Copyright © 2014 McGraw-Hill Education. All rights reserved Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Chapter Preview Research Designs Prenatal development Attachment theory Parenting Styles Jean Piaget Cognitive Development Erik Erikson’s Psychosocial development Kohlberg's stages of Moral Development Alzheimer's Disease Chapter 9 example 2

Development The pattern of continuity and change in human behavioral and mental capabilities that occurs throughout life. Growth Decline Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-3

Research Methods in Developmental Psychology Age-Related Differences cross-sectional studies: used to examine one variable in different groups that are similar in all other characteristics. longitudinal studies: a sample of population is studies at intervals to examine the effects of development. E.g. percentage of women diagnosed with breast cancer increases with age? Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-4 4

Cross-sectional design group 1 Compared at one time Group 2 Group 3

Cross-sectional design Takes place at a single point in time Does not manipulate variables Allows researchers to look at numerous things at once.

Prenatal Development Germinal Period (Weeks 1-2) conception fertilization zygote –fertilized egg Embryonic Period (Weeks 3-8) differentiation of tissue organ formation Very critical period Fetal Period (Months 2-9) development of functionality Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-7

Prenatal Development Teratogens are agents that cause birth defects, any agent that causes BD Smoking drugs Alcohol Viruses Radiation Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-8

Fetal-alcohol syndrome Facial abnormalities Mental retardation Delayed development of fine motor skills Impaired language development Memory problems Seizures Hearing disorders Small skull Decreased birth weight

Infant Attachment the close emotional bond between an infant and its caregiver may provide important foundation for subsequent development Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-10

Infant Attachment Harlow Study infant rhesus monkeys Is it nourishment or contact that matters? chose between two surrogate “mothers” wire mother with food versus cloth mother Infants preferred cloth mother across situations. Contact comfort is critical to attachment. Suggestion: Instructor might point out that this study was conducted at a time where science generally viewed attachment as a behavior that exists essentially because of reinforcement from being fed by caregivers. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-11

Infant Attachment Mary Ainsworth – Strange Situation Test Secure attachment: the ways that infants use their caregiver, as a secure base from which to explore the environment. Caregivers leave infant alone with stranger, then return. Secure attachment or insecure attachment? Separation anxiety: the child becomes excessively anxious when separated from patents. (8-14 months) Stranger anxiety: infants become anxious and fearful around strangers (8-24 months) Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-12

Attachment theory Secure attachment--upset when mom leaves –calms down when mom comes back Insecure avoidant: not distressed when mom leaves, comforted by a stranger, shows little interest when mom returns. Ambivalent/resistant: intense distress when mom leaves, avoids strangers, resists mother and not easily comforted Disorganized: child has random outbursts and sudden emotion, unpredictable behavior. https://www.youtube.com/watch?v=DH1m_ZMO7GU Conducted by observing the behavior of the infant in a series of 8 episodes lasting approximately 3 minutes each. Secure: caregiver is responsive, sensitive, and helpful to the infant needs Avoidant: caregiver is insensitive and rejecting of their needs, caregiver is unavailable during times of emotional distress. Resistant and disorganized: caregiver is inconsistent when attending to the child needs.

Diana Baumrind’s Parenting Styles (video) Authoritarian (too strict) parents are controlling and punitive correlated with child’s lack of initiative, poor communication skills, social incompetence Authoritative (just right) parents encourage independence with limits correlated with child’s social competence, social responsibility, and self-reliance Suggestion: The instructor could take this opportunity to revisit the correlation-is-not-causation principle. Discussion: The instructor could ask students to classify their own parents. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-14

Parenting styles video https://www.youtube.com/watch?v=zJsouFIVOZM

Baumrind’s Parenting Styles Neglectful parents generally uninvolved correlated with less social competence and poor self-control in child Permissive (too soft) parents are involved, but place few limits correlated with child’s poor social competence, lack of respect for others, poor self-control Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-16

Theory Cognitive Development Jean Piaget (1896-1980) -How does knowledge grow? Children actively construct their cognitive world using: Schemas concepts or frameworks that organize/ interpret information Assimilation incorporate new info into existing schemas Accommodation adjust schemas to new information He proposed as we grow and struggle to make sense of our experiences, we create schemas which are mental frameworks that help interpret information. Piaget proposed that we adapt to new experiences through two processes that are closely related: assimilation and accommodation. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-17

