Unit 9: Developmental Psychology

1. Unit 9:Developmental Psychology

2. Central Issues in Dev. Psych • Items 1,4, and 7 = stability/change • Reverse the number you gave for #4 (0=5,1=4,2=3,3=2,4=1,5=0) • Now add the numbers in front of all three • Total scores will range from 0 to 15 • Higher scores reflect a tendency to see human traits as persisting through life • Items 2,5, and 8 = continuity/stages • Reverse the number you gave for #5 • Higher scores reflect tendency to see dev as gradual, continuous process rather than sequence of stages

3. Central Issues in Dev. Psych • Items 3,6, and 9 = nature/nurture • Reverse the number you gave for #3 (0=5,1=4,2=3,3=2,4=1,5=0) • Now add the numbers in front of all three • Total scores will range from 0 to 15 • Higher scores reflect a tendency to see nature as more important than nurture in influencing development.

4. Blue Book Question 2/5 Development Explain how researchers use habituation to assess infant sensory and cognitive abilities. How do researchers find out what babies know – see, hear, smell, think According to Jean Piaget, what are schemas and how do we assimilate or accommodate new information? When done…try to fill out Developmental Hallmarks handout

5. Developmental Landmarks • Laugh – 2 months • Tricycle – 24 months • Sit – 5/6 months • Ashamed – 2 years • Walk – 12 months • 1 foot - 4 ½ years • Recognize & smile at mom or dad – 4/5 months • Kick ball forward – 20 months • Think about things unseen – 2 years • 2-word sentences – 20/22 months

6. The Decades of Life Write one-two words that seem appropriate to each decade of life. Decades: 0-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 Write the letter “E” next to the decade for which it was easiest to find words and the letter “H” next to the decade for which it was the hardest to find words.

7. Conception • Conception

8. Prenatal Development • Zygote • Embryo • Fetus

9. Prenatal Development • Placenta • Teratogens • Fetal alcohol syndrome (FAS)

10. The Competent Newborn • Reflexes • Rooting • Babinski – toes flare out then curl • Moro – arms flare out & back arched • Plantar – toes curl in when heel touched • Swimming – hold breath & pump arms • Stepping – move feet up & down if held over flat surface • Habituation • Novelty-preference procedure

11. We are born preferring sights & sounds that facilitate social responsiveness

12. Infancy Childhood

14. Physical DevelopmentBrain Development • Brain development • 3 to 6 years (frontal lobe) • Association Areas – last to develop • Pruning process • Maturation

15. Physical DevelopmentMotor Development

16. Physical DevelopmentMotor Development • universal (occasional exceptions) • individual differences in timing • genes • maturation

17. Blue Book Reading Question DATE What is the difference between Piaget’s sensorimotor stage and the preoperational stage? or How did the Harlow monkey studies dispel the myth that attachment derives from an association with nourishment?

18. Physical DevelopmentMaturation and Infant Memory • Infantile amnesia • 3.5 • no conscious memory prior to 4 years • however, can learn/remember • mobile study • 10 year olds shown pics of preschool classmates

19. Cognitive Development knowing thinking remembering • Cognition • Jean Piaget • Schema • concepts/mental molds • current understandings • Assimilation • interpreting • Accommodation • adapting communicating

20. Blue Book Reading Question DATE What is the difference between Piaget’s sensorimotor stage and the preoperational stage? or How did the Harlow monkey studies dispel the myth that attachment derives from an association with nourishment?

21. Cognitive DevelopmentPiaget’s Theory Sensorimotor(birth-2) Preoperational (2-7) Concrete Operational (7-11) Formal Operational (11-adult)

22. Cognitive DevelopmentPiaget’s Theory and Current Thinking • Sensorimotor Stage • take in world through senses & action • Object permanence • “out of sight, out of mind”

23. Cognitive DevelopmentPiaget’s Theory and Current Thinking • Sensorimotor Stage • Object permanence • “out of sight, out of mind”

24. Cognitive DevelopmentPiaget’s Theory and Current Thinking • Sensorimotor Stage • Object permanence • “out of sight, out of mind” today’s psychologists’ believe object perm. comes about gradually proof?

