Developmental Psychology ROWLAND HIGH SCHOOL
Developmental Psychology Developmental Psychology - branch of psychology that studies how human beings change over time as the result of biological and environmental influences.
Developmental Psychology Major Themes:
◦ Nature versus nurture (interaction)
Nature versus Nurture
Studying Nature versus Nurture Twin studies
◦ Identical
◦Fraternal
◦Adoption studies
Developmental Psychology
Developmental Psychology Major Themes:
◦ Nature versus nurture (interaction)
◦ Continuity versus discontinuity
Developmental Psychology Major Themes:
◦ Nature versus nurture (interaction)
◦ Continuity versus discontinuity
◦ Stability versus change
Developmental Psychology Pair Share: Identify three things about you that have remained the same over time and three things that have changed over time.
Developmental Psychology Prenatal Development
◦Three stages
◦Zygote (10 days)
◦Embryo (2-8 weeks)
◦Differentiation
◦Fetus (9 weeks)
Life is sexually transmitted: (a) Sperm cells surround an ovum. (b) As one
sperm penetrates the egg’s jellylike outer coating, a series of chemical events
begins that will cause sperm and egg to fuse into a single cell. If all goes well,
that cell will subdivide again and again to emerge 9 months later as a 100-
trillion-cell human being..
(a) (b)
Prenatal Development: (a) The embryo grows and develops rapidly. At 40 days,
the spine is visible and the arms and legs are beginning to grow. (b) By the end
of the second month, when the fetal period begins, facial features, hands, and feet
have formed. (c) As the fetus enters the fourth month, its 3 ounces could fit in the
palm of your hand.
(a) (b) (c)
Developmental Psychology The Role of the Environment
◦ Teratogens - prenatal toxins
◦ Fetal Alcohol Syndrome
Developmental Psychology The Neonatal Period
◦ Birth to one month
◦ Abilities:
◦ Sight
Developmental Psychology
Developmental Psychology The Neonatal Period
◦ Birth to one month
◦ Abilities:
◦ Sight
◦ Sensory preferences
◦ Reflexes (video clips)
Developmental Psychology
The Grasping Reflex
Developmental Psychology
The Rooting Reflex
Developmental Psychology
The Sucking Reflex
Developmental Psychology
The Moro Reflex
Developmental Psychology
The Babinski Reflex
Developmental Psychology Infancy and Early Childhood
◦Cognitive abilities
Infants can discriminate between possible and impossible objects : After
habituating to the stimulus on the left, 4-month-olds stared longer if shown the
impossible version of the cube—where one of the back vertical bars crosses over
a front horizontal bar.
Habituation - is the decreasing responsiveness with repeated presentation of the same.
Baby Math: Shown a numerically impossible outcome,
5-month-old infants stare longer.
Developmental Psychology
Developmental Psychology
Quick—which is the cat? Researchers used cat-dog hybrid images such as these to test how infants categorize animals.
Developmental Psychology Infancy and Early Childhood
◦Synchronicity (video clip)
Developmental Psychology Infancy and Early Childhood
◦Brain development
◦Neural pruning
Developmental Psychology Maturation – the process by which the genetic program manifest itself over time.
Developmental Psychology
“This is the path to adulthood. You’re here.”
Attachment
Attachment
Attachment
Attachment
Developmental Psychology Imprinting
◦ Konrad Lorenz
◦ Critical period
◦ Mere exposure effect
Development Psychology Attachment Styles
◦ John Bowlby & Mary Ainsworth
◦ Types of attachment:
◦ Secure attachment
◦ Avoidant (insecure)
◦ Anxious/ambivalent (insecure)
◦ “the strange situation” (video clip)
Developmental Psychology 1. I am somewhat uncomfortable being close to others; I find it difficult
to trust them completely, difficult to allow myself to depend on them. I am nervous when anyone gets too close, and love partners often want me to be more intimate than I feel comfortable being.
2. I find that others are reluctant to get as close as I would like. I often worry that my partner doesn’t really love me or won’t want to stay with me. I want to get very close to my partner, and this sometimes scares people away.
3. I find it relatively easy to get close to others and am comfortable depending on them. I don’t often worry about being abandoned or about someone getting too close to me.
1. Avoidant - insecure 2. Anxious – ambivalent 3. Secure
Correlations Secure individuals have more positive self-concepts of themselves and believe that most other people are good-natured and well-intentioned. They see their personal relationships as trustworthy and satisfying.
