1. Myers’ Psychology for AP* David G. Myers *AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product. PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2010

2. Unit 9: Developmental Psychology

3. Unit Overview Prenatal Development and the Newborn Infancy and Childhood Parents and Peers Adolescence Adulthood Reflections on Two Major Developmental IssuesReflections on Two Major Developmental Issues Click on the any of the above hyperlinks to go to that section in the presentation.

4. Prenatal Development and the Newborn

5. Conception

6. Prenatal Development Zygote Embryo Fetus

7. Prenatal Development Placenta Teratogens Fetal alcohol syndrome (FAS)

8. Infancy Childhood

9. Physical Development Motor Development Motor development –Learning to walk

10. Physical Development Maturation and Infant Memory Infantile amnesia

12. Answer the Question: Theoretically, random assignment should eliminate: A.Sampling error B.The need to use statistics C.Concerns over validity D.Many confounding variables E.The need for a representative sample

13. Answer the Question Karthik and Sue are lab partners assigned to research who is friendlier, girls or boys. After conversing with their first 10 participants, they find that their friendliness ratings often differ. With which of the following should they be most concerned? A.Reliability B.Confounding variables C.Ethics D.Validity E.Random Assignment

14. Cognitive Development in Children Vygotsky – Zone of Proximal Development

15. Cognitive Development Cognition Jean Piaget –SchemaSchema –AssimilationAssimilation –AccommodationAccommodation

17. Assimilation & Accommodation Review The child assimilates red and green markers and the pencils into the category “things to write with”. The child assimilates the whiteboard, chalkboard, and notebook into the category “things to write on” The child accommodates pencil into its own category of “things that write on paper” The child assimilates the globe and lock into the category “things that are round” The child accommodates her schema, moving the globe into its own category of “things that show places” Give your neighbor one more set of directions, asking them to assimilate or accommodate the schema

18. Cognitive Development Sensorimotor Stage –Object permanenceObject permanence “out of sight, out of mind” –Stranger Anxiety

19. The Competent Newborn Reflexes Habituation Novelty-preference procedure Sensation and perception

20. Cognitive Development Piaget’s Theory and Current Thinking

21. Preoperational StagePreoperational Stage –ConservationConservation

22. Preoperational Stage Irreversibility Animism

23. Cognitive Development Piaget’s Theory and Current Thinking Egocentrism

24. Cognitive Development Piaget’s Theory and Current Thinking Theory of Mind Lev Vygotsky

25. Cognitive Development Piaget’s Theory and Current Thinking

26. Concrete Operational StageConcrete Operational Stage

27. Cognitive Development Piaget’s Theory and Current Thinking

28. Formal Operational Stage –Abstract concepts

29. Cognitive Development Piaget’s Theory and Current Thinking

31. Take out HW, Answer The Question Dr. Bell conducts an experiment to see whether hunger makes mice run faster through a maze. He randomly assigns 25 mice to a control group or experimental group. Which cannot be a confounding variable? A.Where the experiment takes place B.How hungry the mice were before the experiment C.How fast the mice are before the race D.When the experiment takes place E.The population from which he selected the mice

32. WKST Answers

33. Social Development Origins of Attachment Attachment –Body contact Harry Harlow’s studies http://www.youtube.com/watch?v=Mmbbfi sRiwA&feature=related http://www.youtube.com/watch?v=Mmbbfi sRiwA&feature=related –Familiarity Critical period Imprinting

34. Characteristics of Attachment John Bowlby Safe Haven: When the child feel threatened or afraid, he or she can return to the caregiver for comfort and soothing. Secure Base: The caregiver provides a secure and dependable base for the child to explore the world. Proximity Maintenance: The child strives to stay near the caregiver, thus keeping the child safe. Separation Distress: When separated from the caregiver, the child will become upset and distressed.

