stage children gain the mental
operations that enable them to think
logically about concrete events
involving actual experiences
AGE 7 – 11
• conservation
• mathematic transformation
Video Clip
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COGNITIVE DEVELOPMENT
FORMAL OPERATIONAL STAGE
INFANCY AND CHILDHOOD
ABOUT AGE 11 – ADULTHOOD
formal operational stage: during this
stage, people begin to think logically
about abstract concepts involving
imagined realities and symbols (e.g.
capable of solving hypothetical
propositions and deducting
consequences: if this, then that)
• abstract logic
• potential for moral reasonVideo Clip
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COGNITIVE DEVELOPMENT
INFANCY AND CHILDHOOD
Current Thinking
Today’s researchers see cognitive development as more continuous
than did Piaget; by detecting the beginnings of each type of thinking
at earlier ages, they have revealed conceptual abilities Piaget missed:
• object permanence
• baby physics (e.g. car through wall)
• baby math (e.g. puppet bouncing 3 times)
• symbolic thinking (e.g. room model & toy)
• theory of mind (e.g. ball in cupboard)
• rudiments of formal thinking
Children’s cognitive immaturity
is adaptive.
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SOCIAL DEVELOPMENT
INFANCY AND CHILDHOOD
How do parent-infant attachment bonds form?5:
Infants become attached to those—typically
their parents—who are comfortable and
familiar; this is infancy’s major social
achievement.
By 8 months, infants come to prefer familiar faces and voices;
children develop schemas for familiar faces; when they cannot
assimilate the new face into these remembered schemas, they
become distressed (i.e., stranger anxiety).
• attachment: an emotional tie to another
person
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SOCIAL DEVELOPMENT
INFANCY AND CHILDHOOD
Research has shown that sensitive, responsive mothers—those who
noticed what their babies were doing and responded appropriately—
had infants who exhibited secure attachment.
• A father’s love and acceptance have
been comparable to a mother’s love
in predicting their offspring’s health
and well-being.
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SOCIAL DEVELOPMENT
INFANCY AND CHILDHOOD
Childhood’s major social achievement is a positive sense of self; by the
end of childhood, at about age 12, most children have developed a
self-concept.
• self-concept: all our thoughts
and feelings about ourselves, in
answer to the question, “Who
am I?”
• By 15 to 18-month-olds,
infants have a schema of how
their face should look; by age
8 or 10, their self-image is
quite stable.
How do children’s self-concepts develop?6:
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- 33. ADOLESCENCE4
How is adolescence defined, and what physical change mark
this period?
8:
Adolescence begins with puberty.
• puberty: the period of sexual maturation,
during which a person becomes capable of
reproducing
• usually beginning at about age
11 in girls and about age 13 in
boys
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- 35. ADOLESCENCE4
• these developments bring improved
judgment, impulse control, and long-
term planning.
• As teens mature, their frontal lobes also
continue to develop; the growth of myelin
enables better communication with brain
regions
PHYSICAL DEVELOPMENT
• Frontal lobe maturation lags behind
the emotional limbic system
• puberty’s hormonal surge and
limbic system development help
explain teens’ occasional
impulsiveness and risky behavior
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- 36. ADOLESCENCE4
How did Piaget, Kohlberg, and later researchers describe adolescent
cognitive and moral development?
7:
DEVELOPING REASONING POWER
• moral reason (thinking) guides moral action
(proposed by Piaget and Kohlberg)
• a newer view proposes that moral
reasoning operates through
unconscious, automatic thinking
Two crucial tasks of childhood and adolescence are discerning right
from wrong and developing character—the psychological muscles for
controlling impulses:
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Piaget’s and Kohlberg believed that children’s moral judgment builds
on their cognitive development.
DEVELOPING MORALITY
ADOLESCENCE
• Kohlberg asked children and adolescences of varying ages to
solve moral dilemmas; their responses allowed him to
propose three basic levels of moral thinking (a stage theory)
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DEVELOPING MORALITY
ADOLESCENCE
Moral Intuition
• Some earlier psychologists believe
that morality is rooted in moral
intuitions—quick gut feelings, or
emotional intuitions
• Research has shown that the desire
to punish wrongdoings is mostly
driven not by reason but rather by
emotional reactions
Runaway Trolley Scenario
• Only when given the body-pushing
type of moral dilemma did their
brain’s emotion areas light up
Video Clip
Video Clip
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What are the social tasks and challenges of adolescence?8:
SOCIAL DEVELOPMENT
Theorist Erik Erikson contended that each stage of life has its
own psychosocial task, a crisis (struggle) that needs resolution:
• an adolescent’s task is to
synthesize past, present, and
future possibilities into a
clearer sense of self which
he identifies as adolescent’s
search for identity.
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SOCIAL DEVELOPMENT
Erikson’s 8 Stages of Psychosocial Development
1. Trust vs. Mistrust
2. Autonomy vs. Shame
3. Initiative vs. Guilt
4. Competence vs. Inferiority
5. Identity vs. Role Confusion
6. Intimacy vs. Isolation
7. Generativity vs. Stagnation
8. Integrity vs. Despair
CHILDHOODADULTHOOD
ADOLESCENCE
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SOCIAL DEVELOPMENT
2
AUTONOMY
VS.
SHAME AND DOUBT
TODDLER
(1 TO 3 YEARS)
Children need to develop a sense of personal
control over physical skills and a sense of
independence; success leads to feelings of
autonomy, failure results in feelings of
shame and doubt.
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- 44. ADOLESCENCE4
SOCIAL DEVELOPMENT
4
COMPETENCE
V.
INFERIORITY
ELEMENTARY SCHOOL
(6 YEARS TO PUBERTY)
Children need to cope with new social and
academic demands and learn the pleasure
of applying themselves to new tasks;
success leads to a sense of competence
and pride in one’s accomplishments, while
failure results in feelings of inferiority.
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SOCIAL DEVELOPMENT
7
GENERATIVITY
VS.
STAGNATION
MIDDLE ADULTHOOD
(40S TO 60S)
Adults need to create or nurture things that
will outlast them, often by having children or
creating a positive change that benefits other
people; success leads to feelings of usefulness
and accomplishment, while failure results in
shallow involvement in the world.
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- 50. ADULTHOOD5
What physical changes occur during middle and late adulthood?9:
PHYSICAL DEVELOPMENT
• decline in physical vigor
• menopause in women
• declined sperm count
in men
• decline in sexual activity
MIDDLE ADULTHOOD LATE ADULTHOOD
• telomere (tips of
chromosomes wear
down)
• cells stop reproducing
• decline in sensory abil-
ity (sight, taste, etc.)
• immune system weakens
• decreased neural
processing
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- 51. ADULTHOOD5
How does memory and intelligence change with age?10:
COGNITIVE DEVELOPMENT
• As humans age, they tend to remember some things well–
depending on how information is presented (e.g., reminder
cues)
• No matter how quick or slow
humans are at remembering,
remembering seems to
depend on the type of
information one is trying to
retrieve (e.g., meaningless vs.
meaningful information)
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SOCIAL DEVELOPMENT
What themes and influences mark our social journey from early
adulthood to death?
11:
The social clock– the definition of “the right
time” to leave home, get a job, marry, have
children, and retire– varies from era to era
and culture to culture.
• social clock: the culturally
preferred timing of social
events such as marriage,
parenthood, and retirement
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