25. Infants can discriminate between possible and impossible objects  After habituating to the stimulus on the left, 4-month-olds stared longer if shown the impossible version of the cube—where one of the back vertical bars crosses over a front horizontal bar. Shuwairi

26. Cognitive DevelopmentPiaget’s Theory and Current Thinking • Preoperational Stage(6 or 7) • Conservation– different shape, same quantity

27. Cognitive DevelopmentPiaget’s Theory and Current Thinking • Preoperational Stage • Conservation

28. Cognitive DevelopmentPiaget’s Theory and Current Thinking • Preoperational Stage • Conservation Reversibility DeLoache Study… model as symbol

29. Cognitive DevelopmentPreOperational • Egocentrism • collective monologue • animism • artificalism

30. Cognitive DevelopmentPiaget’s Theory • Theory of Mind • infer others’ mental status • age 4 • Studies • “false beliefs” • Sally • autism • Gradual process • appreciate others’ perceptions and then their beliefs Lev Vygotsky

31. Cognitive DevelopmentPiaget’s Theory and Current Thinking • Concrete Operational Stage

32. Cognitive DevelopmentPiaget’s Theory and Current Thinking • Formal Operational Stage • Abstract concepts / imagined realities

33. Cognitive DevelopmentPiaget’s Theory and Current Thinking page 420

34. Cognitive DevelopmentReflecting on Piaget’s Theory • Influential theory • Development is more continuous • Larger emphasis on social factors • Vygotsky (language – scaffold) • zone of proximal development • what a child can learn with or without help

35. Cognitive Development • Autism

36. Social Development • Stranger anxiety John Bowlby

37. Social DevelopmentOrigins of Attachment • Attachment • Body contact • Harry Harlow’s studies • Familiarity • Critical period • Imprinting • Sensitive period • mere exposure effect

38. Social DevelopmentAttachment Differences: Temperament and Parenting • Ainsworth’s “strange situation” • Secure attachment (60%) • sensitve, responsive mothers • Insecure attachment • insensitve, unresponsive mothers • Is attachment style the result of parenting or genetically influenced?

39. Social DevelopmentAttachment Differences: Temperament and Parenting • Temperament • reactivity • persist • Easy, difficult & slow to warm up babies • Erikson’s Basic trust • securely attached • not environment or inborn temperament but parenting

40. Does day care affect attachment? Infants’ distress over separation from parents  In an experiment, groups of infants were left by their mothers in an unfamiliar room. In both groups, the percentage who cried when the mother left peaked at about 13 months. Whether the infant had experienced day care made little difference.

41. Social DevelopmentDeprivation of Attachment (p.430-431) • Early deprivation of attachment • Disruption of attachment

42. Social DevelopmentSelf-Concept • Self-concept • Self-esteem • Self-awareness

43. Social DevelopmentParenting Styles • Parenting styles (Baumrind) • Authoritarian • less social skills & self-esteem • Permissive • more aggressive & immature • Authoritative • high self-esteem, self-reliance, social competence • Correlation versus causation • child’s traits may influence parenting style • genes?

44. Social DevelopmentCulture and Child-Rearing • Differences in child-rearing from culture to culture

45. Gender Development • Gender • Influences on social development Much ado about a small difference : two normal distributions that differ by the approximate magnitude (0.21 standard deviations) of the gender difference in self-esteem, averaged over all available samples. Moreover, though we can identify gender differences, the variation among individual women and among individual men greatly exceeds the difference between the average woman and man

46. Gender DevelopmentGender Similarities and Differences • Gender and aggression • Physical versus relational aggression • Gender and social power • dominant, forceful, independent • deferential, nurturant • leadership • Gender and social connectedness • Carol Gilligan – women • relationship oriented, interdependent, strong ties • smaller group play, discussion • spiritual differences peak in adolescence & early adulthood

47. Gender DevelopmentThe Nature of Gender • Sex chromosomes • X chromosome • Y chromosome • Sex hormones • Testosterone

48. Gender DevelopmentThe Nurture of Gender • Gender Role • expectations • Gender identity • Gender typing • the acquisition of gender role • Social learning theory

49. Gender DevelopmentThe Nurture of Gender

50. Male Group • What messages do you remember picking up (from books, media, teachers, peers, or other adults) about men and their emotions? • Do you think it’s better to hide your emotions or “let them out?” Why? • How comfortable do you feel about “nurturing” others (e.g., diapering a baby, comforting a friend, holding a sick child’s hand)? • What does it mean to be a “strong man?” Is this different from being a “strong women?” If so, how is it different? • As a child, if you lived with your father, how did he express tenderness, love, fear, sadness, joy? How do you feel about the way he expressed it? • What (if any) of the messages on the list might you give to your own son? Do you think you might give your daughter the same or different messages? • What (if any) additional statements did members of your group add to the end of the list?