Chapter 4 Chapter 4 Developing Through the Life Span.

Chapter 4Chapter 4Developing Through Developing Through

the Life Spanthe Life Span

Developmental PsychologyDevelopmental Psychology

Developmental PsychologistDevelopmental PsychologistStudy the physical, cognitive, social and moral changes throughout the life cycle

Developmental PsychologyDevelopmental Psychology

Three major issues in Three major issues in developmental psychologydevelopmental psychology

1. Nature vs. Nurture 2. Continuity vs. Stages

3. Stability vs. Change

Prenatal Development and the Prenatal Development and the NewbornNewborn

Zygote (Germinal Period)Zygote (Germinal Period)Begins at fertilization and lasts for Begins at fertilization and lasts for the first two weeksthe first two weeks

Appearance: Appearance: begins begins as a single as a single cell, then cell, then cell cell division beginsdivision begins


Embryo (Embryonic Period)Embryo (Embryonic Period) Begins at 2 weeks and goes until the Begins at 2 weeks and goes until the

88thth week week


Embryo (Embryonic Period)Embryo (Embryonic Period)– Appearance:Appearance: In appearance, the In appearance, the

embryo is almost all head. It is embryo is almost all head. It is about 1 inch in length. It has about 1 inch in length. It has developed a spinal cord and a two-developed a spinal cord and a two-lobe brain. Many of the major lobe brain. Many of the major organs have been formed as well organs have been formed as well as eyes, ears, a nose, a jaw, a as eyes, ears, a nose, a jaw, a mouth, and lips. It also has tiny mouth, and lips. It also has tiny arms with stubby fingers, and legs arms with stubby fingers, and legs with knees, ankles, and toes.with knees, ankles, and toes.


Fetus (Fetal Period)Fetus (Fetal Period)

(Latin for “offspring” or “young ones” ) (Latin for “offspring” or “young ones” )

Lasts approximately 30 weeksLasts approximately 30 weeks

at 20 weeks


FetusFetus– At 9 weeks it can bend fingers and toesAt 9 weeks it can bend fingers and toes– At 6 months it can cry, open & close its eyes, & At 6 months it can cry, open & close its eyes, &

grasp. The 6 month old fetus even has taste grasp. The 6 month old fetus even has taste budsbuds

– During the 6During the 6thth month, organs are sufficiently month, organs are sufficiently formed and functional enough to allow a formed and functional enough to allow a prematurely born fetus a chance of survivalprematurely born fetus a chance of survival

– Fetuses are responsive to soundFetuses are responsive to sound– During the last 8-9 weeks the fetus gains ½ During the last 8-9 weeks the fetus gains ½

pound per weekpound per week– Average birth height = 20 inches longAverage birth height = 20 inches long– Average birth weight = 7+ poundsAverage birth weight = 7+ pounds


Teratogens:Teratogens: – Harmful substances that invade the wombHarmful substances that invade the womb– Teratogens affect fewer than 10% of fetusesTeratogens affect fewer than 10% of fetuses– Most damaging during a critical period Most damaging during a critical period

(embryonic stage)(embryonic stage)– During the fetal period, teratogens affect During the fetal period, teratogens affect

the baby’s size, behavior, intelligence, & the baby’s size, behavior, intelligence, & health rather than the formation of organshealth rather than the formation of organs


Fetal Alcohol Syndrome (FAS)Fetal Alcohol Syndrome (FAS) Physical Physical FeaturesFeatures

FAS also results in impaired physical FAS also results in impaired physical and mental growth. FAS is now the and mental growth. FAS is now the leading cause of mental retardationleading cause of mental retardation

The Competent NewbornThe Competent Newborn

William JamesWilliam James

The Competent NewbornThe Competent NewbornReflex:Reflex: unlearned behavior unlearned behavior

– RootingRooting -Moro -Moro

– PalmarPalmar


Newborns’ senses at birthNewborns’ senses at birth– Vision: Vision: Vision is the least Vision is the least

developed sense at birth. developed sense at birth. Neonates’ vision is blurry. It is Neonates’ vision is blurry. It is estimated that neonates have estimated that neonates have 20/300 eyesight.20/300 eyesight.

http://www.pbs.org/wnet/brain/episode1/infantvision/flash.html

http://www.pbs.org/wnet/brain/episode1/infantvision/flash.html


Newborns’ senses at birthNewborns’ senses at birth– Vision: Vision: Infants prefer to look at Infants prefer to look at

objects 8 to 12 inches away (the objects 8 to 12 inches away (the approximate distance between a approximate distance between a nursing infant’s eyes and the nursing infant’s eyes and the mother’s)mother’s)Size constancy Size constancy is present at birthis present at birth


VisionVision– Depth Perception:Depth Perception: Doesn’t Doesn’t

develop until later (6 months) Infants develop until later (6 months) Infants are unable to use monocular depth cues are unable to use monocular depth cues until about 7 months of age.until about 7 months of age.

http://www.youtube.com/watch?v=1VPaBcT1KdY

http://www.youtube.com/watch?v=1VPaBcT1KdY

The Competent NewbornThe Competent NewbornHearingHearing

Neonates hear poorly. However, Neonates hear poorly. However, they prefer the sound of the human they prefer the sound of the human voice and at 3 weeks, show voice and at 3 weeks, show preference for their mother’s voicepreference for their mother’s voice

They prefer high-pitched, They prefer high-pitched, exaggerated, and exaggerated, and expressive speechexpressive speech


TasteTasteInfants respond to four basic tastes Infants respond to four basic tastes (sweet, sour, salty, and bitter). But (sweet, sour, salty, and bitter). But they usually prefer sweetthey usually prefer sweet


SmellSmell

Within days of birth, the Within days of birth, the newborn distinguishes its newborn distinguishes its mother’s odor from mother’s odor from

that of a strangerthat of a stranger


These senses at birth help the newborn adapt to life outside the womb

Infancy and ChildhoodInfancy and Childhood

Brain DevelopmentBrain DevelopmentWithin the brain, nerve cells form before Within the brain, nerve cells form before birth. After birth, the neural networks that birth. After birth, the neural networks that enable us to walk, talk, and remember enable us to walk, talk, and remember have a wild growth spurt. From ages 3-6, have a wild growth spurt. From ages 3-6, growth occurs most rapidly in the frontal growth occurs most rapidly in the frontal lobes which enable rational planning. The lobes which enable rational planning. The association areas of the cortex, which are association areas of the cortex, which are linked to thinking, memory, and language linked to thinking, memory, and language are the last brain areas to develop.are the last brain areas to develop.


MaturationMaturation– Biological growth processes that Biological growth processes that

enable orderly changes in enable orderly changes in behavior, relatively uninfluenced behavior, relatively uninfluenced by experiencesby experiences

Infancy and ChildhoodInfancy and Childhood–Experience has little effect on maturation. Experience has little effect on maturation.

We roll over, crawl, walk & learn to run based We roll over, crawl, walk & learn to run based

largely on our genetic blueprint and no amountlargely on our genetic blueprint and no amount

of experience will change our genetic blueprintof experience will change our genetic blueprint

Infancy and ChildhoodInfancy and ChildhoodMotor DevelopmentMotor Development

– As the infant’s muscles and nervous As the infant’s muscles and nervous system mature, ever more system mature, ever more complicated skills emerge. The complicated skills emerge. The sequence is universal; the timing sequence is universal; the timing varies.varies.

– Genes play a major role in Genes play a major role in maturation. Identical twins typically maturation. Identical twins typically begin sitting up & walking on nearly begin sitting up & walking on nearly the same daythe same day


Infancy and ChildhoodInfancy and Childhood Infantile AmnesiaInfantile Amnesia

– The inability to remember clearly or The inability to remember clearly or accurately the first years of lifeaccurately the first years of life

Due to infantile amnesia, I will not remember this embarrassment

Cognitive DevelopmentCognitive Development

Jean PiagetJean Piaget– created a theory that all humans created a theory that all humans

progress through four cognitive progress through four cognitive developmental stages.developmental stages.


Piaget’s general beliefsPiaget’s general beliefs– Children are ACTIVE thinkersChildren are ACTIVE thinkers– Children think differently than adultsChildren think differently than adults– Older children are not necessarily Older children are not necessarily

smarter, their thought processes are smarter, their thought processes are totally differenttotally different

– The child’s mind develops through a The child’s mind develops through a series of stages from simple reflexes to series of stages from simple reflexes to the abstract reasoning that is the abstract reasoning that is characteristic of adultscharacteristic of adults


SchemasSchemas– Mental images/templates that Mental images/templates that

provide a framework for provide a framework for understanding future experiences. understanding future experiences. We start with a few simple We start with a few simple schemas and throughout life schemas and throughout life develop more. These schemas also develop more. These schemas also become more complicated as we become more complicated as we developdevelop


AssimilationAssimilation– Incorporating new information into Incorporating new information into

our existing schemas without our existing schemas without modificationmodification

AccommodationAccommodation– Adjusting our schemas to fit the Adjusting our schemas to fit the

particulars of new experiences. particulars of new experiences.

Children use accommodation when Children use accommodation when assimilation no longer works assimilation no longer works


Other examples?


CognitionCognition– All mental activities All mental activities associated with associated with thinking, such as thinking, such as perceiving, knowing, conceiving, perceiving, knowing, conceiving, remembering, reasoning, remembering, reasoning, judging, imagining, and problem judging, imagining, and problem solvingsolving


Piaget’s Theory and Current ThinkingPiaget’s Theory and Current Thinking– Piaget’s theory is a stage theoryPiaget’s theory is a stage theory What does that mean?What does that mean?


Critics today believe that Critics today believe that development is more continuous development is more continuous than Piaget thought. than Piaget thought.

