Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 Chapter 9 part 1 Developmental Psychology The study of how organisms change over time as the result of biological and environmental influences

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 How Do Psychologists Explain Development? Development is a process of growth and change brought about by an interaction of heredity and the environment

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 Nature-nurture issue – Long-standing discussion over relative importance of nature (heredity) and nurture (environment) in their influence on behavior and mental processes The Nature-Nurture Interaction

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 Gradual versus Abrupt Change Age Performance Continuity view Discontinuity view

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 Gradual versus Abrupt Change Developmental stages – Periods of life initiated by significant transitions or changes in physical or psychological functioning

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 Psychological Traits in Your Genes While psychological traits are formed by interaction of heredity and the environment, many traits have a strong genetic influence

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 What Are the Developmental Tasks of Infancy and Childhood? Infants and children face especially important developmental tasks in the areas of cognition and social relationships – tasks that lay a foundation for further growth in adolescence and adulthood

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 Cognitive Development Cognitive development – The process by which thinking changes over time Schemas – Mental structures or programs that guide a developing child’s thoughts

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 Accommodation – Mental process that restructures existing schemes so that new information is better understood Cognitive Development Assimilation – Mental process that modifies new information to fit it into existing schemes

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 Piaget’s Stages of Cognitive Development Sensorimotor Preoperational Concrete Operational Formal Operational

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 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 Sensorimotor intelligence Mental representations Object permanence

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 Piaget’s Stages of Cognitive Development Sensorimotor Preoperational Concrete Operational Formal Operational About age 2 to age 6 or 7 Marked by well- developed mental representation and the use of language Egocentrism Animistic thinking Centration Irreversibility

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 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

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 Piaget’s Stages of Cognitive Development Sensorimotor Preoperational Concrete Operational Formal Operational From about age 12 on Abstract thought appears

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007 Erikson’s Psychosocial Stages Age/Period Principal Challenge 0 to 1 1/2 years Trust vs. mistrust 1 1/2 to 3 years Autonomy vs. self doubt 3 to 6 years Initiative vs. guilt 6 years to puberty Confidence vs. inferiority Adolescence Identity vs. role confusion Early adulthood Intimacy vs. isolation Middle adulthood Generativity vs. stagnation Late adulthood Ego-integrity vs. despair

Copyright © Allyn and Bacon 2006 Infancy birth - 12 mos. Developmental Task: Trust v. Mistrust Strength… hope  Deficiency… withdrawal

Copyright © Allyn and Bacon 2006 Early Childhood 12 mos.- 3 yrs Developmental Task: Autonomy v. Doubt Strength… willpower  Deficiency… indecisive

Copyright © Allyn and Bacon 2006 Play Age 3-6 yrs Developmental Task: Initiative v. Guilt Strength… purpose  Deficiency… inhibition

Copyright © Allyn and Bacon 2006 School Age 6 yrs - puberty Developmental Task: Industry v. Inferiority Strength… competence  Deficiency… inadequate

Copyright © Allyn and Bacon 2006 Adolescence puberty – 18/22 yrs Developmental Task: Identity v. Role Confusion Strength… unique  Deficiency… poor image

Copyright © Allyn and Bacon 2006 Young Adulthood 22 – 40 yrs Developmental Task: Intimacy v. Isolation Strength… love  Deficiency… exclusivity

Copyright © Allyn and Bacon 2006 Middle Age 45 yrs – 65 yrs Developmental Task: Generativity v. Stagnation Strength… care  Deficiency… rejection

Copyright © Allyn and Bacon 2006 Old Age 65 yrs - death Developmental Task: Integrity v. Despair Strength… wisdom  Deficiency… regrets

Copyright © Allyn and Bacon 2006 Copyright © Allyn & Bacon 2007

Copyright © Allyn and Bacon 2006 What is an identity crisis? Confusion as to the role you are playing in the world An attempt to build individuality Identity has 7 areas of “potential crisis”

Copyright © Allyn and Bacon Time Perspective Inability to enjoy the present-you feel you are trapped in it. Feel powerless to change the future

Copyright © Allyn and Bacon 2006 Self-Certainty No “self image” that you can stick to. Real self or ideal self????

