Myers’ Psychology for AP* David G. Myers PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2010 *AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.

Unit 9: Developmental Psychology

Unit Overview Prenatal Development and the Newborn Infancy and Childhood Parents and Peers Adolescence Adulthood Reflections on Two Major Developmental Issues Click on the any of the above hyperlinks to go to that section in the presentation.

Introduction Developmental psychology major issues Nature versus nurture Continuity and stages Stability and change

Introduction Nature versus nurture Continuity/stages Genes vs. experiences on control of development Continuity/stages Does development go on constantly or is it set into stages

Introduction Stability and change Are you who you were at a younger age or are you someone different?

Prenatal Development and the Newborn

Conception Conception-this is the point egg and sperm become something else

Prenatal Development Zygote Embryo Fetus

Prenatal Development Placenta-nourishes and maintains fetus Teratogens-agent that can get to the fetus

Prenatal Development Fetal alcohol syndrome (FAS) 1 in 100 affected Causes learning disabilities Causes growth defects

The Competent Newborn Reflexes-eating Habituation Novelty-preference procedure Shown hybrid cat/dog Time spend looking measures

The Competent Newborn Sensation and perception Infants are attracted to the smells and sounds of their mothers

Infancy Childhood

Physical Development Brain Development Brain development-neurons are over produced Pruning process-only the ones that are being used remain (around puberty) Maturation-growing up biologically

Physical Development Motor Development Motor development-universal Learning to walk

Physical Development Maturation and Infant Memory Infantile amnesia- nothing before 3 is recallable but may be unconsciously remembered

Cognitive Development Cognition Jean Piaget Schema Assimilation Accommodation

Cognitive Development Piaget’s Theory and Current Thinking Sensorimotor Stage Object permanence-peek a boo! “out of sight, out of mind”

Cognitive Development Piaget’s Theory and Current Thinking Sensorimotor Stage Object permanence “out of sight, out of mind”

Cognitive Development Piaget’s Theory and Current Thinking Sensorimotor Stage Object permanence “out of sight, out of mind”

Cognitive Development Piaget’s Theory and Current Thinking PreoperationalStage- mental operations are beyond them Conservation- this is how you get food away from kids

Cognitive Development Piaget’s Theory and Current Thinking Preoperational Stage Conservation

Cognitive Development Piaget’s Theory and Current Thinking Preoperational Stage Conservation

Cognitive Development Piaget’s Theory and Current Thinking Egocentrism Lack empathy

Cognitive Development Piaget’s Theory and Current Thinking Theory of Mind Lev Vygotsky

Cognitive Development Piaget’s Theory and Current Thinking Concrete Operational Stage- great Scott they can get it!

Cognitive Development Piaget’s Theory and Current Thinking Formal Operational Stage Abstract concepts are easy

Cognitive Development Piaget’s Theory and Current Thinking

Cognitive Development Piaget’s Theory and Current Thinking

Cognitive Development Piaget’s Theory and Current Thinking

Cognitive Development Piaget’s Theory and Current Thinking

Cognitive Development Piaget’s Theory and Current Thinking

Cognitive Development Reflecting on Piaget’s Theory Development is more continuous Larger emphasis on social factors Vygotsky Zone of proximal development-young folk learning with a little help

Cognitive Development Autism- characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication 1 in 68 USA kids Appears in 2-3 yr olds

Social Development Stranger anxiety- at 8 months infants fegin to fear strangers

Social Development Origins of Attachment Body contact Harry Harlow’s studies Familiarity Critical period Imprinting Sensitive period

Social Development Attachment Differences: Temperament and Parenting Ainsworth’s “strange situation” Secure attachment Infants explore when mother is there, freak out when she leaves, and rejoice when she returns

Social Development Attachment Differences: Temperament and Parenting Ainsworth’s “strange situation” Insecure attachment Infants cling to mother, freak out when she is gone, and seems upset or indifferent to her return

Social Development Attachment Differences: Temperament and Parenting Easy baby= predictable happy Difficult baby= unpredictable, grumpy Erikson’s Basic trust Based on appropriate experiences with parents you develop a general sense that the world is predictable

Social Development Deprivation of Attachment Early deprivation and disruption of attachment lead to lasting issues Sharp breaks from past appear to help Does day care affect attachment? Lower quality leads to more troubled kids

