Warm up- page 6 Id these words in your own words Id these words in your own words X chromosome X chromosome Testosterone Testosterone Gender role Gender.

Warm up- page 6Warm up- page 6

Id these words in your own wordsId these words in your own words X chromosomeX chromosomeTestosteroneTestosteroneGender roleGender roleGender IdentityGender IdentityGender typingGender typingNormNormSocial Learning TheorySocial Learning TheoryGender Schema TheoryGender Schema Theory

Chapter 4: Chapter 4: Developmental Developmental

Psychology pt. 1Psychology pt. 1

Developmental Developmental PsychologyPsychology

Branch of psychology that studies Branch of psychology that studies physical, cognitive, and social physical, cognitive, and social changes through out the life span.changes through out the life span.

Look for commonalities between Look for commonalities between us.us.

Look at issues of:Look at issues of:Nature/nurtureNature/nurtureContinuity/StagesContinuity/StagesStability/ChangeStability/Change

Prenatal DevelopmentPrenatal DevelopmentZygote:Zygote: fertilized fertilized

egg…eventually egg…eventually develops into a embryo develops into a embryo after 2 weeks.after 2 weeks.

Cells rapidly start Cells rapidly start dividing to create a dividing to create a multicellular organism multicellular organism and differentiate to and differentiate to create organs. create organs.

Fewer than half survive Fewer than half survive to become embryos.to become embryos.

Prenatal DevelopmentPrenatal DevelopmentEmbryo:Embryo: developing developing

human organism. human organism. Considered embryo Considered embryo from 2 weeks to 2from 2 weeks to 2ndnd month.month.

This stage is when This stage is when pregnancy is officially pregnancy is officially established…woman established…woman will miss period. will miss period.

Week 4-8 are when all Week 4-8 are when all major organs begin major organs begin functioning. functioning.

When teratogens have greatest effect.

Prenatal DevelopmentPrenatal DevelopmentFetus:Fetus: developing developing

human organism from 9 human organism from 9 weeks after conception weeks after conception until birth.until birth.

After 12 weeks most of After 12 weeks most of major development is major development is “finished” except for “finished” except for brain and lungs.brain and lungs.

Responsive to sound Responsive to sound After 6 months…After 6 months…

premature babies’ organs premature babies’ organs sufficiently formed to sufficiently formed to allow chance of survival.allow chance of survival.

Week 16

Week 20

TeratogensTeratogensAgents such as Agents such as

chemicals and viruses chemicals and viruses that can reach the that can reach the embryo or fetus during embryo or fetus during prenatal development prenatal development and cause harm.and cause harm.Examples: AIDS Examples: AIDS virus, drugs, alcohol virus, drugs, alcohol can all be passed onto can all be passed onto baby and cause baby and cause damage.damage.

Fetal Alcohol Syndrome

Fetal Alcohol SyndromeFetal Alcohol Syndrome

No safe amount of No safe amount of alcoholalcohol

1 in 750 infants1 in 750 infantsSmall, misproportioned Small, misproportioned

head, brain head, brain abnormalitiesabnormalities

Leading cause of mental Leading cause of mental retardationretardation

Newborn CapacitiesNewborn Capacities

Come equipped Come equipped with reflexes with reflexes ideally suited for ideally suited for survival. Ex: survival. Ex: rooting reflex: rooting reflex: baby’s tendency baby’s tendency when touched on when touched on the cheek to open the cheek to open the mouth and the mouth and search for food.search for food.

Newborn CapacitiesNewborn CapacitiesHabituation:Habituation:

describes infants’ describes infants’ decreasing decreasing responsiveness to responsiveness to repeated stimuli. repeated stimuli. Infer that newborns Infer that newborns have cognitive ability have cognitive ability to differentiate to differentiate between different between different visual stimuli.visual stimuli.

MaturationMaturationBiological growth processes that enable Biological growth processes that enable

orderly changes in behavior, relatively orderly changes in behavior, relatively uninfluenced by experience. uninfluenced by experience.

