developmental psychology. research studies cross sectional studies study comparing development...
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Developmental PsychologyDevelopmental Psychology
Research StudiesResearch Studies
Cross Sectional StudiesCross Sectional StudiesStudy comparing development between Study comparing development between
age groups over relatively short periodage groups over relatively short period
Longitudinal StudyLongitudinal StudyStudy tracing development of one age Study tracing development of one age
group over more extensive periodgroup over more extensive period
Developmental PsychDevelopmental Psych
• Study of physical, mental, and social Study of physical, mental, and social changes over the life span. (Womb to changes over the life span. (Womb to tomb)tomb)
• Focus is on 3 critical issues:Focus is on 3 critical issues:Nature / Nurture (Extent of influence)Nature / Nurture (Extent of influence)Gradual, Continuous process (escalator), Gradual, Continuous process (escalator),
or sequence of stages? (rungs on a or sequence of stages? (rungs on a ladder)ladder)
Stability / change: Personality traits: Stay Stability / change: Personality traits: Stay the same, or change over time?the same, or change over time?
Prenatal DevelopmentPrenatal Development
• One mature egg / 200,000,000 One mature egg / 200,000,000 sperm: The race begins….sperm: The race begins….
• Conception to birth (9 Conception to birth (9 monthsmonths++))Zygote – fertilized egg begins cell Zygote – fertilized egg begins cell
divisiondivision
ConceptionConceptionUnion of Egg and Union of Egg and
SpermSperm(Egg-85,000 x size of (Egg-85,000 x size of
sperm!)sperm!)
Prenatal DevelopmentPrenatal Development
First week: zygote of 100 cells- begin to specialize in First week: zygote of 100 cells- begin to specialize in structure and function (from one original cell!)structure and function (from one original cell!)
10 days: zygote implants to uterine wall 10 days: zygote implants to uterine wall (outer (outer =placenta / inner = =placenta / inner = embryoembryo))Genetic plan determines how all organs will form – Genetic plan determines how all organs will form –
differentiation – cells specialize (The great differentiation – cells specialize (The great mystery…)mystery…)
By one month – millions of specialized cellsBy one month – millions of specialized cellsBy 6 weeks – organs form, heartbeatBy 6 weeks – organs form, heartbeat
FetusFetus – 8 – 8thth /9 /9thth week (human form) week (human form)• Somatic nervous system commands spontaneous Somatic nervous system commands spontaneous
movements (not felt by mom until about 16movements (not felt by mom until about 16thth week) week)
6 months: stomach functional, responsive to 6 months: stomach functional, responsive to soundsound
Prenatal Prenatal DevelopmentDevelopment
• 40 days 45 days 2 months(60) 4 40 days 45 days 2 months(60) 4 months (120)months (120)
Prenatal DevelopmentPrenatal Development
• Placenta: screens out some Placenta: screens out some potentially dangerous substancespotentially dangerous substances
• TeratogensTeratogens: toxic substances such : toxic substances such as HIV, some drugs (nicotine & as HIV, some drugs (nicotine & alcohol), can pass through placentaalcohol), can pass through placentaFetal Alcohol SyndromeFetal Alcohol Syndrome symptoms: symptoms:
mental retardation, poor motor mental retardation, poor motor coordination, impaired attention, and coordination, impaired attention, and hyperactivityhyperactivity
Fetal Alcohol SyndromeFetal Alcohol SyndromeLeading cause of mental retardation: Leading cause of mental retardation:
depresses activity in nervous depresses activity in nervous systems)systems)
Prenatal DevelopmentPrenatal Development
• Neurons grow at rate of Neurons grow at rate of 250,000/minute!250,000/minute!
