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Slide 1
DEVELOPMENTAL PSYCHOLOGY Unit 8
Slide 2
TOPICS IN DEVELOPMENTAL PSYCHOLOGY Research Methods Prenatal
Influence on Development Motor/Sensory Development Stage theories
Cognitive/Moral/Gender Development
Slide 3
DEVELOPMENTAL PSYCHOLOGY Developmental Psychologists study how
our behaviors and thoughts change over our entire lives, from birth
to death Researches seek to understand the relationship between
Nature(genetic factors) and Nurture(environmental factors) and how
they influence our behavior
Slide 4
RESEARCH METHODS A couple different types of studies can be
used to track behaviors in people over time: Cross-sectional and
Longitudinal A Cross-sectional study may interview people from
different age ranges and ask how their relationship with their
parents are. A researcher would determine trends in relationships
among different age groups. A Longitudinal study of this same topic
would track the same people for their entire lives asking them to
report every few years on the same data
Slide 5
PRENATAL INFLUENCES Genetics can play a huge role in the
behaviors we exhibit. Hereditary traits are passed down from
parents that can influence our abilities such reflexes and motor
skills. Twin studies have also been studied at length to see which
traits are most influenced by genetic factors. Thomas Bouchard
conducted a number of studies on twins separated at birth with
astounding results.
Slide 6
TERATOGENS One Prenatal influence on our behavior that has been
shown to be less to do with genetics are Teratogens. Teratogens are
chemicals that cause harm if ingested or contracted by the mother
while carrying a baby Alcohol is one of the most common Teratogens
Fetal Alcohol Syndrome (FAS) may have damaging effects on newborns
such as misshaped skulls and developmental delays. FAS comes from
mothers who drink heavily. Fetal Alcohol Effect is a less severe,
but still problematic condition(learning disabilities or behavioral
problems) that may come from mothers who drink casually during
pregnancy.
Slide 7
MOTOR/SENSORY DEVELOPMENT All babies, regardless of genetic
factors exhibit a specific set of reflexes upon birth. Rooting
reflex: When touched on cheek, baby will turn its head to attempt
to put touching object in mouth Sucking reflex: When object is
placed in mouth, baby will suck Grasping reflex: If object is
placed in babys hand, it will try and grasp Moro reflex: When
startled, baby will fling out its arms and legs and quickly retract
them making themselves as small as possible Babinski reflex: When
foot is stroked, baby will spread toes
Slide 8
NEWBORN SENSES Babies possess the ability to hear, even before
birth and will try to turn their heads to the sound of the mothers
voice minutes after birth Babies also posses the same basic
preference for taste we do, especially sweets Babies have poor
eyesight, generally only seeing about 8-12 inches in front of them.
Their vision is usually developed around 12 months Babies also
prefer to look at face-like images or objects with symmetrical
proportions
Slide 9
MOTOR DEVELOPMENT All babies develop motor skills in the same
order, although timing may change from person to person Most babies
can roll over at about 5-6 months Babies can generally stand at
about 8-9 months Walking completely independently occurs around 15
months Parental encouragement has little to do with these
developmental steps
Slide 10
PARENTING Parenting is one of the major environmental factors
in the development of a child. The relationship between a child and
a parent is of vital importance In some species, such as geese, the
infant will Imprint on individuals or objects they see just after
birth. Human babies do not do this, but are attached to parents in
other ways. Two significant researchers contributed to findings in
the field of parental attachment; Harry Harlow & Mary
Ainsworth
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HARRY HARLOW & HIS MONKEYS Harry Harlow created an
interesting experiment in which he tested baby monkeys experience
with fake wire monkey mothers He created two monkey mothers out of
wire, one with a bottle and one wrapped in a blanket When the baby
monkeys were tested and frightened, stressed or surprised they
chose the comfort of the blanket mother over the bottle mother.