Genetic blueprint unfoldingGenetic blueprint unfoldingStand before walking Stand before walking

In terms of brain development, natural In terms of brain development, natural maturation causes neural interconnection to maturation causes neural interconnection to multiply rapidly after birth. multiply rapidly after birth.

However, severe deprivation and abuse will However, severe deprivation and abuse will retard development. Furthermore, increased retard development. Furthermore, increased stimulation will cause early neural connections. stimulation will cause early neural connections.

Maturation sets the basic course of Maturation sets the basic course of development; experience adjusts it. development; experience adjusts it.

Maturation and Memory Maturation and Memory

Earliest memory Earliest memory is hardly before is hardly before age 3age 3

After age ¾ we After age ¾ we organize organize memories memories different different

Normal MaturationNormal Maturation

Maturation and Motor SkillsMaturation and Motor Skills

Maturation also influences Maturation also influences motor development. motor development.

The sequence of complex The sequence of complex physical skills, from sitting, physical skills, from sitting, standing, walking, are standing, walking, are nearly universal are across nearly universal are across the world. the world.

Overall, experience has a Overall, experience has a limited effect until certain limited effect until certain muscular or neural muscular or neural maturation occurs. Ex: maturation occurs. Ex: Potty Training.Potty Training.

Cognitive Cognitive DevelopmentDevelopment

Jean PiagetJean Piaget Developed stages of Developed stages of cognitive cognitive

development development Mental activities associated with Mental activities associated with

thinking, knowing, remembering thinking, knowing, remembering and communicating and communicating

Schemas:Schemas: concepts of phenomena concepts of phenomena developed by humans that increase developed by humans that increase with development. Adjusted by:with development. Adjusted by:Assimilation:Assimilation: interpreting one’s new interpreting one’s new

experience in terms of one’s existing experience in terms of one’s existing schemas. Ex: kids and “doggies”schemas. Ex: kids and “doggies”

Accommodation:Accommodation: adapting one’s adapting one’s current understandings (schemas) to current understandings (schemas) to incorporate new information. Ex: new incorporate new information. Ex: new schema for groundhog.schema for groundhog.

Know This ChartKnow This Chart

Piaget’s StagesPiaget’s Stages Stage 1: Sensorimotor:Stage 1: Sensorimotor: birth to 2, birth to 2,

experience world mostly through your experience world mostly through your sensessenses and movement.and movement.

Major Development During this stage: Major Development During this stage:

A.A. Stranger AnxietyStranger Anxiety

B.B. Object Permanence:Object Permanence: awareness that awareness that things continue to exist even when not things continue to exist even when not perceived. Why Babies like peek-a-boo.perceived. Why Babies like peek-a-boo.

Piaget’s StagesPiaget’s Stages

Stage 2: PreoperationalStage 2: Preoperational: 2-6, : 2-6, child learns to represent things with child learns to represent things with language but does not understand language but does not understand concrete logic.concrete logic.

Major Development During this stage: Major Development During this stage:

1.1. Pretend PlayPretend Play

2.2. Language DevelopmentLanguage Development

3.3. Egocentrism:Egocentrism: inability to take inability to take another point of view.another point of view.

Theory Of MindTheory Of Mind Although still egocentric they begin Although still egocentric they begin

to form a theory of mindto form a theory of mindRealizing that people have minds Realizing that people have minds

and thinkand think Ask Why?Ask Why?Begin to empathize,tease, take Begin to empathize,tease, take

another perspective another perspective

AutismAutismA disorder A disorder

characterized characterized by deficient by deficient communicaticommunication and social on and social interactioninteraction

Lev VygotskyLev Vygotsky

Age 7 children Age 7 children no longer need no longer need to always think to always think out loudout loudPre operational Pre operational

and operational and operational Use inner Use inner

speechspeech

Piaget’s StagesPiaget’s StagesStage 3: Concrete Operational:Stage 3: Concrete Operational: 7 to 7 to

11, child begins to think concretely and 11, child begins to think concretely and complete math operations. complete math operations.