• By birth, infant has approx. 23 By birth, infant has approx. 23 billionbillion
Physical Physical DevelopmentDevelopment
• MaturationMaturationBiological, universal Biological, universal
growth processes / growth processes / orderly changes in orderly changes in behaviorbehavior
relatively relatively uninfluenced by uninfluenced by experienceexperience
sets the basic course sets the basic course for development for development while experience while experience adjusts itadjusts it
At birth 3 months15 monthsCortical Neurons
The NewbornThe Newborn
Will turn towards mother’s voiceWill turn towards mother’s voiceHearing: dominant sense at birthHearing: dominant sense at birthVision: 8 to 12 inchesVision: 8 to 12 inchesPrefers sweet fluids Prefers sweet fluids
Newborns: Reflexes Newborns: Reflexes (Instincts) at birth(Instincts) at birth
• Rooting ReflexRooting Reflextendency to open mouth, and search tendency to open mouth, and search
for nipple when touched on the cheekfor nipple when touched on the cheek• Grasping ReflexGrasping Reflex: : Automatic Automatic
grasping of objects placed in palmgrasping of objects placed in palm or toesor toes
• Sucking ReflexSucking Reflex: : Touch an object Touch an object or nipple to the infant’s mouth and or nipple to the infant’s mouth and she’ll make rhythmic sucking she’ll make rhythmic sucking movementsmovements
• Moro ReflexMoro Reflex: : Hugging motion if Hugging motion if startled or baby’s position startled or baby’s position changedchanged
The NewbornThe NewbornHabituationHabituation……
0
10
20
30
40
50
60
70
80
Familiar stimulus
Novelstimulus
Percentage of time spent looking
HabituationHabituation
• Babies spend more attention on new Babies spend more attention on new stimuli / the more familiar, the less stimuli / the more familiar, the less attention paid…attention paid…
• Method by which one studies a Method by which one studies a baby’s cognition ( measured by baby’s cognition ( measured by attention span)attention span)
Infancy: Neural Infancy: Neural DevelopmentDevelopment• Until 18 monthsUntil 18 months
• Infantile AmnesiaInfantile Amnesia: No long-term : No long-term memory prior to 3 ½ years / brain memory prior to 3 ½ years / brain circuits not yet connected / process circuits not yet connected / process of maturationof maturation
• By 4 yrs., brain has nearly doubledBy 4 yrs., brain has nearly doubled• 3-6 yrs: most rapid neural growth: 3-6 yrs: most rapid neural growth:
frontal lobefrontal lobe• (Association areas: thinking, (Association areas: thinking,
memory, language- last to develop)memory, language- last to develop)• Synaptic pruningSynaptic pruning – if not used then – if not used then
disconnect, but not destroyeddisconnect, but not destroyed
Attachment TheoriesAttachment Theories
• ““What is learned in the cradle, lasts What is learned in the cradle, lasts to the grave.”to the grave.”
Social DevelopmentSocial Development
• Attachment TheoriesAttachment TheoriesTraditional Theory: Infant attachment Traditional Theory: Infant attachment
created through need for nourishment.created through need for nourishment.
Harlow’s Monkey Harlow’s Monkey ExperimentsExperiments
“Rethinking Attachment”“Rethinking Attachment”• 1950’s-60’s1950’s-60’s• Early separation of infant monkeysEarly separation of infant monkeys• Soft baby blanket vs. wire cylinder Soft baby blanket vs. wire cylinder
with bottlewith bottle
• Result: Result: Contact / touch critical for early Contact / touch critical for early
attachment, emotional securityattachment, emotional security
Harlow’s ExperimentHarlow’s ExperimentSurrogate MotherSurrogate Mother
Harlow’s ExperimentHarlow’s Experiment
Origins of AttachmentOrigins of Attachment
• Touch (Harlow)Touch (Harlow)• Familiarity: Forms attachmentFamiliarity: Forms attachment
Critical Period: Optimal period right Critical Period: Optimal period right after birth in which exposure creates after birth in which exposure creates proper developmentproper development