Piaget’s Theory Sensorimotor Stage (birth - 2 years) senses coordinate sensations with movements object permanence progress from reflexive action to symbolic thought Preoperational Stage (2 - 7 years) symbolic thinking: words & images (pretend play Unreasonable (NO!) Egocentrism (about them) https://www.youtube.com/watch?v=9YWlfRTBhAQ Jean piaget work is very influential. As we age , We tend to follow a sequence of changes in behavior and appearance. We all share inherent gentic growth tendencies, we roll over before we sit, we sit before we stand, we stand before we walk. The same idea applies to cognitive development and how we learn to think and know, remember, and communicate. Jean piaget traveled to France to work on a method for testing children’s aptitudes and intelligence. While administering these tests, he noticed how these children kept giving the wrong answers to certain questions. Children of a certain age consistently make particular mistakes that older kids and adults didn’t. piglet concluded that humans go through specific stages of cognitive development and intellectual progression. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-18

Piaget’s Theory Concrete Operational Stage (7 – 11 yrs) operational thinking (e.g., conservation) classification skills reason logically in concrete contexts Struggle with abstract ideas Reversibility Formal Operational Stage (11-15 yrs) lasts through adulthood abstract and idealistic thought hypothetical-deductive reasoning Child understands that A=B, B=C, but will have diffuctly understading A=C Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-19

Moral Development Kohlberg (1927-1987) presented moral dilemmas and analyzed responses Preconventional behavior guided by punishments and rewards Conventional standards learned from parents and society Postconventional contracts, rights and abstract principles Suggestion: Have class work through one of Kohlberg’s moral dilemmas. Note: Because Kohlberg’s theory parallels Piaget’s theory of cognitive development, it may be helpful to point out the similarities / overlap. Note: Instructors should point out that as moral development proceeds, morality shifts from being externally controlled to internally controlled Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-20

Evaluating Kohlberg’s Theory Moral Reasoning ≠ Moral Behavior what we say and do are not always consistent. Misses Gender-Related Reasoning Styles justice perspective (men) < Kohlberg care perspective (women) < Gilligan Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-21

Socioemotional Development Erik Erikson (1902-1994) Theory emphasizes lifelong development. Eight psychosocial stages of development Each stage represents a developmental task. crisis that must be resolved personal competence or weakness Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-22

Erikson’s Theory First Four Stages: Childhood 1. trust versus mistrust basic needs met by sensitive caregivers -success at this stage-hope 2. autonomy versus shame and doubt (18m-3) discover and assert will of their own Success at this stage—Will Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-23

Erikson’s Theory First Four Stages: Childhood 3. initiative versus guilt (3-5) challenged to assume responsibility Purpose 4. industry versus inferiority (5-12) mastering knowledge & intellectual skills -comptenece Discussion: Ask class whether they recall starting into elementary school as a pleasant or unpleasant experience, and why. Tie in to challenges Erikson sees in this stage transition Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-24

Socioemotional Development Erikson’s Theory 5. Identity versus Identity Confusion (12-18) Who am I & where am I going? 6. Intimacy versus isolation (18-40) Individuals from intimate relationships with others. ----love Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-25

Socioemotional Development Erikson’s Theory 7. Generativety vs stagnation (40-65) Legacy: assist younger generation—virtue of care. 8. Integrity vs Despair (65+) What have I done with my life>? Virtue of wisdom Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-26

Winding Down Erikson’s Stage 8: Integrity versus Despair wellness through reminiscence seeking meaning through life review confronting own pending death importance of meaning: past and present! more selective about social network Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-27 27

Evaluating Erikson’s Theory Primary focus on case-study research Omitted important developmental tasks Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-28

Gender identity Sex: refers to the persons biological status and is typically categorized as male or female. (gonads, internal reproductive organs, chromosomes…etc) Gender: refers to the attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex. Gender Identity: refers to ones sense of oneself as being male or female or transgender. Sexual orientation: refers to the sex of those to whom one is sexually and romantically attracted.

Chapter Review Explain how psychologists think about development. Describe children’s development from prenatal stages to adolescence. Discuss adult development and the positive dimensions of aging. Discuss important factors in successful adult psychological development. Note: Instructors may use the learning objectives presented on this slide to review the chapter material. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9-30