Introduction to Psychology

Lesson 2 Development through the lifespan

 Children see, children do

http://www.youtube.com/watch?v=KHi2dxSf9hw

Developmental Psychology

Developmental Psychology
Focuses on development across life span a field of

psychology that focuses on development across the life span. Development

More-or-less predictable changes in behavior associated with

increasing age

Nature or nurture?
Nature: behavior unfolds like a plant over time Nurture: behavior is molded by experiences

Developmental Psychology

Basic Processes of Development

Maturation
Biological process of systematic physical growth Experience plays a role in specific contexts

Children change dramatically from birth to adulthood

Developmental Psychology

Development in Infancy and Childhood

Neonatal period

First two weeks of life Marks transition from womb to independence Reflexively grasps anything placed in hand Sucking and Rooting reflex
http://www.youtube.com/watch?v=umesL6OcZG8

Grasp reflex http://www.youtube.com/watch?v=BF1j1PXRq-I Walking reflex http://www.youtube.com/watch?v=-ih_pCBo70o

Physical and Cognitive Development

Infants sensory capabilities
Newborns can see and hear reasonably well

Non-nutritive sucking procedure for studying sensory and

cognitive capabilities Vision estimated at 20/150 focus best at 9 inches prefer face to other figures Can discriminate tones and have preferences for voice sounds even before birth infants learn voices

Developmental Psychology

Development in Infancy and Childhood

Infancy
Age: 2 weeks until 2 years Time of rapid physical, perceptual, cognitive, linguistic, social,

and emotional growth During sensorimotor stage infants stare at interesting visual stimuli Preference for human faces

Developmental Psychology

Development in Infancy and Childhood

Infancy
Physical development Cognitive development Object permanence Video shown later Telegraphic speech http://www.youtube.com/watch?v=n3cu4lqJjU&playnext=1&list=PLBA379864B2FCF408

Developmental Psychology

Development in Infancy and Childhood

Infancy emotional and social development
Visual cliff and depth perception http://www.youtube.com/watch?v=p6cqNhHrMJA

Attachment Strong attachments formed between infants and caregivers Separation anxiety Fear of strangers

Developmental Psychology

Early Childhood
Growth less explosive and rapid than during infancy
Lasts 2 to 7 years of age Cognitive development Children in preoperational stage show egocentric thought http://www.youtube.com/watch?v=OinqFgsIbh0 Animism Transductive reasoning See Piaget stages

Developmental Psychology

Early Childhood
Emotional and social development
Most notable changes in peer relationships and types of

play
Solitary play

Parallel play
Cooperative play

Developmental Psychology

Early Childhood
Cooperative play

Parallel play Solitary play

Developmental Psychology

Middle Childhood
Lasts from 7 to 11 years of age
Characterized by slow physical growth Important cognitive changes occur Conservation and reversibility Child decenters allows conservation problems to be solved; learns some matter changes shape but not volume

Developmental Psychology

Middle Childhood
Emotional and social development
Child enters with close ties to parents Peer relationships become increasingly important Friendships more important, last longer Cliques or groups formed, mostly same sex Terms boyfriend and girlfriend have little meaning at this stage

Developmental Psychology

Adolescent Development
Adolescence
Physical changes of puberty Adolescent growth spurt Heightened sexual and romantic interest Peers become more important than parents Cognitively capable of abstract reasoning Ponders abstract issues like justice or equality

No clear cut end to adolescence in society

Developmental Psychology

Adolescent Development
Physical development
Puberty becomes production of sex hormones Primary sex characteristics appear Females menarche: menstruation, ovulation

Secondary sex characteristics appear Females breasts, pubic hair, wider hips Males testes and penis growth, facial and pubic hair, broadened shoulders

Developmental Psychology

Adolescence
Adolescent egocentrism
Imaginary audience everyone is watching
Personal fable belief that s/he is unique Hypocrisy okay for one to do it but not another

Pseudostupidity use of oversimplified logic

Social development
Time of drifting or breaking away from family

Developmental Psychology

Adolescence
Emotional development
G. Stanley Hall time of storm and stress
Most adolescents are happy, well-adjusted Areas of problems Parent-child conflicts Mood changes - self-conscious, awkward, lonely, ignored Risky behavior - aggression, unprotected sex, suicide, use of substances or alcohol

Developmental Psychology

Adulthood
Young adulthood through older adulthood
Developmental changes continue throughout adulthood: not a

single phase of life

Taking on adult responsibilities in work and social relationships Challenges: love, work, play continue changing

