Do Now Fresh start, new semester… Write down some goals for the next 90 days—how do you want to leave HS? Write down some achievements that have gotten you this far. Write down some ways that you have been successful, and how to continue to do so.

6 days (Jan 26-Feb 10 th ) Developmental Psychology FROM WOMB TO TOMB

Day 1 Review objectives Remember Dr. Chew? Was he wrong? Discuss plans and outcomes Theories of development (see handout) Assignment list

Unit 7-Development 7-9% Discuss the interaction of nature and nurture (including cultural variations) in the determination of behavior. Explain the process of conception and gestation, including factors that influence successful fetal development (e.g., nutrition, illness, substance abuse). Discuss maturation of motor skills. Describe the influence of temperament and other social factors on attachment and appropriate socialization. Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing). Compare and contrast models of moral development (e.g., Kohlberg, Gilligan). Discuss maturational challenges in adolescence, including related family conflicts. Explain how parenting styles influence development. Characterize the development of decisions related to intimacy as people mature. Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function. Describe how sex and gender influence socialization and other aspects of development. Identify key contributors in developmental psychology (e.g., Mary Ainsworth, Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, and Lev Vygotsky).

Evolutionary Evidence for Attachment Theory (Bowlby & Lorenz) We are programmed by evolution to emit endearing behaviors - cooing, smiling, clinging. Triggers affectionate parental response & protection. Attachment: Deep & enduring emotional bond that connects one person to another across time & space. Does not have to be reciprocal. One person may have an attachment with an individual which is not shared. Attachment is characterized by specific behaviors in children, such as seeking proximity with the attachment figure when upset or threatened.

Evolutionary Evidence for Attachment Theory Children biologically pre-programmed to form attachments with others, because this will help them to survive. The infant produces innate ‘social releaser’ behaviors such as crying & smiling that stimulate innate caregiving responses from adults. Determinant of attachment is not food but care & responsiveness. Bowlby: a child would initially form only 1 primary attachment (monotropy) & that the attachment figure acted as a secure base for exploring the world. Acts as a prototype for all future social relationships so disrupting it can have severe consequences. Suggests that there is a critical period for developing at attachment (about 0 -5 years). If an attachment has not developed during this period then the child will suffer from irreversible developmental consequences: such as, reduced intelligence & increased aggression. Babies’ smiles are powerful things leaving mothers spellbound and enslaved. Who can doubt that the baby who most readily rewards his mother with a smile is the one who is best loved and best cared for?’ - Bowlby 1957

Mid-1950s: Behavior Theory of Attachment came into question as a result of Harry Harlow's famous studies of attachment in infant rhesus monkeys. Harlow removed newborn monkeys from their mothers at birth & raised them in the laboratory with two types of artificial mothers. Which mother do you think the monkey will choose?

1/2 fed by a wire mother & the other 1/2 fed by the cloth mother. The young monkeys' attachment to their substitute mothers was measured by monitoring how much time the monkeys spent with each type of mother. Which mother do you think the monkey will choose ?

YouTube: Harlow's Monkey Experiment

COGNITIVE DEVELOPMENT. Pioneers - Jean Piaget. Piaget noticed that his children were able to handle logical problems differently at different ages. Further, he noticed that as children age, their ability to handle logical problems changes. Piaget then spent years studying how cognitive development occurred on average. From this intensive study, Piaget developed a theory of cognitive development that described how people are able to deal with logical problems differently at different points in their lives.

Piaget: STAGES of Cognitive Development

STAGE THEORY Piaget: all human beings pass through all stages in same order, & we all go through ALL stages during our lifespan. Object Permanence: Concept acquired in stage 2. Lack of object permanence is why babies love the game peekaboo. But it is no longer interesting for toddlers. Conservation: Principle that things stay the same no matter if the form changes. (physics) Lack of conservation also can be seen in length, mass, number & volume.

Piaget believed that babies up to 18 months lacked the development to determine if an object is still there or not: Object Permanence

Piaget: most important issue that children are concerned with is adapting to their environment (adaptation). To adapt, children use different strategies at different ages. Accommodation process relies on the notion that we develop a series of schemas to ease adaptation process. Schema is an organized body of knowledge. They are not part of the inborn knowledge structures of children.

