1. Module 13 Developing Through the Life Span gp(dev)1

2. 2 Mapping the genes in the human genome. Alleles – pairs of genes. 100,000 pairs of genes in each person.

3. gp(dev)3 Identical (homozygous) or different (heterozygous) genes pairs Genetics and Behavior 23 pairs of Chromosomes 100,000 Pairs of Genes DNA RNA Proteins

4. gp(dev)4 Genotype – genetic make up of an individual Phenotype – traits that are expressed One Gene is dominant - dominant gene is expressed (becomes part of phenontype). Other is recessive - expressed only if homozygous - can be passed on to offspring.

5. gp(dev)5 Sex-Linked Genes Females = XX Males = XY Color Vision - carried on the X chromosome. Normal (Dominant) Colorblind (recessive)

6. gp(dev)6 Male has only one gene. Always expressed. Female has two genes. Only expressed if homozygous.

7. gp(dev)7 8% of females carry gene for colorblindness. Males 8% inherited and expressed. Females 8% (mother) X 8% (father) =.06% expressed

8. gp(dev)8 Prenatal Factors Germinal (zygotic) Period Embryotic Period 10 - 14 days after conception - Embryo becomes connected to the uterus at the placenta. Placenta - exchange of chemicals

9. gp(dev)9 Embryonic Period 2 weeks to Ninth Week

10. gp(dev)10 Teratogens - harmful factors - slight,temporary effect on mother but very large permanent effect on embryonic and fetal development.

11. gp(dev)11 Diseases - AIDS, Herpes, Rubella Prescription Drugs - Always Check with MD. Addictive Drugs – withdrawal Aspirin Caffeine

12. gp(dev)12 Fetal Alcohol Syndrome Even 1 drink a day is harmful. Most harmful in 3rd to 4th week of pregnancy. Smaller heads Deformed facial features Abnormal joints and limbs Poor coordination Problems with learning Short memories

13. gp(dev)13 Smoking (second hand smoke) - restricts oxygen to the embryo. Mothers who smoke are at a higher risk of having a baby with low birthweight. Smoking during pregnancy is associated with sudden infant death syndrome (SIDS).

14. gp(dev)14 "Walk upstairs, open the door gently, and look in the crib. What do you see? Most of us see a picture of innocence and helplessness, a clean slate. But, in fact, what we see in the crib is the greatest mind that has ever existed, the most powerful learning machine in the universe."

15. gp(dev)15 Abilities of Newborns (neonates) Brainstem (life support) is fully formed. Cortex (higher functions) immature - still only 90% complete at 6 yrs of age..

16. gp(dev)16 As a child matures, neural networks grow increasingly complex.

17. gp(dev)17  Birth to 3 yrs: Branching neural networks enable walking, talking, and remembering.  3 to 6 yrs: Frontal lobes develop, enabling rational planning.  6-13 yrs : Association areas proliferate, enriching thinking, memory, language and reading skills.  Frontal Lobe – Continued development into mid-20s. Brain Maturation

18. gp(dev)18 Reflexes (very adaptive for survival) nourishment (sucking, rooting) attracting attention (crying) eliminating wastes protection (eye blink, sneezing) grasping reflex orienting response - turning eyes toward sound or movement

19. gp(dev)19 Perception Habituation Method Infants look longer at novel stimuli. Present stimuli A until they lose interest.

20. gp(dev)20 Then present A with B. If infant looks longer at B then they 1) remember A 2) can distinguish B

21. gp(dev)21 Vision Color - fully developed by 3 months Distance - best vision at 9 inches Prefer patterned to plain stimuli. Prefer to look at faces Can recognize faces by 3 months.

22. gp(dev)22 Depth Perception Visual cliff Experiments Shallow Deep

23. gp(dev)23 Before Crawling Starts Infant placed on deep side Heart Rate decreases (interest) They can detect depth About a month after crawling begins Will not crawl from shallow to deep side. If Placed on deep side: Heart Rate increases (fear)

24. gp(dev)24 Phobias Do will not develop until about 10 or 11 months.

25. gp(dev)25 Hearing Last weeks of pregnancy the fetus may be aware of voices and sounds. Cat in the Hat Study Familiar story - lower heart rate Unfamiliar story – no change.

26. gp(dev)26 Hearing - infants prefer mothers’ voice - comforted by womb sounds Can distinguish between sounds - prefer speech sounds (female) - 4 to 5 months respond to own name

27. gp(dev)27 Infants prefer to attend to stimuli that moderately differ from familiar stimuli. - paces learning for them

28. Module 14 Infancy and childhood gp(dev)28

29.  Opportunities to safely explore the environment develop the body and brain.  Myelinization of neurons allows better coordinated movements and increases speed.  Motor skills develop in a predictable, universal sequence. proximal to distal (head to toes)  Cephalocaudal (trunk to finger tips)  However, each individual grows at his or her own rate. Motor Development: Birth to 3 yrs

30. Infantile Amnesia We do not have memories for autobiographical events that occurred before our first birthdays. gp(dev)30

31.  An intriguing mystery: How do we demonstrate what infants know and remember?  Developmental psychologists study how infants respond to changes in stimuli.  The baby in the photo has learned that her foot kicks move the mobile.  Infants respond to changes in the mobile by slowing their kicks and gazing.  Some 2-month-old infants are able to retain information about the mobile for as long as a month. Infant Research: Memory

32. gp(dev)32 Cognitive Development Jean Piaget: Children think differently than adults do. Stage Theory: - orderly predictable set of changes. - change is abrupt

33. gp(dev)33 Adaptation - formation of schema through experience with world. Schema change with new experiences. Assimilation: New info fit into old schema. Child sees a CAT adds it to their DOG Schema.

