1. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Note to Instructor: Internet connection is required to access media assets. No connection? Request a CD/DVD for Wiley owned CyberPsych assets. The following Media-Enriched PowerPoint slides include the core concepts and key terms of Chapter 10 in Visualizing Psychology. Before presenting these slides, delete all instructor information slides by pressing “delete” on your keyboard. These slides also include links to simulations, animations, and resources on the World Wide Web (www). Please return to this Instructor Companion Site for frequent updates and replacements of broken links.

2. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Note to Instructor (Continued): Media-Rich Assets WWW Links are dispersed throughout the PowerPoint slides where appropriate and are indicated by this icon: CyberPsych: Animations are Wiley owned and placed throughout this presentation. The animations are indicated by this icon: CyberPsych: Psychology in the News Video Clips are also Wiley owned and placed throughout this presentation. The video clips are indicated by this icon:

3. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Note to Instructor (Continued): If you prefer a different background color or design, click on the upper right corner under “design” and select an alternative template. To further personalize and enrich your presentation, check the Visualizing Psychology Instructor Companion Site at www.wiley.com/college/carpenter for supplemental figures, tables, key terms, etc.Visualizing Psychology www.wiley.com/college/carpenter

4. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Each topic on the Lecture Outline slide (#6) has been linked for your convenience. When in “presentation mode,” simply click on the topic and you will link directly to the slide(s) of interest. Enjoy! Finally, the last slide of each topic includes a “home” icon, which will return you to the original Lecture Outline slide. This feature enables you to present chapter topics in any order. Ease of navigation and flexibility in presentation are key elements of an enriched PowerPoint presentation. Enjoy! Note to Instructor (Continued):

5. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Visualizing Psychology by Siri Carpenter & Karen Huffman PowerPoint  Lecture Notes Presentation Chapter 10: Life Span Development II Siri Carptenter, Yale University Karen Huffman, Palomar College

6. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Lecture Overview Social, Moral, andMoral, and Personality Development How Sex, Gender, and Culture Affect Development Developmental Challenges Throughout Adulthood

7. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Social, Moral, and Personality Development Social Development Attachment: strong affectional bond with special others that endures over time  Lorenz’s imprinting studies suggest biological argument for attachment

8. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Social, Moral, and Personality Development (continued)  Harlow’s work with monkeys—feeding or contact comfort?

9. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Social, Moral, and Personality Development - Three Levels of Attachment Ainsworth’s strange situation procedure identified three types of attachment in children: 1.Securely Attached Child stays close to mother, shows moderate distress when separated, and is happy when mother returns.

10. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Social, Moral, and Personality Development - Three Levels of Attachment (Continued) 2.Avoidant Child treats mother and stranger the same and rarely cries when mother leaves. 3.Anxious/Ambivalent Child is upset when mother leaves. When mother returns, child seeks closeness, but also squirms away.

11. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Pause and Reflect: Why Study Psychology? Research suggests the attachment patterns we develop as infants may carry over into similar patterns in our adult romantic relationships.

12. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Social, Moral, and Personality Development Kohlberg developed a model of moral development (right and wrong) based on responses to moral dilemmas.

13. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Social, Moral, and Personality Development: Kohlberg’s 3 Levels and 6 Stages PRECONVENTIONAL LEVEL Stage 1: punishment-obedience orientation Stage 2: instrumental-exchange orientation CONVENTIONAL LEVEL Stage 3: good child orientation Stage 4: law-and-order orientation POSTCONVENTIONAL LEVEL Stage 5: social-contract orientation Stage 6: universal ethics orientation

14. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Social, Moral, and Personality Development: Kohlberg’s 6 Stages of Moral Development (Continued)

15. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Social, Moral, and Personality Development: Erikson’s Eight Psychosocial Stages: Stages 1-4

16. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Social, Moral, and Personality Development: Erikson’s Eight Psychosocial Stages: Stages 5-8

17. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Pause and Reflect: Critical Thinking Have you successfully resolved the developmental crisis associated with your current Eriksonian stage of life? Are there earlier stages that you may not have resolved successfully? If so, how has this affected your personal or social relationships?

18. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Pause and Reflect: Check & Review 1.George would like to wear two earrings and a black leather studded jacket, but he is worried about others’ disapproval. He is at Kohlberg’s _____ level of moral development. 2.An infant’s inborn basic disposition is known as his or her _____.

19. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology How Sex, Gender, and Culture Affect Development Sex: biological maleness or femaleness including chromosomal sex; also, sexual behaviors of intercourse/masturbation Gender: psychological and sociocultural meanings added to biological sex Gender Role: societal expectations for normal and appropriate male and female behavior

20. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology How Sex, Gender, and Culture Affect Development (Continued) Physical anatomy: height, weight, body build, reproductive organs Functional and structural brain differences:  hypothalamus  corpus callosum  cerebral hemispheres

21. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology

22. How Sex, Gender, and Culture Affect Development (Continued) Cognitive abilities  Women score higher on verbal skills.  Men score higher on math and visuospatial skills. Aggression  Men exhibit greater physical aggressiveness.  Women supposedly higher on relational aggression, but no clear differences.

23. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology How Sex, Gender, and Culture Affect Development (Continued) Gender differences affect cognitive, social, and personality development

24. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology How Sex, Gender, and Culture Affect Development (Continued) Social-learning theory suggests gender roles develop as children: receive rewards/punishments for gender role behaviors and attitudes. watch and imitate the behaviors and attitudes of others.

25. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology How Sex, Gender, and Culture Affect Development (Continued) Cognitive-developmental theory suggests children form gender schemas (mental images) of correct behaviors for boys versus girls.

26. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology How Sex, Gender, and Culture Affect Development (Continued) Androgyny: combining characteristics typically male (assertive, athletic) with those considered typically female (yielding, nurturing); from Greek andro, meaning “male,” and gyn, meaning “female”

27. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology How Sex, Gender, and Culture Affect Development (Continued) Individualistic Cultures: needs and goals of the individual are emphasized over the needs and goals of the group Collectivistic Cultures: needs and goals of the group are emphasized over the needs and goals of the individual

28. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Pause and Reflect: Critical Thinking What are the best and worst things about the masculine gender role and the feminine gender role? Would the world be better if everyone were androgynous? Why or why not?

29. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Developmental Challenges Through Adulthood – Marriage Research shows good marriages: Establish “love maps.” Share power and provide mutual support. Practice conflict management. Share similar values, beliefs, interests, etc. Create a supportive social environment. Maintain a positive emphasis.

30. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Developmental Challenges Through Adulthood – Work and Retirement Work How can we find a great career that matches our unique personalities and interests?

31. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Developmental Challenges Through Adulthood – Are You in the Right Job?

32. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Developmental Challenges Through Adulthood – Work and Retirement Retirement Should we follow the activity, disengagement, or socio-emotional selectivity theory?

33. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Developmental Challenges Through Adulthood – The Socioemotional Selectivity Theory

34. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Developmental Challenges Through Adulthood – Empty Nest Syndrome What about the empty nest syndrome?

35. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Developmental Challenges Through Adulthood – Grief and Death Cultures interpret and respond to death differently. Different ages also interpret and respond to death according to: Permanence Universality Nonfunctionality

36. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Developmental Challenges Through Adulthood – Grief and Death (Continued) Kübler-Ross developed a five stage theory of the psychological processes surrounding death: Denial (“It can’t be true!”) Anger (“Why me? It’s not fair!”) Bargaining (“I’ll change everything!”) Depression (“I’ve lost everything.”) Acceptance (“I know my time is near.”)

37. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Pause and Reflect: Check & Review 1.Different ages interpret and respond to death according to _____, _____, and _____. 2.Give a brief example of a dying person’s response during each of Kübler-Ross’s five stage theory of death.

38. ©John Wiley & Sons, Inc. 2008 Carpenter/Huffman: Visualizing Psychology Visualizing Psychology by Siri Carpenter & Karen Huffman PowerPoint  Lecture Notes Presentation End of Chapter 10: Life Span Development II Siri Carpenter, Yale University Karen Huffman, Palomar College