1. Chapter 4 pt. 2: Developmental Psychology

2. Adolescence Biology Adolescence Puberty
the transition period from childhood to adulthood
Puberty
the period of sexual maturation
when one first becomes capable of reproduction
Female 11
Male 13

3. Development of Sex Characteristics
Primary Sex Characteristics
body structures that make sexual reproduction possible
ovaries- female
testes- male
external genitalia
Secondary Sex Characteristics
nonreproductive sexual characteristics
female- enlarged breast, hips
male- voice quality, body hair

4. Puberty’s Landmarks
For Women it is the emergence of the Menarche: the first menstrual period when becoming a women which usually occurs by about age 13
For Men it is the first ejaculation which usually occurs by the age of 14 usually in the form of a nocturnal emission.

5. Brain Development and Puberty
Selective pruning gets rid of unconnected brain cells
Frontal lobe develops slower than the limbic system
Impulsiveness
Risky behavior
Formal Operational Stage
Moral and logical reasoning

6. Moral Development and Kohlberg
Lawrence Kohlberg built on the ideas of Piaget and believed that cognitive development was connected to moral reasoning.
Created Series of Stages he believed individuals went through.

7. Agenda
1. Bell Ringer: Erickson Study (10) 2. Lecture: Adulthood and Reflections (20) 3. Twitter Portion of Brain Book (5) 4. What is the “Best age” (15) 5. The “End of Life?” 6. Optional Brain Book Presentations

8. Twitter Portion of Brain Book
This portion will be worth 40 points.
You must compose 8 tweets/posts that utilize parts of the brain and your daily life.
For example: Oops forgot my lunch today #hippocampus.
The object of this assignment is to create hashtags that may go viral, and track the data.
You will have until November 28th to compose tweets, and data will be compiled until December 5th.
Remember, we want these things to go viral, so get your friends involved, retweet. Etc. etc.

9. Kholberg’s Moral Development
As moral development progresses, the focus of concern moves from the self to the wider social world.
Individuals move up the ladder as they develop cognitively.
Morality of abstract
principles: to affirm
agreed-upon rights and
personal ethical principles
Postconventional
level
Conventional
level
Morality of law and
social rules: to gain
approval or avoid
disapproval
Preconventional
level
Morality of self-interest:
to avoid punishment
or gain concrete rewards

10. Kholberg’s Moral Development
Morality of abstract
principles: to affirm
agreed-upon rights and
personal ethical principles
Postconventional
level
Know This Chart
Conventional
level
Morality of law and
social rules: to gain
approval or avoid
disapproval
Preconventional
level
Morality of self-interest:
to avoid punishment
or gain concrete rewards

11. First Rung: Preconventional Reasoning (Children to Age 9)
Characterizations of the Preconventional Level:
Focused on Obedience and Punishment---I can’t do this because “I will get in trouble” or because “Mom Said So.”
Also focused on self-interest. “Whats in It For Me?” “You scratch my back, I’ll scratch yours.”

12. Second Rung: Conventional Reasoning (Adolescence)
Focuses on seeking approval from other people. Want to complete actions of a “good boy/good girl.” Evaluates morality in terms of consequences on relationships.
Later focuses on importance of law and order. Something is wrong because “it is against the law.”

13. Third Rung: Post Conventional Reasoning (Adulthood)
Focus on social contracts and principles like human rights and social justice.
Eventually focus on universal abstract principles. “Right to life.” Laws that are unjust can be broken.
Imagining oneself in everyone else’s shoes.

14. Erik Erikson and Psychosocial Development
Erikson argued that as people developed they inevitably had to deal with psychological and social conflicts along with different roles as they aged. Argued everyone experiences universal “identity crises”
One’s identity or sense of self was effected by how one deals with each conflict in their life.

15. Know Erikson’s Chart Approximate age Stage Description of Task
Infancy Trust vs. mistrust If needs are dependably met, infants
(1st year) develop a sense of basic trust.
Toddler Autonomy vs. shame Toddlers learn to exercise will and
(2nd year) and doubt do things for themselves, or they doubt their abilities.
Preschooler Initiative vs. guilt Preschoolers learn to initiate tasks
(3-5 years) and carry out plans, or they feel
guilty about efforts to be independent.
Elementary Competence vs Children learn the pleasure of applying
(6 years- inferiority themselves to tasks, or they feel
puberty) inferior.

16. Know Erikson’s Chart Approximate age Stage Description of Task
Adolescence Identity vs. role Teenagers work at refining a sense of self by
(teens into confusion testing roles and then integrating them to
20’s) form a single identity, or they become
confused about who they are.
Young Adult Intimacy vs. Young adults struggle to form close relation-
(20’s to early isolation ships and to gain the capacity for intimate
40’s) love, or they feel socially isolated.
Middle Adult Generativity vs. The middle-aged discover a sense of contri-
(40’s to 60’s) stagnation buting to the world, usually through family
and work, or they may feel a lack of purpose.
Late Adult Integrity vs. When reflecting on his or her life, the older
(late 60’s and despair adult may feel a sense of satisfaction or
up) failure.