Developmental Psychology

Adulthood
Physical development
Growth and strength in early adulthood, then slow process of

decline afterwards
Speed and endurance Vision and ability to see in weak lighting

Hearing and detection of tones

Taste intact until later in life; men tend to lose hearing and taste earlier

than women

Decline affected by health and lifestyles

Developmental Psychology

Adulthood
Cognitive development
Continues throughout adulthood; some abilities improve while

others decline
Overall, individual rates vary depending on lifestyle and health

Developmental Psychology

Adulthood
Emotional and social development
Many aspects of personality are fairly stable over time, and

changes are predictable

On average, adults become

less anxious and emotional, socially outgoing, and creative People become more dependable, agreeable, and accepting of lifes hardships Gender differences lessen over time

Developmental Psychology

Adulthood
Emotional and social development
Much disagreement about when and how changes occur

during aging differences between stages of infant/child development and adult development
Not all adults go through every stage

Order of stages can vary for individuals

Timing of stages not controlled by biological maturation

 http://www.youtube.com/watch?v=QX_oy9614HQ

Kids marshmallow experiment - What is it about?

Cognitive Development

Jean Piaget (1896-1980)

Swiss psychologist Cognitive development Made almost all of his observations on his own 3 children

not very good scienceprofound impact on ideas about child development and education
Epistemology study of knowing How do we know?

Developmental Psychology

Piagets cognitive development theory

Birth to 2 Sensorimotor yrs 2 - 7 yrs

Uses senses and motor skills, items known by use; Object permanence

Pre-operational Symbolic thinking, language used;

7 - 11 yrs

Concrete operational

11 yrs on Formal operational

egocentric thinking, imagination/ experience grow, child de-centers Logic applied, objective/rational interpretations; conservation, numbers, ideas, classifications Thinks abstractly, hypothetical ideas; ethics, politics, social/moral issues explored

Sensorimotor stage Substage 1: Birth-1 month

Rigid, stereotyped

reflexive actions Reflexive imitations No object concept

Substage 2: 1-4 months

Primary circular reactions
actions and responses both

involve infants own body (e.g., sucking thumb, laughing)

Exploration of body Perceptual integration Eye-hand coordination Pseudoimitation No object concept

Substage 3: 4-8 months

Secondary circular reactions
actions that elicit responses from

others (e.g,. cooing may elicit smiling from another, and more cooing)

Creep, crawl, climb to explore True imitation of actions baby

already performs First glimmerings of object concept Recognition memory helps establish:
Object permanence Social attachment

http://www.youtube.com/watch?v=ue8y-JVhjS0

Substage 4: 8-12 months

Communication by gesture

and speech Stereotyped actions applied to new objects Observational learning through immediate imitation of simple actions Intentionality shown by:
Removal of obstacles to

obtain goals Use of instruments as tools

Substage 5: 12-18 months

Tertiary circular reactions
actions that lead to pleasing

results lead infant to perform similar actions (squeeze a duck get a response, now step on it)

Perhaps some deferred imitation

of very simple, single actions Solution of problems through overt trial and error Searches for toy in last hiding place, but only if sees researcher move it Uses tools in novel ways

Preoperational Stage
2-7 years
child can now represent objects not present and can think about

actions that are not being performed called Representational Thinking

Deferred imitation
imitate behavior long after it was seen (can be observed at the

end of sensorimotor period after object permanence develops) http://www.youtube.com/watch?v=NbXHyIlsG0M&feature= related

Preoperational Stage
Failure of conservation
liquid quantity http://www.youtube.com/watch?v=YtLEWVu815o

number (checkers)
mass (clay)

These occur because the child cannot think of both

dimensions at the same time and trade one off against the other

Appearance-reality distinctions
2-3-year-olds do not easily discriminate what things look like

from what things are Problem is dual nature of object and conflicting information Occurs in many cultures Resists simple training

Emerging Theory of Mind

3-5-year-olds distinguish real from imagined objects False beliefs Requires differentiation of self from others; mental vs.

physical world

Concrete Operations Stage

7-11 years child is able to manipulate 2 variables at the same time so has

developed schemas necessary for conservation the child can mentally coordinate the two states of the liquid in the glass for example

Concrete Operations Stage

Classification
concrete operational child can classify objects into hierarchies

and, unlike the preoperational child, can think about addition of classes sort 8 poodles, 3 cats, and 2 collies If asked are there more dogs or poodles? the preoperational child will say poodles, concrete operational child will say dogs http://www.youtube.com/watch?v=3F1O4BGgW64

