1. Chapter 10
Life Span
Development

2. Life Span Poster Project
Gather pictures from your childhood
1 from infancy (0-1)
1 from early childhood (2-4)
1 from childhood (5-10)
1 from adolescence (13-15)
1 recent
*Any craft items you may want to add; like, glitter or stickers. I will supply tape, glue, markers, colored pencils, and poster board.

3. Developmental Psychology
The study of how people change from birth to old age.
“How” and “Why” changes in them occur as people grow older.
3 enduring issues
Individual characteristic vs. shared human traits
Stability vs. change
Heredity vs. environment

4. Individual characteristics vs. Shared human traits
This combination is characteristic of all human development
We all take the same developmental journey, but each of us travels somewhat different roads and experience events in different ways.

5. Heredity vs. Environment
Stability vs. Change
Human development is characterized by both major life transitions and continuities with the past.
Heredity vs. Environment
These two constantly interact to shape how people grow.

6. Methods in Developmental Psychology
Advantages
Disadvantages
Cross-Sectional
Inexpensive
Takes relatively little time to complete
Avoids high attrition rate (dropout of participants from study
Different age groups are not necessarily very much alike
Differences across age groups may be due to cohort differences rather than age.
Longitudinal
Generates detailed information about individuals
Allows for the study of developmental change in great detail
Eliminates differences due to cohorts
Expensive and time consuming
Potential for high attrition rate-participants may drop out
Differences over time may be due to differences in assessment tools rather than age.
Biographical or Retrospective (Case study)
Generates rich detail about one individual’s life
Allows for in-depth study of one individual
Individual’s recall often untrustworthy
Can be very time consuming and expensive.

7. Check Your Understanding
In a __________ study the researcher studies a group of subjects two or more times as they grow older.
a. Cross-sectional
b. Retrospective
c. Longitudinal

8. What factors can affect children before birth?
Prenatal Development
What factors can affect children before birth?

9. The Progression of Prenatal Development
Prenatal Development-the stage of development from conception to birth.
Embryo-a developing human between 2 weeks and 3 months after conception.
Fetus-a developing human between 3 months after conception and birth.
Placenta-an organ that nourishes the embryo and fetus.

11. Week by week development

12. Cont.
Teratogens-toxic substances such as alcohol or nicotine that cross the placenta and may result in birth defects.
Critical period-a time when certain internal and external influences have a major effect on development; at other periods, the same influences will have little or no effect.

13. Effects of Teratogens
Alcohol is the drug most often abused by pregnant women (Riley et al., 2003).
Fetal alcohol syndrome (FAS), a condition characterized by facial deformities, heart defects, stunted growth, and cognitive impairments.
Smoking may cause over 100,000 miscarriages a year.
Babies are more likely to suffer low birth weight which is liked to other developmental problems.

14. The Newborn Baby
What can newborn babies do?

15. Newborn Babies *Neonates- newborn babies. Reflexes Rooting Sucking
Baby turns its head toward something that brushes its cheek and gropes around with mouth
Sucking
Newborn’s tendency to suck on objects placed in the mouth
Swallowing
Enables newborn babies to swallow liquids without choking
Grasping
Close fist around anything placed in their hand
Stepping
Stepping motions made by an infant when held upright

16. Reflexes (Cont.) Babinski Moro Crawling
When the sole of a baby’s foot is touched, the toes curl up and out
Moro
The “Startle Reflex”
Babies arms will open when startled, then will be brought in close to the body
Crawling
When placed on the stomach, a baby will make a crawling motion

17. Temperament
Temperament refers to characteristic patterns of emotional reactions and emotional self-regulation
Thomas and Chess identified three basic types of babies
Easy
Good-natured, easy to care for, adaptable
Difficult
Moody and intense, react to new situations and people negatively and strongly
Slow-to-warm-up
Inactive and slow to respond to new things, and when they do react, it is mild

18. Temperament cont. Kagan has added a fourth type Temperament may
Shy child
Timid and inhibited, fearful of anything new or strange
Temperament may
predict later disposition

19. Perceptual Abilities Vision Depth perception Other senses
Clear for 8-10 inches
Good vision by 6 months
Depth perception
Visual cliff research
Other senses
Ears are functional prior to birth
Infants particularly tune in to human voices
Taste and smell are fully functional

20. Check Your Understanding
Two reflexes normally disappear after two to three months. They are
a. Sucking and swallowing
b. Grasping and rooting
c. Stepping and grasping
d. Stepping and rooting
Temperament differences in babies are attributable to
a. Biological factors
b. maternal emotions during pregnancy
c. Parental reactions to an infant’s crying after a baby’s birth
d. All of the above
Newborns prefer looking at what kind of patterns?
a. Colorful ones
b. Moving ones
c. Contrasting ones

21. Do young children think differently from adults?
Infancy and Childhood
Do young children think differently from adults?

