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Chapter 4 PowerPoint

chapter 4 summary

Uploaded by

Kiera BAILEY
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Developing Through the Life Span

Human Development

• The scientific study of the changes that


occur in people as they age from
conception until death
Nature versus Nurture
Nature versus Nurture

• Nature
– Influence of our inherited characteristics on
our personality, physical growth, intellectual
growth, and social interactions
• Nurture
– Influence of the environment on personality,
physical growth, intellectual growth, and
social interactions
• Behavioral genetics focuses on nature vs.
nurture
Conception and Twins

Monozygotic
twins

Dizygotic
twins
Continuity and Stages

• Stage theories
– Progress through stages in order
– Progress through stages related to age
– Major discontinuities in development

• Continuity of development theories


– Development is gradual and continuous
Developmental Research Designs
Longitudinal Design

Tested at 1 year Again at 4 years Again at 7 years


(Time 1) (Time 2) (Time 3)
Longitudinal Design

Compare Compare

Tested at 1 year Again at 4 years Again at 7 years


(Time 1) (Time 2) (Time 3)

Same Participants

Different Times Different Times Different Times


Cross-Sectional Design

Test 1-year-olds Test 4-year-olds Test 7-year-olds


Cross-Sectional Design

Compare Compare

Test 1-year-olds Test 4-year-olds Test 7-year-olds

Different Participants

Tested at the Same Time


Cross-Sequential Designs

• Combine longitudinal and cross-sectional


designs
• First assess different age groups
cross-sectional

• Follow-up and assess each age group


over time
longitudinal
Early Physical Development
Prenatal Development and the
Newborn
Reflexes
Reflexes
Physical Development in Infancy and Childhood

• The senses, except for vision, are fairly


well developed at birth
• Brain development
– Synaptic pruning: unused synaptic
connections and nerve cells are cleared away
to make way for functioning connections and
cells
Physical Development Milestones

2-4 2-5 4-6


months months months
Milestones

6-7 7-8 8-18


months months months
Cognitive Development in
Childhood
Stage Theory of Cognitive
Development
• Cognitive development
– Development of thinking, problem solving, and memory

• Jean Piaget
– Observed infants and children
– Developed a 4-stage theory of cognitive development

• Concepts to know:
– Schema – mental concept formed by children as they
experience new situations and events
– Assimilation – new experience interpreted using existing
mental structure
– Accommodation – changing existing mental structure to
explain new experience
GO WATCH:
Object Permanence and Conservation Tasks in Children
Cognitive Development
Lev Vygotsky proposed an alternative view
• Child’s mind grows through interactions
with the social environment
• Scaffolding offers children temporary
support as higher levels of thinking are
developed (between too easy and too
difficult)
• Language facilitates social mentoring and
provides the building blocks for thinking
Social Development
Social Development

• At Birth
– Preference for familiar faces and voices
– Gradually reacts to parent attention with coos
and googles
• Around 8 months
– Object permanence
– Stranger anxiety
• Around 13 months
– Stranger anxiety peaks
Temperament

• Behavioral characteristics that are fairly well


established at birth
– Easy: regular, adaptable,
and happy
– Difficult: irregular,
non-adaptable, and
irritable
– Slow to warm up: need to
adjust gradually to change
GO WATCH:
Ainsworth Strange Situation Video
GO WATCH:
Harlow Attachment Video
Attachment

• The emotional bond between an infant and


the primary caregiver
• Mary Ainsworth
– Strange situation studies
• Attachment styles:
– Secure
– Avoidant
– Ambivalent
– Disorganized-disoriented
Attachment

• Harry Harlow’s attachment studies


Attachment
• Attachment Styles and Later Relationship
– Sensitive, loving parent–infant relationships
foster basic, social trust
 Provide a positive foundation for adult relationships
 Contribute to lifelong attitude of trust (Erik Erikson)

• Deprivation of Attachment
– Children who experience enduring abuse do not
always thrive
– Abused children’s brains may contribute to
heightened reactivity
– Some abused children are resilient
Parenting Styles and Culture
• Parenting Styles (Baumrind and others)
– Authoritarian: Coercive
– Permissive: Unrestraining
– Negligent: Uninvolved
– Authoritative: Confrontive

• Culture and Child Raising


– All child-raising advice reflects:
 Advice-giver’s values
 Cultural values that vary across time and place
– Children thrive under various child-raising systems
Puberty and Adolescence
Puberty and Adolescence

• Adolescence
– 13 years old to early 20s
– No longer physically a child but is not yet an
independent, self-supporting adult
• Puberty
– Physical changes that occur in
the body as sexual
development reaches its peak
Egocentric Thinking

• Formal operations may begin to emerge


• Egocentric thought remains
– Personal fable
 Young people believe themselves to be unique and
protected from harm
– Imaginary audience
 Belief that other people are just as concerned
about the adolescent’s thoughts and
characteristics as they themselves are
Identity Formation
• Adolescent’s task is to solidify a sense of self,
typically occurring during early- to mid-teen
years
– Group identity
– Social identity
– Intimacy
Development of Moral Reasoning

• Lawrence Kohlberg
– Developed a theory of moral dev’t
– Only used boys in his studies

• Carol Gilligan
– Argued Kohlberg’s theory could only be applied
to the moral development of boys
– Developed a theory of moral development that
was specific to girls
Development of Moral Reasoning

• Lawrence Kohlberg
– Reasoning as opposed to behavior
 Moral dilemmas
– Measured nature and progression of moral
reasoning

– 3 levels, each with 2 sublevels


 Preconventional – reward/punishment
 Conventional – right and wrong, strict rule
 Postconventional – flexible rules
Example of Moral
Level (approximate age) Focus
Reasoning
Preconventional morality (before age 9) Self-interest; obey rules to avoid “If you save your loved
punishment or gain concrete one, you’ll be a hero.”
rewards.
Conventional morality (early Uphold laws and rules to gain “If you steal the
adolescence) social approval or maintain social medicine, everyone
order. will think you’re a
criminal.”
Postconventional morality (adolescence Actions reflect belief in basic “People have a right to
and beyond) rights and self-defined ethical live.”
principles.
Development of Moral Reasoning

• Carol Gilligan
– Used Kohlberg’s stages, but described focus as being on
relationships
Activity: Moral Dilemma
Adulthood and Beyond
Adulthood

• Begins in the early 20s and ends with old


age and death
– Divided into young adulthood, middle
adulthood, and late adulthood
– Emerging adulthood, time from late
adolescence through the 20s
Physical Development
• Women experience a physical decline in
the reproductive system
– Menopause: the cessation of ovulation and
menstrual cycles and the end of a woman’s
reproductive capability
 Occurs around age 50

• Andropause: gradual changes in the sexual


hormones and reproductive system of
males
Physical Development

• Increase in health problems


• Decrease in reaction time
• Challenges in memory most likely caused
by stress and high volumes of information
to maintain
Cognitive Development
• With age, some things are remembered well
(reminiscence bump)
• Individual differences occur in the capacity to
learn and remember
• Memory depends on the type of information
being retrieved, its meaningfulness, and
comprehension versus production
• Tip-of-the-tongue forgetting occurs more
frequently with age
Cognitive Development
Social Development
• Well-being across the lifespan is related to life
satisfaction, positive feelings, enhanced emotional
control, and positive relationships—not age

• The aging brain nurtures


positive feelings
– Less responsive amygdala

• Bad feelings associated


with negative events fade
faster
Biopsychosocial Influences on Aging

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