Objective 2/27/17 Provided interactive notes SWBAT analyze Kohlberg’s theory of development Agenda:  Do now: take your homework out, I will be collecting it, make sure your name is on your paper  Notes: When you are finished with your notes, take review sheet of terms, and practice test, to begin preparing for quest which will be during the 1 st half of class Wednesday 3/1  Review:

Introductory Psychology: Developmental Psychology Topic: Gender Development: Sex vs. Gender

Sex vs. Gender Sex  The two main categories in which humans & many other living things are divided on the basis of their reproductive functions- associated with being male or female  Female-2 x chromosomes (XX)  Male- 1 x, 1y chromosomes (XY)

Gender Gender - a socially constructed notion of what is feminine and what is masculine Expectations of one’s culture, the development of one’s personality & one’s sense of identify are all affected by the concept of gender

Gender Roles: Cultural expectations for behavior, including attitudes, actions & personality traits Western culture? Gender roles:  Cultural expectations for behavior, including attitudes, actions & personality traits  Western culture? Gender typing  the acquisition of a particular masculine or feminine role  Gender identity Gender identity  The individual’s sense of acquisition of a particular masculine or feminine role  Influenced by both biological and environmental factors

Introductory Psychology: Developmental Psychology Topic: Adolescence

The Nature of Adolescence A “Carefree Time” versus G. Stanley Hall’s “Storm and Stress” Trends today?  How is your adolescence different than my adolescence?  How is your adolescence different than your parents adolescence? Cultural differences?

PART ONE Adolescence: Physical Development

Characteristics of the Teenage Brain  Volume of white matter increases; significant growth of myelin sheath  Leads to enhanced conductivity & connectivity in the brain  Volume of gray matter decreases; synaptic pruning  Elimination of less-active synapses  Myelination & pruning are most pronounced in the frontal lobe/prefrontal cortex  “Executive control center”  Frontal lobe development lags behind the limbic system; not thought to be complete until the mid-20s

Adolescence: Physical Development Sexual Development  Growth spurt  Girls (age 10); boys (age 12)  Puberty generally occurs (on average) two years after the initial growth spurt  Pubescence  The two-year span preceding puberty during which the changes leading to physical & sexual maturity take place  Secondary sex characteristics begin to develop during this period

Adolescence: Physical Development Puberty  The onset of sexual maturation; marks the beginning of adolescence; lasts approximately 5 years  Primary sex characteristics reach full maturity during this period  Menarche & Spermarche Generational differences in puberty?

Adolescence: Physical Development The impact of puberty, especially early developers? Adolescent sexual activity  Approximately ¾ of males and ½ females (between 15 and 19) have engaged in sex  Average: 16 and 17 for males & females respectively Teenage pregnancy  Rate of teen pregnancy has fallen in the last 50 years  Highest in U.S. of all industrialized nations

PART TWO Adolescence: Cognitive Development

Piaget’s Stage Theory  Formal Operational  Characteristics of Stage Due to the continuing maturation of the frontal lobes, abstract and hypothetical thinking become possible ***Not all adolescents use their formal operational thought processes equally well…

Adolescence: Cognitive Development Characteristics of Adolescent Thought  Introspection  Hypocrisy  Personal Fable (form of egocentrism)  Type of thought common to most adolescents  The belief that they (+ their experiences) are unique and therefore, they are protected from harm/invulnerable “You just don’t understand me, I’m different from you!” “It can’t happen to me, I’m special!”

Adolescence: Cognitive Development Characteristics of Adolescent Thought  Imaginary Audience (form of egocentrism)  Type of thought common to most adolescents  The belief that other people are just as concerned about their thoughts & characteristics as they themselves are

Adolescence: Cognitive Development Moral Development (Lawrence Kohlberg, 1973)  As with all developmental stage theories, the sequence is unvarying  Preconventional  Conventional  Postconventional  Adolescents & adults can be found in all 3 levels

Adolescence: Cognitive Development Preconventional  Typical of very young children  Focused on self-interest; consequences determine morality  Obey rules to: (1) avoid punishment or (2) gain concrete awards  EXAMPLE  A child who steals a toy from another child & DOES NOT get caught does not see that action as wrong  (A: Punishment-Avoidance & Obedience)  (B: Exchange of Favors)

Adolescence: Cognitive Development Conventional  Typical of older children, adolescents & most adults  Conformity is right; nonconformity is wrong  One upholds the law simply because it’s the law  EXAMPLE  A child criticizes his or her parent for speeding because speeding is against the law  (C: Good Boy/Good Girl)  (D: Law and Order)

Adolescence: Cognitive Development Postconventional  (About 20% of the adult population)  Moral principles determined by the individual; may disagree with societal norms  Actions are judged “right” because they come from self-defined, basic ethical principles  EXAMPLE  A reporter who wrote a controversial story goes to jail rather than reveal the source’s identity  (E: Social Contract)  (F: Universal Ethical Principle)

Adolescence: Cognitive Development Criticisms of Kohlberg’s Stage Theory  Carole Gilligan (1982)  Male-oriented; used only males in his study; proposed that men & women have different perspectives on morality  Men: actions that lead to a fair or just end  Women: actions that are nonviolent & hurt the fewest people  Biased against collectivist societies such as China and India  Kohlberg’s methods?

