1. Copyright © 2014 McGraw-Hill Education. All rights reserved
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

2. Chapter Preview Research Designs Prenatal development
Attachment theory
Parenting Styles
Jean Piaget Cognitive Development
Erik Erikson’s Psychosocial development
Kohlberg's stages of Moral Development
Alzheimer's Disease
Chapter 9 example 2

3. Development
The pattern of continuity and change in human behavioral and mental capabilities that occurs throughout life.
Growth
Decline
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4. Research Methods in Developmental Psychology
Age-Related Differences
cross-sectional studies: used to examine one variable in different groups that are similar in all other characteristics.
longitudinal studies: a sample of population is studies at intervals to examine the effects of development.
E.g. percentage of women diagnosed with breast cancer increases with age?
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5. Cross-sectional design
group 1
Compared at one time
Group 2
Group 3

6. Cross-sectional design
Takes place at a single point in time
Does not manipulate variables
Allows researchers to look at numerous things at once.

7. Prenatal Development Germinal Period (Weeks 1-2)
conception
fertilization
zygote –fertilized egg
Embryonic Period (Weeks 3-8)
differentiation of tissue
organ formation
Very critical period
Fetal Period (Months 2-9)
development of functionality
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8. Prenatal Development
Teratogens are agents that cause birth defects, any agent that causes BD
Smoking
drugs
Alcohol
Viruses
Radiation
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9. Fetal-alcohol syndrome
Facial abnormalities
Mental retardation
Delayed development of fine motor skills
Impaired language development
Memory problems
Seizures
Hearing disorders
Small skull
Decreased birth weight

10. Infant Attachment
the close emotional bond between an infant and its caregiver
may provide important foundation for subsequent development
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11. Infant Attachment Harlow Study infant rhesus monkeys
Is it nourishment or contact that matters?
chose between two surrogate “mothers”
wire mother with food versus cloth mother
Infants preferred cloth mother across situations.
Contact comfort is critical to attachment.
Suggestion: Instructor might point out that this study was conducted at a time where science generally viewed attachment as a behavior that exists essentially because of reinforcement from being fed by caregivers.
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12. Infant Attachment Mary Ainsworth – Strange Situation Test
Secure attachment: the ways that infants use their caregiver, as a secure base from which to explore the environment.
Caregivers leave infant alone with stranger, then return.
Secure attachment or insecure attachment?
Separation anxiety: the child becomes excessively anxious when separated from patents. (8-14 months)
Stranger anxiety: infants become anxious and fearful around strangers (8-24 months)
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13. Attachment theory
Secure attachment--upset when mom leaves –calms down when mom comes back
Insecure avoidant: not distressed when mom leaves, comforted by a stranger, shows little interest when mom returns.
Ambivalent/resistant: intense distress when mom leaves, avoids strangers, resists mother and not easily comforted
Disorganized: child has random outbursts and sudden emotion, unpredictable behavior.
Conducted by observing the behavior of the infant in a series of 8 episodes lasting approximately 3 minutes each.
Secure: caregiver is responsive, sensitive, and helpful to the infant needs
Avoidant: caregiver is insensitive and rejecting of their needs, caregiver is unavailable during times of emotional distress.
Resistant and disorganized: caregiver is inconsistent when attending to the child needs.

14. Diana Baumrind’s Parenting Styles (video)
Authoritarian (too strict)
parents are controlling and punitive
correlated with child’s lack of initiative, poor communication skills, social incompetence
Authoritative (just right)
parents encourage independence with limits
correlated with child’s social competence, social responsibility, and self-reliance
Suggestion: The instructor could take this opportunity to revisit the correlation-is-not-causation principle.
Discussion: The instructor could ask students to classify their own parents.
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15. Parenting styles video