Social Development Self-Concept Self-esteem Self-awareness

Social Development Parenting Styles Authoritarian Impose rules and expect obedience Permissive Submit to children’s desires Authoritative Demanding and responsive

Social Development Parenting Styles Correlation versus causation It appears that authoritative parenting works best BUT This could be because the kids and parents were predisposed to being more social competent

Gender Development Gender Just as susceptible to nature vs. nurture 45 of our 46 chromosomes are the same no matter the sex

Gender Development Gender Similarities and Differences Gender and aggression Physical aggression (hitting)- males > Relational aggression (shunning)- females > Gender and social power Men tend to have more Developed from having more physical power

Gender Development Gender Similarities and Differences Gender and social connectedness Females are more connected to others- they are the family glue Males strive for glory and accomplishments All of this evens out around age 50 Men become more empathic and women become more self assertive for example

Gender Development The Nature of Gender Sex chromosomes X chromosome Y chromosome Sex hormones Testosterone

Gender Development The Nurture of Gender Gender Role Establish social norms and expectations for good and ill Change with culture and time

Gender Development The Nurture of Gender Gender and child rearing Gender identity- what society thinks male and female should be Gender typing- acting like the extreme version of male or female Social learning theory-you learn how to do your gender role from watching others

Parents and Peers

Parents and Early Experiences Experience and brain development The more you experience the more your brain develops

Parents and Early Experiences How much credit (or blame) do parents deserve?-Eh not that much Children raised in the same household in the same manner can still be completely different About 10% effect Help Form Education Orderliness Responsibility

Peer Influence Peer influence Compliments parental Helps form Cooperation skills Interaction skills with age group Fitting in skills Parents are usually the ones who establish how kids meet peers by living where they do or sending them to particular schools

Adolescence

Introduction Adolescence-going for kid to adult

Physical Development Puberty-sexual maturing Primary sexual characteristics-sex organs Menarche-first menstruation Spermarche- first ejaculation

Physical Development Secondary sexual characteristics- facial hair, breasts, etc Timing of sexual characteristic development varies from individual to individual

Physical Development

Physical Development

Cognitive Development Developing Reasoning Power Piaget’s formal operations- teens eventually can reason abstractly

Cognitive Development Developing Morality Lawrence Kohlberg pioneered this field with his levels of moral thinking Preconventional morality (before 9) Self centered, follow rules only for reward or to avoid punishment Conventional morality (adolescence) Begin caring for others, follow laws and rules because they are laws and rules Postconventional morality- begin to apply ethics to judge rightness

Cognitive Development Developing Morality Moral feeling Feeling that something is good or bad Moral action Doing the right thing

Social Development Forming an identity Identity- who am I to me? Social identity-who am I to the world? Intimacy- develops properly once you know who you are Parent and peer relationships usually reflect one another

Emerging Adulthood Emerging adulthood Going off to be an adult while still relying on parents for support

Adulthood

Physical Development Physical changes in middle adulthood Menopause and mid life crisis Physical changes in later life Life expectancy= 80ish Sensory abilities= all diminish Health=usually reflects what you put in, healthy lifestyles lead to more health in old age

Cognitive Development Aging and Memory Recall versus recognition Older people suffer from loss of recall ability (fill in the blank) but do not lose much in recognition (multiple choice) Prospective memory (remember to do things) decreases in older age, notes to self help

Cognitive Development Aging and Intelligence Cross-Sectional Evidence Cross-sectional study- didn’t consider patients education background- no new tricks for old dogs Longitudinal Evidence Longitudinal study- never too old to learn something new

Cognitive Development Aging and Intelligence It all depends Crystallized intelligence increases up to old age Fluid intelligence deceases up to old age Intelligence decreases most when closer to death

Social Development Adulthood’s Ages and Stages Midlife transition Social clock

Social Development Adulthood Commitments Love and work can increase one’s satisfaction with life and the loss of either can increase chance of death

Biopsychosocial Influences on Successful Aging

Biopsychosocial Influences on Successful Aging

Biopsychosocial Influences on Successful Aging

Biopsychosocial Influences on Successful Aging

Reflections on Two Major Developmental Issues

Three Major Developmental Issues Nature and nurture We are shaped by our genes, but we can ignore them (not having children for example) Our environments shape us, but we also shape our environments

Three Major Developmental Issues Continuity and stages Life does appear to progress through stages People can develop outside of the stage progression

Three Major Developmental Issues Stability and change Personality does remain stable but changes Older you get the more you stabilize in some ways everyone changes with age

Continuity and Stages

Continuity and Stages

Continuity and Stages

Continuity and Stages

The End

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Definition Slides

Developmental Psychology = a branch of psychology that studies physical, cognitive, and social change throughout the life span.

