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Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Developm ent ©John Wiley & Sons, Inc. 2010

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Page 1: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Lecture Overview

• Studying Development

• Physical Development

• Cognitive Development

• Social-Emotional Development

©John Wiley & Sons, Inc. 2010

Page 2: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Studying Development

• Developmental Psychology: studies age-related changes in behavior & mental processes from conception to death

©John Wiley & Sons, Inc. 2010

Page 3: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

©John Wiley & Sons, Inc. 2010

Page 4: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Studying Development– Key Theoretical Debates

• Nature vs. Nurture: heredity vs. environment• Continuity vs. Stages: continuous & gradual

vs. periods of abrupt change followed by periods of little change

• Stability vs. Change: characteristics maintained vs. characteristics vary over time

©John Wiley & Sons, Inc. 2010

Page 5: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Studying Development (Continued)

• What position on these three debates is most correct? Most psychologists support the interactionist perspective, which recently evolved into the biopsychosocial model.

©John Wiley & Sons, Inc. 2010

Social Psychological

Biological

Page 6: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Pause & Reflect: Critical Thinking

Behaviorist John Watson said: “Give me a dozen healthy infants, well-formed, & my own specified world to bring them up in, & I'll guarantee to take anyone at random & train them to become any type of specialist I might select-- doctor, lawyer, artist, merchant-chief, &, yes, even beggar man & thief, regardless of his talents, penchants, tendencies, abilities, vocations, & race of his ancestors." (Boakes, 1984, pp. 226) Do you agree? Why or why not?

©John Wiley & Sons, Inc. 2010

Page 7: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Cultural Guidelines for Developmental Research

• Culture is a very important determinant.• Development cannot be studied outside its

socio-cultural context.• Each culture’s ethno-theories are important

determinants.• Culture is largely invisible to participants.

©John Wiley & Sons, Inc. 2010

Page 8: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Physical Development—The Moment of Conception

©John Wiley & Sons, Inc. 2010

Page 9: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Physical Development—Three Stages of Prenatal Development

1. Germinal Period: conception to uterine implantation

2. Embryonic Period: uterine implantation through the eighth week

3. Fetal Period: eighth week until birth

©John Wiley & Sons, Inc. 2010

Page 10: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Physical Development—Three Stages of Prenatal Development

©John Wiley & Sons, Inc. 2010

Page 11: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Physical Development—Hazards to Prenatal Development

• Teratogens: environmental agents that cause damage during prenatal development

• Categories of teratogens:– Legal & illegal drugs– Diseases & malnutrition– Exposure to X-rays & stress

©John Wiley & Sons, Inc. 2010

Page 12: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Physical Development—Hazards to Prenatal Development

©John Wiley & Sons, Inc. 2010

Page 13: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Physical Development—Early Childhood

• Three key areas of early childhood development: –Brain –Motor–Sensory/perceptual

©John Wiley & Sons, Inc. 2010

Page 14: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Physical Development—Prenatal Brain Development

©John Wiley & Sons, Inc. 2010

Page 15: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Physical Development—Brain Development

• As a child develops, his or her neurons grow in size & the number of dendrites & axons increase.

©John Wiley & Sons, Inc. 2010

Page 16: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Lifespan Changes in Body Proportions

©John Wiley & Sons, Inc. 2010

Page 17: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Physical Development—Early Childhood

• Milestones in motor development

©John Wiley & Sons, Inc. 2010

Page 18: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Physical Development—Sensory & Perceptual Development

• Smell, taste, touch, & hearing are well developed at birth.

• Vision is poorly developed at birth.

©John Wiley & Sons, Inc. 2010

Page 19: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Cognitive Development

• Jean Piaget believed infants begin at a cognitively “primitive” level & progress in distinct stages.

• Piaget’s schemas are the most basic unit of intellect, which act as patterns that organize interactions with the environment.

©John Wiley & Sons, Inc. 2010

Page 20: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Cognitive Development (Continued)

• Schemas grow & change due to:

– Assimilation: absorbing new information into existing schemas

– Accommodation: adjusting old schemas or developing new ones to better fit with new information

©John Wiley & Sons, Inc. 2010

Page 21: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Cognitive Development—

• Sensorimotor: birth-2 years• Preoperational: 2-7 years• Concrete Operational: 7-11 years• Formal Operational: 11 years & up

©John Wiley & Sons, Inc. 2010

Page 22: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

©John Wiley & Sons, Inc. 2010

Page 23: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

©John Wiley & Sons, Inc. 2010

Page 24: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Assessing Piaget’s Theory—Two Major Criticisms

1. Underestimated abilities (e.g., newborns can imitate facial expressions)

2. Underestimated genetic & cultural influences

©John Wiley & Sons, Inc. 2010

Page 25: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Social-Emotional Development

• Social Development• Attachment: strong

affectional bond with special others that endures over time – Harlow’s work with

monkeys--feeding or contact comfort?

©John Wiley & Sons, Inc. 2010

Page 26: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Social-Emotional Development—Three Levels of Attachment

• Ainsworth’s strange situation procedure identified three types of attachment in children:

1. Securely Attached Child stays close to mother, shows moderate distress when separated, & is happy when mother returns.

©John Wiley & Sons, Inc. 2010

Page 27: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Three Levels of Attachment (Continued)

2. Avoidant: Child treats mother & stranger the same & rarely cries when mother leaves.

3. Anxious/Ambivalent: Child is upset when mother leaves. When mother returns, child seeks closeness, but also squirms away.

©John Wiley & Sons, Inc. 2010

Page 28: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Pause & Reflect: Psychology at Work

• Research suggests the attachment patterns we develop as infants may carry over into similar patterns in our adult romantic relationships.

©John Wiley & Sons, Inc. 2010

Page 29: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Social-Emotional Development—Baumrind’s Three Parenting Styles

1. Permissive (Permissive-Neglectful & Permissive-Indulgent)

2. Authoritarian3. Authoritative• Identified by degree of

control/demandingness (C) & warmth/ responsiveness (W)

©John Wiley & Sons, Inc. 2010

Page 30: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Social-Emotional Development—Baumrind’s Three Parenting Styles

1. Permissivea.Permissive-Neglectful Few limits or control (Lo C), little warmth or responsiveness (Lo W)

b.Permissive-Indulgent Few limits or control (Lo C), high warmth & responsiveness (Hi W)

©John Wiley & Sons, Inc. 2010

Page 31: Lecture Overview Studying Development Physical Development Cognitive Development Social-Emotional Development ©John Wiley & Sons, Inc. 2010

Baumrind’s Three Parenting Styles (Continued)

2. Authoritarian Highly controlling (Hi C), little warmth or responsiveness (Lo W)

3. Authoritative Set & enforce firm limits (Hi C), high warmth or responsiveness (Hi W)

Study Tip: • Two “Rs” in

AuthoRitaRian = “Rigid Ruler!”

• Two “Ts” in AuThoriTative = “Tender Teacher!”

©John Wiley & Sons, Inc. 2010