Critics also believe that Piaget Critics also believe that Piaget

underestimated young children’s underestimated young children’s capabilitiescapabilities


Sensorimotor StageSensorimotor Stage (0-2 years)(0-2 years)

– During this stage, infants During this stage, infants experience their world through experience their world through their senses (seeing, hearing, their senses (seeing, hearing, etc) and motor activities etc) and motor activities (grasping, sucking…) (grasping, sucking…)

and a combination and a combination of the twoof the two


Sensorimotor StageSensorimotor Stage (0-2 years)(0-2 years)– Object Permanence: Object Permanence: begins to begins to

develop at around 8 months. It is the develop at around 8 months. It is the infant’s realization that objects continue infant’s realization that objects continue to exist even when they are out of the to exist even when they are out of the range of the senses.range of the senses.


Stranger Anxiety: Stranger Anxiety: The distress, The distress, fear, and unhappiness experiencedfear, and unhappiness experienced

by young children when they are by young children when they are around people who are unfamiliar around people who are unfamiliar to them.to them.

This helps protectThis helps protect

babiesbabies


Deduction:Deduction:

Babies begin to use Babies begin to use

signs to signal signs to signal

events. events.

This is the beginning This is the beginning

of understanding of understanding

causality. causality.

Cognitive DevelopmentCognitive DevelopmentPreoperational Stage (2-6)Preoperational Stage (2-6)

The child learns to use language The child learns to use language but does not yet but does not yet

comprehend the comprehend the mental mental

operations of operations of concrete concrete logiclogic


Preoperational Stage:Preoperational Stage: This This stage is characterized by cognitive stage is characterized by cognitive limitations such as…limitations such as…– Lack of conservation skillsLack of conservation skills– EgocentricismEgocentricism– AnimismAnimism– ArtificialismArtificialism– One dimentional thinkingOne dimentional thinking


Preoperational StagePreoperational Stage– Lack of conservation skills: the child Lack of conservation skills: the child

does not understand that properties does not understand that properties such as mass, volume, and number such as mass, volume, and number remain the same even if the object’s remain the same even if the object’s form changes.form changes.


Preoperational StagePreoperational Stage– Egocentricism: Egocentricism: the inability to take the inability to take

another person’s point of view another person’s point of view

((egocentricism = selfishness or conceitegocentricism = selfishness or conceit))


Preoperational StagePreoperational Stage– Animism: Animism: the tendency to attribute life the tendency to attribute life

to inanimate objectsto inanimate objects

A preoperational child believes that this snowman is real and has feelings


Preoperational StagePreoperational Stage– Artificialism: Artificialism: the idea that natural the idea that natural

phenomena are created by human phenomena are created by human beings. (such as the sun is created by a beings. (such as the sun is created by a man with a match, or mountains were man with a match, or mountains were made by people who piled up dirt with a made by people who piled up dirt with a shovel) shovel)


Preoperational StagePreoperational Stage– One dimensional thinking: One dimensional thinking:

(Centration) (Centration) The preoperational child The preoperational child can only view the world in one can only view the world in one dimensional way. They can not dimensional way. They can not concentrate on two qualities of an object concentrate on two qualities of an object at once.at once.


Preoperational StagePreoperational Stage– Pretend PlayPretend Play

The preoperational child begins to use The preoperational child begins to use symbols to represent objects that aren’t symbols to represent objects that aren’t presentpresent


Preoperational StagePreoperational Stage– Language DevelopmentLanguage Development

Although their language skills develop Although their language skills develop during the preoperational stage, their during the preoperational stage, their communication is often egocentriccommunication is often egocentric


Concrete Operational Stage:Concrete Operational Stage:

During this stage, children are less During this stage, children are less egocentric, and can think logically egocentric, and can think logically about concrete objects, and begin to about concrete objects, and begin to master conservation skillsmaster conservation skills


Concrete Operational Stage:Concrete Operational Stage:– Conservation Skills: Conservation Skills: Principle that Principle that

properties such as mass, volume, and properties such as mass, volume, and number remain the same despite number remain the same despite changes in their appearancechanges in their appearance


Concrete Operational Stage:Concrete Operational Stage:

Understanding mathematical Understanding mathematical transformations allow the concrete transformations allow the concrete operational child to enjoy math-operational child to enjoy math-based jokes that used to be over based jokes that used to be over their heads.their heads.


Formal Operational Stage (12-):Formal Operational Stage (12-):– During this stage, people begin to think During this stage, people begin to think

logically about abstract concepts, they logically about abstract concepts, they can appreciate shades of gray, isolate can appreciate shades of gray, isolate variables, etc.variables, etc.


__________Upon seeing a glass lying on its side, Zeon Upon seeing a glass lying on its side, Zeon

says, “Look, the glass is tired. It is taking says, “Look, the glass is tired. It is taking

a nap”a nap”

_____Zoe is told that a farmer has nine cows and_____Zoe is told that a farmer has nine cows and

six horses. The teacher asks, “Does thesix horses. The teacher asks, “Does the

farmer have more cows or more animals?”farmer have more cows or more animals?”

Zoe answers, “More animals.”Zoe answers, “More animals.”