35. Social Development Attachment Differences: Temperament and Parenting http://www.youtube.com/watch?v=DH1m_Z MO7GU http://www.youtube.com/watch?v=DH1m_Z MO7GU http://www.youtube.com/watch?v=QTsewNr HUHU http://www.youtube.com/watch?v=QTsewNr HUHU

36. Social Development Attachment Differences: Temperament and Parenting Ainsworth’s “strange situation” Securely Attached Children – Feel distress when separated from caregivers and are happy when their caregiver returns. – Feel secure and able to depend on their adult caregivers. When the adult leaves, the child may be upset but he or she feels assured that the parent or caregiver will return. – When frightened, securely attached children will seek comfort from caregivers.

37. Social Development Attachment Differences: Temperament and Parenting Ainsworth’s “strange situation” Ambivalently Attached Children - usually become very distressed when a parent leaves. -Research suggests that ambivalent attachment is a result of poor maternal availability. - These children cannot depend on their mother (or caregiver) to be there when the child is in need.

38. Social Development Attachment Differences: Temperament and Parenting Ainsworth’s “strange situation” Avoidant Attachment - tend to avoid parents or caregivers. - show no preference between a caregiver and a complete stranger. - Research has suggested that this attachment style might be a result of abusive or neglectful caregivers. - Children who are punished for relying on a caregiver will learn to avoid seeking help in the future.

39. Social Development Attachment Differences: Temperament and Parenting Temperament –Easy, difficult & slow to warm up babies Erikson’s Basic trust Basic trust

40. Social Development Deprivation of Attachment Early deprivation of attachment Disruption of attachment Does day care affect attachment?

41. Impact of Attachment Failure to form secure attachments can have negative impact later – Children diagnosed with oppositional-defiant disorder (ODD), conduct disorder (CD), or post- traumatic stress disorder (PTSD) frequently display attachment problems, possibly due to early abuse, neglect, or trauma. Those who are securely attached in childhood tend to have good self-esteem, strong romantic relationships, and the ability to self-disclose to others.

43. Research Methods Question Marc, a psychology major, collected survey data about the number of hours that college students study for finals and their grades on those finals. His data indicates that students who spend more time studying for finals tend to do better than other students. What can Marc now conclude? A.Studying improves a student’s grade on a final exam. B.A significant relationship exists between studying and final exam grades. C.Students who do not study for final exams will not do well on those exams. D.There is no relationship between studying and final exam grades. E.Students with high IQs tend to study more than those with lower IQs.

44. Social Development Parenting Styles Parenting styles (Baumrind) –Authoritarian –Permissive –Authoritative Correlation versus causation

45. Parenting Styles

46. Erickson’s Stages Review Find the stage that goes with your paper. The numbers 1-8 represent the stages in order. Each number should have 5 people including: -The two terms in the title of the stage ___vs. ___ -The age range of the stage -Two different descriptions of the stage Be prepared to read your sheet aloud to the class

56. Physical Development Brain Development Brain development Pruning process Maturation

57. Three Major Developmental Issues Nature versus nurture Continuity and stages Stability and change

58. Cognitive Development Aging and Intelligence Cross-Sectional Evidence –Cross-sectional studyCross-sectional study Longitudinal Evidence –Longitudinal studyLongitudinal study It all depends –Crystallized intelligenceCrystallized intelligence –Fluid intelligenceFluid intelligence

59. Gender Development Gender Identity Gender Schema Gender Role

60. The End

61. Teacher Information Types of Files – This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint. Animation – Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible. Adding slides to this presentation – Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

62. Teacher Information Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks can be identified by the text being underlined and a different color (usually purple). – Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. – Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation. These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation. For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.

63. Teacher Information Continuity slides – Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at kkorek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations.kkorek@germantown.k12.wi.us Kent Korek Germantown High School Germantown, WI 53022 262-253-3400 kkorek@germantown.k12.wi.us

64. Division title (green print) subdivision title ( blue print) xxx –xxx

65. Division title (green print) subdivision title ( blue print) Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete this box when finished

66. Definition Slide = add definition here

67. Definition Slides

68. Developmental Psychology = a branch of psychology that studies physical, cognitive, and social change throughout the life span.

