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Developmental Psychology Developmental psychology – physical, emotional, and cognitive changes across the lifespan Fundamental Issues: 1. Nature vs. Nurture 2. Norms/Universals vs. Individual differences 3. Stability or Change (Continuity vs. Discontinuity)

Gradual versus Abrupt Change Continuity view Discontinuity view

Research Methods & Terms Longitudinal Cross-sectional Terms to Note: 1.Maturation 2.Socialization 3.Critical Periods?

Culture and Maturation Many aspects of development depend on cultural customs. –Examples include an infant’s ability to sleep alone. –Recommendation to have babies sleep on their back has affected onset of crawling. –Preschool: now kids “should” know #’s, colors, letters

Prenatal development Conception 30 Hours 6 weeks4 months

Physical Development Prenatal Period (3 Stages) I.Germinal (period of the zygote) II.Embryonic stage

Full termFetal period (in weeks)Embryonic period (in weeks) Central nervous system Heart Period when major abnormality occurs Leg Teeth Arm Eye Heart Brain EarPalateEar External genitalia Central nervous system Heart Arms Eyes Legs Teeth Palate Period when minor defect or abnormality occurs External genitalia Ear

Physical Development Prenatal Period (3 Stages) I.Germinal (period of the zygote) II.Embryo III.Fetal Stage -Age of Viability -Teratogens

Agents That Cross The Placenta German measles (rubella). X-rays, other radiation, toxic chemicals. Sexually transmitted diseases. Cigarette smoking. Alcohol. Drugs (illegal & legal)

Neonatal Period (from birth to one month) Sensory abilities Motor abilities

Social Skills Babies will turn their heads towards a face when only 9 minutes old. By 4-6 weeks babies are smiling regularly. Synchrony –First conversations involve babies exchanging nonverbal signals with others in a rhythmic pattern. –Still-Face Research*

“Norms” in Children’s Language Development Gestures & Babbling stage Vocabulary and grammar –One-word stage –Two-word stage –Telegraphic speech (short, simple sentences) –Overregularization (e.g. using “hitted” and “feets”)

Development of “Attachment” Harlows’ Monkey Research –Contact comfort Attachment (Bowlby- babies in orphanages) -Ainsworth’s Strange Situation -Classifications

Cognitive Development A.Habituation Research -John Colombo’s Work B.Schemes -Mental structures or programs that guide a developing child’s thoughts

Piaget: A constructivist theory No innate ideas...not a nativist theory. Nor is the child a “tabula rasa” with the “real” world out there waiting to be discovered. Instead, mind is constructed through interaction with the environment "I am a constructivist. I think that knowledge is a matter of constant, new construction, by its interaction with reality, and that it is not pre-formed. There is a continuous creativity."

Jean Piaget 1.Clinical method: questions and answers 2.Active Children 3.Adaptation (assimilate/accommodate)

Jean Piaget 1.Clinical method: questions and answers 2.Active Children 3.Adaptation (assimilate/accommodate) 4.Stages of Development

Piaget’s Stages of Cognitive Development Sensorimotor Preoperational Concrete Operational Formal Operational Birth to about age 2 Child relies heavily on innate motor responses to stimuli Object permanence Mental representations

Object Permanence

Piaget’s Stages of Cognitive Development Sensorimotor Preoperational Concrete Operational Formal Operational About age 2 to age 7 Marked by well- developed mental representation and the use of language Conservation Centration

“Conservation of Liquid” Task The critical question is always: “Why do you think so?”

Piaget’s Stages of Cognitive Development Sensorimotor Preoperational Concrete Operational Formal Operational About age 7 to about age 11 Child understands conservation but is incapable of abstract thought Conservation Mental operations

Piaget’s Stages of Cognitive Development Sensorimotor Preoperational Concrete Operational Formal Operational From about age 12 on Abstract thought appears

Evaluating Piaget’s Theory Stage changes are neither as clear-cut nor as sweeping as Piaget believed. Children sometimes understand more than Piaget believed. (egocentrism for example) Cognitive development depends on the child’s education and culture Piaget overestimated the cognitive skills of many adults. Vygotsky: Different view on language/cognitive skills, and role of cultural influence*

Moral Reasoning: Kohlberg’s Theory Preconventional Level –Punishment and obedience. Conventional Level –Society-maintaining. Postconventional Level –Internalization –Universal ethical principles.

Gilligan’s Theory Males: abstract principles Females: “ethic of care” Meta-analyses do not suggest such a difference occurs. Moral reasoning of either kind unrelated to behavior. (*Knowledge- Behavior)

The Transitions of Life: Erikson’s Psychosocial Crises Infants/toddlers: Trust vs. Mistrust Early Childhood: Autonomy vs. Self-doubt Adolescence: Identity vs. Role confusion Early Adulthood: Intimacy vs. Isolation