Secure respondents are satisfied with their job security, coworkers, income, and work activity. They put a higher value on relationships than on work and derive their greatest pleasure from connections to others.
Secure individuals tend to choose as partners others who are secure.
Correlations Insecure, anxious-ambivalent persons report emotional extremes and jealousy. They feel unappreciated, insecure, and unlikely to win professional advancement. They make less money than those with other attachment styles, working more for approval and recognition than for financial gain. They fantasize about succeeding but often slack off after receiving praise.
Avoidant people fear intimacy and expect their relationships to fail. They place a higher value on work than on relationships and generally like their work and job security. They follow a workaholic pattern, but (not surprisingly) they are dissatisfied with their coworkers.
Developmental Psychology Contact Comfort
◦ “cupboard theory” and Sigmund Freud
◦ Harry and Margaret Harlow (video clip)
Harlow’s Experiment
Social Deprivation and Fear: Monkeys raised with
artificial mothers were terror-stricken when placed in
strange situations without their surrogate mothers.
(Today’s climate of greater respect for animal welfare
prevents such primate studies.
Application Pair Share: What are some things you would advise parents do immediately after their baby is born to insure healthy social and psychological development?
Developmental Psychology Cognitive Development: Piaget’s Theory
◦ Background
◦ Discontinuous
◦ Three key ideas:
1. Schemas
An impossible object : Look carefully at the “devil’s tuning fork.” Now
look away—no, better first study it some more—and then look away and
draw it. . . . Not so easy, is it? This is an impossible object; you have no
schema for such an image.
Developmental Psychology Cognitive Development: Piaget’s Theory
◦ Background
◦ Discontinuous
◦ Three key ideas:
1. Schemas
2. Assimilation
Assimilation
Developmental Psychology Cognitive Development: Piaget’s Theory
◦ Background
◦ Discontinuous
◦ Three key ideas:
1. Schemas
2. Assimilation
3. Accommodation
Accommodation
Developmental Psychology Cognitive Development: Piaget’s Theory
◦ Background
◦ Discontinuous
◦ Three key ideas:
1. Schemas
2. Assimilation
3. Accommodation
Does Piaget’s theory based on nature or
nurture?
Piaget’s Stages of Cognitive Development
Sensorimotor (birth to 18 months)
grasping, sucking
object permanence (video clip)
Object Permanence: Infants younger than 6 months seldom understand that
things continue to exist when they are out of sight. But for this infant, out of
sight is definitely not out of mind.
Piaget’s Stages of Cognitive Development
Sensorimotor (birth to 18 months)
Preoperational
(two to six)
egocentric (video clip)
grasping, sucking
object permanence (video clip)
means ends causality
separation anxiety
Egocentrism
“Don’t you remember, Grandma? You were in it with me.”
Egocentrism
“It’s too late, Roger—they’ve seen us.” Roger has not outgrown his early childhood
egocentrism.
Piaget’s Stages of Cognitive Development
Sensorimotor (birth to 18 months)
Preoperational
(two to six)
grasping, sucking
object permanence (video clip)
means ends causality
separation anxiety
animistic thinking
egocentric (video clip)
Animistic Thinking
Piaget’s Stages of Cognitive Development
Sensorimotor (birth to 18 months)
Preoperational
(two to six)
artificialism
grasping, sucking
object permanence (video clip)
means ends causality
separation anxiety
animistic thinking
Egocentric (video clip)
Artificialism
Piaget’s Stages of Cognitive Development
Sensorimotor (birth to 18 months)
Preoperational
(two to six)
grasping, sucking
object permanence (video clip)
means ends causality
separation anxiety
artificialism
animistic thinking
Egocentric (video clip)
centration
irreversibility (video clip)
Concrete (seven to twelve)
theory of mind
Testing children’s theory of mind : This simple problem illustrates how
researchers explore children’s presumptions about others’ mental states.
Piaget’s Stages of Cognitive Development
Sensorimotor (birth to 18 months)
Preoperational
(two to six)
grasping, sucking
object permanence (video clip)
means ends causality
separation anxiety
artificialism
animistic thinking
Egocentric (video clip)
centration
irreversibility (video clip)
Concrete (seven to twelve)
theory of mind
reversibility
conservation (video clip)
Piaget’s Test of Conservation : This preoperational child does
not yet understand the principle of conservation of substance.
When the milk is poured into a tall, narrow glass, it suddenly
seems like “more” than when it was in the shorter, wider glass.
In another year or so, she will understand that the volume stays
the same.