ImprintingImprinting: attachment based on first : attachment based on first experience (gosling, chick, duckling) = experience (gosling, chick, duckling) = “mother” / “mother” / Fly Away HomeFly Away Home
Erik EriksonErik Erikson Parenting and TrustParenting and Trust
• Positive early parenting = Positive early parenting = basic basic trusttrust
• Basic trust = Basic trust = “world is predictable, “world is predictable, reliable”reliable”
• Basic trust as foundation for adult Basic trust as foundation for adult relationshipsrelationships
Mary AinsworthMary Ainsworth: : Attachment StudyAttachment Study
• Secure attachmentSecure attachment (60% of infants) (60% of infants)o comfortable in mother’s presence / Mother’s departure comfortable in mother’s presence / Mother’s departure
= initial distress / Mother’s return = seek contact= initial distress / Mother’s return = seek contact
• Insecure attachmentInsecure attachmento Cling to mother /Mother’s departure = extended Cling to mother /Mother’s departure = extended
distress or indifference / Return = cling or indifference distress or indifference / Return = cling or indifference
Avoidance attachment Avoidance attachment o Indifferent to mother’s presence, departure, returnIndifferent to mother’s presence, departure, return
Conclusion:Conclusion:
Sensitive mothers / fathers = securely attached Sensitive mothers / fathers = securely attached infantsinfants
Studies isolating temperament confirmed Studies isolating temperament confirmed parentingparenting theory theory
Social Social DevelopmentDevelopment
Harlow’s Harlow’s monkeys monkeys raised without raised without touch showed touch showed extreme extreme anxiety (fear) anxiety (fear) in novel in novel situations situations throughout throughout developmentdevelopment
Social Social DevelopmentDevelopment
Groups of Groups of infants left infants left by their by their mothers in a mothers in a unfamiliar unfamiliar room (from room (from Kagan, Kagan, 1976).1976).0
20
40
60
80
100
3.5 5.5 7.5 9.5 11.5 13.5 20 29
Percentage of infantswho criedwhen theirmothers left
Age in months
Day care
Home
Self-ConceptSelf-ConceptThe Developing ChildThe Developing Child
• The Rouge TestThe Rouge Test: Self-Recognition : Self-Recognition (Video)(Video)
Parenting StylesParenting Styles
1.1. Authoritarian parentsAuthoritarian parents: impose rules : impose rules and expect obedience. (Strict- and expect obedience. (Strict- “Because I said so.”“Because I said so.”
2.2. Permissive parentsPermissive parents: Few demands, : Few demands, little punishment- (submit to child’s little punishment- (submit to child’s demands / “Do your own thing.”)demands / “Do your own thing.”)
3.3. Authoritative parentsAuthoritative parents: Demanding : Demanding and responsive (Enforce and explain / and responsive (Enforce and explain / justify the rules / Open discussion justify the rules / Open discussion with teenagers / exceptions to rules…)with teenagers / exceptions to rules…)
Research says…Research says…
1.1. Authoritarian = Authoritarian = lower self-esteem, lower self-esteem, lower social skillslower social skills
2.2. Permissive = Permissive = more aggressive, more aggressive, immatureimmature
3.3. Authoritative= Authoritative= highest self-esteem, highest self-esteem, self-reliance, social competenceself-reliance, social competence
4.4. ““Do you fit the description?” Explain.Do you fit the description?” Explain.
RememberRemember
““Correlation is not causationCorrelation is not causation.”.”
Name any other variable that Name any other variable that might be the cause of these might be the cause of these results.results.
In conclusion…In conclusion…
• Parenting (nurture) Parenting (nurture) doesdoes matter in matter in developing emotional well-being.developing emotional well-being.
• (“Genetics is not necessarily your (“Genetics is not necessarily your destiny.”)destiny.”)