_____Zelda is playing in the living room with a small _____Zelda is playing in the living room with a small red ball. The ball rolls under the sofa. She stares red ball. The ball rolls under the sofa. She stares for a moment at the place where the ball for a moment at the place where the ball vanished and then turns her attention to a toy vanished and then turns her attention to a toy truck sitting in front of her.truck sitting in front of her.


Reflecting on Piaget’s TheoryReflecting on Piaget’s Theory

Recent research shows that young children Recent research shows that young children are more capable & their development more are more capable & their development more continuous than Piaget believed. The continuous than Piaget believed. The cognitive abilities that emerge at each stage cognitive abilities that emerge at each stage have begun developing at earlier ages. have begun developing at earlier ages. Today’s researchers also see formal logic as Today’s researchers also see formal logic as a smaller part of cognition than Piaget did. a smaller part of cognition than Piaget did. Nonetheless, studies support his idea that Nonetheless, studies support his idea that human cognition unfolds basically in the human cognition unfolds basically in the sequence he proposed.sequence he proposed.

ApplicationApplication

Zala has a 4-year old brother named Zala has a 4-year old brother named Zeon who is a very finicky eater. Zeon Zeon who is a very finicky eater. Zeon usually spends family dinner time whining usually spends family dinner time whining about his food. One evening as Zeon was about his food. One evening as Zeon was complaining that he had been given too complaining that he had been given too much zucchini to eat and too much milk much zucchini to eat and too much milk to drink, Zala, had an idea how she could to drink, Zala, had an idea how she could convince Zeon to stop fussing. That day convince Zeon to stop fussing. That day in school Zala had been studying about in school Zala had been studying about Piaget’s theory of cognitive development. Piaget’s theory of cognitive development. What do you think her idea was? What do you think her idea was?

Social DevelopmentSocial Development

Stranger AnxietyStranger Anxiety– Stranger anxiety is the distress, fear, and Stranger anxiety is the distress, fear, and

unhappiness experienced by young children unhappiness experienced by young children when they are around individuals who are when they are around individuals who are unfamiliar to them. Stranger anxiety is a unfamiliar to them. Stranger anxiety is a normal part of cognitive development. normal part of cognitive development. Babies differentiate caregivers from other Babies differentiate caregivers from other people and display a strong preference for people and display a strong preference for familiar faces. Stranger anxiety usually familiar faces. Stranger anxiety usually begins around 8 or 9 months of age (but can begins around 8 or 9 months of age (but can begin as early as 6 months) and typically begin as early as 6 months) and typically lasts into the 2lasts into the 2ndnd year year


Origins of AttachmentOrigins of Attachment– Attachment: the attachment bond is a

survival impulse that keeps infants close to their caregivers. Infants become attached to their parents or primary caregivers not simply because they gratify biological needs (nourishment) but also because they

provide body contact that is soft and warm


Body ContactBody Contact (Harlow monkey (Harlow monkey studies)studies)– Harlow’s monkeys were raised with a Harlow’s monkeys were raised with a

surrogate “mother”. One mother was a surrogate “mother”. One mother was a wire mother that provided nourishment wire mother that provided nourishment (milk) the other mother did not provide (milk) the other mother did not provide nourishment but provided contact nourishment but provided contact comfort (it was covered in terry cloth).comfort (it was covered in terry cloth).


Findings of Harlow’s monkey Findings of Harlow’s monkey studiesstudies– Harlow’s monkeys sought comfort from Harlow’s monkeys sought comfort from

the terry cloth mother when anxious and the terry cloth mother when anxious and only sought out the wire mother when only sought out the wire mother when needing nourishment.needing nourishment.

Origins of AttachmentOrigins of Attachment

FamiliarityFamiliarity– Familiarity provides another key to Familiarity provides another key to

attachment. In animals, attachments attachment. In animals, attachments based on familiarity often form during a based on familiarity often form during a critical period during which an organism critical period during which an organism learns a behavior the easiestlearns a behavior the easiest

Origins of AttachmentOrigins of Attachment

ImprintingImprinting– Newly hatched chicks tended Newly hatched chicks tended

to follow the first moving to follow the first moving object, human or animal, that object, human or animal, that caught their attentioncaught their attentionKonrad Lorenz: Austrian Konrad Lorenz: Austrian

ethnologist who introduced the ethnologist who introduced the term imprintingterm imprinting


Attachment: Attachment: (Bowlby)(Bowlby)– The tendency of human infants and The tendency of human infants and

young nonhuman animals to become young nonhuman animals to become emotionally close to certain individuals emotionally close to certain individuals and to be calm while in their presenceand to be calm while in their presence

– Mary Ainsworth assessed this using the Mary Ainsworth assessed this using the “Strange Situation”“Strange Situation”

(See video clip)(See video clip)


AttachmentAttachment– Securely attachedSecurely attached (60% of children) (60% of children)

has a positive parent-child relationship has a positive parent-child relationship in which the child displays confidence in which the child displays confidence when the parent is present, shows mild when the parent is present, shows mild distress when the parent leaves, and distress when the parent leaves, and quickly reestablishes contact when the quickly reestablishes contact when the parent returns. Sensitive responsive parent returns. Sensitive responsive parents tend to have securely attached parents tend to have securely attached childrenchildren


AttachmentAttachment– Insecurely attachedInsecurely attached Has generally a negative parent-child Has generally a negative parent-child

relationship in which the child fails to relationship in which the child fails to display confidence when the parent is display confidence when the parent is present, sometimes shows distress present, sometimes shows distress when the parent leaves, and reacts to when the parent leaves, and reacts to the return by avoidance. Insensitive, the return by avoidance. Insensitive, unresponsive parents have infants who unresponsive parents have infants who often become insecurely attached.often become insecurely attached.