Piaget’s Stages of Cognitive Development
Sensorimotor (birth to 18 months)
Preoperational
(two to six)
grasping, sucking
object permanence (video clip)
means ends causality
separation anxiety
artificialism
animistic thinking
Egocentric (video clip)
centration
irreversibility (video clip)
Concrete (seven to twelve)
theory of mind
reversibility
conservation (video clip)
lack of abstract thinking
Formal
abstract thinking
Developmental Psychology Lev Vygotsky
◦Nurture (environment)
◦Zone of proximal development
Parental Authority Questionnaire (PAQ)
• Three subscales measure the following parental styles:
– Permissive—relatively warm, non-demanding, non-controlling parents (items 1, 6, 10, 13, 14, 17, 19, 21, 24, 28)
– Authoritarian—parents who value unquestioning obedience and attempt to control their children’s behavior, often through punitive disciplinary practices (items 2, 3, 7, 9, 12, 16, 18, 25, 26, 29)
– Authoritative— parents who use firm, clear but flexible and rational modes of child-rearing (items 4, 5, 8, 11, 15, 20, 22, 23, 27, 30). The inventory is easily scored by adding the individual items on each subscale.
• Total subscale scores can range from 10 to 30.
Social Development
• Parenting Styles
Parenting Styles
Parenting Styles
Authoritarian
or
Autocratic
Anxious and insecure
More likely to be aggressive
Less likely to feel guilty or
accept blame for their
behavior
Parenting Styles
Parenting Styles
Democratic
or
Authoritative
Tend to be friendly, cooperative,
self-reliant, and socially
responsible
Tend to do better in school
Parenting Styles
Parenting Styles
Permissive
Relatively immature,
dependent, and less happy
Often have tantrums
Ask for help when the
encounter slight difficulties
Parenting Styles
Parenting Styles
Uninvolved
Immature & dependent
Impulsive
Pair Share:
– Which style do your parents or caregivers fit? Give an
example to support your answer.
– Will you adopt the same parenting style as your parents?
Why or why not?
Parenting Styles
Parental Authority Questionnaire (PAQ)
• Three subscales measure the following parental styles:
– Permissive—relatively warm, non-demanding, non-controlling parents (items 1, 6, 10, 13, 14, 17, 19, 21, 24, 28)
– Authoritarian—parents who value unquestioning obedience and attempt to control their children’s behavior, often through punitive disciplinary practices (items 2, 3, 7, 9, 12, 16, 18, 25, 26, 29)
– Authoritative— parents who use firm, clear but flexible and rational modes of child-rearing (items 4, 5, 8, 11, 15, 20, 22, 23, 27, 30). The inventory is easily scored by adding the individual items on each subscale.
• Total subscale scores can range from 10 to 30.
Erikson’s Theory Erikson’s Psycho-Social Theory
◦ Sense of connectedness
◦ Sense of independence
Erikson’s Theory
Erikson’s Theory
Erikson’s Theory
Erikson’s Theory
Erikson’s Theory
Erikson’s Theory Identity Crisis – a period of inner conflict during which adolescents worry intensely about who they are
Erikson’s Theory
Erikson’s Theory
Erikson’s Theory
Social Development
Trust versus Mistrust: Crisis: Is the world a safe place?
Ages: Birth to one year
Autonomy versus Shame & Doubt: Crisis: Can I be independent?
Ages : 1-2
Initiative versus Guilt: Crisis: Will I be made to feel guilty for trying new things?
Ages: 3-5
Competence versus Inferiority: Crisis: Am I competent in school and with my peers?
Ages: 6 to puberty
Identity versus Role Confusion: Crisis: Do I know who I am and what I am going to do?
Ages: Adolescence
Intimacy versus Isolation: Crisis: Can I commit to another person?
Ages: Early Adulthood
Generativity versus Stagnation: Crisis: Am I a productive member of society?
Ages: Middle adulthood
Integrity versus Despair: Crisis: Am I Ready to die?
Ages: Elderly
Erikson’s Theory
Self-Assessment: Erikson's Stages (9-18) Items on the handout were derived from Erikson’s statements about each stage. Scores for each subscale range from 0 to 15, with high scores reflecting greater strength on a particular personality dimension. The response to item 1 should be reversed (0 = 3, 1 = 2, 2 =1, 3 = 0) and then added to the numbers given in response to items 2, 3, 4, and 5 to obtain a trust score. Responses to items 7, 8, and 9 should be reversed and added to items 6 and 10 to assess autonomy. Answers to 12 and 15 should be reversed and added to items 11, 13, and 14 to measure initiative. Answers to 16, 18, and 19 should be reversed and then added to 17 and 20 to calculate industry. Responses to 21 and 25 must be reversed and added to 22, 23, and 24 to obtain a measure of identity. In both sexes, the authors found that the scores on each dimension were related to an independent measure of well-being.