16. Baumrind’s Parenting Styles
Neglectful
parents generally uninvolved
correlated with less social competence and poor self-control in child
Permissive (too soft)
parents are involved, but place few limits
correlated with child’s poor social competence, lack of respect for others, poor self-control
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17. Theory Cognitive Development
Jean Piaget ( )
-How does knowledge grow?
Children actively construct their cognitive world using:
Schemas
concepts or frameworks that organize/ interpret information
Assimilation
incorporate new info into existing schemas
Accommodation
adjust schemas to new information
He proposed as we grow and struggle to make sense of our experiences, we create schemas which are mental frameworks that help interpret information. Piaget proposed that we adapt to new experiences through two processes that are closely related: assimilation and accommodation.
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18. Piaget’s Theory Sensorimotor Stage (birth - 2 years) senses
coordinate sensations with movements
object permanence
progress from reflexive action to symbolic thought
Preoperational Stage (2 - 7 years)
symbolic thinking: words & images (pretend play
Unreasonable (NO!)
Egocentrism (about them)
Jean piaget work is very influential. As we age , We tend to follow a sequence of changes in behavior and appearance. We all share inherent gentic growth tendencies, we roll over before we sit, we sit before we stand, we stand before we walk. The same idea applies to cognitive development and how we learn to think and know, remember, and communicate. Jean piaget traveled to France to work on a method for testing children’s aptitudes and intelligence. While administering these tests, he noticed how these children kept giving the wrong answers to certain questions. Children of a certain age consistently make particular mistakes that older kids and adults didn’t. piglet concluded that humans go through specific stages of cognitive development and intellectual progression.
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19. Piaget’s Theory Concrete Operational Stage (7 – 11 yrs)
operational thinking (e.g., conservation)
classification skills
reason logically in concrete contexts
Struggle with abstract ideas
Reversibility
Formal Operational Stage (11-15 yrs)
lasts through adulthood
abstract and idealistic thought
hypothetical-deductive reasoning
Child understands that A=B, B=C, but will have diffuctly understading A=C
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20. Moral Development Kohlberg (1927-1987)
presented moral dilemmas and analyzed responses
Preconventional
behavior guided by punishments and rewards
Conventional
standards learned from parents and society
Postconventional
contracts, rights and abstract principles
Suggestion: Have class work through one of Kohlberg’s moral dilemmas.
Note: Because Kohlberg’s theory parallels Piaget’s theory of cognitive development, it may be helpful to point out the similarities / overlap.
Note: Instructors should point out that as moral development proceeds, morality shifts from being externally controlled to internally controlled
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21. Evaluating Kohlberg’s Theory
Moral Reasoning ≠ Moral Behavior
what we say and do are not always consistent.
Misses Gender-Related Reasoning Styles
justice perspective (men) < Kohlberg
care perspective (women) < Gilligan
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22. Socioemotional Development
Erik Erikson ( )
Theory emphasizes lifelong development.
Eight psychosocial stages of development
Each stage represents a developmental task.
crisis that must be resolved
personal competence or weakness
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23. Erikson’s Theory First Four Stages: Childhood 1. trust versus mistrust
basic needs met by sensitive caregivers
-success at this stage-hope
2. autonomy versus shame and doubt (18m-3)
discover and assert will of their own
Success at this stage—Will
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24. Erikson’s Theory First Four Stages: Childhood
3. initiative versus guilt (3-5)
challenged to assume responsibility
Purpose
4. industry versus inferiority (5-12)
mastering knowledge & intellectual skills
-comptenece
Discussion: Ask class whether they recall starting into elementary school as a pleasant or unpleasant experience, and why. Tie in to challenges Erikson sees in this stage transition
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25. Socioemotional Development
Erikson’s Theory 5. Identity versus Identity Confusion (12-18) Who am I & where am I going? 6. Intimacy versus isolation (18-40) Individuals from intimate relationships with others. ----love
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26. Socioemotional Development
Erikson’s Theory
7. Generativety vs stagnation (40-65)
Legacy: assist younger generation—virtue
of care.
8. Integrity vs Despair (65+)
What have I done with my life>? Virtue of wisdom
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27. Winding Down Erikson’s Stage 8: Integrity versus Despair
wellness through reminiscence
seeking meaning through life review
confronting own pending death
importance of meaning: past and present!
more selective about social network
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28. Evaluating Erikson’s Theory
Primary focus on case-study research
Omitted important developmental tasks
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29. Gender identity
Sex: refers to the persons biological status and is typically categorized as male or female. (gonads, internal reproductive organs, chromosomes…etc)
Gender: refers to the attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex.
Gender Identity: refers to ones sense of oneself as being male or female or transgender.
Sexual orientation: refers to the sex of those to whom one is sexually and romantically attracted.

30. Chapter Review Explain how psychologists think about development.
Describe children’s development from prenatal stages to adolescence.
Discuss adult development and the positive dimensions of aging.
Discuss important factors in successful adult psychological development.
Note: Instructors may use the learning objectives presented on this slide to review the chapter material.
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