1. Language Development thru death
Human Development
Language Development thru death

2. Language
Offspring cries are important signals for parents to provide nourishment. In animals and humans such cries are quickly attended to and relieved.
Carl and Ann Purcell/ Corbis
Lightscapes, Inc. Corbis

3. Language Development Stages: Crying Babbling & Cooing
(Universal Adaptability)
One Word Phase
Two Word Phase
Complex Sentences
Timeline:
Birth
Up to one year
After 1 year
After 2 years

4. Language Development Nature Noam Chomsky (Psycholinguistics)
Believe in inherent genetic ability to do language
LAD (Language Acquisition Device )
Nurture
B.F. Skinner (Behaviorist/learning)
Believes infants learn from experience and environment
Parent’s model and child imitates.
Reward and punishment

5. Language Development Parentese & Motherese
Definition: Child-directed speech
A.K.A: baby-talk
Helps babies learn language form parents through voice inflections

6. Language Development
A Critical Period is a limited time in which an event can occur, usually to result in some kind of transformation.
If the organism does not receive the appropriate stimulus during this "critical period", it may be difficult, ultimately less successful, or even impossible, to develop some functions later in life.

7. Language Development
Critical Period for language is somewhere between 4-6 years old.
Example: Genie: the Wild Child Movie (Feral Child that was locked in her parent’s closet until the age of 13.)

8. © Christina Kennedy/ PhotoEdit
Social Development
Stranger anxiety is the fear of strangers that develops at around 8 months. This is the age at which infants form schemas for familiar faces and cannot assimilate a new face.
OBJECTIVE 11| Define stranger anxiety.
© Christina Kennedy/ PhotoEdit

9. Harlow Primate Laboratory, University of Wisconsin
Origins of Attachment
Harry Harlow (1971) showed that infants bond with surrogate mothers because of bodily contact and not because of nourishment.
OBJECTIVE 12| Discuss the effects of nourishment, body contact, and familiarity on infant social attachment.
Harlow Primate Laboratory, University of Wisconsin

10. Harlow Primate Laboratory, University of Wisconsin
Contact Comfort
OBJECTIVE 12| Discuss the effects of nourishment, body contact, and familiarity on infant social attachment.
Harlow Primate Laboratory, University of Wisconsin

11. Origins of Attachment
Like bodily contact, familiarity is another factor that causes attachment. In some animals (goslings), imprinting is the cause of attachment.
Alastair Miller

12. Attachment Differences
Placed in a strange situation, 60% of children express secure attachment, i.e., they explore their environment happily in the presence of their mothers. When their mother leave, they show distress.
OBJECTIVE 13| Contrast secure and insecure attachment, and discuss the roles of parents and infants in the development of attachment and an infant’s feelings of basic trust.
The other 30% show insecure attachment. These children cling to their mothers or caregivers and are less likely to explore the environment.

13. Mary Ainsworth’s “Strange Situation Paradigm”

14. Secure Attachment
Relaxed and attentive caregiving becomes the backbone of secure attachment.
Berry Hewlett

15. Harlow Primate Laboratory, University of Wisconsin
Insecure Attachment
Harlow’s studies showed that monkeys experience great anxiety if their terry-cloth mother is removed.
Harlow Primate Laboratory, University of Wisconsin

16. Attachment Differences: Why?
Why do these attachment differences exist?
Factor
Explanation
Mother
Both rat pups and human infants develop secure attachments if the mother is relaxed and attentive.
Father
In many cultures where fathers share the responsibility of raising children, similar secure attachments develop.

17. Separation Anxiety
Separation anxiety peaks at 13 months of age, regardless of whether the children are home or sent to day care.

18. Deprivation of Attachment
What happens when circumstances prevent a child from forming attachments?
In such circumstances children become:
OBJECTIVE 14| Assess the impact of parental neglect, family disruption, and day care on attachment patterns and development.
Withdrawn
Frightened
Unable to develop speech

19. Prolonged Deprivation
If parental or caregiving support is deprived for an extended period of time, children are at risk for physical, psychological, and social problems, including alterations in brain serotonin levels.

20. Day Care and Attachment
Quality day care that consists of responsive adults interacting with children does not harm children’s thinking and language skills.
However, some studies suggest that extensive time in day care can increase aggressiveness and defiance in children.

21. Self-Concept
Self-concept, a sense of one’s identity and personal worth, emerges gradually around 6 months. Around months, children can recognize themselves in the mirror. By 8-10 years, their self-image is stable.
Rouge Test
OBJECTIVE 15| Assess the impact of parental neglect, family disruption, and day care on attachment patterns and development.
Laura Dwight

22. Child-Rearing Practices
Description
Authoritarian
Parents impose rules and expect obedience.
Permissive
Parents submit to children’s demands.
Authoritative
Parents are demanding but responsive to their children.
OBJECTIVE 16| Describe three parenting styles, and offer three potential explanations for the link between authoritative parenting and social competence.

23. Parenting Styles Authoritarian: “My Way or the Highway!”
Authoritative: Demanding But Caring
Permissive: “Do what you Want, I can’t stop you anyway because I don’t punish!”
Rejecting-Neglecting: “Hey Kid here’s a twenty…Don’t come back tonight I’ve got a hot date and I don’t want to turn her off by letting her know I’ve got rugrats! Scram!”

