1. Physical Development
Puberty is the time of sexual maturation (becoming physically able to reproduce).
During puberty, increased sex hormones lead to:
primary and secondary sex characteristics.
Primary= Body structures that make sexual reproduction possible (ovaries, testes, and external genetalia)
Secondary= non-reproductive sexual characteristics (such as female breasts and hips, male voice quality and body hair)
some changes in mood and behavior.
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2. Adolescent Brain Development
During puberty, the brain stops automatically adding new connections, and becomes more efficient by “rewiring.”
“pruning” away the connections not being used
coating the well-used connections in myelin, in order to speed up nerve conduction
This makes early adolescence a crucial time to learn as much as you can!
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This puberty pruning may be why it is hard to learn a language or to develop perfect pitch if you haven’t done so by age 13 or so; the necessary brain connections wither away if they haven’t been used by then.
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Longer narrative to go with this slide: as with the formation of the brain in early childhood, the brain’s rewiring process (pruning and mylenization) starts with the survival functions and gets to the frontal lobes last (they don’t finish maturing until age 25!). Therefore, adolescents, although intellectually able to judge consequences of an action, assign much more weight to benefits. This is especially true when they are around peers, and don’t use the frontal lobes effectively as a censor for their impulses.

3. Adolescent Brain Development
Frontal Lobes are Last to Rewire
The emotional limbic system gets wired for puberty before the frontal judgment centers of the brain get wired for adulthood.
As a result, adolescents may understand risks and consequences, but give more weight to potential thrills and rewards.
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This puberty pruning may be why it is hard to learn a language or to develop perfect pitch if you haven’t done so by age 13 or so; the necessary brain connections wither away if they haven’t been used by then.
Click to reveal sidebar bullets.
Longer narrative to go with this slide: as with the formation of the brain in early childhood, the brain’s rewiring process (pruning and mylenization) starts with the survival functions and gets to the frontal lobes last (they don’t finish maturing until age 25!). Therefore, adolescents, although intellectually able to judge consequences of an action, assign much more weight to benefits. This is especially true when they are around peers, and don’t use the frontal lobes effectively as a censor for their impulses.

4. Adolescent Cognitive Development
According to Jean Piaget, adolescents are in the formal operational stage. They use this reasoning to:
think about how reality compares to ideals.
think hypothetically about different choices and their consequences.
plan how to pursue goals.
think about the minds of others, including “what do they think of me?”
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Although adolescents are cognitively able to consider consequences, they may seem like they’re ignoring consequences because they tend to weigh potential benefits much more heavily than potential risks.
Although adolescents are able to make plans to meet goals, they may still tend to make choices based on shorter-term, immediate benefits rather than long-term goals.
Adolescents can picture the minds of others, but they retain some childhood egocentrism; they mainly wonder what others think about them, and assume no one else can understand their experience.