AttachmentAttachment– Were the attachments styles that Were the attachments styles that

infants formed a result of how they infants formed a result of how they were raised or a result of their were raised or a result of their temperament?temperament?Psychologists still do not know the Psychologists still do not know the

answer to this question. Research answer to this question. Research needs to be done that controls for needs to be done that controls for temperament when studying temperament when studying attachmentattachment


TemperamentTemperament– The basic foundation of personality, The basic foundation of personality,

usually assumed to be biologically usually assumed to be biologically determined and present early in life, determined and present early in life, including such characteristics as energy including such characteristics as energy level, emotional responsiveness, level, emotional responsiveness, response tempo and response tempo and

willingness to explorewillingness to explore


Temperament Temperament – Difficult Babies:Difficult Babies: irregular, irritable, intense irregular, irritable, intense– Easy Babies:Easy Babies: (most common type) (most common type)

predictable, react to new situations predictable, react to new situations cheerfully, seldom fuss, and generally display cheerfully, seldom fuss, and generally display positive moodspositive moods

– Slow-to-warm-up BabiesSlow-to-warm-up Babies: react warily to : react warily to new situations but eventually, and very new situations but eventually, and very gradually come to enjoy them. They also gradually come to enjoy them. They also have a low activity levelhave a low activity level


Disruption of AttachmentDisruption of Attachment– Infants who experience abuse or Infants who experience abuse or

extreme neglect often become extreme neglect often become withdrawn, frightened, even speechlesswithdrawn, frightened, even speechless

– Children who are prevented from Children who are prevented from forming attachments by age 2 may be forming attachments by age 2 may be at risk for attachment problems.at risk for attachment problems.

Does Day Care Affect Attachment?Does Day Care Affect Attachment?

DEPRVIATION OF ATTACHMENTDEPRVIATION OF ATTACHMENT

Does Day Care Affect Attachment?Does Day Care Affect Attachment?– There appears to be no negative impact There appears to be no negative impact

of maternal employment on the child’s of maternal employment on the child’s development.development.

– Long term daycare:Long term daycare:Slightly advanced thinking & Slightly advanced thinking &

language skillslanguage skillsSlight increase of aggressiveness and Slight increase of aggressiveness and

defiancedefiance


Self-Concept:Self-Concept: – a sense of one’s identity and personal a sense of one’s identity and personal

worthworth– Our self-concept develops graduallyOur self-concept develops gradually– When does self-concept begin to When does self-concept begin to

emerge? emerge? At about 15-18 months of age, infants will At about 15-18 months of age, infants will

recognize themselves in a mirror.recognize themselves in a mirror.

http://www.youtube.com/watch?v=cTP01Wbsh0E&NR=1

http://www.youtube.com/watch?v=cTP01Wbsh0E&NR=1


Self-ConceptSelf-Concept– When does self-concept begin to When does self-concept begin to

emerge?emerge?By school age, children start to By school age, children start to

describe themselves in terms of their describe themselves in terms of their gender, group memberships, and gender, group memberships, and psychological traits. They also psychological traits. They also compare themselves with other compare themselves with other childrenchildren

By age 8 or 10, children’s self-images By age 8 or 10, children’s self-images are quite stable.are quite stable.


Self-ConceptSelf-Concept– What are the benefits of developing What are the benefits of developing

a positive self-concept?a positive self-concept?

Students who have positive self-concept Students who have positive self-concept are more confident, independent, are more confident, independent, optimistic, assertive and sociable.optimistic, assertive and sociable.

Child-Rearing PracticesChild-Rearing Practices

Three Types of Parenting StylesThree Types of Parenting Styles– AuthoritarianAuthoritarian

Restrictive parenting style in which the Restrictive parenting style in which the parent stresses OBEDIENCE. “Because I parent stresses OBEDIENCE. “Because I said so.” is a common response. They said so.” is a common response. They do not seek or accept any input from do not seek or accept any input from their children. their children.