34. gp(dev)34 Accommodation : Alteration of existing schema to fit new information. E.g., Child sees that CATS MEOW. Does not fit DOG schema. Child forms new schema. DOGS THAT MEOW.

35. gp(dev)35 4 Stages (mental operations) 1)Sensorimotor Stage Birth - 2 yrs - learn by manipulating things (cause and effect) video) video - don’t have schema

36. gp(dev)36 Object Permanence Object Permanence - understanding that objects continue to exist when out of sight.

37. gp(dev)37 Baby physics

38. gp(dev)38 First, the infants were shown a display containing a doll. A screen then rotated up to cover the doll. The infants then saw a hand move into the display and add another doll.

39. gp(dev)39 Finally, the screen dropped and, depending on the experimental condition, revealed either one doll or two dolls. Infants looked longer at the impossible outcome (one doll) than the possible outcome (two dolls). (Wynn, 2000)

40. gp(dev)40 EgocentricEgocentric - don’t understand that others see the world differently.

41. Self Concept Rouge test (self-recognition test) Module 14 & 15 pt 241

42. gp(dev)42 Theory of Mind Theory of Mind – able to reflect on the contents of one's own and other's minds. For many of those with autism or Asperger's, mindblindness, or lack of Theory of Mind creates major barriers to communication and closeness. These barriers often lead to those nearest to the individual feel, whether real or perceived, a lack of empathy from the individual.

43. gp(dev)43 Someone who has a full grasp of Theory of Mind will immediately know that Sally will look where she last left the ball. She does not know that the ball has been moved. A person with poor Theory of Mind skills will believe that Sally will look for the ball in the box, because they do not fully grasp that Sally will not know what Ann has done.

44. gp(dev)44 Real Life example of Egocentrism From Rage against the Minivan Link

45. gp(dev)45 2) Pre-operational Stage (2 - 7 yrs) - have schema (Symbolic Thought) - can develop language - can play “make-believe” Irreversibility Centration Click on photo to see video

46. gp(dev)46 Lack Understanding of Conservation Changing appearance (shape) does not change physical properties (Amount). Click on photo to see video

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51. gp(dev)51 Video - conservation

52. gp(dev)52 3) Concrete Operations (7 to 11 yrs) - begin to understand logical thought. Reversibility Causal relationships Restricted to concrete reasoningconcrete reasoning - things they know about. What if people did not have thumbs?? Click here for video.

53. gp(dev)53 4) Formal Operations (12 to adulthood) Can think in the abstract Hypothetico-deductive Reasoning - develop and test hypothesis.

54. gp(dev)54 Criticisms of Piaget 1) Ages are wrong! Video begins at 11:55Video Response: Stage not age is important! 2) Gradual changes rather than abrupt. Domain specific ability! - object permanence with parents but not with toys.

55. gp(dev)55 3) Underestimates Social Influences Vygotsky – zone of proximal development. (material that is just beyond the ability the child currently possesses). Scaffolding Readiness - children only learn when they are ready. Research shows that interaction and experiences can speed learning. Your Baby Can Read?

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57. gp(dev)57 4) Overestimates obtainment of formal operational thought!

58. gp(dev)58 Are there Cognitive Changes that occur in Later years?

59. Module 14 & 15 pt 259 Module 15 (pgs 200- 203) Moral Development (Kolberg) Stages Reflect Cognitive Ability 1) Pre-conventional Obedience and Punishment Self-Interest 2) Conventional Public opinion, social duty 3) Post-conventional Principled

60. Module 14 & 15 pt 260 Erickson – Psychosocial Development (Module 15 pgs 202 -204) Issues that we are dealing with change with age. How these conflict are resolved will have long- lasting effects. Basic Schema for thinking about ourselves.

61. Module 14 & 15 pt 261 Infancy - Basic Trust vs. Mistrust Is my world a predictable and supportive place? Toddler - Autonomy vs. Shame and Doubt Can I do things by myself, or always rely on others? Preschool - Initiative vs. Guilt Am I good, or am I bad? - questions of morality

62. Module 14 & 15 pt 262 Preadolescence - Industry vs. Inferiority Am I successful or worthless? Adolescence - Identity vs. Role Confusion “ Who am I?” Young Adulthood - Intimacy vs. Isolation “How do I relate to others?”

63. Module 14 & 15 pt 263 Middle Adulthood - Generativity vs. Stagnation “Will I succeed in life?” Older Adulthood - Ego Integrity vs. Despair “Have I lived a full life, or have I failed?”

64. Module 14 & 15 pt 264 (Module 14 pgs 188 – 195). Issues in Infancy – Attachment - emotional bond between child and parent. Primate Studies Harlow’s Monkey’s Separated newborns from mothers Fear Studies

65. Module 14 & 15 pt 265 Preferred contact comfort

66. Module 14 & 15 pt 266 All of the Monkey’s had problems in adulthood - abnormal social relationships - abnormal sexual behaviors -inadequate parenting behaviors

67. Module 14 & 15 pt 267 Attachment Differences Strange Situation Test. Based on behavior classified as 1) Secure Attachment 2) Insecurely Attached

68. Module 14 & 15 pt 268 Long-Term Effects Securely attached - more sociable - better problem solvers - more adaptive to new situations - fewer behavior problems - better adult relationships.

69. Module 14 & 15 pt 269 Why is Attachment so Important? Development of: - First schema of social relationships - Self-schema. - general schema of the world.