Copyright © Allyn and Bacon 2006 Role Experimentation Trying different roles and not finding one that perfectly fits you

Copyright © Allyn and Bacon 2006 Anticipation of Achievement Even before starting-work or college, you feel you will not be successful in what you have chosen to do

Copyright © Allyn and Bacon 2006 Gender Identity Uncomfortable with your own gender-or how you deal with the opposite gender- gender roles.

Copyright © Allyn and Bacon 2006 Leadership Polarization Inability to play either the leader or follower when the situation calls for it.

Copyright © Allyn and Bacon 2006 Ideological Values Can’t find social, philosophical, or religious values to base your outlook on life.

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Copyright © Allyn and Bacon 2006 Kohlberg’s Three Levels of Moral Development Right and Wrong

Copyright © Allyn and Bacon 2006 An Overview Level I: Punishment and Reward Orientation Stage 1 : Obedience and Punishment Orientation Stage 2: Naively Egotistic Perspective Level II: Conventional Level—It’s All About Social Rules & Conformity Orientation Stage 3: Interpersonal Conformity Stage 4: Social System Orientation Level III: Self-Accepted Moral Principles Orientation Stage 5: Social Contract Stage 6: Universal Ethical Principles

Copyright © Allyn and Bacon 2006 Moral reasoning dilemmas Used to evaluate stage. Answers not as important as “why”

Copyright © Allyn and Bacon 2006 Level I: Punishment and Reward Orientation 0-9 Child’s view: Moral values reside in external, quasi-physical events, or in bad acts. The child is responsive to rules and evaluative labels, but views them in terms of pleasant or unpleasant consequences of actions, or in terms of the physical power of those who impose the rules.

Copyright © Allyn and Bacon 2006 Stage 1 : Obedience and Punishment Orientation— “I’ll Be Good for the Cookie!!! Ethics of punishment and obedience Good is what brings reward–bad is what brings punishment.

Copyright © Allyn and Bacon 2006 Level I, Stage 2: Naively Egoistic Perspective— “It’s All About ME!!!” Ethics of market exchange (“It’s not fair!”) Good is what feels agreeable either to an individual or to those valued—parents, peers, teachers, etc. Viewed as stage of “hedonism” - what is right is what gives pleasure (“Okay, I got punished, but it was worth it.”)

Copyright © Allyn and Bacon 2006 Level II: Conventional Level—It’s All About Social Rules & Conformity 9- puberty Moral values reside in performing the right role, in maintaining the conventional order and expectancies of others as a value in its own right.

Copyright © Allyn and Bacon 2006 Stage 3: Interpersonal Conformity— “I’m a Good Person ‘Cause My Friends Think I’m Nice” Ethics of peer opinion Good is what brings approval of peers Termed “Good boy - Nice girl” stage

Copyright © Allyn and Bacon 2006 Level II, Stage 4: Social System Orientation— “I’m a Good Citizen, Therefore I’m a Good Person” Ethics of law and order Good is what conforms to laws and customs of one’s culture; rules are absolute

Copyright © Allyn and Bacon 2006 Level III: Postconventional/Self- Accepted Moral Principles: puberty- adulthood Morality is defined in terms of conformity to shared standards, rights, or duties apart from supporting authority. The standards conformed to are internal, and action- decisions are based on an inner process of thought and judgment concerning right and wrong.

Copyright © Allyn and Bacon 2006 Stage 5: Social Contract— “A Good, Fair Moral System Includes Everyone’s Views!” Ethics of social contracts and individual rights Good is what results from processes of conflict resolution and negotiation. “Majority rules” however. Stage of political activists.

Copyright © Allyn and Bacon 2006 Stage 6: Universal Ethical Principles— “Finally! I Have a Personal Code of Honor” Ethics of self-chosen ideals Good is what conforms to personal general moral principles Doing good is more important than cultural conformity “I got punished, but I know I did the right thing. I would do it again.”