Major Development During this Stage:Major Development During this Stage:

1. 1. Conservation:Conservation: principle that mass, principle that mass, volume, and number remain the same volume, and number remain the same despite their form.despite their form.

Piaget’s StagesPiaget’s Stages

Stage 4: Formal Stage 4: Formal Operational:Operational: 12 to adulthood, 12 to adulthood, ability to abstractly reasonability to abstractly reason and and use abstract logic.use abstract logic.

Major Developments During This Major Developments During This Stage:Stage:

1.1. Abstract Logic: hypothetical Abstract Logic: hypothetical situations, ideas like situations, ideas like communismcommunism

2.2. Mature Moral Reasoning: ideas Mature Moral Reasoning: ideas like “right to life,” “right to like “right to life,” “right to liberty,” Etc.liberty,” Etc.

Current ThinkingCurrent Thinking

Piaget’s sequence is right but timing is Piaget’s sequence is right but timing is not exact. not exact.

Some cognitive events occur earlier Some cognitive events occur earlier than he thought and process as a whole than he thought and process as a whole is more continuous.is more continuous.

Did not give children enough credit Did not give children enough credit

Warm upWarm up

pick up warm up off of the pick up warm up off of the overhead. Work in groups to overhead. Work in groups to complete itcomplete it

All work must be complete in All work must be complete in 10 minuets 10 minuets

Social Social DevelopmentDevelopment

AttachmentAttachmentEmotional tie Emotional tie

with another with another personperson; shown in ; shown in young children by young children by their seeking their seeking closeness to the closeness to the caregiver and caregiver and showing distress showing distress on separationon separation..

Harlow’s Theory of Harlow’s Theory of AttachmentAttachment

Attachment is Attachment is based on:based on:

1.1. Body ContactBody Contact

2.2. FamiliarityFamiliarity

3.3. Responsive Responsive ParentingParenting

Body ContactBody ContactInfants become Infants become

intensely attached to intensely attached to entitities that provide entitities that provide comfortable body comfortable body contact to themcontact to them. . Things like rocking, Things like rocking, warmth, and feeding warmth, and feeding make attachment make attachment stronger.stronger.

IMPORTANCE: IMPORTANCE: NOT NOT nourishment that nourishment that provides attachment provides attachment as originally thought.as originally thought.

FamiliarityFamiliarity Also key in understanding attachment.Also key in understanding attachment.A.) A.) Critical Period:Critical Period: optimal period optimal period

shortly after birth when certain shortly after birth when certain events must take place to facilitate events must take place to facilitate proper developmentproper development. Ex: First moving . Ex: First moving object a duckling sees it will attach to as object a duckling sees it will attach to as its mother…would follow person, moving its mother…would follow person, moving ball, etc.ball, etc.

B.) B.) Imprinting:Imprinting: process by which process by which certain animals form certain animals form attachments attachments during a critical period very early in during a critical period very early in lifelife. NOT FOR . NOT FOR HUMANSHUMANS. However do . However do become attached to what they know.become attached to what they know.

Responsive ParentingResponsive ParentingResponsive Parenting leads to secure Responsive Parenting leads to secure

attachment.attachment.Secure AttachmentSecure Attachment:: in mother’s in mother’s

presence will explore new territories presence will explore new territories and and play comfortablyplay comfortably. When mother . When mother leaves will become leaves will become distressed, when distressed, when returns will seek contact with her.returns will seek contact with her.

60 %60 % of all infants of all infants

Responsive ParentingResponsive ParentingInsecure AttachmentInsecure Attachment: :

in mother’s presence in mother’s presence are are less likely to less likely to explore their explore their surroundingssurroundings; cling to ; cling to mother. When leaves, mother. When leaves, cry loudly and remain cry loudly and remain upset or seem upset or seem indifferentindifferent to their to their mother’s comings and mother’s comings and goings.goings.