They try to curb theThey try to curb the

children’s willchildren’s will


Effects on childrenEffects on children– Children tend to be unfriendly, Children tend to be unfriendly,

distrustful, and withdrawndistrustful, and withdrawn


Three Types of Parenting StylesThree Types of Parenting Styles– Permissive: Permissive: a relaxed parenting style a relaxed parenting style

in which the parent or caregiver in which the parent or caregiver behaves toward the child behaves toward the child

in a non-in a non- punishing manner. A punishing manner. A permissive permissive parent tends to parent tends to make few make few demands, avoids demands, avoids exercising exercising control, control, and encourages children and encourages children to to govern their own behavior. govern their own behavior. They give their children complete They give their children complete freedom and have lax disciplinefreedom and have lax discipline


Effects on ChildrenEffects on Children– Children tend to beChildren tend to be

immature, dependent,immature, dependent,

and unhappy. Theyand unhappy. They

are also likely to have are also likely to have

tantrums, or ask fortantrums, or ask for

help when theyhelp when they

encounter evenencounter even

slight difficultiesslight difficulties


AuthoritativeAuthoritative– A collaborative parenting style in which the A collaborative parenting style in which the

parent encourages a child’s autonomy and parent encourages a child’s autonomy and independence yet sill places certain independence yet sill places certain limitations or restrictions on the child’s limitations or restrictions on the child’s behavior. The parent typically explains & behavior. The parent typically explains & promotes discussion of the reasons for promotes discussion of the reasons for such limitations or restrictions. They allow such limitations or restrictions. They allow children increasing responsibility as they children increasing responsibility as they get older and are better at making get older and are better at making decisions. They are reasonable & rational.decisions. They are reasonable & rational.


Effects on ChildrenEffects on Children– Children tend to be Children tend to be

friendly, cooperative, friendly, cooperative,

self-reliant, and sociallyself-reliant, and socially

responsible. Theyresponsible. They

tend to have hightend to have high

self-esteem andself-esteem and

social competencesocial competence

15.15. As the children in my family were As the children in my family were growing up, my mother consistently growing up, my mother consistently gave us direction and guidance in gave us direction and guidance in rational and objective ways.rational and objective ways.

16.16. As I was growing up my mother As I was growing up my mother would get very upset if I tried to would get very upset if I tried to disagree with her.disagree with her.

Results for Parenting QuizResults for Parenting Quiz

Permissive Permissive

(numbers 1,6,10,13,14,17,19,21,24,28)(numbers 1,6,10,13,14,17,19,21,24,28)

AuthoriAuthoritariantarian(numbers 2,3,7,9,12,16,18,25,26,29)(numbers 2,3,7,9,12,16,18,25,26,29)

AuthoritatAuthoritativeive(numbers 4,5,8,11,15,20,22,23,27,30)(numbers 4,5,8,11,15,20,22,23,27,30)

AdolescenceAdolescence

AdolescenceAdolescence– The period of human development that The period of human development that

starts with puberty (10-12) and ends starts with puberty (10-12) and ends with physiological maturity (19ish). with physiological maturity (19ish). During this period major changes occur During this period major changes occur at varying rates in sexual at varying rates in sexual characteristics, body image, sexual characteristics, body image, sexual interest, social roles, intellectual interest, social roles, intellectual development, and self-conceptdevelopment, and self-concept


G. Stanley HallG. Stanley Hall– G. Stanley Hall was the first to describe G. Stanley Hall was the first to describe

adolescence as a separate field of study. adolescence as a separate field of study. He described the period as a time of He described the period as a time of great great

“ “Sturm und DrangSturm und Drang””


Is Adolescence a period of Storm and Is Adolescence a period of Storm and Stress?Stress?

Margaret MeadMargaret Mead


Physical DevelopmentPhysical Development– Puberty:Puberty: the stage of development when the stage of development when

the genital the genital

organs reach maturityorgans reach maturity

and the person and the person

become capable of become capable of

reproduction. Puberty reproduction. Puberty

follows a surge of follows a surge of

hormones, which may hormones, which may

intensify moodsintensify moods

AdolescenceAdolescence Primary Sexual CharacteristicsPrimary Sexual Characteristics

Those characteristics that are Those characteristics that are directly involved in reproductiondirectly involved in reproduction

Secondary Sexual CharacteristicsSecondary Sexual CharacteristicsThose characteristics not directly involved Those characteristics not directly involved

in reproduction, such as voice quality, in reproduction, such as voice quality, and the presence of body hair, breasts and the presence of body hair, breasts and hipsand hips


MenarcheMenarche– The first incidence of menstruation in a The first incidence of menstruation in a

female, marking the onset of puberty. female, marking the onset of puberty. The age of onset varies among The age of onset varies among individual cultures. It tends to occur individual cultures. It tends to occur earlier in Western countries. Why may earlier in Western countries. Why may this be?this be?