17. Review
Using the sheet, draw and explain cartoons to describe the 3 stages of Kholber’s Moral Reasoning.
For Erikson, come up with an example for each stage. What might be going on in a person’s life at each stage? See my example.

18. Adulthood and Physical Changes
Menopause in Women
the time of natural cessation of menstruation
also refers to the biological changes a woman experiences as her ability to reproduce declines
No equivalence to menopause in men.

19. Aging and Reaction Times
Slowing reactions contribute to increased accident risks among those 75 and older.
Fatal
accident
rate 12 10
Fatal accidents
per 100 million miles 8
Fatal accidents
per 10,000 drivers 6 4 2 16 20 25 30 35 40 45 50 55 60 65 70
75 and
over
Age

20. Aging and Cognitive Changes
Recalling new names introduced once, twice or three times is easier for younger adults than for older ones (Crook & West, 1990).
100
Older age groups have
poorer performance
Percent
of names
recalled 90 80
After three
introductions 70 60 50
After two
introductions 40 30 20
After one
introductions 10 18 40 50 60 70
Age group

21. Aging and Cognitive Changes
In a study by Schonfield & Robertson (1966), the ability to recall new information declined during early and middle adulthood, but the ability to recognize new information did not.
Number
Of words
remembered 24 20
Number of words
recognized is
stable with age 16 12 8
Number of words
recalled declines
with age 4 20 30 40 50 60 70
Age in years

22. Aging Stinks Because…….
More prone to illness
¼ live in nursing homes
Brain neurons die
Recognition memory decreases
After age 65 life satisfaction decreases
Muscle strength decreases
Visual sharpness, hearing, smell and taste all decrease
If you remain active you can retain many of these things

23. Physical Deterioration
Alzheimer’s Disease:
a progressive and irreversible brain disorder
characterized by a gradual deterioration of memory, reasoning, language, and finally, physical functioning
Linked to acetylcholine neurotransmitter

24. Alzheimer’s Disease

25. Aging and Intelligence
Results comparing intelligence scores and age have produced different results depending on the type of study but in general one’s crystallized intelligence tends to increase with age while one’s fluid intelligence decreases with age.
Crystallized Intelligence: accumulated knowledge and verbal skills…ex: history facts, words, etc.
Fluid Intelligence: ability to reason speedily and abstractly….ex: puzzles, logic games.

26. Adulthood Social Changes
Social Clock
the culturally preferred timing of social events
marriage
parenthood
retirement

27. Different Types of Studies
Cross-Sectional Study
a study in which people of different ages are compared with one another
Longitudinal Study
a study in which the same people are restudied and retested over a long period
Reasoning
ability
score
Cross-sectional method
suggests decline 60 55 50
Longitudinal method
suggests more stability 45 40 35 25 32 39 46 53 60 67 74 81
Age in years
Cross-sectional method
Longitudinal method

28. Adulthood and Satisfaction with Life
Multinational surveys show that age differences in life satisfaction are trivial (Inglehart, 1990).
Percentage
“satisfied”
with life
as a whole 80 60 40 20 15 25 35 45 55
65+
Age group

29. Love
Marriage is more likely to work if the people are older than 20 and well educated
62% of couples support “ living together with someone to test the relationship”
Positive Correlation between living together and divorce rates
9 out of 10 men marry
75% of divorcees remarry

30. Work
During the first 2 years of college most students can’t predict their careers

31. Kubler-Ross’s Stages of Grief
Psychiatrist Elisabeth Kubler-Ross has studied death and dying and has concluded that people allegedly deal with grief and tragedy by going through the Five Stages of Grief:
1. Denial:
"I feel fine."; "This can't be happening to me!"

32. 2. Anger:
"Why me? It's not fair!"; "How can this happen to me?"
3. Bargaining:
"Just let me live to see my children graduate."; "I'll do anything for a few more years."; "I will give my life savings if..."
4. Depression:
"I'm so sad, why bother with anything?"; "I'm going to die What's the point?"; "I miss my loved one, why go on?"

33. 5. Acceptance:
"It's going to be okay."; "I can handle it with change"; "I can't fight it, I may as well prepare for it."
Discuss with your partner why you think people go though these stages?

34. Review On a separate sheet of paper:
Make a character map (stick figures are ok) with the person saying something, holding something, and wearing something that represents them. Include a 1-2 sentence explanation. Pick 3.
Piaget Mary Ainsworth
Kholberg Harlow
Erikson

35. I will come around to check your work. Keep these to study from.
Share your pictures with at least 2 people.
When finished, start the study guide – complete as many review questions before the end of class. Be ready to review.