Why Secure or InsecureWhy Secure or Insecure

Mary AinsworthMary AinsworthStudied 1 year olds in “Studied 1 year olds in “strange situations” without mothers” without mothers

Found-Found- sensitive, responsive sensitive, responsive mothers had secure childrenmothers had secure children

Found-Found- insensitive, insensitive, unresponsive mothersunresponsive mothers, mothers , mothers who respond when convenient, had who respond when convenient, had insecurely attached children insecurely attached children

Secure Attachment predicts Secure Attachment predicts social competency social competency

Securely attached Securely attached children approach children approach life with life with basic trustbasic trust

A sense that A sense that the world is the world is predictable predictable and reliableand reliable

Attachment also Attachment also reflects reflects romance romance stylesstyles

Consequences of Insecure Consequences of Insecure AttachmentAttachment

Under conditions of abuse and neglect, Under conditions of abuse and neglect, humans are often humans are often withdrawn, withdrawn, frightened, even speechless.frightened, even speechless.

Harlow’s monkeys often incapable of Harlow’s monkeys often incapable of mating or extremely abusive, neglectful, mating or extremely abusive, neglectful, or or murderous towards first-bornmurderous towards first-born..

Most abusers were abused; abused Most abusers were abused; abused are more likely to abuseare more likely to abuse…even …even though the majority of them don’t.though the majority of them don’t.

Disruption of Attachment Disruption of Attachment

Separation from loved ones can Separation from loved ones can have have devastating resultsdevastating results

If removed and placed in a more If removed and placed in a more stable environmentstable environment most most effects of the separation effects of the separation disappear disappear

Adults Adults also suffer when also suffer when attachment bonds are severedattachment bonds are severed

Daycare and Attachment Daycare and Attachment

Children need Children need consistent, consistent, warm warm relationshipsrelationships with people with people they can trustthey can trust

Daycare has Daycare has both good and both good and bad effectsbad effects

Self –Concept Self –Concept

Self- Concept- Self- Concept- a a sense of their sense of their own identity and own identity and personal worthpersonal worth

Develops by Develops by age age 1212

The next big step The next big step after attachmentafter attachment

Parental Authority Parental Authority Questionnaire Questionnaire 1. 1. Permissive-Permissive- relatively warm, non demanding, relatively warm, non demanding,

noncontrolling parentnoncontrolling parent#s- 1,6,10,13,14,17,19,21,24,28

2. 2. AuthoritarianAuthoritarian- parents who value unquestioning - parents who value unquestioning obedience and attempt to control their children’s obedience and attempt to control their children’s behaviors, often through punitive disciplinary behaviors, often through punitive disciplinary practices practices

#’s- 2,3,7,9,12,16,18,25,26,293. 3. AuthoritativeAuthoritative- parents who use firm ,clear but - parents who use firm ,clear but

flexible and rational modes of child rearing flexible and rational modes of child rearing #’s- 4,5,8,11,15,20,22,23,27,30

4. Total them up4. Total them up

Social Development: Child Social Development: Child Rearing Practices- BaumrindRearing Practices- Baumrind

Authoritarian Authoritarian parents impose rules and expect parents impose rules and expect

obedienceobedience““Don’t interrupt”Don’t interrupt”““Why? Why? Because I said soBecause I said so.”.”

Permissive:Permissive:submit to children’s desiressubmit to children’s desiresmake few demandsmake few demandsuse use little punishmentlittle punishment

Social Development- Social Development- Child-Rearing PracticesChild-Rearing Practices

AuthoritativeAuthoritativeparents are both demanding and parents are both demanding and

responsiveresponsive set rules, but explain reasonsset rules, but explain reasonsencourage discussionencourage discussionChildren have highest self esteem Children have highest self esteem

and social competenceand social competenceRejecting-neglectingRejecting-neglecting

disengageddisengagedexpect littleexpect littleinvest littleinvest little