– It is a good example of the interaction It is a good example of the interaction between nature and nurturebetween nature and nurture

AdolescenceAdolescence Late Versus Early MaturingLate Versus Early Maturing

– BoysBoysEarly Maturing: Early Maturing: in general they are more in general they are more

relaxed, more popular, more self-assured, and relaxed, more popular, more self-assured, and more independent than other malesmore independent than other males

Late Maturing:Late Maturing: in general are more attention in general are more attention getting, more defiant, and have lower self-getting, more defiant, and have lower self-esteemesteem

– GirlsGirlsEarly Maturing: Early Maturing: in general they are more in general they are more

submissive, lower in popularity, and less satisfied submissive, lower in popularity, and less satisfied with their bodieswith their bodies

Late Maturing:Late Maturing: may notice an amplification of may notice an amplification of their existing problemstheir existing problems



– Formal Operations (Formal Operations (PiagetPiaget))

Cognitive functions become completely Cognitive functions become completely developed. The person is now capable developed. The person is now capable of abstract thinking, logical processes, of abstract thinking, logical processes, conceptualization, hypothetical thinking, conceptualization, hypothetical thinking, and judgmentand judgment

Cows 1 2 3

Goats 1 2 3

Pigs 1 2 3

OldMacAlpine

OldMacDonald

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Moral DevelopmentMoral Development

Lawrence KohlbergLawrence Kohlberg– A psychologist from Harvard, he A psychologist from Harvard, he

did research on moral did research on moral development. He found that moral development. He found that moral growth begins early and proceeds growth begins early and proceeds in stages. He divides our moral in stages. He divides our moral development into three levels. development into three levels. Each level has two stages. The Each level has two stages. The sequence of the levels do not vary. sequence of the levels do not vary. However, the timing does.However, the timing does.



Preconventional LevelPreconventional Level (birth-9 years)(birth-9 years) Moral values reside in a person’s own Moral values reside in a person’s own

needs and wants. needs and wants. This level is This level is characterized by a characterized by a desire to avoid desire to avoid punishment or punishment or gain reward.gain reward.


PreconventionalPreconventional– Stage 1: Spanking StageStage 1: Spanking Stage

The child’s moral reasoning reflects a The child’s moral reasoning reflects a

desire to avoid pain or punishmentdesire to avoid pain or punishment

– Stage 2: Lollipop StageStage 2: Lollipop Stage

The child’s morality is based on his/her The child’s morality is based on his/her desire to get something good (You desire to get something good (You scratch my back, I’ll scratch yours)scratch my back, I’ll scratch yours)


Conventional Level Conventional Level (ages 9-19):(ages 9-19):

Morality of law and social rules. Morality of law and social rules. Moral judgments are made to get Moral judgments are made to get approval by pleasing and helping approval by pleasing and helping others. The primary concern of others. The primary concern of conventional moral reasoning is to fit conventional moral reasoning is to fit in and play the role of a good citizenin and play the role of a good citizen


Stage 3: “Good Boy/Nice Girl”Stage 3: “Good Boy/Nice Girl”

The main goal of this stage is to get The main goal of this stage is to get approval from others.approval from others.


Stage 4: “Play-by-the-rules Stage”Stage 4: “Play-by-the-rules Stage”– Emphasis is placed on doing one’s duty, Emphasis is placed on doing one’s duty,

respecting authority, and maintaining respecting authority, and maintaining social order. The person in this level social order. The person in this level obeys rules not because he/she is afraid obeys rules not because he/she is afraid of punishment but of punishment but

rather because rather because he/she sees a he/she sees a NEEDNEED for the rules for for the rules for people to live in people to live in harmony.harmony.


Post Conventional LevelPost Conventional Level

(end of adolescence, if ever)(end of adolescence, if ever)– Morality of the abstract. Rules agreed Morality of the abstract. Rules agreed

on by the whole society are accepted as on by the whole society are accepted as binding, yet looked on as subject to binding, yet looked on as subject to change. If the rules are wrong the change. If the rules are wrong the person will work to create better rules person will work to create better rules


Stage 5: Conviction StageStage 5: Conviction Stage

Rules are seen as arbitrary but Rules are seen as arbitrary but necessary (so the rules are necessary (so the rules are respected)respected)


Stage 6: “Love Stage”Stage 6: “Love Stage”

They believe that morality is based They believe that morality is based on justiceon justice


Criticisms of Kohlberg’s TheoryCriticisms of Kohlberg’s Theory– Cultural Bias: Cultural Bias: Collectivist cultures see Collectivist cultures see

morality as tied in with the good of the morality as tied in with the good of the community, not to some personal community, not to some personal standard. So people in collective standard. So people in collective societies would be in the conventional societies would be in the conventional levellevel


Criticisms of Kohlberg’s TheoryCriticisms of Kohlberg’s Theory– Carol Gilligan: Carol Gilligan: She arguedShe argued

that for women the emphasisthat for women the emphasis

for moral reasoning is notfor moral reasoning is not

justice but rather caringjustice but rather caring

(the need to protect(the need to protect

enduring relationships andenduring relationships and

fulfill human needs)fulfill human needs)


Moral ActionMoral Action– Moral reasoning does not always Moral reasoning does not always

guarantee moral behavior. Our guarantee moral behavior. Our behavior depends on social behavior depends on social influences. influences. Example: Nazi concentration camp Example: Nazi concentration camp

guards during WWII were ordinary guards during WWII were ordinary “moral” people who were corrupted “moral” people who were corrupted by a powerfully evil situation.by a powerfully evil situation.