22. Physical Development
Children grow about 10 inches and gain about 15 pounds in first year
Growth occurs in spurts, as much as 1 inch overnight
Growth slows during second year

23. Motor Development Developmental norms Maturation
Ages by which an average child achieves various developmental milestones
Maturation
Automatic biological unfolding of development in an organism as a function of passage of time

24. Jean Piaget Swiss psychologist (1896-1980)
Most influential theorist in the area of cognitive development.
Believed that cognitive development is a way of adapting to the environment.
In his view, children are intrinsically motivated to explore and understand things.
Progress through 4 basic stages of cognitive development.

25. Piaget’s Stages of Cognitive Development
Sensory-Motor Stage (birth to 2 years)
Object permanence
Preoperational Stage (2-7 years)
Egocentric; Conservation errors
Concrete Operations (7-11 years)
Principles of conservation; Reversibility
Formal Operations (11-15 years)
Understand abstract ideas

26. Criticisms of Piaget's Theory
Many question assumption that there are distinct stages in cognitive development
Criticism of notion that infants do not understand world
Piaget may have underestimated influence of social interaction in cognitive development
Live!Psych 10.2

27. “Heinz dilemma”
In Europe, a woman was near death from cancer. One drug might save her, a form of radium that a druggist in the same town had recently discovered. The druggist was charging $2,000, ten times what the drug cost him to make. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only come up with about half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, “No.” The husband got desperate and broke into the man’s store to steal the drug for his wife. (Kohlberg, 1969)
*Should the husband have done that? Why?

28. Kohlberg’s Stages of Moral Development (1979, 1981)
Preconventional (preadolescence)
“Good” behavior is mostly to avoid punishment or seek reward
Conventional (adolescence)
Behavior is about pleasing others and, in later adolescence, becoming a good citizen
Postconventional
Emphasis is on abstract principles such as justice, equality, and liberty

29. Criticisms of Kohlberg’s Theory
Research shows that many people never progress past the conventional level
Theory does not take cultural differences into account
Theory is considered by some to be sexist in that girls often scored lower on tests of morality

30. Language Development Cooing (2-3 months) Babbling (3-4 months)
Non-descript sounds
Babbling (3-4 months)
Make the sounds of all language
Grunts, “ba”, “da”
Intonation (4-6 months)
Rising and lowering of pitch
Can distinguish between own language and foreign language
By 1 year, babies use intonation to communicate
Excitement, Anger, Curiosity

31. Language Dev’t (cont.)
By 6 months, babies can recognize their own names
First words (12 months)
Dada
Holophrases (12-18 months)
One word sentence
“Up!”, “Down!”, “More!”

32. Language (con’t) Naming (1-2 years) Short Sentences (2 years)
“Dog!” (very often used incorrectly for objects of any similarity)
Short Sentences (2 years)
“My ball”, “I do it”
Long sentences (2-3 years)
“Lea sad” becomes “Lea is sad”
Overregularizaton
“Goed” instead of “went”
Good news: These kids get the basic rules
By 5-6, vocabulary is 2,500 words

33. Theories of Language Development
Skinner theorized that language develops as parents reward children for language usage
Repeating a baby’s noise
Congratulating them for communicating
Chomsky proposed the language acquisition device
A neural mechanism for acquiring language presumed to be “wired into” all humans
Criticism: Children who were not “reinforced” as often (grew up in institutions or homes) developed more slowly

34. Language Development
Bilingualism and the development of a second language
When small children learn two languages at once, they have one Broca’s area
When adolescents learn a second language, two Broca’s areas are needed

35. Parent-Child Relationships in Childhood
Social Development
Parent-Child Relationships in Childhood

36. Development of Attachment
Lorenz and Imprinting
Tendency to follow the first moving thing seen
Occurs in many species of animals- not humans!
If we hatched a chick and put a dog in front of it, the dog becomes the Mommy.
Attachment
Humans form a bond with those who care for them in infancy
Based upon interaction with caregiver
Autonomy
Sense of independence
Socialization
Process by which children learn appropriate attitudes and behaviors

37. Mary Ainsworth’s Strange Situation

38. Secure
Will explore freely while the mother is present, will engage with strangers, will be visibly upset when the mother departs and happy to see the mother return
Child will not engage with a stranger if their mother is not in the room
Knowledge of a “secure base”

39. Anxious-Ambivalent (or Resistant) Insecure
Anxious of exploration and of strangers, even when the mother is present
Child is extremely distressed when mother departs
When mother returns, child will remain close to the mother but resentful and resistant when the mother initiates attention
Baby may also hit or push his mother and doesn’t “cling”

40. Anxious-Avoidant Insecure
Will avoid or ignore the caregiver - showing little emotion when the caregiver departs or returns
May run away from his caregiver when they approach and fail to cling to them when they pick him up
The child will not explore very much regardless of who is there. Strangers will not be treated much differently from the caregiver
There is not much emotional range displayed regardless of who is in the room or if it is empty.