5. Social Development: Erik Erikson (1902-1994)
Erik Erikson’s model of lifelong psychosocial development sees adolescence as a struggle to form an identity, a sense of self, out of the social roles adolescents are asked to play.
Adolescents may try out different “selves” with peers, with parents, and with teachers.
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6. Social Development: Erik Erikson (1902-1994)
For Erikson, the challenge in adolescence was to test and integrate the roles in order to prevent role confusion (which of those selves, or what combination, is really me?).
Some teens solve this problem simply by adopting one role, defined by parents or peers.
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7. Erik Erikson: Stages of Psychosocial Development
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8. Social Development: James Marcia
James Marcia expanded on Erikson's work and divided the identity crisis into four states.
All adolescents will occupy one or more of these states, at least temporarily.
People do not progress from one step to the next in a fixed sequence, nor must everyone go through each and every state.
Each state is determined by two factors:
1. Is the adolescent committed to an identity, and
2. Is the individual searching for their true identity?
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9. Social Development: James Marcia
Identity Foreclosure – means that the adolescent blindly accepts the identity and values that were given in childhood by families and significant others.
The adolescent in this state is committed to an identity but not as a result of their own searching or crisis.
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10. Social Development: James Marcia
Identity Moratorium – adolescent has acquired vague or ill-formed ideological and occupational commitments;
he/she is still undergoing the identity search (crisis).
They are beginning to commit to an identity but are still developing it.
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11. Social Development: James Marcia
Diffusion – the state of having no clear idea of one's identity and making no attempt to find that identity.
These adolescents may have struggled to find their identity, but they never resolved it, and they seem to have stopped trying.
There is no commitment and no searching.
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12. Social Development: James Marcia
Identity Achievement – the state of having developed well-defined personal values and self-concepts.
Their identities may be expanded and further defined in adulthood, but the basics are there.
They are committed to an ideology and have a strong sense of ego identity.
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13. Social Development: James Marcia
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14. Adolescence, the sequel… Emerging Adulthood
In some countries, added years of education and later marriage has delayed full adult independence beyond traditional adolescence. This seems to have created a new phase which can be called emerging adulthood, ages
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The chart at the left shows how the time between the onset of puberty and fully moving on from one’s family of origin has grown to the point that it is not really one single “adolescent” phase anymore. It is now broken into parts, with the departure for college, around age 18, making a natural breaking point.

15. Adulthood
Is the rest of the developmental story just one long plateau of work and possibly raising kids?
Physical Development
physical decline
lifespan and death
sensory changes
Cognitive Development
memory
Social Development
commitments
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Early on in this section, I highlight that death comes to everyone, so that students will be prepared to shift gears and talk about sensory decline. You can choose to move those lifespan/death slides to the end of the physical development section or to the end of the entire discussion of adulthood.

16. Adult Physical Development
In our mid-20’s, we reach a peak in the natural physical abilities which come with biological maturation:
muscular strength
cardiac output
reaction time
sensory sensitivity
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Answering the last question: with strength and endurance training, you can improve compared to someone not training, but it does not change the decline compared to a younger person doing the same training.
Question (with no correct answer) you can raise with students: does the word “development” still apply if we are talking about a decline?

17. Physical Changes: Middle Adulthood
The end the reproductive years
There is a gradual decline in sexual activity in adulthood, although sexuality can continue throughout life.
Around age 50, women enter menopause (the end of being able to get pregnant).
According to evolutionary psychologists, why might it make sense for women’s fertility to end?
Physical Changes: Middle Adulthood
Between ages 40 and 60, physical vitality (such as endurance and strength) may still be more of a function of lifestyle than of biological decline.
Some changes are still driven by genetic maturation, especially the end of our reproductive years.
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Potential answer to the sidebar question: to ensure the presence of healthy mothers, AND to create a population of back-up help to these mothers (grandmothers).
You might note that is human fertility did not end, evolutionary psychologists would easily explain that too (i.e., to maximize the number of offspring). This might help students understand the limits of evolutionary psychology; explanations cannot almost never be empirically tested.

18. The Aging Body More Aged Women
The rise in life expectancy, combined with declining birth rates, means a higher percentage of the world’s population is old.
More elderly people are women because more men die than women at every age. By age 100, women outnumber men by a ratio of 5 to 1.
Potential lifespan for the human body is estimated to be about 122 years.
Life expectancy refers to the average expected life span.
The worldwide average has increased from 49 in 1950 to 69 in In 2012:
South Africa—49
Cameroon—55
Pakistan—66
Thailand--74
United States--75
Ireland--80
Australia—82
Japan--84
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Although the next few slides leading up to death are here to follow the sequence of the text, I suggest moving them to the end of this “Physical Development” section or even to the end of the chapter.
About the change in life expectancy: picture how adding two more decades of life (on average) changes what a typical life is like, both for individuals and families. (Although actually, much of the rise of this average figure may be due to decreasing infant mortality; not all adults living two decades longer.)
This life expectancy figure may seem low; keep in mind that it averages all countries, and that it is the life expectancy at birth. Figures for life expectancy for those who have survived the infant mortality years is higher, although this was even more true in the past.