Stage Theories Stage Theories in…in…
Developmental Developmental PsychologyPsychology
Theories on Cognitive Theories on Cognitive DevelopmentDevelopment
• Jean Piaget: Jean Piaget: • 1999: Selected by Time Magazine as one 1999: Selected by Time Magazine as one
20 most influential scientists and thinkers 20 most influential scientists and thinkers of the 20of the 20thth century century
• British psychologist survey: named Piaget British psychologist survey: named Piaget as the most influential psychologist of the as the most influential psychologist of the 2020thth century century
Piaget and Cognitive Piaget and Cognitive DevelopmentDevelopment
• Paris: 1920’sParis: 1920’s• Theory of Child’s cognitive stagesTheory of Child’s cognitive stages• intrigued by children’s wrong answersintrigued by children’s wrong answers
Traditional assumption: Child’s mind a Traditional assumption: Child’s mind a miniature version of adult’s: “children miniature version of adult’s: “children simply know less”simply know less”
Piaget: Children reason in strongly Piaget: Children reason in strongly illogical ways: thus illogical ways: thus think, reason think, reason differently than adultsdifferently than adults
CognitionCognition
• all mental activitiesall mental activities associated with associated with thinking, knowing, remembering or thinking, knowing, remembering or communicatingcommunicating
Schema:Schema:• SchemaSchema
o Concepts (mental molds into which we pour our Concepts (mental molds into which we pour our experiences)experiences)
• Identify / rationalize this picture. Identify / rationalize this picture. • What’s wrong with it? Why can’t we What’s wrong with it? Why can’t we
make sense of it?make sense of it?
Typical Age Range
Description of Stage
Developmental Phenomena
Birth - 2 yrs SensorimotorExperiencing the world through senses and actions (looking, touching, mouthing)
• Object permanence• Stranger anxiety
About 2 to 6 yrs
About 7 to 11 yrs
About 12 thru adulthood
PreoperationalRepresenting things with words and images but lacking logical reasoning
•Pretend play•Egocentrism•Language development
Concrete operationalThinking logically about concrete events; grasping concrete analogies and performing arithmetical operations
• Conservation • Mathematical transformations
Formal operationalAbstract reasoning
•Abstract logic•Potential for moral reasoning
Piaget’s Stages of Piaget’s Stages of Cognitive DevelopmentCognitive Development
Sensorimotor StageSensorimotor Stage “A life lived, but not thought out.” “A life lived, but not thought out.”
• Birth – 2 yearsBirth – 2 years (learning through senses, (learning through senses, movement)movement)
• Thinking at same speed as movmentThinking at same speed as movment• Object permanenceObject permanence (Piaget: 8 months) (Piaget: 8 months)
Awareness that things continue to exist even Awareness that things continue to exist even when not perceived (hidden)when not perceived (hidden)
• Stranger AnxietyStranger Anxiety (8 months) (8 months)• Building Schema:Building Schema:
AssimilationAssimilation: interpreting new experience in : interpreting new experience in terms of existing schema (apply same concept to terms of existing schema (apply same concept to all things generally similar (Example?)all things generally similar (Example?)
AccommodationAccommodation:: Adapting schemas to Adapting schemas to incorporate new information (“Accommodate incorporate new information (“Accommodate differences”)differences”)
Preoperational StagePreoperational Stage
• 2yrs – 6/7 yrs2yrs – 6/7 yrsUse of languageUse of language can’t perform operations can’t perform operations
of concrete logicof concrete logic
PreoperationalPreoperational• Key Ideas:Key Ideas:
Speed of thinking increases / faster than Speed of thinking increases / faster than movementmovement
All objects have thoughts, feelings All objects have thoughts, feelings (“magical thinking)(“magical thinking)
EgocentrismEgocentrism:: Can’t perceive things from Can’t perceive things from others’ point of view (to age 3)others’ point of view (to age 3)
Theory of mindTheory of mind (age 4)– Understand (age 4)– Understand another’s perspective / infer other’s another’s perspective / infer other’s feelingsfeelings3 yr old:3 yr old:
Autism: Impaired theory of mind…Autism: Impaired theory of mind…
Concrete Operational StageConcrete Operational Stage• 7 yrs – 11 yrs7 yrs – 11 yrs• Logical thinking developsLogical thinking develops
(concrete logic)(concrete logic)• ConservationConservation: “Quantity remains same : “Quantity remains same
despite changes in shape.” (Volume, Area, despite changes in shape.” (Volume, Area, Number)Number)
• Understand math transformation and Understand math transformation and conservationconservation4+8=124+8=12 12-4=812-4=8
Formal Operational Formal Operational StageStage
• 12 yrs thru adulthood12 yrs thru adulthood• From concrete to abstract thinking…From concrete to abstract thinking…• Example: hypothesis testing, Example: hypothesis testing,
metaphors, analogiesmetaphors, analogies• ““Not all adults use formal Not all adults use formal
operations to the same degree, and operations to the same degree, and some not at all.”some not at all.”
