chapter 7 developmental psychology 2 of 42 what is developmental psychology? developmental...
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Chapter 7Developmental Psychology
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What is Developmental Psychology?
Developmental Psychology: the scientific study of biological, social, and personality development across the life span.
Development: progressive changes in behavior and abilities.
1. Change may be qualitative (different kinds of abilities) or quantitative (different amounts or levels of an ability)
2. Changes in functioning may be physical (body size & shape; brain anatomy and physiology, hormones, etc.) or psychological (cognitive or socioemotional)
3. Developmental changes are tied to age and are generally permanent.
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Nature vs. Nurture
• The fundamental question: what causes development, nature or nurture?
• Nature: Development is programmed in genetically and follows a biological blueprint.
• Nurture: Development is determined by how the child is raised, thus by the environment
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Stages in Developmental Theories
• Most developmental theories are stage theories.
• In stage theories, the child’s capabilities differ significantly from one stage to another.
• Major changes occur between stages, rather than small, continuous changes
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Typical Stages in Developmental Theories
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Topics to Explore
1. Prenatal Development & Infancy
2. Cognitive Development
3. Moral & Social Development
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Part 1Prenatal Development & Infancy
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• DNA (Deoxyribonucleic acid): Molecular structure, shaped
like a double helix that contains coded genetic information
• Genes: Specific areas on a strand of DNA that carry
hereditary information. Genes are segments of
chromosomes located in each cell nucleus
• The sperm and ovum (egg cell) each contain 23
chromosomes.
• When a sperm cell and ovum unite, they form a single cell
called a zygote, which contains 46 chromosomes.
•All cells in the body develop from this original cell, and
contain the same 46 chromosomes.
Heredity & Genetics
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Graphic: DNA
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Graphic: Genetic Transmission
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Temperament: The physical “core” of personality
Temperamental Types:
• Easy Children: 40 %; relaxed and agreeable
• Difficult Children: 10 %; moody, intense, easily angered
• Slow-to-Warm-Up Children: 15 %; restrained,
unexpressive, shy
• Remaining Children: Do not fit into any specific category
Example of Heredity: Temperament
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Twins
• Monozygotic (identical) twins: One ovum is fertilized by one sperm to form one zygote. Early in development, the zygote splits entirely in half, forming two identical zygotes that develop into two identical babies. The genes of identical twins are identical.
• Dizygotic (fraternal) twins: Two ova are fertilized by two different sperm to form two zygotes, which develop into two non-identical babies. The genes of fraternal twins are no more alike than any pair of siblings.
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Stages in Prenatal Development
• Zygotic: from conception through 2nd week, major task = cell division and implantation
• Embryonic: from 3rd through 8th week; major task = developmental of most body systems
• Fetal: from 9th through 40th week; major task = growth
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• Environment (“Nurture”): All external conditions that
affect development
• Sensitive Periods: A period of increased sensitivity to
environmental influences; also, a time when certain
events must occur for normal development to take place
• Teratogen: an environmental agent (e.g., drugs or
viruses), diseases (e.g., diabetes), or physical condition
(e.g., malnutrition) that impairs prenatal development
Environmental Influence
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• Deprivation: Lack of normal stimulation, nutrition,
comfort, or love
• Enrichment: When an environment is deliberately
made more complex and intellectually stimulating
Deprivation & Enrichment
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Growth of Brain Synapses
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• Rauscher & Shaw (1998) claimed that after college
students listened to Mozart they scored higher on a spatial
reasoning test
• Original experiment done with adults; tells us nothing about
children
• What effect would listening to other styles of music have?
• Most researchers unable to duplicate the effect
• Conclusion: Those who listened to Mozart were just more
alert or in a better mood
The Mozart Effect?
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• Grasping Reflex: If an object is placed in the infant’s palm,
she’ll grasp it automatically (all reflexes are automatic responses;
i.e., they come from nature, not nurture).
• Rooting Reflex: Lightly touch the infant’s cheek and he’ll turn
toward the object and attempt to nurse; helps infant find nipple or
food.
• Sucking Reflex: Touch an object or nipple to the infant’s
mouth and she’ll make rhythmic sucking movements.
• Moro Reflex: If a baby’s position is abruptly changed or if he is
startled by a loud noise, he will make a hugging motion.
Neonatal Reflexes
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Motor Development
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Motor Homunculus
“homunculus” = “a diminutive human being”
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Part 2Cognitive Development
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• Cooing: Repetition of vowel sounds by infants
• Babbling: Repetition of meaningless language sounds
(e.g., babababa)
• Holophrases: child expresses a complete thought in
single words.
• Telegraphic Speech: Two word sentences that
communicate a single idea (e.g., Want yogurt)
• Overextension (extending word beyond adult definition)
and underextension (restricting word to less than adult
definition)
Language Acquisition
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Communication in Infancy
• Parents and infants develop system of shared signals, including touching, vocalizing, and smiling.
• Signals establish a pattern of communication turn-taking, sending and receiving messages.
• Infants gradually develop ability to initiate activities, including communication.
• Before infants learn verbal words, they learn to use gestures as communication.
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Parentese (Motherese): Pattern of speech used when talking
to infants
Characterized by:• raised voice (higher pitch)• short, simple sentences • repetition• slow rate of speech• exaggerated voice inflections
Parentese found in parents speaking all languages. It helps
parents get babies’ attention and functions to help them learn
language.
