Psyc 1120
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PSYC 1120. Human Growth and Development Class begins at 2 p.m. Metropolitan Community College. Class #17 Tuesday . Last chance book reports -- Thursday Finish adolescence Review Erikson’s Stages and Maslow’s Hierarchy of Needs Schaie’s stages of adulthood.

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Psyc 1120

PSYC 1120

Human Growth and Development

Class begins at 2 p.m.

Metropolitan Community College

Class 17 tuesday

Class #17 Tuesday

  • Last chance book reports -- Thursday

  • Finish adolescence

  • Review Erikson’s Stages and Maslow’s Hierarchy of Needs

  • Schaie’s stages of adulthood



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Cognitive Development

  • Formal operational thinking

  • Dialectical thinking

  • Seeing possibilities

  • Practical use of cognitive skills

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Practical Cognition

  • Adapting -- to the environment -- individual attempts to accommodate behavior to the situation

  • Shaping-- individual attempts to change the environment

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Practical Cognition

  • Selection-- individual opts to escape the situationdo exercise on practical cognition; discuss

Adolescent egocentrism

Adolescent Egocentrism

  • Fables and Illusions

    • Personal Fable

    • Illusion of Invulnerability or Invincibility Fable

    • Imaginary audience

  • Peer pressure

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  • Body image issues

  • Piercings and tattoos

  • Eating disorders

    • Anorexia nervosa

    • Bulimia nervosa

Moral development

Moral Development


  • Pre-conventional

  • Conventional

  • Post-conventional


  • Orientation to justice and care

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Social-Psychological Development

  • Freud -- genital stage

  • Erikson -- identity versus role confusion

Identity formation

Identity Formation

  • Identity states:

    • foreclosure

    • diffusion

    • moratorium

    • achievement

Discussion questions

Discussion Questions

  • Why do you suppose teens who experienced early rejection by peers and/or neglect at home are more likely to show risky behaviors?

  • How could you help a friend who has an eating disorder?

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  • What was your first year of high school like? Did your grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?




Maslow s hierarchy of needs

Maslow’s Hierarchy of Needs

Erikson s stages

Erikson’s Stages

  • Trust vs Mistrust

  • Autonomy vs Shame and doubt

  • Initiative vs Guilt

  • Industry vs Inferiority

  • Identify vs Role Confusion

  • Intimacy vs Isolation

  • Generativity vs Stagnation

  • Integrity vs Despair

Stages of adult development

Stages of Adult Development

G. Warner Schaie

Schaie s views on adult development

Schaie’s views on adult development

  • Compared with adolescent, adults become more self- motivated, broader, reasonable, and practical in relation to adult responsibilities

Adult development

Adult Development

  • Stages of adult development correspond with patterns of commitment and socialemphasis of adult life.

  • Adult stages begin afterchildhood and adolescence.

Period of acquisitions

Period of Acquisitions

  • Childhood and adolescence

  • Learning basic skills

  • Information is absorbed indiscriminately withoutregard for its practical significance.

Achieving stage

Achieving Stage

  • Late teens and early 20’s

  • Learning becomes more goal directed;entrepreneurial style

  • Building job-related skillsand reputation

Responsible stage

Responsible Stage

  • Approaching middle adulthood

  • More job stability

  • Pattern integrates personal and family goals

Executive stage

Executive Stage

  • Middle adulthood

  • Job security

  • Attainment of many goals; mentoring others

  • Usually develops a broad sense of social responsibility

Reintegrative stage

Reintegrative Stage

  • Late adulthood

  • Thoughts turn to making sense of life as a whole

  • Retirement and/or “passing the torch” to the next generation

Who am i

Who Am I?

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Sources: Google; Wikipedia

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  • Soviet developmental psychologist

  • intellectual development of children is a function of human communities

  • died of tuberculosis in 1934 at age 39

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  • Russian physiologist, psychologist, and physician.

  • He was awarded the Nobel Prize in Physiology in 1904 for research pertaining to the digestive system

  • research on conditional reflexes greatly influenced not only science, but also popular culture

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  • June 15, 1902 – May 12, 1994

  • development of identity seems to have been one of his

    greatest concerns in his own life as well as in his theory

  • he was investigated by Senator Joseph McCarthy for alleged communist influence

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  • He contended that humans have a number of needs

  • attend the University of Wisconsin from which he received his Ph.D. (1934) in psychology.

  • While in Wisconsin, he studied with Harry Harlow, who was known for his studies of rhesus monkeys and attachment behavior

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  • born in Neuchâtel in the French-speaking part of Switzerland

  • He described four levels of development corresponding roughly to (1) infancy, (2) pre-school, (3) childhood, and (4) adolescence

  • children's thinking, or cognitive process, is different from that of adults

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  • Austrian neurologist

  • left Vienna for exile in London, 1938

  • popularized the "talking-cure“

  • controversial

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  • American feminist ethicist was named by Time Magazine as one of the 25 most influential Americans

  • claimed that the results of Kohlberg’s studies were biased because the participants in the basic study were largely male

  • in 1997 became Harvard’s first professor of Gender Studies

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  • conducted pioneering work on experimental psychology and behaviorism

  • did not advocate the use of punishment

  • he proposed the widespread use of psychological behavior modification techniques as a form of social engineering.

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  • His work has been focused primarily on the study of cognitive development from young adulthood to advanced old age

  • American social gerontologist and psychologist best known for co-founding (along with Sherry Willis) the Seattle Longitudinal Study in 1956.

  • Social responsibility is a major theme in his research



  • Begin Adulthood

  • Take home tests are due on February 11.

  • Plan ahead to be here everyday till the end of the term! Points are attached!!!

  • Bring your books to class on February 11.

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