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Transcript
Myers’ Psychology for AP*
David G. Myers
*AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.
Developmental IssuesClick on the any of the above hyperlinks to go to that section in the presentation.
Introduction
• Developmental psychology
–Nature versus nurture
–Continuity and stages
–Stability and change
Prenatal Development and the
Newborn
Conception
• Conception
Prenatal Development
• Zygote
• Embryo
• Fetus
Prenatal Development
• Placenta
• Teratogens
• Fetal alcohol syndrome (FAS)
The Competent Newborn
• Reflexes
• Habituation
• Novelty-preference
procedure
• Sensation and
perception
Infancy Childhood
Physical DevelopmentBrain Development
• Brain development
• Pruning process
• Maturation
Physical DevelopmentMotor Development
• Motor development
–Learning to walk
Physical DevelopmentMaturation and Infant Memory
• Infantile amnesia
Cognitive Development
• Cognition
• Jean Piaget
–Schema
–Assimilation
–Accommodation
Cognitive DevelopmentPiaget’s Theory and Current Thinking
• Sensorimotor Stage
–Object permanence
• “out of sight, out of mind”
Cognitive DevelopmentPiaget’s Theory and Current Thinking
• Sensorimotor Stage
–Object permanence
• “out of sight, out of mind”
Cognitive DevelopmentPiaget’s Theory and Current Thinking
• Sensorimotor Stage
–Object permanence
• “out of sight, out of mind”
Cognitive DevelopmentPiaget’s Theory and Current Thinking
• Preoperational
Stage
–Conservation
Cognitive DevelopmentPiaget’s Theory and Current Thinking
• Preoperational
Stage
–Conservation
Cognitive DevelopmentPiaget’s Theory and Current Thinking
• Preoperational
Stage
–Conservation
Cognitive DevelopmentPiaget’s Theory and Current Thinking
• Egocentrism
Cognitive DevelopmentPiaget’s Theory and Current Thinking
• Theory of Mind
• Lev Vygotsky
Cognitive DevelopmentPiaget’s Theory and Current Thinking
• Concrete
Operational
Stage
Cognitive DevelopmentPiaget’s Theory and Current Thinking
• Formal Operational Stage
–Abstract concepts
Cognitive DevelopmentPiaget’s Theory and Current Thinking
Cognitive DevelopmentPiaget’s Theory and Current Thinking
Cognitive DevelopmentPiaget’s Theory and Current Thinking
Cognitive DevelopmentPiaget’s Theory and Current Thinking
Cognitive DevelopmentPiaget’s Theory and Current Thinking
Cognitive DevelopmentReflecting on Piaget’s Theory
• Influential theory
• Development is more continuous
• Larger emphasis on social factors
• Vygotsky
–Zone of proximal development
Cognitive Development
• Autism
Social Development
• Stranger anxiety
Social DevelopmentOrigins of Attachment
• Attachment
–Body contact
• Harry Harlow’s
studies
–Familiarity
• Critical period
• Imprinting
• Sensitive period
Social DevelopmentAttachment Differences: Temperament and Parenting
• Ainsworth’s “strange situation”
–Secure attachment
–Insecure attachment
Social DevelopmentAttachment Differences: Temperament and Parenting
• Temperament
–Easy, difficult & slow to warm up babies
• Erikson’s
Basic trust
Social DevelopmentDeprivation of Attachment
• Early deprivation of attachment
• Disruption of attachment
• Does day care affect attachment?
Social DevelopmentSelf-Concept
• Self-concept
–Self-esteem
–Self-awareness
Social DevelopmentParenting Styles
• Parenting styles
(Baumrind)
–Authoritarian
–Permissive
–Authoritative
• Correlation versus
causation
Social DevelopmentCulture and Child-Rearing
• Differences in child-rearing from
culture to culture
Gender Development
• Gender
–Influences on social development
Gender DevelopmentGender Similarities and Differences
• Gender and aggression
–Aggression
• Physical versus relational aggression
• Gender and social power
• Gender and social connectedness
Gender DevelopmentThe Nature of Gender
• Sex chromosomes
–X chromosome
–Y chromosome
• Sex hormones
–Testosterone
Gender DevelopmentThe Nurture of Gender
• Gender Role
–Role
• Gender and child
-rearing
–Gender identity
–Gender typing
• Social learning theory
Gender DevelopmentThe Nurture of Gender
Parents and Peers
Parents and Early Experiences
• Experience and brain development
Parents and Early Experiences
• Experience and brain development
Parents and Early Experiences
• Experience and brain development
Parents and Early Experiences
• Experience and brain development
Parents and Early Experiences
• Experience and brain development
Parents and Early Experiences
• How much credit (or blame) do
parents
deserve?
Peer Influence
• Peer influence
Adolescence
Introduction
• Adolescence
Physical Development
• Puberty
–Primary sexual characteristics
• menarche
–Secondary sexual characteristics
–Timing of sexual characteristics
Physical Development
Physical Development
Cognitive DevelopmentDeveloping Reasoning Power
• Piaget’s formal
operations
Cognitive DevelopmentDeveloping Morality
• Lawrence Kohlberg
–Preconventional morality
–Conventional morality
–Postconventional morality
• Moral feeling
• Moral action
Social Development
• Forming an identity
–Identity
–Social identity
–Intimacy
• Parent and peer relationships
Emerging Adulthood
• Emerging adulthood
Adulthood
Physical Development
• Physical changes in middle adulthood
–Menopause
• Physical changes in later life
–Life expectancy
–Sensory abilities
–Health
–Dementia and Alzheimer’s Disease
Cognitive DevelopmentAging and Memory
• Recall versus recognition
• Prospective memory
Cognitive DevelopmentAging and Intelligence
• Cross-Sectional Evidence
–Cross-sectional study
• Longitudinal Evidence
–Longitudinal study
• It all depends
–Crystallized intelligence
–Fluid intelligence
Social DevelopmentAdulthood’s Ages and Stages
• Midlife transition
• Social clock
Social DevelopmentAdulthood Commitments
• Love
• Work
Social DevelopmentWell-Being Across the Life Span
• Well-being across the life span
• Death and
dying
Biopsychosocial Influences on
Successful Aging
Biopsychosocial Influences on
Successful Aging
Biopsychosocial Influences on
Successful Aging
Biopsychosocial Influences on
Successful Aging
Reflections on Two Major
Developmental Issues
Three Major Developmental Issues
• Nature versus nurture
• Continuity and stages
• Stability and
change
Continuity and Stages
Continuity and Stages
Continuity and Stages
Continuity and Stages
The End
Teacher Information• Types of Files
– This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.
• Animation– Once again, to insure compatibility with all versions of Powerpoint, none of the
slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.
• Adding slides to this presentation– Teachers are encouraged to adapt this presentation to their personal teaching
style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.
Teacher Information• Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks
can be identified by the text being underlined and a different color (usually purple).
– Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.
– Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation.
These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation.
For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.
Teacher Information• Continuity slides
– Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.
• By presenting information in small chunks, students will find it easier to process and remember the concepts.
• By continually changing slides, students will stay interested in the presentation.
• To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.
• Please feel free to contact me at [email protected] with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek