1. Biopsychosocial Perspective
Biological
genetic
physiological
Cognitive
processes
knowledge
Socioemotional
interactions with others
emotional reactions
personality

2. Periods of Human Development (western culture)
Prenatal: conception - birth
Infancy: birth - toddler
Early childhood: toddler - beginning of school
Middle/Late Childhood: beginning of school through beginning of puberty
Adolescence: puberty - adulthood

3. Developmental Issues Nature--Nurture: Genetics and Experience
Continuous--Discontinuous: Gradual change across the lifespan or radical change at particular points in life
Relationship of early and late experiences to developmental outcomes

4. Cognitive Development
Jean Piaget
Stage theory—discontinuous
Structuralist—mental world organized into cohesive units
Constructivist—organism constructs unique meaning around experiences
Equilibration—organism seeks a balance of equilibrium between internal and external states

5. Stages of Cog. Dev. (Piaget)
Sensorimotor—infancy; knows world through direct sensory and motor experience
Preoperational—emergence of symbolic thought and language; egocentric, lacks conservation, centration,

6. Stages of Cog. Dev. Cont’d
Concrete Operational—reversible operations; decentration; perspective taking; conservation; limited by experience

7. Psychosocial Dev: Erikson
Psychoanalytic roots
Cross cultural perspectives
Psychohistories
Interviews with children, adolescents, adults
Stage theorist
Epigenetic Principle

8. Stages of Psychosocial Dev
Trust-Mistrust—learns environment is predictable and acquires “personal agency”
Autonomy-Shame/Doubt—expresses preferences; asserts will as agent;

9. Stages of Psychosocial Dev (cont’d)
Initiative-Guilt—goal directed not goal attainment; “initiates” activity
Industry-Inferiority—goal attainment; acquisition of “tools of the culture”

10. Adolescence—Cognitive Dev
Formal Operational—hypothetical and abstract reasoning; goes beyond experience to abstract the logical structure and apply it beyond concrete experience
Ability to plan, monitor, and evaluate strategies for solving problems and making decisions at a more abstract level

11. Implications for Adol. Cog. Dev.
Becomes conscious of social injustice
Recognizes inconsistencies in others’ arguments
Makes social comparisons
Able to think in a truly scientific way
Form hypotheses
Test hypotheses
Revise hypotheses

12. Psychosocial Dev in Adoles.
Erikson’s Identity Achieved vs. Identity Diffused
Marcia’s Identity Status
Diffused
Foreclosed
Moratorium
Achieved
Waterman’s M-A-M-A Cycle