aguiar ap development

Development Across the Life Span




Development AcrossThe Life Span

Development AcrossThe Life Span

Studying Human Development




Think about it…!!?!??!!?!?

. TRUE OR FALSE: Playing classical music to an infant will boost their intelligence later in life.

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AinsworthTemperLanguageVygotskyPiaget

ConjoinedTwinsDNAHeredityMethods

PREVIEW ACTIVITY- TRUE/FALSEPREVIEW ACTIVITY- TRUE/FALSE

1. If a mother drinks heavily, her baby may be mentally retarded.2. Newborns see only a blur of meaningless light and dark shades.3. Before age 2, infants cannot think.4. Infants initially develop close attachment to their mothers

merely because they provide nourishment.5. Most abusive parents were themselves battered or neglected

as children.6. Four in five American teens say they “would choose my life the

way it is right now.”7. Menopause creates significant psychological problems for

women.8. Most mothers are depressed for a time after their children

grow up, leave home, and marry.9. People in their twenties and thirties report greater life

satisfaction than those in their sixties and seventies.10. The first two years of life provide a good basis for predicting a

person’s eventual personality traits.

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1. Intro to Development• Learning Goals:

– Students should be able to answer the following:3.1 How does life develop before birth?3.2 What are some newborn abilities?

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Rating Student Evidence4.0

ExpertI can teach someone else about life before birth and basic newborn abilities. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze life before birth and basic newborn abilities, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated life before birth and basic newborn abilities, but need to review this concept more.

1.0 Beginning

I don’t understand this concept and need help!

umandevelopmentumandevelopment

Study of

changes in

people from

conception until death

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social

physical

personality

personality

physical

social

Nature vs. NurtureNature vs. Nurture

So, is a person like Hitler born that way or did something happen to him to make him the person he was?

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Developmental Psychology DebatesDevelopmental Psychology Debates

• Nature vs. Nurture– What impacts our development more-

genetics or experience?• Continuity and stages

– Do we develop in stages (step-by-step) or is it a continuous processes that is more seamless?

• Stability and change– Does our early personality stay the

same or continue throughout life?

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• Ovum - egg• Fertilization -

uniting of egg and sperm

• Conception -moment pregnancy begins

• Zygote - cell resulting from egg-cell union

Conception & FertilizationConception & Fertilization

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Prenatal DevelopmentPrenatal Development

• Stage 1: Zygote– First 2 Weeks– First week- 100 cells– Specialization of cells begin– Placenta begins to form

• Stage 2: Embryo– 2-8 weeks– Heart starts to beat– Most vulnerable to teratogens

• Stage 3: Fetus– 8-40 weeks– Feet, hands have formed– Facial features are forming

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Teratogens (harmful agents)Teratogens (harmful agents)

• Smoking (Nicotine)– Low Birth Weight– Miscarriage, Premature– Low Oxygen Levels– Increase chance of SIDS

• Alcohol– Fetal Alcohol Syndrome

• Leading cause of mental retardation

• Increased hyperactivity• Delayed motor development• Increased depression and criminal

behavior in adults• Other Teratogens

– Viruses– X-rays– Heroin and Cocaine

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Addiction Withdrawal

FAS Features

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Newborn ReflexesNewborn Reflexes

• Rooting Reflex– Looking for food when

touched on the cheek• Swallowing Reflex

– Automatic swallowing• Stepping Reflex

– Step when held in standing position

• Grasping Reflex– Grab when middle of palm is

touched• Moro Reflex

– Arch back when frightened• Babinski Reflex

– Spreads toes

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Moro Reflex

Rooting Reflex

Learning Goal:3.1 How does life develop before birth?3.2 What are some newborn abilities?

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ExpertI can teach someone else about life before birth and basic newborn abilities. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze life before birth and basic newborn abilities, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated life before birth and basic newborn abilities, but need to review this concept more.

1.0 Beginning


2. Early Brain Development• Learning Goals:– Students should be able to answer the following3.3 How do researchers explore infants’ mental abilities?3.4 During infancy and childhood, how do the brain and motor skills develop?

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ExpertI can teach someone else about the assessment of infant abilities, and how brain and motors kills develop during infancy and childhood. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze the assessment of infant abilities, and how brain and motors kills develop during infancy and childhood, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with infant abilities, and how brain and motors kills develop during infancy and childhood, but need to review this concept more.