This experiment had long lasting effects on the behaviors of these
monkey. The monkeys tested exhibited erratic behaviors the rest of
their lives
Slide 12
MARY AINSWORTH A second researcher studied attachment through a
set of experiments in which babies were left alone by their parents
in a strange room. The responses were grouped into 3 categories
Secure attachment: 66% of infants explored the room when parent was
present, got distressed when they left, and flocked to the parents
upon return Avoidance attachment: 21%-Explore the new room but do
not look to parents for comfort when they return to the room
Ambivalent attachment: 12%-Have mixed reactions to parents. Extreme
stress when parents leave, but do not seek comfort upon return
Slide 13
PARENTING STYLES Another important way children are shaped is
the style of parenting that is used on a child. Researcher Diana
Baumrind studied parental styles and categorized them in 3 ways:
Authoritarian Parents Permissive Parents Authoritative Parents
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AUTHORITARIAN PARENTS Authoritarian parents set very strict
standards for their childrens behavior and apply punishments for
violations of rules Obedience is valued over an explanation of the
rules. Punishment is used more than reinforcement If you break the
rules, you get punished with little to no explanation of WHY the
rules exist
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PERMISSIVE PARENTS Permissive parents do not set clear
guidelines for their children The rules that do exist in the family
constantly change or are not enforced consistently Children
perceive that they can get away with anything due to parents
inconsistencies in enforcing the rules Parents reactions to rule
breaking is unpredictable; sometimes mad, sometimes apathy,
sometimes threats of punishment but no follow through
Slide 16
AUTHORITATIVE PARENTS Authoritative parents have set,
consistent standards for their children The standards that are set
are reasonable and well explained Authoritative parents encourage
independence, but not past the point of violating rules Praise is
used as often as punishment When a punishment is given, parents are
clear as to WHY they are giving the punishment
Slide 17
EFFECTS OF PARENTING STYLES Authoritative parenting has the
most desirable results Children from authoritative homes are more
socially capable and perform better academically Children from
permissive parents are more likely to have emotional problems and
are more dependent Authoritarian parents children are more likely
to distrust others and are withdrawn from peers. Parenting style is
not the end all, be all in child development, but it is hugely
important
Slide 18
STAGE THEORIES One of the major arguments relating to
developmental psychology is the debate over continuity and
discontinuity. Are we developing continually, steadily over the
course of our existence, or does our development happen
periodically, and in various amounts? Biologically, we know our
growth is discontinuous with huge spurts of growth coming as
infants and an adolescent growth spurt as well. But what about
psychologically? Do we go through stages, or are we growing and
evolving mentally each day?
Slide 19
FREUD AND ERIKSON Sigmund Freud and Erik Erikson were two
pioneers in researching and theorizing the different stages of
development. They believed in a discontinuous development and each
had their own unique outline of when we pass through specific
stages Freud described the Psychosexual stages of development in
which we go through 5 stages Erikson, who was influenced by Freuds
work had an alternative stage theory that was more based on our
interactions with others. It was called the Psychosocial stage
theory
Slide 20
COGNITIVE DEVELOPMENT One main area of research in
developmental psychology is the intellectual development of
children. Intellectual development has been a notoriously difficult
area to assess. The most famous researcher in the filed was Jean
Piaget. Piaget worked on testing childrens intelligence. He noted
that children of the same age very frequently gave the same wrong
answers. Piaget determined that children create a schemata, or
cognitive rules that they use to interpret the world
Slide 21
ASSIMILATION AND ACCOMMODATION Normally, we incorporate our
experiences into our existing personal Schemata in a process called
Assimilation.. For instance, most children see a woman in a skirt
and it makes sense because they have always seen women in skirts,
so it fits. What happens if a child travels with their parent to
Scotland and sees men wearing kilts. Their schemata is violated.
They only believe woman are to wear skirts. Once the culture is
explained to them, their schemata must be altered to fit in this
new info in a process called Accommodation
Slide 22
PIAGETS STAGES OF COGNITIVE DEVELOPMENT Piaget developed a
series of stages that he believed we go through in our road to
cognitive development. His 4 stages are: Sensorimotor (birth to
approximately 2 years old) Pre-operational (2 to 7 years old)
Concrete operations (8 to 12 years old) Formal Operation (12
through adulthood)
Slide 23
SENSORIMOTOR STAGE: BIRTH-2 YEARS OLD During this stage babies
start exploring the world with their senses Babies very early on
develop a cognitive schemata that explains the world through their
senses Babies begin to develop Object Permanence. Initially, babies
do not understand that an object exists even when they cannot sense
it. The development of Object permanence is shown when babies start
to look for or acknowledge missing items.