Erikson’s Theory
• Identify the stage of development using Erikson’s Theory:
It’s Little League season and 3rd grader, Nathan, can’t wait! Last spring he was on Jr. Little League and he got at least two hits in every game he played. He also caught three fly balls, and won the game for the team! Nathan’s coaches, friends, and parents are looking forward to Nathan playing on the team this year.
Competence versus Inferiority
Erikson’s Theory
Samuel is tired of meeting women at bars, parties, and dating
lots of different people. Sure, it’s fun sometimes, but now he’d
rather have one special person to settle down with and share his
life.
Intimacy versus Isolation
Erikson’s Theory
Annie’s parents are doctors. Her grandparents are doctors. In
fact, Annie’s parents have told her that after high school they
are looking forward to her entering the same college and
medical school they attended. Annie waits for just the right
time to announce her plans to travel to Europe after high
school to pursue her interest in drawing and painting, and to
learn Italian.
Identity versus Role Confusion
Erikson’s Theory
Rosemary loves when her grandchildren visit. She proudly tells
them of the great times she had with raising her family and
making a nice home for everyone she loves. Sometimes, she
wishes she went to college and worked outside the home as
her husband did, but Rosemary says, “If I did that, I probably
wouldn’t have had the time to enjoy such a beautiful family!”
Integrity versus Despair
Erikson’s Theory
Daniel doesn’t want to wear the pajamas his mother chose for
him. Instead, he STRONGLY prefers last night’s pajamas!
Daniel’s mom agrees and dresses him in his selection.
Autonomy versus Shame and Doubt
Erikson’s Theory
Baby Christopher’s mom feeds him every three or four hours,
burps him, walks with him when he is fussy, and makes sure he
is dressed warmly every time he goes outside with her.
Trust versus Mistrust
Erikson’s Theory
Martin has been a very successful businessman for nearly 25
years. His three children are reaching adulthood. Martin
decides to start a small business that provides financial
advising to young people who are just staring their careers.
Generativity versus Stagnation
Erikson’s Theory
Timmy’s mom pours him a bowl of Cheerios and milk. She
directs him to go sit at the kitchen table. Timmy reaches for the
bowl of Cheerios, announcing, “I carry it!” On the way to the
table, lots of milk, and cereal spill on the floor. Mom quietly
cleans up the mess and thanks Timmy for his “help.”
Initiative versus Guilt
Adolescent Development Pair Share: What are some of the major stresses that adolescences face today in American society?
Adolescent Development
• Historical background
– Duration – puberty to financial independence
– Initiation rites (rite of passage)
• Pair Share: What types of initiation rites do American
teenagers experience?
Adolescent Physical Development
• Adolescent Physical Development
– Puberty
– Primary sex characteristics
– Secondary sex characteristics
– Menarche
– Spermarche
Gender Roles and Sex Differences
• Gender roles and sex differences
– Sex (biological) – xx (female), xy (male)
– Gender roles – a set of expectations for males and females
– Gender identity – our sense of being male or female
– Gender stereotype – a fixed, conventional idea about how males or females should act
Gender
Male Female
Brainstorm feminine and masculine characteristics.
Emotional
Sensitive
Ambition Understanding
Gentle
Affectionate Self-reliance
Independence
Assertiveness
Aggressive
Adolescent Development
• Discussion Question:
– What factors in society influence the development of gender
stereotypes?
Gender Roles and Sex Differences
• Gender Roles and Sex differences
– Sex (biological) = xx (female), xy (male)
– Gender roles – a set of expectations for
males and females
– Gender identity – our sense of being male or female
– Gender stereotype – a fixed, conventional idea about how males or females should act
– Androgynous
Gender Roles and Sex Differences
• Gender Perspectives
– Biological
perspective
– Evolutionary
– Psychodynamic
– Behavioral
– Cognitive
Gender Roles and Sex Differences
• Sex Differences in Cognition
– Stereotype threat
From your perspective, is there such thing as a prime of life and if so, at what age is it?” Why?
Ordered Sharing Sit in a closed circle Reflect on a question When someone is ready in the group, begin sharing Go to the left of who shares first until everyone has shared. You
may pass, but the question will come back to you at the end. Continue with open discussion
Working Agreements Put away any distractions Practice curiosity Listen to understand Encourage all voices
Adult Development
• Well-Being Across the Life Span
– Older adults increasingly use words that convey positive emotions
– Older adults attend less and less to negative information.