69. Zygote = the fertilized egg, it enters a 2-week period of rapid cell division and develops into an embryo.

70. Embryo = the developing human organism from about 2 weeks after fertilization through the second month.

71. Fetus = the developing human organism from 9 weeks after conception to birth.

72. Teratogens = agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm.

73. Fetal Alcohol Syndrome (FAS) = physical and cognitive abnormalities in children caused by a pregnant woman’s heavy drinking. In severe cases, symptoms include noticeable facial misproportions.

74. Habituation = decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner.

75. Maturation = biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience.

76. Cognition = all mental activities associated with thinking, knowing, remembering, and communicating.

77. Schema = a concept or framework that organizes and interprets information.

78. Assimilation = interpreting our new experiences in terms of our existing schemas.

79. Accommodation = adapting our current understandings (schemas) to incorporate new information.

80. Sensorimotor Stage = in Piaget’s theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.

81. Object Permanence = the awareness that things continue to exist when not perceived.

82. Preoperational Stage = in Piaget’s theory, the stage (from 2 to about 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic..

83. Conservation = the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects.

84. Egocentrism = in Piaget’s theory, the preoperational child’s difficulty taking another’s point of view.

85. Theory of Mind = people’s ideas about their own and other’s mental states – about their feelings, perceptions, and thoughts, and the behaviors these might predict.

86. Concrete Operational Stage = in Piaget’s theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events.

87. Formal Operational Stage = in Piaget’s theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.

88. Autism = a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of other’s states of mind.

89. Stranger Anxiety = the fear of strangers that infants commonly display, beginning by about 8 months of age.

90. Attachment = an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.

91. Critical Period = an optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development.

92. Imprinting = the process by which certain animals form attachments during a critical period very early in life.

93. Temperament = a person’s characteristic emotional reactivity and intensity.

94. Basic Trust = according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers.

95. Self-concept = our understanding and evaluation of who we are.

96. Gender = in psychology, the biologically and socially influenced characteristics by which people define male and female.

97. Aggression = physical or verbal behavior intended to hurt someone.

98. X Chromosome = the sex chromosome found in both men and women. Females have two X chromosomes; males have one. An X chromosome from each parent produces a female child.

99. Y Chromosome =the sex chromosome found only in males. When paired with an X chromosome from the mother, it produces a male child.

100. Testosterone = the most important of the male sex hormones. Both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex characteristics during puberty.

101. Role = a set of expectations (norms) about a social position, defining how those in the position ought to behave.

102. Gender Role = a set of unexpected behaviors for males or for females.

103. Gender Identity = our sense of being male or female.

104. Gender Typing = the acquisition of a traditional masculine or feminine role.

105. Social Learning Theory = the theory that we learn social behavior by observing and imitating and by being rewarded or punished.

106. Adolescence = the transition period from childhood to adulthood, extending from puberty to independence.

107. Puberty = the period of sexual maturation, during which a person becomes capable of reproducing.

108. Primary Sexual Characteristics = the body structures (ovaries, testes, and external genitalia) that makes sexual reproduction possible.

109. Secondary Sex Characteristics = nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair.

110. Menarche = the first menstrual period.

111. Identity = our sense of self; according to Erikson, the adolescent’s task is to solidify a sense of self by testing and integrating various roles.

112. Social Identify = the “we” aspect of our self-concept; the part of our answer to “Who am I?” that comes from our group memberships.

113. Intimacy = in Erikson’s theory, the ability to form close, loving relationships; a primary developmental task in late adolescence and early adulthood.

114. Emerging Adulthood = for some people in modern cultures, a period from the late teens to mid-twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood.

115. Menopause = the time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines.

116. Cross-sectional Study = a study in which people of different ages are compared with one another.

117. Longitudinal Study = research in which the same people are restudied and retested over a long period.

118. Crystallized Intelligence = our accumulated knowledge and verbal skills; tends to increase with age.

119. Fluid Intelligence = our ability to reason speedily and abstractly; tends to decrease during late adulthood.

120. Social Clock = the culturally preferred timing of social events such as marriage, parenthood, and retirement.