1.0 Beginning


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The Four Developmental DomainsThe Four Developmental Domains

Development of thinking, problem solving, and memory

Development of personality, relationships, and a sense of being male or female

MORAL

COGNITIVE

SOCIAL

PHYSICAL

Development of an understanding of

rules distinguishing right from wrong

Development of motor skills and

primary/secondary sex characteristics

Go to Cognitive Development

Go to Social DevelopmentGo to Moral Development

Go to Physical Development & Aging

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Habituation & Infant TestingHabituation & Infant Testing

• How do we test newborns and infants’ thinking?• Habituation: A decrease in responding with

repeated stimulation (Boredom)• Babies prefer human voices to other sounds• Babies gaze at human faces longer than other

shapes• Babies prefer to look at faces and images at a

distance of 8-12 inches away• Babies prefer their mother’s scent• Babies will suck more vigorously when they hear

their mother’s voice compared to another female voice. (they probably know the mother’s voice from prenatal experience)

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Infant Memory DevelopmentInfant Memory Development

• Maturation• biological growth processes that enable

orderly changes in behavior, relatively uninfluenced by experience.

• Infantile Amnesia

– Before age 3, the hippocampus and frontal lobes are underdeveloped.

– By age 4/5, long-term memories start to form

• The unconscious mind has memories for long periods of time

– Skin responses show that we react to photographs of former classmates, even though we do not recall them

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Babies only 3 months old can learn that kicking moves

a mobile, and they can retain that learning for a

month

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Section 2: Test Your KnowledgeSection 2: Test Your Knowledge

1. During what stage of prenatal development is the organism most vulnerable to teratogens?

A: Embryonic2. What is the leading cause of mental retardation in the US?

A: Fetal Alcohol Syndrome3. Which reflex helps a newborn find food sources when their

cheek is touched?

A: Rooting Reflex4. Why is habituation a good test of infant cognitive

abilities?

A: It allows us to judge their boredom levels5. What is it called when we can’t remember before age

three?

A: Infantile amnesia

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Learning Goal:3.3 How do researchers explore infants’ mental abilities?3.4 During infancy and childhood, how do the brain and motor skills develop?

19


ExpertI can teach someone else about the assessment of infant abilities, and how brain and motors kills develop during infancy and childhood. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze the assessment of infant abilities, and how brain and motors kills develop during infancy and childhood, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with infant abilities, and how brain and motors kills develop during infancy and childhood, but need to review this concept more.

1.0 Beginning


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Section 2: Drawing Life linesSection 2: Drawing Life lines

1. Think really hard and identify 10 past events that have had a lasting impact on your life…please write these down in your notes.

2. Try to predict 10 future events that you believe will significantly affect your development…write these down in your notes as well.

We will discuss in a few minutes…

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3. Piaget and Cognitive Development• Learning Goals:

– Students should be able to answer the following:

3.5 From the perspective of Piaget and of today’s researcher’s how does a child’s mind develop?

21


ExpertI can teach someone else about, Piaget’s perspective of how a child’s mind develops. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze Piaget’s perspective of how a child’s mind develops, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated Piaget’s perspective of how a child’s mind develops, but need to review this concept more.

1.0 Beginning


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Cognition: Piaget’s Stage TheoryCognition: Piaget’s Stage Theory

• Jean Piaget maintained that children are not just “little adults” but instead think quite differently about the world.

10.6 What are three ways of looking at cognitive development?

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Cognition: Piagetian TerminologyCognition: Piagetian Terminology

• Cognitive development• Organization• Schema

– A concept or framework that organizes and interprets information

• Assimilation– Interpreting ones new experiences in

terms of one’s existing schemas (Fits it into an existing category)

• Accommodation– Revising one’s current understanding

to incorporate new information (Creates a new category)

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Birth – 2 years• Children explore using

senses• Object permanence


Sensorimotor

Stage 1

Preoperational

Stage 2

Formal

Stage 4

ConcreteStage 3

Sensorimotor

Stage 1

Preoperational

Stage 2

Formal

Stage 4

ConcreteStage 3

Click on face to advance to stage. Click anywhere else to advance to next slide.

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Mnemonic DeviceMnemonic Device

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2 - 7 years• Egocentrism• Conservation

issues– Centration– Irreversibility


Preoperational

Stage 2

Formal

Stage 4

ConcreteStage 3

Sensorimotor

Stage 1


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Preoperational

Stage 2

Formal

Stage 4

ConcreteStage 3

Sensorimotor

Stage 1

7- 12 years• Conservation

– Decentration & reversability

• classification• Concrete logic


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12 years to adulthood• Abstractions & analogies• Hypothesis testing

– “What if…”

• Jigsaw review activity


Preoperational

Stage 2

Formal

Stage 4

ConcreteStage 3

Teenagers should be in Piaget’s formal operations stage. So, why don’t many teenagers think just like adults?