PART THREE Adolescence: Psychosocial Development

Erik Erikson’s Psychosocial Stage Theory  Identity versus Role Confusion (Stage 5)  The premier challenge of adolescence is the struggle to form a clear sense of identity Stable concept of oneself as a unique individual Adoption of values that provide a sense of direction “Who am I?” “Where am I going in life?”  Recognized that this struggle often extends beyond adolescence

CRISIS PresentAbsent COMMITTMENT Present Identity Achievement Successful achievement of a sense of identity Identity Foreclosure Unquestioning adoption of parental or societal values Absent Identity Moratorium Active struggling for a sense of identity Identity Diffusion Absence of struggle for identity, with no obvious concern about it James Marcia: Identity Statuses

Adolescence: Psychosocial Development Jeffrey Arnett, Emerging Adulthood  A new transitional period?  Ages 18-25; attributed to a variety of demographic trends Length of education; delay of education; delay of parenthood; increasing barriers to financial independence  Characteristics  Exploration and instability  A feeling of “in-betweenness”  “Age of possibilities”  (Identity formation well into young-adulthood)

AP PSYCHOLOGY: UNIT III Introductory Psychology: Developmental Psychology Topic: Adulthood Q: How old does a person have to be before you think of him or her as old? A: The average year old says 67. The average person 60+ says 76.

PART ONE Adulthood: Physical Development

Young Adulthood (20s-30s)  Physical abilities (strength, reaction time, cardiac output, etc.) peak by the mid-twenties  All down hill after that…  Just kidding..!

Adulthood: Physical Development Middle Adulthood (40s-60s)  Physical decline accelerates  Attributable to age or activity level?  DECLINE IN FERTILITY  Perimenopause (average age: 40s) Estrogen levels decreases; uterus gets smaller; hot flashes  Menopause (average age: 51) Cessation of menstrual cycle; no more babies…  Andropause (in men…) Gradual decline of testosterone, sperm count, sexual functioning, etc. (Men rarely lose all reproductive ability…)

Adulthood: Physical Development Late Adulthood (60s+)  Life expectancy…on the rise?  Stopping point?  Sensory abilities  Vision, smell & hearing tend to decline after age 70  Health  More susceptible to life-threatening ailments  Less susceptible to short-term ailments  Brain  Neural processing slows; loss of brain cells; atrophy of frontal lobe and areas important to memory

Sensory Abilities

Neural processing slows; reaction time decreases

PART TWO Adulthood: Cognitive Development

Memory  Recall v. recognition  Recall declines with age; recognition remains stable  Also dependent on the type of information

Adulthood: Cognitive Development Intelligence  Fluid intelligence  Basic reasoning, memory capacity & the speed of information processing  Decreases (slowly; age 75; age 85)  Crystallized intelligence  Accumulated knowledge (vocabulary & analogy tests)  Increases (up to old age)

What does this mean?

PART THREE Adulthood: Psychosocial Development Are the elderly more negative than the youthful?

Adulthood: Psychosocial Development Social Clock  The culturally preferred timing of social events such as marriage, parenthood, retirement, etc.  Marks life transitions Does the midlife crisis really exist??

Adulthood: Psychosocial Development Erikson’s “Adult” Stages (Stages 6-8)  Young Adulthood: Intimacy versus Isolation  Middle Adulthood: Generativity versus Stagnation  Late Adulthood: Integrity versus Despair

Adulthood: Psychosocial Development According to Erikson, our adult lives are dominated by two major factors… (Crises of Stages 6 & 7)  Intimacy  Marriage trends? Under what circumstances do marriages stand the best chance? Age, education, cohabitation… Children & marriage  Generativity  Important to find a career that provides you with a sense of competence and accomplishment

Adulthood: Psychosocial Development Elizabeth Kubler-Ross  Death and Dying  Denial  Anger  Bargaining  Depression  Acceptance  **Research on grief and bereavement DOES NOT support such predictable stages  Guidelines?