19. Why don’t we live forever? Possible biological answers…
Nurture/Environment
An accumulation of stress, damage, and disease wears us down until one of these factors kills us.
Genes
Some people have genes that protect against some kinds of damage.
Even with great genes and environment, telomeres (the tips at the end of chromosomes) wear down with every generation of cell duplication and we stop healing well.
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Philosophical and evolutionary answers to the question on this slide might speculate about the value of “new blood” but this is highly debatable.
The answers on the slide are biological answers, and more about “how” we don’t live forever, perhaps not a full answer as to “why.”
The wearing down of telomeres is worsened by smoking, obesity, and stress. It happens no matter how life is lived, although researchers are looking into extending the human lifespan by reducing the deterioration of the telomeres.

20. Physical Changes with Age
The following abilities decline as we age:
visual acuity, both sharpness and brightness
hearing, especially sensing higher pitch
reaction time and general motor abilities
neural processing speed, especially for complex and novel tasks
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The first bullet will shrink to play off the visual acuity issue.

21. Impact of Sensory and Motor Decline
What specific factors and changes might explain the results below?
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It’s a more minor point, but you could ask students to explain why looking at accidents per mile driven rather than per driver is a more dramatic figure. Which figure is more appropriate in assessing the average risk of letting an older person drive?
Age

22. Health/Immunity Changes with Age
The bad news
The good news
The immune system declines with age, and can have difficulty fighting off major illnesses.
The immune system has a lifetime’s accumulation of antibodies, and does well fighting off minor illnesses.
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23. Exercise Can Slow the Aging Process
build muscles and bones.
stimulate neurogenesis (in the hippocampus) and new neural connections.
improve cognition.
reduce the risk of dementia.
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24. Changes in the Brain with Age
Myelin-enhanced neural processing speed peaks in the teen years, and declines thereafter.
Regions of the brain related to memory begin to shrink with age,
making it harder to form new memories.
The frontal lobes atrophy,
leading eventually to decreased inhibition and self-control.
By age 80, a healthy brain is 5 percent lighter than a brain in middle adulthood.
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25. Alzheimer’s Disease and Other Dementias
Dementia, including the Alzheimer’s type, is NOT a “normal” part of aging.
Dementia Symptoms
decreased ability to recall recent events and the names of familiar objects and people
emotional unpredictability; flat, then uninhibited, then angry
confusion, disorientation, and eventual inability to think or communicate
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Note: when a person has just one of the above symptoms, or general memory problems, it does NOT mean that person has dementia.
There are many other kinds of dementia besides Alzheimer’s, including dementia related to strokes, or “multi-infarct dementia.”
Sidebar: it is not clear which of these brain changes causes dementia and which simply tend to be associated with Alzheimer’s. Some of these changes are evident in people without Alzheimer’s, and some people with Alzheimer’s symptoms do not show these changes. Nonetheless, these brain changes, in addition to some associated genes, and other symptoms such as loss of ability to smell, can form early warning signs of Alzheimer’s.

26. Alzheimer’s Disease and Other Dementias
Brain Changes of Alzheimer’s Disease
loss of brain cells and neural network connections
deterioration of neurons that produce acetylcholine, the memory neurotransmitter
shriveled and broken protein filaments forming plaques at the tips of neurons
dramatic shrinking of the brain
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Note: when a person has just one of the above symptoms, or general memory problems, it does NOT mean that person has dementia.
There are many other kinds of dementia besides Alzheimer’s, including dementia related to strokes, or “multi-infarct dementia.”
Sidebar: it is not clear which of these brain changes causes dementia and which simply tend to be associated with Alzheimer’s. Some of these changes are evident in people without Alzheimer’s, and some people with Alzheimer’s symptoms do not show these changes. Nonetheless, these brain changes, in addition to some associated genes, and other symptoms such as loss of ability to smell, can form early warning signs of Alzheimer’s.