Parentese
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• Piaget believed that all children passed through a set series
of stages during their cognitive development; like Freud, he
was a Stage Theorist.
• Assimilation: Application of existing mental patterns to new
situations.
• Accommodation: Existing ideas are changed to
accommodate new information or experiences.
Jean Piaget & Cognitive Development
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Jean Piaget
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Sensorimotor (0-2 Years): All sensory input and motor
responses are coordinated; infants learn to coordinate their
actions to what they see, hear, touch.
• Infants develop simple understanding of cause-effect.
• Infants develop concept of objects, understanding of what
objects can do and relationships between objects.
• Object Permanence: Concept that objects still exist when
they are out of sight.
• Intellectual development in this stage is largely nonverbal.
Stage 1: Sensory-Motor Period
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Graphic: Object Permanence
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Preoperations (2-7 Years): Children begin to use language and
think symbolically, BUT their thinking is still intuitive and
egocentric.
• From 2 to 4 years, preoperational children begin
developing concepts (e.g., time, space, relationships,
colors)
• Egocentric: Child is able to consider only one point of
view at a time. Usually children consider their own
viewpoint, and cannot incorporate the viewpoints of others.
• Beginning at 4 years, children have very primitive logic
relating two factors at a time (functional logic)
Stage 2: Preoperational Period
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Concrete Operations (7-11 years): Children become able to use
concepts of time, space, volume, and number BUT in ways that
remain simplified and concrete, not abstract.
• Conservation: Understanding that mass, weight, and volume (and other dimensions) remain unchanged when the shape or appearance of objects changes
• Reversibility of Thought: Relationships involving equality or identity can be reversed.
• Other logical abilities: classification, measurement, seriation
Stage 3: Concrete Operational Period
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Formal Operations (11 Years and Up): Thinking now includes
abstract, theoretical, and hypothetical ideas.
• Abstract Ideas: Concepts and examples removed from specific examples and concrete situations.
• Hypothetical Possibilities: Suppositions, guesses, or projections.
• Deductive reasoning: Teenagers can make deductive conclusions based on relationship between variables.
Stage 4: Formal Operational Period
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Part 3Moral & Social Development
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Preconventional
morality
Right and wrong determined by consequences
Comply with rules to avoid punishment or gain rewards
Conventional
morality
Right and wrong determined by authority
Comply with rules to gain approval or to do duty to uphold laws
Postconventional
Morality
Right and wrong determined by ethics & enforced by social contract
Comply with rules to maintain social order, unless rules violate universal ethics
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Development of Emotions
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Emotional Expressions
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Separation Anxiety: Crying and signs of fear when a child is left
alone or with a stranger; appears around 8-12 months
Contact Comfort: Pleasant and reassuring feeling babies get
from touching something warm and soft, such as their mother
Quality of Attachment
• Secure: Stable and positive emotional bond• Insecure-Avoidant: Tendency to avoid reunion with parent
or caregiver• Insecure-Ambivalent: High resistance to being separated
from parent; unwilling to leave parent• Insecure-Disoriented: inconsistent reaction to parent’s
absence and return
Attachment
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Parenting Styles
• Authoritarian: demanding; expect unquestioned obedience; communicate poorly with children
• Permissive: make few demands on child; overly respon-sive to child’s desires
• Authoritarian: demanding in setting high expectations; responsive to child’s desires; communicates well with children
• Uninvolved: spend little time with children and minimize their emotional involvement
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Erik Erikson
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Stage One: Trust versus Mistrust: (birth to 1 year)
• Trust: Established when babies given adequate warmth,
touching, love, and physical care
• Mistrust: Caused by inadequate or unpredictable care and
by cold, indifferent, and rejecting parents
Stage Two: Autonomy versus Shame and Doubt (1 to 2
years)
• Autonomy: Doing things for themselves, making choices
• Shame & Doubt: Children who are not allowed to make
their own choices begin to doubt themselves
Erikson’s Stages of Psychosocial Development
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Stage Three: Initiative versus Guilt (preschool years)
• Initiative: Children learn to choose their own activities, to
initiate activities (but not necessarily complete them!)
• Guilt: If parents don’t allow children to initiate activities,
children develop sense of guilt when they do
Stage Four: Industry versus Inferiority (elementary school
years)
• Industry: Occurs when child is praised for productive
activities
• Inferiority: Occurs if child’s efforts are regarded as messy
or inadequate
Psychosocial Development, continued
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Stage Five: Identity versus Role Confusion (Adolescence)
• Identity: For adolescents; problems answering, “Who
am I?”
• Role Confusion: Occurs when adolescents are unsure
of where they are going
Stage Six: Intimacy versus Isolation (Early Adulthood)
• Intimacy: Ability to care about others and to share
experiences with them
• Isolation: Being alone and uncared for in life
Psychosocial Development, continued
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Stage Seven: Generativity versus Stagnation (Mid-
Adulthood)
• Generativity: Interest in guiding the next generation
•Stagnation: When one is only concerned with one’s own
needs and comforts
Stage Eight: Integrity versus Despair (Old Age)
• Integrity: Self-respect; developed when people have
lived richly and responsibly:
• Despair: Occurs when previous life events are viewed
with regret; experiences heartache and remorse
Psychosocial Development, continued