• Example: How would you be Example: How would you be different if you were born on a different if you were born on a planet that had no light?planet that had no light?
Criticisms of Piaget’s Criticisms of Piaget’s TheoryTheory
• Development seen as more continuous Development seen as more continuous than Piaget’s stagesthan Piaget’s stages
• Much of his work based on studying his Much of his work based on studying his own three children!own three children!
• Age associations are inaccurate (too Age associations are inaccurate (too late)late)o Example: 7 is too late for concrete Example: 7 is too late for concrete
operationaloperationalStimulation at early age: education, computers Stimulation at early age: education, computers
etc.etc.
Kohlberg’s Moral Kohlberg’s Moral Stages of DevelopmentStages of Development
As moral As moral development development progresses, the progresses, the focus of focus of concern moves concern moves from the self to from the self to the wider the wider social world.social world.
Morality of abstractprinciples: to affirm
agreed-upon rights andpersonal ethical
principles
to gain approval or avoid Disapproval: Morality of law andsocial rules:
Morality of self-interest:
to avoid punishmentor gain concrete
rewards
PostconventionalLevel
(Self-defined morality)
Conventional Level
Early adolescence
Preconventional Level
Up to age 9
In conclusion,In conclusion,• AS our thinking matures, so too does our AS our thinking matures, so too does our
morality…morality… ( (Piaget +KohlbergPiaget +Kohlberg) ) • ““Morality is not simply learned, but Morality is not simply learned, but
mentally constructed in sequential stagesmentally constructed in sequential stages• Criticisms of KohlbergCriticisms of Kohlberg::
Moral Moral reasoningreasoning only only (actions define morality, (actions define morality, not thoughts)not thoughts)
Cultural bias: Chicago kids only……Cultural bias: Chicago kids only……Carol GilliganCarol Gilligan: Bias towards women: men= : Bias towards women: men=
justice / women = feelings of others (relational)justice / women = feelings of others (relational)• Morality: More Intuitive or Cognitive?Morality: More Intuitive or Cognitive?
– Social intuitionist: moral feelings precede moral Social intuitionist: moral feelings precede moral thoughtsthoughts
– Moral action perspectiveMoral action perspective: : social influences to do social influences to do the right thingthe right thing
Erik EriksonErik Erikson: Psycho: Psychosocialsocial Stages Stages of Developmentof Development
• Neo-Freudian Neo-Freudian • Focus from sexual to socialFocus from sexual to social• Life is conflict / struggle / stressLife is conflict / struggle / stress• sequence of social stages, each critical sequence of social stages, each critical
for personality developmentfor personality development• Each stage presents conflict: Each stage presents conflict:
personality needs vs. social demands = personality needs vs. social demands = crisis, or turning point in developmentcrisis, or turning point in development
• Positive outcomes of past conflict = Positive outcomes of past conflict = better chance of positive outcomes in better chance of positive outcomes in futurefuture
• (To some extent, stages are continuous)(To some extent, stages are continuous)
Erikson’s Stages of Psychosocial Erikson’s Stages of Psychosocial DevelopmentDevelopment
Approximateage Stage Description of Task
Infancy Trust vs. mistrust Based on need fulfillment- if needs are (1st year) met, develop basic trust in world
Toddler Autonomy vs. shame Toddlers learn to exercise will and (2nd year) and doubt do things for themselves, or they
doubt their abilities. (“No!”)
Preschooler Initiative vs. guilt Preschoolers learn to initiate tasks(3-5 years) and carry out plans, or they feel
guilty about efforts to be independent. (From “no” to “why?”)
Elementary Competence vs. Children’s work evaluated for 1st time-(6 years- inferiority compete against peers- feel confident puberty) or “inferiority complex” (School!)