Piaget: Once we develop schema, we spend a lot of time fitting new experiences into existing schema or --- assimilation. We need both accommodate & assimilate throughout life. Schemas need to be developed through experience. Process of developing new schema is called accommodation.

YouTube: Conservation

YouTube: Object Permanence Experiment with 10 month old

YouTube: Memorize Piaget’s Stages by Michael Britt’s Psych Files

How to Memorize Piaget’s Stages 1.Sensorimotor (0-2 yrs: Object Permanence) 2. Preoperational (2-7 yrs: Magical Thinking, Conservation of Energy is difficult, Egocentric, Assimilation 3. Concrete Operations (7-12 yrs: Logical Thinking, Accommodation) 4. Formal Operations (Adult: Abstract Thinking) SPCF -or- “SPeCiFy”

How to Memorize Piaget’s Stages Society for the Prevention of Cruelty to Fruit 1. Sensorimotor - “motor” --> Motorcycle Object Permanence: “Pair of Ants” (stage is to age 2) 2. Preoperational - “opera” or “operation” or “preacher” Magical Thinking: “rabbit out of a hat” Conservation: “Smokey the Bear” Assimilation: “Ass (or donkey)” or “Butt!” 3. Concrete Operations - Logical Thinking, Accommodation “Concrete Block” “Logs” “Comb” 4. Formal Operations - Abstract Thinking “Suit” “4 Males”

Critics of Piaget: Underestimated children’s skills on one end & Overestimated their skills on the other end Several researchers rephrased Piagetian tasks & found that younger children were able to understand the questions & respond appropriately Children seem to acquire cognitive abilities earlier than Piaget predicted In addition, the children seemed to have internal representation prior to Preoperational ages. On the other end, another researcher gave a variety of Piagetian tasks to college freshmen & found that only 40% of them displayed characteristics of formal operations. 100% should have been in formal operations, according to Piaget. Children may enter formal operations later in life.

Kohlberg built upon Piaget's ideas. Stage Theory: people pass through stages and substages of moral reasoning.

YouTube: Kohlberg's Heinz Dilemma.

YouTube: Memorize Erikson’s 8 Stages by Michael Britt of PsychFiles

LEV VYGOTSKY : Contemporary Rival of Piaget Alternative approach to cognitive development Disagreed w/Piaget that children moved through stages of cognitive development in an orderly fashion. Vygotsky: children learn according to their own schedule. Have a range of abilities under which they are able to operate. Following an adult’s example, they eventually develop the ability to do certain tasks alone. This included a cultural & language base that helped to determine individual development. Zone of Proximal Development (ZPD): Gap (difference) between what a child can do w/o help & what he can do only w/support. scaffolding: help children move their ZPD. Scaffolding: children build high level cognitive functioning by isolating ZPD & providing assistance - to solve more complex problems.

Vygotsky’s theory is not as structured as Piaget’s, but it provides an alternative explanation for cognitive development. Many argue that Vygotsky’s theory provides a better fit for the educational environment because of its focus on individual differences

10 Minutes to Teach Outcomes: 10 min lesson teaching classmates about the C, S, M, P development of the stage you’ve been assigned. Guide classmates in their understanding of your topic, and build enough understanding to help them effectively complete their “CONCEPT MAP”, vocabulary and understanding of your stage. Collaborate w/in your group of 2-4 (no more, no less) on objectives and leveled questions relevant to your specific development stage.

Group List person(s) in charge, summary of findings, theories/ theorists relevant to stage. Objectives Birth-2 Physical: Cognitive: Moral: Social:

Goals for today (and before next class) Assign w/in your group a sub-concept *note, some groups will have 2 people assigned to a sub topic. Be flexible and fair. Together compare the objectives w/your topic. Find any and ALL relevant objectives that you’ll need to “TEACH” to. List them on your sheet. Brainstorm ideas for research, swap s etc. the beginning of next class: 1 page SUMMARY of your topic including: summary of your research (general idea of your stage, in depth summary of your sub-topic) any relevant vocabulary Theories/theorists