Slide 24
PREOPERATIONAL STAGE: 2-7 YEARS Once a child has developed
object permanence, a child starts to use symbols to represent real
world object. This is the beginnings of language Still have limited
ability to consider the characteristics of objects Babies in this
stage are very Egocentric. They lack the ability to see the world
from anyones perspective but their own
Slide 25
CONCRETE OPERATIONS: 8-12 YEARS Children begin to think more
logically about complex relationships between different
characteristics of objects. Children demonstrate a knowledge of
Concepts of Conservation. This is the realization that properties
of objects remain the same even when shape changes. (Same amount of
water poured into different shaped cups, play- doh spread out in
different ways, 7+4 AND 8+3 both equal 11)
Slide 26
FORMAL OPERATIONS: 12-ADULTHOOD Adult reasoning begins. This is
demonstrated by abstract reasoning. A person entering the Formal
operation stage should be able to give a detailed answer to
thought-provoking questions like can you please give specific
examples of how your life would be different if you had no parents?
They cant see, smell or hear that, but they should be able to use
logic to answer the question Comparing and contrasting different
ideas is one major characteristic We can also think about the way
we think: Metacognition
Slide 27
CRITICISMS OF PIAGETS MODEL While many developmental
psychologists agree that this order is on track, they believe it is
a bit rigid. He may have under estimated children Piaget may have
relied too heavily on the use of language in his tests giving a
bias to older children The Information-processing model offers a
more continuous explanation for our development. All of our
cognitive skills are always developing instead of going through
rigid steps. Most researchers agree, however, there is no perfect
model.
Slide 28
MORAL DEVELOPMENT Lawrence Kohlberg studied a different aspect
of how we develop; Morality. He was concerned with how our ability
to reason about ethical situations changed over time One of his
most famous experiments was the Heinz experiment. Its story about a
man who needs to steal a drug to save his wifes life. He
categorized responses into 3 groups
Slide 29
3 STAGES OF MORAL DEVELOPMENT Pre-conventional: children make
decision to least likely avoid punishment. Heinz shouldnt steal
because he will get in trouble Conventional: Can now look through
others eyes. May try to please others with decision Heinz should do
it because he will be seen as a hero. Post-conventional: Examines
and weighs the rights and wrongs in situation. Societal rules may
be challenged instead of followed blindly. Heinz should do it
because the good of saving his wife outweighs the trouble he can
get it.
Slide 30
CRITICISMS OF KOHLBERG Failed, initially, to test girls. When
he eventually did, he did not give their answers much weight.
Researcher Carol Gilligan also added that men and women view moral
dilemmas differently. Men are more concrete, she argued, in their
views of Morality, while women pay more attention to individual
circumstances She claimed boys had rules that applied to all
situations while girls looked more at context
Slide 31
GENDER AND DEVELOPMENT Researchers have long studied the
cognitive differences in the male and female brain Gender traits
cross cultural lines, however, what may be considered masculine or
feminine in one society, may not be the same in another Three main
theories discuss the main differences between gender and
development
Slide 32
BIO-PSYCHOLOGICAL THEORY The bio-psychological theory looks at
variances in the brain between men and women. The main takeaway
from this theory is that women, on average, have a larger Corpus
Callosum than men do. This allows left and right hemispheres to
communicate better with each other
Slide 33
PSYCHODYNAMIC THEORY Psychodynamic theory was championed by
Freud. He viewed gender development as a competition. Boys compete
with their fathers for their mothers attention and vice versa for
girls. When the child realized he cannot win that battle, he begins
to associate more with the parent of the same sex. Boys become more
like their fathers and girls more like their mothers.
Slide 34
SOCIAL COGNITIVE THEORY Social cognitive theory delves into the
role society play in gender development. From a young age, boys and
girls are taught to be specific ways Boys are taught to be more
psychical and play rough while girls are taught to tend to matters
in the house Children develop a schemata on how boys and girls are
supposed to appropriately act