Zygote = the fertilized egg, it enters a 2-week period of rapid cell division and develops into an embryo.

Embryo = the developing human organism from about 2 weeks after fertilization through the second month.

Fetus = the developing human organism from 9 weeks after conception to birth.

Teratogens = agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm.

Fetal Alcohol Syndrome (FAS) = physical and cognitive abnormalities in children caused by a pregnant woman’s heavy drinking. In severe cases, symptoms include noticeable facial misproportions.

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.

Maturation = biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience.

Cognition = all mental activities associated with thinking, knowing, remembering, and communicating.

Schema = a concept or framework that organizes and interprets information.

Assimilation = interpreting our new experiences in terms of our existing schemas.

Accommodation = adapting our current understandings (schemas) to incorporate new information.

Sensorimotor Stage = in Piaget’s theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.

Object Permanence = the awareness that things continue to exist when not perceived.

Preoperational Stage = in Piaget’s theory, the stage (from 2 to about 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic..

Conservation = the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects.

Egocentrism = in Piaget’s theory, the preoperational child’s difficulty taking another’s point of view.

Theory of Mind = people’s ideas about their own and other’s mental states – about their feelings, perceptions, and thoughts, and the behaviors these might predict.

Concrete Operational Stage = in Piaget’s theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events.

Formal Operational Stage = in Piaget’s theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.

Autism = a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of other’s states of mind.

Stranger Anxiety = the fear of strangers that infants commonly display, beginning by about 8 months of age.

Attachment = an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.

Critical Period = an optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development.

Imprinting = the process by which certain animals form attachments during a critical period very early in life.

Temperament = a person’s characteristic emotional reactivity and intensity.

Basic Trust = according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers.

Self-concept = our understanding and evaluation of who we are.

Gender = in psychology, the biologically and socially influenced characteristics by which people define male and female.

Aggression = physical or verbal behavior intended to hurt someone.

X Chromosome = the sex chromosome found in both men and women. Females have two X chromosomes; males have one. An X chromosome from each parent produces a female child.

Y Chromosome =the sex chromosome found only in males. When paired with an X chromosome from the mother, it produces a male child.

Testosterone = the most important of the male sex hormones. Both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex characteristics during puberty.

Role = a set of expectations (norms) about a social position, defining how those in the position ought to behave.

Gender Role = a set of expected behaviors for males or for females.

Gender Identity = our sense of being male or female.

Gender Typing = the acquisition of a traditional masculine or feminine role.

Social Learning Theory = the theory that we learn social behavior by observing and imitating and by being rewarded or punished.

Adolescence = the transition period from childhood to adulthood, extending from puberty to independence.

Puberty = the period of sexual maturation, during which a person becomes capable of reproducing.

Primary Sexual Characteristics = the body structures (ovaries, testes, and external genitalia) that makes sexual reproduction possible.

Secondary Sex Characteristics = nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair.

Menarche = the first menstrual period.

Identity = our sense of self; according to Erikson, the adolescent’s task is to solidify a sense of self by testing and integrating various roles.

Social Identify = the “we” aspect of our self-concept; the part of our answer to “Who am I?” that comes from our group memberships.

Intimacy = in Erikson’s theory, the ability to form close, loving relationships; a primary developmental task in late adolescence and early adulthood.

Emerging Adulthood = for some people in modern cultures, a period from the late teens to mid-twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood.

Menopause = the time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines.

Cross-sectional Study = a study in which people of different ages are compared with one another.

Longitudinal Study = research in which the same people are restudied and retested over a long period.

Crystallized Intelligence = our accumulated knowledge and verbal skills; tends to increase with age.

Fluid Intelligence = our ability to reason speedily and abstractly; tends to decrease during late adulthood.

Social Clock = the culturally preferred timing of social events such as marriage, parenthood, and retirement.