1. 1 PSYCHOLOGY (8th Edition) David Myers PowerPoint Slides Aneeq Ahmad Henderson State University Worth Publishers, © 2006

2. 2 Developing Through the Life Span

3. 3 Developmental Psychology IssueDetails Nature/Nurture How do genetic inheritance (our nature) and experience (the nurture we receive) influence our behavior? Continuity/Stages Is developmental a gradual, continuous process or a sequence of separate stages? Stability/Change Do our early personality traits persist through life, or do we become different persons as we age.

4. 4 Prenatal Development and the Newborn How, over time, did we come to be who we are? From zygote to birth, development progresses in an orderly, though fragile, sequence.

5. 5 Conception Lennart Nilsson/ Albert Bonniers Publishing Company

6. 6 Prenatal Development Lennart Nilsson/ Albert Bonniers Publishing Company Biophoto Associates/ Photo Researchers, Inc.

7. 7 Prenatal Development Lennart Nilsson/ Albert Bonniers Publishing Company

8. 8 The Competent Newborn.

9. 9 Carl and Ann Purcell/ Corbis Lightscapes, Inc. Corbis

10. 10 Cognitive Development in the Newborn

11. 11 Infancy and Childhood StageSpan Infancy Newborn to toddler Childhood Toddler to teenager

12. 12 Physical Development Infants’ psychological development depends on their biological development. To understand the emergence of motor skills and memory, we must understand the developing brain.

13. 13 Developing Brain

14. The developing brain: https://www.youtube.com/watch?v=MS5H UDVNbGs (8:07)https://www.youtube.com/watch?v=MS5H UDVNbGs

15. 15 Maturation Maturation sets the basic course of development, while experience adjusts it.

16. 16 Motor Development.

17. 17 Maturation and Infant Memory Amy Pedersen Courtesy of Carolyn Rovee-Collier

18. 18 Cognitive Development Both photos: Courtesy of Judy DeLoach

19. 19 Schemas Schemas are mental molds into which we pour our experiences.

20. 20 Assimilation and Accommodation Jean Piaget with a subject Bill Anderson/ Photo Researchers, Inc.

21. 21 Piaget’s Theory and Current Thinking

22. 22 Sensorimotor Stage.

23. 23 Sensorimotor Stage: Criticisms Piaget believed children in the sensorimotor stage could not think —they do not have any abstract concepts or ideas. However, recent research shows that children in the sensorimotor stage can think and count.

24. 24 Sensorimotor Stage: Criticisms 2. Children can also count. Wynn (1992, 2000) showed that children stared longer at the wrong number of objects than the right ones.

25. 25 Preoperational Stage Piaget suggested that from 2 years old to about 6-7 years old, children are in the preoperational stage—too young to perform mental operations. Ontario Science Center

26. Preoperational Stage: Criticism DeLoache (1987) showed that children as young as 3 years of age are able to use mental operations. When shown a model of a dog’s hiding place behind the couch, a 2½-year-old could not locate the stuffed dog in an actual room, but the 3-year-old did. 26

27. 27 Egocentrism Piaget concluded that preschool children are egocentric. They cannot perceive things from another’s point of view.

28. 28 Theory of Mind

29. 29 Concrete Operational Stage In concrete operational stage, given concrete materials, 6- to 7-year-olds grasp conservation problems and mentally pour liquids back and forth into glasses of different shapes conserving their quantities.

30. 30 Formal Operational Stage Around age 12, our reasoning ability expands from concrete thinking to abstract thinking. We can now use symbols and imagined realities to systematically reason. Piaget called this formal operational thinking.

31. 31 Formal Operational Stage Rudiments of such thinking begin earlier (age 7) than what Piaget suggested, since 7-year-olds can solve the problem below (Suppes, 1982). If John is in school, Mary is in school. John is in school. What can you say about Mary?