Social DevelopmentSocial Development Erik EriksonErik Erikson

Social DevelopmentSocial Development Trust vs. MistrustTrust vs. Mistrust

Social DevelopmentSocial Development Autonomy vs. Shame and DoubtAutonomy vs. Shame and Doubt

Social DevelopmentSocial Development Initiative vs. GuiltInitiative vs. Guilt

Social DevelopmentSocial Development Industry vs. InferiorityIndustry vs. Inferiority

Social DevelopmentSocial Development Identity vs. Role ConfusionIdentity vs. Role Confusion

Social DevelopmentSocial Development Identity:Identity: A strong consistent sense of A strong consistent sense of

who you are. In an attempt to form a who you are. In an attempt to form a sense of identity, adolescents may sense of identity, adolescents may engage in:engage in:– experimentation- careers, activities, religionexperimentation- careers, activities, religion– rebellion- testing parents’ limits for rebellion- testing parents’ limits for

grooming and fashiongrooming and fashion

Social DevelopmentSocial Development Identity:Identity:

– Optimism and energy:Optimism and energy:Most teenagers view the world with a Most teenagers view the world with a fresh perspective. They have trouble fresh perspective. They have trouble understanding why some children go to understanding why some children go to bed hungry and why adults tolerate bed hungry and why adults tolerate pollution, discrimination, racism, etc. pollution, discrimination, racism, etc. Many adolescents are willing to Many adolescents are willing to contribute time and effort to make the contribute time and effort to make the world a better placeworld a better place

Social DevelopmentSocial Development Intimacy Intimacy vs. vs. IsolationIsolation

Social DevelopmentSocial Development Intimacy:Intimacy:

– Sharing yourself with and caring for Sharing yourself with and caring for another person, another person, without losing yourself without losing yourself in the processin the process. Erikson believes that . Erikson believes that you can only achieve intimacy after you you can only achieve intimacy after you have developed a sense of identityhave developed a sense of identity

Social DevelopmentSocial Development Generativity vs. StagnationGenerativity vs. Stagnation

Social DevelopmentSocial Development Ego Integrity vs. DespairEgo Integrity vs. Despair


AdulthoodAdulthoodPhysical DevelopmentMuscular strength, reaction time,

sensory keenness, and cardiac output crest in the mid-twenties and then slowly begin to decline. These barely perceptible physical declines of early adulthood begin to accelerate during middle adulthood.

AdulthoodAdulthood Physical Changes in Middle Adulthood

– Menopause: the ending of the menstrual cycle, which generally seems to be a smooth rather than a rough transition. A woman’s attitudes and expectations influence the emotional impact of menopause.

– Men have no equivalent to menopause but they do experience a gradual decline in testosterone level. If the testosterone level falls too quickly men may experience depression, irritability, insomnia, impotence, or weakness.

Physical Changes in Later Life

Life Expectancy– Worldwide, life expectancy at birth increased from 49 years in 1950 to 67 in

2004, and, in some developed countries, it now exceeds 80. Women outlive men and outnumber men at most ages past early infancy. With age, the frequency of dementia increases, doubling every five years from the early sixties on.

Sensory Abilities: In later life, declining perceptual acuity, muscle

strength, reaction time, stamina, hearing, and the sense of smell are evident.

Health: Short-term ailments are fewer, but a weakened immune

system makes life-threatening ailments more likely.


Sensory Abilities: In later life, declining perceptual acuity, muscle strength, reaction time, stamina, hearing, and the sense of smell are evident.

Health: Short-term ailments are fewer, but a weakened immune system makes life-threatening ailments more likely.


Dementia and Alzheimer’s Disease– Alzheimer’s disease: the most common

cause of dementia. It is a progressive and irreversible brain disorder characterized by gradual deterioration of memory, reasoning, language, and finally, physical functioning.

– Cognitive Development: Although neural processes slow, the brain nevertheless remains healthy, except for those who suffer brain disease, such as the progressive deterioration of Alzheimer’s disease.

Aging and Memory

Recall vs. RecognitionAs the years pass, recognition memory

remains strong, although recall begins to decline, especially for meaningless information. Older adults may take longer than younger adults to produce the words and things they know. Older people’s capacity to learn and remember skills decline less than their verbal recall.

Aging and Intelligence

Cross-sectional studies: in which people of different ages are compared with one another, suggested that intelligence declines after early adulthood

Longitudinal studies: in which the same people are restudied and retested over a long period, reported that intelligence remain stable until late in life.

Why the discrepancy? While the cross-sectional studies failed to consider generational differences in income and life experience, longitudinal studies failed to account for those who dropped out of the studies and who may have been less intelligent than the survivors.

Aging and Intelligence

Fluid intelligence: one’s ability to reason speedily and abstractly

(Fluid intelligence declines during late adulthood) Crystallized intelligence: one’s

accumulated knowledge and verbal skills(Crystallized intelligence increases up to old age)

Chapter 4 Chapter 4 Developing Through the Life Span.

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