Monday, April 16 Today’s topic: Recap Intro to Developmental Psychology Piaget and Kohlberg Upcoming Dates: Homework: Pages 411-426 and 448-452 should already be read Read pages ___ tonight Assessments: Motivation, Emotion, and Developmental test will be Thursday How are you physically, cognitively, and socially different than an elementary schooler?

AP EXAM REVIEW (22 days away) Focusing on Units 4, 5, 6 this Tuesday afterschool Even if you are not attending Tuesday, you should be focusing on these units this week at home Watch crash courses Look over review materials on my website Take practice quizzes on the Myers review book Look over old notes and Barron’s chapters.

Developmental Psychology Chapter 9 Developmental Psychology

Developmental Psychology a branch of psychology that studies physical, cognitive and social change throughout the life span Prenatal Development and the Newborn Childhood Adolescence Adulthood

Prenatal Development and the Newborn Life is sexually transmitted

Prenatal Development and the Newborn Zygote Embryo Fetus Teratogens

Prenatal Development and the Newborn 40 days 45 days 2 months 4 months

How do we know what a baby is thinking?

Prenatal Development and the Newborn Habituation decreasing responsiveness with repeated stimulation

Infancy and Childhood: Physical Development Maturation biological growth processes that enable orderly changes in behavior Sit up before you crawl, crawl before you walk, nouns before verbs, etc. relatively uninfluenced by experience At birth 3 months 15 months Cortical Neurons

Infancy and Childhood: Cognitive Development Schema a concept or framework that organizes and interprets information Assimilation interpreting one’s new experience in terms of one’s existing schemas Accommodation adapting one’s current understandings (schemas) to incorporate new information

Theories of Cognitive Development Cognitive development is the development of people’s thought process Three psychologists are famous for their work on children/adolescent cognitive development and social stages Jean Piaget’s Theory of Cognitive Development Lawrence Kohlberg’s Theory of Moral Development Erik Erikson’s Psychosocial Stages Piaget, Kohlberg and Erikson believed every child went through stages and that they happened at different rates for everyone

Piaget’s Stages of Cognitive Development https://www.youtube.com/watch?v=ue8y-JVhjS0&list=PL8648B2E5C69EF71F&index=2 Typical Age Range Description of Stage Developmental Phenomena Birth to nearly 2 years Sensorimotor Experiencing the world through senses and actions (looking, touching, mouthing) Object permanence Stranger anxiety About 2 to 6 years About 7 to 11 years About 12 through adulthood Preoperational Representing things with words and images but lacking logical reasoning Pretend play Egocentrism Language development Concrete operational Thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations Conservation Mathematical transformations Formal operational Abstract reasoning Abstract logic Potential for moral reasoning

Infancy and Childhood: Cognitive Development Object Permanence the awareness that things continue to exist even when not perceived

Infancy and Childhood: Cognitive Development Baby Mathematics Shown a numerically impossible outcome, infants stare longer (Wynn, 1992) 1. Objects placed in case. 2. Screen comes up. 3. Object is removed. 4. Impossible outcome: Screen drops, revealing two objects. 4. Possible outcome: one object.

Infancy and Childhood: Cognitive Development Conservation the principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects

Infancy and Childhood: Cognitive Development Egocentrism the inability of the preoperational child to take another’s point of view Theory of Mind the ability to attribute mental states (beliefs, intents, desires, pretending, knowledge, etc) to oneself, and to others, and to understand that other people have beliefs, desires, intentions, and perspectives that are different from one's own Autism a disorder that appears in childhood Marked by deficient communication, social interaction and understanding of others’ states of mind

Social Development Stranger Anxiety Attachment 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 displaying distress on separation

The Heinz Dilemma

In Europe, a woman was near death from cancer In Europe, a woman was near death from cancer. One drug might save her, a form of radium that a druggist in the same town had recently discovered. The druggist was charging $8,000, ten times what the drug cost him to make. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or allow him pay later. The druggist said, “No.” The husband got desperate and broke into the man’s store to steal the drug for his wife. Should the husband have done that? Why or why not?

The Heinz Dilemma: Should Heinz steal the drug? Why or why not? Move around the room based on the following responses: Yes, No, or can’t decide

Other Questions to Consider… If Heinz doesn't love his wife, should he steal the drug for her? Why or why not? Suppose the person that is dying is not his wife but a stranger. Should Heinz steal the drug for a stranger? Why or why not? It is against the law for Heinz to steal. Does that make it morally wrong? Why or why not? Why should people generally do everything they can to avoid breaking the law? How does this relate to Heinz's case?

Kohlberg’s Moral Ladder As moral development progresses, the focus of concern moves from the self to the wider social world. Morality of abstract principles: to affirm agreed-upon rights and personal ethical principles Postconventional level Conventional level Morality of law and social rules: to gain approval or avoid disapproval Preconventional level Morality of self-interest: to avoid punishment or gain concrete rewards