32. 32 Reflecting on Piaget’s Theory Piaget’s stage theory has been influential globally, validating a number of ideas regarding growth and development in many cultures and societies. However, today’s researchers believe the following: 1.Development is a continuous process. 2.Children express their mental abilities and operations at an earlier age. 3.Formal logic is a smaller part of cognition. https://www.youtube.com/watch?v=TRF27F2bn-Ahttps://www.youtube.com/watch?v=TRF27F2bn-A (6:17)

33. Piaget Video: https://www.youtube.com/watch?v=TRF27F2bn-Ahttps://www.youtube.com/watch?v=TRF27F2bn-A (6:17)

34. 34 Social Development

35. 35 Origins of Attachment

36. 36 Origins of Attachment

37. 37 Attachment Differences Placed in a strange situation, 60% of children express secure attachment, i.e., they explore their environment happily in the presence of their mothers. When their mother leave, they show distress. Secure: https://www.youtube.com/watch?v=cyHRFMGeb1U Insecure: https://www.youtube.com/watch?v=FD771ASTMes

38. 38 Secure Attachment Relaxed and attentive caregiving becomes the backbone of secure attachment. Berry Hewlett

39. 39 Insecure Attachment Harlow’s studies showed that monkeys experience great anxiety if their terry-cloth mother is removed. https://www.youtube.com/watch?v=OrNBEhzjg8I Harlow Primate Laboratory, University of Wisconsin

40. 40 Attachment Differences: Why? Why do these attachment differences exist? FactorExplanation Mother Both rat pups and human infants develop secure attachments if the mother is relaxed and attentive. Father In many cultures where fathers share the responsibility of raising children, similar secure attachments develop.

41. At your tables discuss: Is attachment style the result of parenting, as children's early experiences form their thinking about relationships? Or is attachment style the result of a genetically influenced temperament (one’s characteristic emotional reactivity). For example, some babies are easy to take care of, and others are irritable, intense and difficult. Does a parents ability to form an attachment come from the parent, regardless of the child’s behavior, or does the child’s behavior determine how able to parent is to attach to the child? Discuss.

42. 42 Separation Anxiety

43. 43 Deprivation of Attachment What happens when circumstances prevent a child from forming attachments? https://www.youtube.com/watch?v=bF3j5UVCSCA In such circumstances children become: 1.Withdrawn 2.Frightened 3.Unable to develop speech

44. 44 Prolonged Deprivation If parental or caregiving support is deprived for an extended period of time, children are at risk for physical, psychological, and social problems, including alterations in brain serotonin levels.

45. 45 Day Care and Attachment Quality day care that consists of responsive adults interacting with children does not harm children’s thinking and language skills. However, some studies suggest that extensive time in day care can increase aggressiveness and defiance in children.

46. 46 Self-Concept Laura Dwight

47. 47 Child-Rearing Practices PracticeDescription Authoritarian Parents impose rules and expect obedience. Permissive Parents submit to children’s demands. Authoritative Parents are demanding but responsive to their children.

48. 48 Authoritative Parenting

49. In order to break this unhealthy cycle, it is important for people to self analyze and their parenting styles. Most people have heard of the three types of parenting: Authoritative, Authoritarian or Permissive. Sometimes it is hard to self analyze. Below is a questionnaire which asks “Which type of parenting did you grow up with?” Check off the following list to see which style you most closely identify with, checking only one question in each of the four sections.  _____ If I asked my parents why I should listen to them, they said “Because I said So.” _____ If I asked my parents why I should listen to them, they said “ Because I care too much about you to let you act like that”  _____ If I asked my parents why I should listen to them, they said “Awe, what a cute question. You are such a smart boy/girl” ________________________________________________________________________ _____ When I was misbehaving, my parents would threaten a consequence 1 time, and then if I kept it up, they would follow through on the consequence.  _____ When I was misbehaving, my parents would threaten a consequence 1 time, and then if I kept it up, they would threaten me again, and again, and again, until they would give up trying to get me to stop or do said behavior.  _____ When I was misbehaving, my parents wouldn’t threaten me first; they would punish me immediately. ________________________________________________________________________ _____ When I was growing up I felt like I could share how I felt about certain disciplines my parents were using, and they would consider what I had to say.  _____ When I was growing up I didn’t feel like my parents disciplined me at all.  _____ When I was growing up I felt scared to share how I felt about certain disciplines my parents were using. ________________________________________________________________________ _____ When I was growing up, my parents explained to me why they disciplined me the way they did, and what I could do in the future to avoid having to be disciplined again, and reminded me that they loved me.  _____ When I was growing up, my parents projected the motto “shape up or ship out.”  _____ When I was growing up, I ran the show. ________________________________________________________________________ Write your tally of checks next to each corresponding face.  _____  Authoritarian  _____  Passive _____ Authoritative Which parenting style did your parents use on you? 49