Erikson’s Stages of Erikson’s Stages of Psychosocial Psychosocial DevelopmentDevelopment
Approximateage Stage Description of Task
Adolescence Identity vs. role Teenagers main social task is to identify(teens into confusion social identity- lack of success = identity 20’s) crisis
Young Adult Intimacy vs. Young adults struggle to form close relation- (20’s to early isolation ships and to gain the capacity for intimate 40’s) love, or they feel socially isolated.
Middle Adult Generativity vs. The middle-aged discover a sense of contri-(40’s to 60’s) stagnation buting to the world, usually through family
and work, or they may feel a lack of purpose.
Late Adult Integrity vs. When reflecting on his or her life, the older(late 60’s and despair adult may feel a sense of satisfaction orup) failure. (Looking back…)
Introducing Introducing Adolescence….Adolescence….
1. Pick three words (adjectives or 1. Pick three words (adjectives or nouns) that you think best describe nouns) that you think best describe your adolescent years.your adolescent years.
AdolescenceAdolescence
Introducing adolescence:Introducing adolescence:
1.1. How do we define it?How do we define it? Life between childhood and adulthoodLife between childhood and adulthood
2.2. What is it’s time frame?What is it’s time frame? Beginning of puberty, ending with Beginning of puberty, ending with
adult independent status (teen years!)adult independent status (teen years!)
3.3. How do we describe it? How do we describe it? ““Stress and storm”Stress and storm”
Adolescence and Adolescence and Physical Physical
DevelopmentDevelopmentPubertyPuberty
the period of sexual maturationthe period of sexual maturation capable of reproductioncapable of reproduction
Physical Physical DevelopmentDevelopment Primary Sex CharacteristicsPrimary Sex Characteristics
body structures that make sexual body structures that make sexual reproduction possiblereproduction possible ovaries--femaleovaries--female testes--maletestes--male external genitaliaexternal genitalia
Secondary Sex CharacteristicsSecondary Sex Characteristics nonreproductive sexual characteristicsnonreproductive sexual characteristics
female--breast and hipsfemale--breast and hips male--voice quality and body hairmale--voice quality and body hair
MenarcheMenarche (meh-NAR-key) (meh-NAR-key) first menstrual periodfirst menstrual period
AdolescenceAdolescence In the 1890’s In the 1890’s
the average the average interval interval between a between a woman’s woman’s menarche menarche and marriage and marriage was about 7 was about 7 years; now it years; now it is over 12 is over 12 yearsyears
10 20
7.2 Year Interval
10 20
12.5 Year Interval
Age
Age
1890, Women
1995, Women
AdolescenceAdolescence
Throughout Throughout childhood, boys childhood, boys and girls are and girls are similar in similar in height. At height. At puberty, girls puberty, girls surge ahead surge ahead briefly, but then briefly, but then boys overtake boys overtake them at about them at about age 14.age 14.
Height in centimeters
190
170
150
130
110
90
70
50
0 2 4 6 8 10 12 14 16 18Age in years
Boys Girls
Adolescence and Adolescence and CognitionCognition
• Piaget’s Stage?Piaget’s Stage?• Pruning (neural connections increase ‘til Pruning (neural connections increase ‘til
puberty)puberty)• Frontal Lobe: develops during teensFrontal Lobe: develops during teens• FL lags behind Limbic System (hormonal FL lags behind Limbic System (hormonal
rage overrides logic = impulsive, risky rage overrides logic = impulsive, risky actions (“stress and storm”)actions (“stress and storm”)
• Prefrontal Cortex: Last part of the brain Prefrontal Cortex: Last part of the brain to develop fully (executive decisions to develop fully (executive decisions compromised)compromised)
Teenagers and CrimeTeenagers and Crime
• Supreme court recently declared Supreme court recently declared juvenile death sentences juvenile death sentences unconstitutional on basis of teen unconstitutional on basis of teen brains developmental immaturitybrains developmental immaturity
So, on the basis of what you So, on the basis of what you know…know…
•Should 16 year olds be able Should 16 year olds be able to drive?to drive?