Adult Development
Adult Development
• Well-Being Across the Life Span
– Older adults increasingly use words that convey positive emotions
– Older adults attend less and less to negative information.
– Pair share – What are some common stereotypes about older individuals?
Adult Development
Adult Development
Adult Development
Menopause
Adult Development
• Dementia and Alzheimer’s Disease
Death and Dying
• Death and Dying
– Thanatology
– Kübler-Ross
– Five stages of psychological adjustment (Kübler-Ross)
Death and Dying
Denial Anger Bargaining Depression Accept
Moral Development
• Moral/Ethical Theory
– Lawrence Kohlberg
– Stage theory
– Story-telling technique
– Heinz dilemma
– Reflection: Did Heinz’s do
the right or wrong thing?
Justify your answer.
Kohlberg’s Theory of Moral Development
Stage I: Pre-conventional
Obeying and avoiding punishment.
“Will I be punished” or “Will I get caught”
Kohlberg’s Theory of Moral Development
Heinz should not seal
the drug because he
will be jailed.
Kohlberg’s Theory of Moral Development
Stage I: Pre-conventional
Obeying and avoiding punishment.
“Will I be punished” or “Will I get caught”
Stage II: Pre-conventional
Making a fair exchange or deal.
“Will I get a reward or praise”
Kohlberg’s Theory of Moral Development
Heinz should steal the
drug because he will
get love and praise
from his wife.
Kohlberg’s Theory of Moral Development
Stage I: Pre-conventional
Obeying and avoiding punishment.
“Will I be punished” or “Will I get caught”
Stage II: Pre-conventional
Making a fair exchange or deal.
“Will I get a reward or praise”
Stage III: Conventional
Pleasing others and getting their approval.
“Will my parents, family, or friends get mad at me”
Kohlberg’s Theory of Moral Development
Heinz should steal the drug
because he loves his wife
and because she and the
rest of his family will
approve.
Kohlberg’s Theory of Moral Development
Stage IV: Conventional
Doing what is right according to society.
“Is it right according to the law or my religion”
Kohlberg’s Theory of Moral Development
Heinz should steal the drug
because he has duty to
care for her, or he should
not steal the drug because
it is illegal.
Kohlberg’s Theory of Moral Development
Stage IV: Conventional
“Is it right according to the law”
“Is it right according to my religion”
Stage V: Post-Conventional
Social Contract
“There are exceptions to the rules”
“Greatest good for the greatest number”
Kohlberg’s Theory of Moral Development
Heinz should steal the drug because
life is more important than property in
this situation. He reasons that their
exceptions to the rule against stealing
other property.
Kohlberg’s Theory of Moral Development
Stage IV: Conventional
“Is it right according to the law” “Is it right according to my religion”
Stage V: Post-Conventional Social Contract
“There are exceptions to the rules” “Greatest good for the greatest number”
Stage VI: Post-Conventional Universal Ethical Principle
“Does it violate a universal principle I believe in” “The golden rule”
Heinz should steal the drug because of
the principle of preserving and
respecting life.
Kohlberg’s Theory of Moral Development
Kohlberg’s Theory of Moral Development
• Scott thought about leaving school early and
going to a baseball game. He stayed in school
because he was afraid of getting caught.
Kohlberg’s Theory of Moral Development
• Jessica’s friends were at the mall, and someone
suggested they do a little shoplifting just to see if
they could get away with it. Jessica wouldn’t
participate and said stealing is wrong and
against the law.
Kohlberg’s Theory of Moral Development
• Gary wants to spend time after school
volunteering at the hospital. However, he is a
good basketball player, and practice interferes
with his volunteer program. The coach and other
teammates pressure him to play. Grant decides
to play with the team.
Kohlberg’s Theory of Moral Development
• Monica, a young woman living in a war-torn
region of the world, distributes food to orphans
living in the streets. This activity is actually
against the law. She frequently has to deceive
the authorities in order to keep these children
alive. She feels she is doing the right thing
because she is saving lives.
Moral Development
• Pair Share Kohlberg’s Theory
– Which stage of the moral development do you
believe you are in? Why?
– What is one problem or criticism you have
with Kohlberg’s moral theory?
Moral Development
• Criticism of Kohlberg’s
• Limited practical value
– Carol Gilligan
• Ethics of care (video)