24. Authoritative Parenting
Authoritative parenting correlates with social competence — other factors like common genes may lead to an easy-going temperament and may invoke an authoritative parenting style.

25. Adolescence
From about years Old

26. Developing Through the Life Span
Adolescence
Physical Development
Cognitive Development
Social Development
Emerging Adulthood
Adulthood

27. Adolescence
Many psychologists once believed that our traits were set during childhood. Today psychologists believe that development is a lifelong process. Adolescence is defined as a life between childhood and adulthood.
OBJECTIVE 17| Define adolescence.
AP Photo/ Jeff Chiu

28. Physical Development
Adolescence begins with puberty (sexual maturation). Puberty occurs earlier in females (11 years) than males (13 years). Thus height in females increases before males.
OBJECTIVE 18| Identify the major physical changes during adolescence.

29. Primary Sexual Characteristics
During puberty primary sexual characteristics — the reproductive organs and external genitalia — develop rapidly.
Ellen Senisi/ The Image Works

30. Secondary Sexual Characteristics
Also secondary sexual characteristics—the nonreproductive traits such as breasts and hips in girls and facial hair and deepening of voice in boys develop. Pubic hair and armpit hair grow in both sexes.

31. Menarch (11-14 years of age)
Adolescence - FEMALES
Menarch (11-14 years of age)
is the first menstrual period, or first menstrual bleeding in the females of human beings. From both social and medical perspectives it is often considered the central event of female puberty, as it signals the possibility of fertility.

32. Social Issues Facing Teens
Peer Pressure
Substance Abuse
Sexuality
Eating Disorders
Suicide
Dating
PARENTS
COLLEGE

33. Brain Development
Until puberty, neurons increase their connections. However, at adolescence, selective pruning of the neurons begins. Unused neuronal connections are lost to make other pathways more efficient.

34. Frontal Cortex
During adolescence, neurons in the frontal cortex grow myelin, which speeds up nerve conduction. The frontal cortex lags behind the limbic system’s development. Hormonal surges and the limbic system may explain occasional teen impulsiveness.

35. Cognitive Development
Adolescents’ ability to reason gives them a new level of social awareness. In particular, they may think about the following:
Their own thinking.
What others are thinking.
What others are thinking about them.
How ideals can be reached. They criticize society, parents, and even themselves.

36. Developing Reasoning Power
According to Piaget, adolescents can handle abstract problems, i.e., they can perform formal operations. Adolescents can judge good from evil, truth and justice, and think about God in deeper terms.
OBJECTIVE 19| Describe the changes in reasoning abilities that Piaget called formal operations.
William Thomas Cain/ Getty Images
AP/Wide World Photos

37. Developing Morality
Kohlberg (1981, 1984) sought to describe the development of moral reasoning by posing moral dilemmas to children and adolescents, such as “Should a person steal medicine to save a loved one’s life?” He found stages of moral development.
OBJECTIVE 20| Discuss moral development from the perspectives of moral thinking, moral feeling, and moral action.
AP Photo/ Dave Martin

38. Moral Thinking
Preconventional Morality: Before age 9, children show morality to avoid punishment or gain reward.
Conventional Morality: By early adolescence, social rules and laws are upheld for their own sake.
Postconventional Morality: Affirms people’s agreed-upon rights or follows personally perceived ethical principles.

39. Moral Thinking Stages Avoiding Punishment: (Preconventional)
Satisfying Needs:
Winning Approval: (Conventional)
Law and Order:
Social Order: (Post-Conventional)
Universal Ethics:

40. Moral Feeling
Moral feeling is more than moral thinking. When posed with simulated moral dilemmas, the brain’s emotional areas only light up when the nature of the dilemmas is emotion-driven.

41. Moral Action
Moral action involves doing the right thing. People who engage in doing the right thing develop empathy for others and the self-discipline to resist their own impulses.

42. Personality Development
“Who Am I & What Do I Stand For?”

43. OBJECTIVE 21| Identify Erickson’s eight stages of psychosocial development and their accompanying issues.

44. Forming an Identity
In Western cultures, many adolescents try out different selves before settling into a consistent and comfortable identity. Having such an identity leads to forming close relationships.
OBJECTIVE 22| Explain how search for identity affects us during adolescence, and discuss how forming an identity prepares us for intimacy.
Matthias Clamer/ Getty Images
Leland Bobble/ Getty Images

45. The worst question to ask Seniors!
What are you going to do after Graduation??????

46. James Marcia’s Identity Status Categories
Identity Moratorium: Searching & Exploring w/o commitments
Identity Foreclosure: Conforming, inflexible, making commitments w/o self examination; accepting childhood values or parent’s values
Identity Diffusion: No commitments; wandering w/o a goal; becoming angry and rebellious
Identity Achievement: Exploring options and committing to a direction.

47. Parent and Peer Influence
Although teens become independent of their parents as they grow older, they nevertheless relate to their parents on a number of things, including religiosity and career choices. Peer approval and relationships are also very important.
OBJECTIVE 23| Contrast parental and peer influences during adolescence.