The fact is….The fact is….• 1 in 5 16 yr. olds crash their car 1 in 5 16 yr. olds crash their car
within the first yearwithin the first year• 77% of fatal crashes by 16 yr. olds 77% of fatal crashes by 16 yr. olds
involve driver errorinvolve driver error• 16 yr. olds are involved in fatal 16 yr. olds are involved in fatal
crashes at 5x the rate of drivers 20 crashes at 5x the rate of drivers 20 yrs or olderyrs or older
• 2/3 of Americans think 16 is too 2/3 of Americans think 16 is too young (up from 50% in 1995)young (up from 50% in 1995)
Adolescence: Social Adolescence: Social DevelopmentDevelopment
IdentityIdentity one’s sense of selfone’s sense of self the adolescent’s task is to solidify a the adolescent’s task is to solidify a
sense of self by testing and sense of self by testing and integrating various rolesintegrating various roles
IntimacyIntimacy the ability to form close, loving the ability to form close, loving
relationshipsrelationships a primary developmental task in a primary developmental task in
late adolescence and earlylate adolescence and early adulthoodadulthood
Adolescence: Social Adolescence: Social DevelopmentDevelopment
The changing parent-child relationshipThe changing parent-child relationship
100%
80
60
40
20
0 2 to 4 5 to 8 9 to 11 Ages of child in years
Percent withpositive, warm
interactionwith parents
““The New Science of the The New Science of the Teenage Brain”, Nat. Teenage Brain”, Nat.
GeographicGeographic• The article proposes that the The article proposes that the uniqueunique
attributes of the adolescent can be attributes of the adolescent can be explained by brain maturation and explained by brain maturation and evolutionary psychology.evolutionary psychology.
• Build a specific case in defense of the Build a specific case in defense of the irresponsible, impulsiveirresponsible, impulsive adolescent based adolescent based on the information discussed in the article. on the information discussed in the article.
• Your focus should be brain maturation and Your focus should be brain maturation and evolutionary psychology.evolutionary psychology.
• Due in our next class. Due in our next class.
AdulthoodAdulthood1.1. Is there a “prime of life?” If so, when…?Is there a “prime of life?” If so, when…?
Physical peak in the early 20’sPhysical peak in the early 20’s Most fertile in 20’sMost fertile in 20’s Cognitive abilities- little change through middle Cognitive abilities- little change through middle
age (65-75: significant decline)age (65-75: significant decline) Personal income: Peaks between 45-54 (declines Personal income: Peaks between 45-54 (declines
after 65)after 65)
2. What age constitutes adulthood?2. What age constitutes adulthood?
3. What age constitutes middle age?3. What age constitutes middle age?
4.4. What age constitutes old? Very old…?What age constitutes old? Very old…?
5.5. Do you associate old age more with Do you associate old age more with condition, or years?condition, or years?
True or False?True or False?
1.1. Life satisfaction peaks in the fifties Life satisfaction peaks in the fifties and then gradually declines after and then gradually declines after age 65.age 65.
2.2. Recognition memory- the ability to Recognition memory- the ability to identify things previously identify things previously experienced, declines with age.experienced, declines with age.
3.3. Older people become more Older people become more susceptible to short-term illnesses.susceptible to short-term illnesses.
Adulthood: Physical Adulthood: Physical DevelopmentDevelopment
• Sexual ReproductionSexual Reproduction• WomenWomen
After 20’s: decline in fertilityAfter 20’s: decline in fertility35-39 yrs. (single intercourse = ½ chance 35-39 yrs. (single intercourse = ½ chance
of pregnancy compared to your 20’s)of pregnancy compared to your 20’s)Menopause: end of menstrual cycleMenopause: end of menstrual cycle
Around 50Around 50Decrease of estrogenDecrease of estrogenhot flashes (hormonal challenges)hot flashes (hormonal challenges)
Sexual ReproductionSexual Reproduction
• MenMenNo cessation of fertilityNo cessation of fertilityNo sharp decline in sex hormonesNo sharp decline in sex hormonesGradual decline in sperm count / Gradual decline in sperm count /
testosteronetestosteroneSexual drive / activity continues Sexual drive / activity continues
through life span (for men and women)through life span (for men and women)
Sensory DevelopmentSensory Development
• VisionVisionPupil shrinks, lens less transparent- Pupil shrinks, lens less transparent-
reduces light reaching the retina (at 65, reduces light reaching the retina (at 65, 1/3 light to retina than 20’s)1/3 light to retina than 20’s)
““Don’t you want a light on?”Don’t you want a light on?”