 Concrete child cannot think hypothetically or carry out

systematic hypothesis testing. On a fulcrum problem, for example, concrete operations child can add or subtract weights OR if weights are unequal in distance, can move one closer or farther but can not do both to achieve balance Formal operations child can do this marked by systematic hypothesis testing of several variables

Self
Self is a set of properties and processes, each of which can be

defined
Properties are complex Self operated within the social world

The Olsens The Dionnes - http://www.quintland.com

The McCaugheys http://en.wikipedia.org/wiki/McCaughey_septuplets

The Gosselins - http://en.wikipedia.org/wiki/Jon_%26_Kate_Plus_8

Identity
Sense of individuality Sense of wholeness Sense of personal stability Combining own experiences in time

(past, present and perspective of the self) Sense of belonging to ideals and values

J.E. Marcia (1966)

Crisis
Doubts about goals and values set by parents Active search, trial and deciding about commitments of identity

Commitment
Selection of personal goals and values Commitment means reaching of stable values and ideals in

different aspects of life

J.E. Marcia (1966)

1. Diffussion Crisis and commitment are absent Individual did not start to develop his identity 2. Foreclosure Crisis is absent, Commitment present Individual accepted value system, which was offered to him Commitment to identity was formed without crisis or search

J.E. Marcia (1966)

3. Moratorium Crisis present, Commitment absent Individual is in process of searching alternatives but did not reach final commitment

4. Achievement Present both Crisis and Commitment Individual has reached his own stable system of commitments after a process of search and identity crisis.

Developmental Psychology

Development Across the Life Span

Eriksons Psychosocial Theory
Focuses on the individuals developing relationships with

others in social world Eight stages - development continues over life span Crisis at each stage of development

Developmental Psychology

Trust vs. Mistrust

Autonomy vs. Shame/doubt Initiative vs. Guilt

Industry vs. Inferiority Identity vs. Role confusion Intimacy vs. Isolation

Generativity vs. Stagnation

Integrity vs. Despair

Eriksons psychosocial theory

Psycho-social development
E.H. Erikson (1963)
Development of the psycho-social personality It relates to cultural and historical conditions of an individual

then biological Psycho-social conflict 8 stages

1. Trust vs. mistrust

1 year old Passivity and resignation x activity and self-presentation in

the world Infants learn to trust that their needs will be met by the world, especially the mother. If not, mistrust will develop. When and how the infants needs are met determines whether the infant decides the world is a good and satisfying place to live or source of pain, frustration and uncertainty.

2. Autonomy vs. shame

1 3 years The will to do something Children learn to exercise will, to make choices, to control

themselves, if not, they become uncertain and doubt that they can do things by themselves. Development of self-awareness and independence Must be met with patience and good humour, if met with ridicule and impatience the child will develop feelings of shame and doubt.

3. Initiative vs. guilt

3 6 years Sense of purpose in life Children learn to initiate activities and enjoy their

accomplishments, acquiring direction and purpose, if they are not allowed initiative, they feel guilty for their attempts at independence. Major conflict is between childs desire to initiate activities and the guilt that comes from unwanted or unexpected consequences.

4. Industry vs. inferiority

6 11 years Sense of competence Children develop a sense of industry and curiosity and are

eager to learn, if not, they feel inferior and lose interest in the tasks before them. The children develop a sense of industry or competency as they begin to practice skills they will use in the future. How the external world reacts to childs successes and failures determines whether the child develops feelings of competency or feelings of insecurity.

5. Identity vs. role of confusion

11 18 years Sense of fidelity to themselves Adolescents come to see themselves as unique and integrated

persons with an ideology if not they become confused about what they want out of life. During identity crisis adolescents attempt to discover who they are, what their skills are, and what kinds of roles they are best suited to play for the rest of their lives. Failure to resolve identity crisis lead to a lack of stable identity, delinquency or difficulty in maintaining close personal relationships in later life.

6. Intimacy vs. isolation

Early adulthood Meaningful social relationships To love Young people become able to commit themselves to another

person, if not, they develop a sense of isolation and feel they have no one in the world but themselves. If we are to have close, loving relationships with others, we must first learn who we are and how to be independent.

7. Generativity vs. stagnation

Middle adulthood What is my contribution to this world Adults are willing to have and care for children, to devote

themselves to their work and the common good, it not they necome self-centered and inactive. The individual expands the love and concern beyond the immedeate family group to include all of society. If not, the individual becomes concerned only with material possessions.

8. Integrity vs. despair

Old age The wisdom of old age Older people enter a period of reflection, becoming assured

that their lives have been meaningful, and they grow ready to face death with acceptance and dignity. If not, they despair for their unacomplished goals, failures and ill-spent lives.