42. Relationships With Other Children
Solitary play
Children first play by themselves
Parallel play
As they get older, children play side-by-side with other children, but not interacting
Cooperative play
By about 3 or 3½, children begin playing with others

43. Relationships With Other Children
Peer group
A network of same-aged friends and acquaintances who give one another emotional and social support
When children start school, peers begin to have greater influence
Non-shared environment
Unique aspects of the environment that are experienced differently by siblings

44. Baumrind’s Parenting Styles
Authoritarian
Tightly control children’s behavior and insist on obedience
Can produce children who have poor communication skills, who are moody, withdrawn, and distrustful
Permissive-indifferent
Parents have too little control and often are indifferent and neglectful
Children tend to become overly dependent and lack social skills and self-control

45. Baumrind’s Parenting Styles
Permissive-indulgent
Parents are very attentive and supportive, but do not set limits on behavior
Children tend to be immature, disrespectful, impulsive, and out of control
Authoritative
Parents provide firm structure, but are not overly controlling
Parents listen to their children’s opinions and explain their decisions, bur are still clearly in charge
Children tend to become self-reliant and socially responsible

46. Scenario
You receive a bad grade on your report card (not that this would ever happen to you)…
You walk in the door and your parent….

47. Role Play!!!
Read your assigned parenting style and reenact a scenario in which the parent displays this behavior and the child reacts

48. Sex-Role Development Gender identity Gender constancy
Knowledge of being a boy or girl
Occurs by age 3
Gender constancy
Child realizes that gender cannot change
Occurs by age 4 or 5

49. Sex-Role Development Gender-role awareness Gender stereotypes
Knowing appropriate behavior for each gender
Gender stereotypes
Beliefs about presumed characteristics of each gender
Sex-typed behavior
Socially defined ways to behave different for boys and girls
May be at least partly biological in origin

50. Adolescence

51. Physical Changes Growth spurt Sexual development
Begins about age 10½ in girls and about 12½ in boys
Sexual development
Puberty
Onset of sexual maturation
Menarche
First menstrual period for girls

52. Physical Changes Early and late developers Adolescent sexual activity
Approximately ¾ of males and ½ of females between 15 and 19 have had intercourse
Average age for first intercourse is 16 for boys and 17 for girls
Teenage pregnancy
Rate of teen pregnancy has fallen in the last 50 years
Highest in U.S. of all industrialized nations

53. Cognitive Changes Imaginary audience Personal fable Invulnerability
Adolescent delusion that everyone else is always focused on them
Personal fable
Delusion that they are unique and very important
Invulnerability
Nothing can harm them

54. “Storm” and “Stress” of Adolescence
It has been observed in the past that adolescents are overly stressed and can exhibit that through their “attitudes” or behavior
Many have believed that hormones make teenagers more stressed
Truth: 75% are content and had positive self-images
Those who don’t- Constantly being controlled, as in where to go and when to sleep/wake up, contributes to stress (schedules that don’t match their biological clocks)

55. Personality and Social Development
Major occurrence in adolescence is identity formation
Identify crisis- Intense period of self-exploration
Forming an identity
Achievement
Successfully find identity
Foreclosure
Settle for identity others wish for them
Moratorium
Explore various identities
Diffusion
Unable to “find themselves”

56. Relationships with peers
Cont…
Relationships with peers
Adolescents often form cliques, or groups with similar interests and strong mutual attachment
Unisex at first, then mixed-sex, then couples
less group-oriented, more about dating
Relationships with parents
Adolescents test and question every rule and guideline from parents

57. Some Problems of Adolescence
Declines in self-esteem
Related to appearance (Name of fallacy?)
Satisfaction in appearance is related to higher self-esteem
Depression and suicide
Rate of suicide among adolescents has increased 600% since 1950, but has leveled off in ’90s
Suicide often related to depression, drug abuse, and disruptive behaviors
Males are more successful, but twice as many females attempt

58. Adulthood

59. Love, Partnerships, and Parenting
Forming partnerships
First major event of adulthood
is forming and maintaining
close relationships
Parenthood
Having children alters dynamics of relationships
Marital satisfaction often declines after birth of child

60. Marital Satisfaction

61. Other Issues The World of Work Cognitive Changes
Balancing career and family obligations is a challenge
Cognitive Changes
Thinking is more flexible and practical- realize that there can be more than one correct answer!
Vocabulary and Verbal memory increase through 50s; Reasoning and spatial awareness increase through 40s; perceptual speed declines at 25; math skills decline at 40
Can be improved with rehearsal!! (Don’t stop doing crosswords)

62. Other issues Personality Changes The "Change of Life"
Psychological health increases
Less self-centered, better coping skills
Some men and women have a midlife crisis- 10%
Vs. midlife transition- reassess and recreate goals
The "Change of Life"
Menopause
Reproduction ceases

63. Empty Nest Myth
Article by Lindsay Lyon

64. Late Adulthood

65. Physical Changes http://www.youtube.com/watch?v=LgYfys7vErI
In late adulthood, physical deterioration is inevitable
A person’s response to these changes are important- “You’re only as old as you feel.”

66. Social Development Independent and satisfying lifestyles Retirement
Most people will stop working and face challenges with that sudden change
Sexual behavior
Research shows that many older couples continue to be sexually active

67. Cognitive Changes
Research has demonstrated that those who continue to “exercise” their mental abilities can delay mental decline
Alzheimer’s disease afflicts approximately 10% of people over 65 and perhaps as many as 50% of those over 85

68. Facing the End of Life Kubler-Ross’s stages of dying Denial Anger
Bargaining
Depression
Acceptance