• Hearing, smell and distance Hearing, smell and distance perception all slowly diminishperception all slowly diminish
Adulthood: Adulthood: Physical Physical
DevelopmentDevelopment The Aging SensesThe Aging Senses
10 30 50 70 900
0.25
0.50
0.75
1.00
Proportion of normal (20/20) vision when identifying letters on an eye chart
Age in years
Adulthood: Adulthood: Physical Physical
DevelopmentDevelopment The Aging SensesThe Aging Senses
10 30 50 70 9050
70
90
Percent correct whenIdentifying smells
Age in years
Adulthood: Adulthood: Physical Physical
DevelopmentDevelopment The Aging SensesThe Aging Senses
10 30 50 70 9050
70
90
Percent correct whenidentifying spokenwords
Age in years
HealthHealth• Aging = weakening immune system (more Aging = weakening immune system (more
susceptible to disease (cancer / pneumonia)susceptible to disease (cancer / pneumonia)• Later adulthood = fewer short-term Later adulthood = fewer short-term
ailments (flu / coldsailments (flu / colds• Neural processing gradually slowsNeural processing gradually slows
Fatal driving accidents increase sharply after 75 Fatal driving accidents increase sharply after 75 (at 85, higher than 16!)(at 85, higher than 16!)
• Brain cells- gradual loss- by 80, brain = 5% Brain cells- gradual loss- by 80, brain = 5% weight reductionweight reduction
• Women’s brain degenerates slower than Women’s brain degenerates slower than men!men!
• Exercise feeds the brainExercise feeds the brain (oxygen helps form (oxygen helps form new cells and preserve neural connections)new cells and preserve neural connections)
Adulthood: IntelligenceAdulthood: Intelligence
• Fluid IntelligenceFluid IntelligenceSpeedy abstract reasoning / very Speedy abstract reasoning / very
gradual decline after 20’sgradual decline after 20’s
• Crystallized IntelligenceCrystallized IntelligenceKnowledge base / continues to expand Knowledge base / continues to expand
through lifetimethrough lifetime
Alzheimer’sAlzheimer’s• Dementia = mental erosion (memory, Dementia = mental erosion (memory,
processing etc.)processing etc.)• Caused by decline of acetylcholineCaused by decline of acetylcholine• 3% of world population after age 753% of world population after age 75• Memory and then reasoning degeneratesMemory and then reasoning degenerates• 5 to 20 years: emotionally flat to 5 to 20 years: emotionally flat to
disoriented to incontinent to mentally disoriented to incontinent to mentally vacantvacant
• 2 ailments in neurons: (diagnose before 2 ailments in neurons: (diagnose before symptoms)symptoms) shriveled protein filaments in cell body shriveled protein filaments in cell body plaques (globs or degenerating tissue)plaques (globs or degenerating tissue)
Adulthood: Adulthood: DementiaDementia
Incidence of Dementia by AgeIncidence of Dementia by Age
Risk of dementiaincreases in lateryears
60-64 70-74 80-84 90-95 65-69 75-79 85-89
Age Group
40%
30
20
10
0
Percentagewith dementia
Facing Death / TraumaFacing Death / Trauma• Elisabeth Kubler-Ross: Elisabeth Kubler-Ross: On Death and On Death and
DyingDying, 1969, 19695 Stages of Grief5 Stages of Grief
DenialDenialAngerAngerBargainingBargainingDepressionDepressionAcceptanceAcceptance