27. Cognitive Development and Memory
Even without the brain changes of dementia, there are some changes in our ability to learn, process, and recall information.
The ability to recognize information, and to use previous knowledge as expertise, does not decline with age.
Cognitive Development and Memory
Can you describe and explain the differences in performance changes in these charts?
Click to reveal bullets and example. See if students can describe, or even try to explain, the change with age in performance depicted in these two charts. You may need to clarify that the “names recalled” in this study (on the left), refers to the names of people introducing themselves in video clips.

28. Social Development in Adulthood
The “midlife crisis”--re-evaluating one’s life plan and success--does not seem to peak at any age.
For the 25 percent of adults who do have this emotional crisis, the trigger seems to be the challenge of major illness, divorce, job loss, or parenting.
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The sports car is a stereotypical, perhaps mythical, example of purchases by people in their 50’s trying to feel more youthful. You could ask if any students have parents showing this type of behavior.

29. Why do people claim to be happy even as their body declines?
Older people attend less to negative information and more to positive information.
They are also more likely to have accumulated many mildly positive memories, which last longer than mildly negative memories.
Older people feel an increased sense of competence and control, and have greater stability in mood.
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The first finding may be related to recent research on the brain: with age, the amygdala responds less actively to negative events, but not less actively to positively events. There is generally less brain wave activity in response to negative images.

30. Coping with Death and Dying
Individual responses to death may vary.
Grief is more intense when death occurs unexpectedly (especially if also too early on the social clock).
There is NO standard pattern or length of the grieving process.
It seems to help to have the support of friends or groups, and to face the reality of death and grief while affirming the value of life.
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31. Stages of Grief Stage 1: Denial and Isolation
There are five stages of normal grief that were first proposed by Elizabeth Kubler-Ross.
Stage 1: Denial and Isolation
The first reaction to learning of terminal illness or death of a cherished loved one is to deny the reality of the situation. It is a normal reaction to rationalize overwhelming emotions. It is a defense mechanism that buffers the immediate shock. We block out the words and hide from the facts. This is a temporary response that carries us through the first wave of pain.
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32. Stages of Grief Stage 2: Anger
There are five stages of normal grief that were first proposed by Elizabeth Kubler-Ross.
Stage 2: Anger
The anger may be aimed at inanimate objects, complete strangers, friends or family. Anger may be directed at our dying or deceased loved one. Rationally, we know the person is not to be blamed. Emotionally, however, we may resent the person for causing us pain or for leaving us. We feel guilty for being angry, and this makes us more angry.
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33. Stages of Grief Stage 3: Bargaining
There are five stages of normal grief that were first proposed by Elizabeth Kubler-Ross.
Stage 3: Bargaining
The normal reaction to feelings of helplessness and vulnerability is often a need to regain control–
If only we had sought medical attention sooner…
If only we got a second opinion from another doctor…
If only we had tried to be a better person toward them…
Secretly, we may make a deal with God or our higher power in an attempt to postpone the inevitable
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34. Stages of Grief Stage 4: Depression
There are five stages of normal grief that were first proposed by Elizabeth Kubler-Ross.
Stage 4: Depression
Two types of depression are associated with mourning. The first one is a reaction to practical implications relating to the loss. Sadness and regret predominate this type of depression. We worry about the costs and burial.
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35. Stages of Grief Stage 5: Acceptance
There are five stages of normal grief that were first proposed by Elizabeth Kubler-Ross.
Stage 5: Acceptance
Reaching this stage of mourning is a gift not afforded to everyone. Death may be sudden and unexpected or we may never see beyond our anger or denial. It is not necessarily a mark of bravery to resist the inevitable and to deny ourselves the opportunity to make our peace. This phase is marked by withdrawal and calm. This is not a period of happiness and must be distinguished from depression.
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36. The Final Issue in Development: Stability and Change
Are we essentially the same person over long periods?
In general, temperament seems stable.
Traits can vary, especially attitudes, coping strategies, work habits, and styles of socializing.
Personality seems to stabilize with age.
Stability helps us form identity, while the potential for change gives us control over our lives.
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