Sensorimotor

Stage 1


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Mnemonic Device…Sorry guysMnemonic Device…Sorry guys

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Cognitive Development (Jean Piaget)Cognitive Development (Jean Piaget)

• Sensorimotor – Age: Birth – 2 – Object Permanence– Stranger Anxiety

• Preoperational– Age: 2 – 7 – Egocentrism– Theory of Mind– Animism

• Concrete Operations– Age 7 – 12– Masters law of conservation– Math/Computation Abilities Start

• Formal Operations– Age 12 and up– Hypothetical Reasoning and Advanced Thinking– “Third Eye Problem” or “Blind World Problem”

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Cognition: Vygotsky’s ZonesCognition: Vygotsky’s Zones

According to Vygotsky,the novice needs socialinteraction to improve her skills.

The innermost circlerepresents learned tasks

Zone of proximal developmentTasks beyond the novice’sCurrent abilities

Scaffolding &social interactionbetween novice &expert

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Mr. Burnes34

What has Stewie not developed a sense of….?

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1. While out shopping with my future son, Damian, we meet one of my psychology students in Target. Damian asks the psychology student, “Does my Daddy give you treasure box in your class?” Which is Damian attempting to do- Assimilation or Accommodation?

A: Assimilation2. Little Johnny knows he has an older brother Billy, but when

asked if Billy has a brother, Johnny says no. What stage of cognitive development is Johnny in? A: Preoperational

3. “Max puts his chocolate into the cupboard. He goes out to play. While he is outside he can't see that his mother comes and transfers the chocolate from the cupboard into the table drawer. She then leaves to visit a friend. When Max comes home to get his chocolate, where will he look for it?” What psychological term does this test describe?

A: Theory of Mind

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Learning Goal:3.5 From the perspective of Piaget and of today’s researcher’s how does a child’s mind develop?

36


ExpertI can teach someone else about, Piaget’s perspective of how a child’s mind develops. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze Piaget’s perspective of how a child’s mind develops, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated Piaget’s perspective of how a child’s mind develops, but need to review this concept more.

1.0 Beginning


4. Attachment• Learning Goals:– Students should be able to answer the following:3.6 How do parent-infant attachment bonds form?3. 7 How have psychologists studied attachment differences, and what have they

learned about the effects of temperament and parenting?

37


ExpertI can teach someone else about, attachment bonds and the effects of attachment and parenting differences. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze attachment bonds and the effects of attachment and parenting differences, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated attachment bonds and the effects of attachment and parenting differences, but need to review this concept more.

1.0 Beginning


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Section 4: AttachmentSection 4: Attachment

• Learning Goals:– Students should be able to answer the

following:

1.How do parent-infant attachment bonds form?

2.How have psychologists studied attachment differences, and what have they learned about the effects of temperament and parenting?

38

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Early Social DevelopmentEarly Social Development

• Stranger Anxiety – Greet strangers by crying and/or reaching

for primary caregivers– Occurs at about 8 months (could be prior

to) – 14 months (or longer)

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Attachment: Harlow’s Monkey Study


• Body Contact– Monkeys and Humans prefer

warm, soft contact– Emotional communication occurs

through touch

• Tickles (arouse); Snuggles (sooth)

• Critical Period– Optimal period shortly after

birth when an organism starts to develop attachment

• Imprinting (Konrad Lorenz)– Animals form attachments

during a critical period early in life

– Example: Lambs raised near cows will follow cows around

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Video: Harlow

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– The Harlow’s conducted research in the early 1960s using rhesus monkeys to demonstrate the importance of intimate physical contact .

– They concluded that if isolated for that longer than six months, the more difficult adjustment becomes.

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Discussion Questions:Discussion Questions:

1. Should the same ethical constraints be imposed on animal research that exist for human subjects? Why or why not?

2. Do the Harlow studies imply that infants should be primary care givers? Why or why not?

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Attachment: Ainsworth’s StudyAttachment: Ainsworth’s Study

• Secure Attachment (Ainsworth)– When mom or dad come

back, the children will smile and runs to greet them

– Insecurely attached babies are probably a result of slow parent responsiveness

– Secure attachment leads to:

•Higher Self-Esteem•Better Social Skills•Leadership Qualities•More Positive

Emotions•Richer Friendships

43 Mr. Burnes

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TemperamentTemperament

• Temperament - behavioral characteristics established at birth–Easy –Difficult –Slow to warm up

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Temperament StudiesTemperament Studies

• Individual characteristic of emotional intensity and excitability

• Noticeable from the first few weeks of life and can last throughout a lifetime

45 Mr. Burnes

Learning Goal:3.6 How do parent-infant attachment bonds form?3. 7 How have psychologists studied attachment differences, and what have they learned about the effects of temperament and parenting?

46


ExpertI can teach someone else about, attachment bonds and the effects of attachment and parenting differences. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze attachment bonds and the effects of attachment and parenting differences, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated attachment bonds and the effects of attachment and parenting differences, but need to review this concept more.

1.0 Beginning


5: Self-Concept and Parenting Styles• Learning Goals:

– Students should be able to answer the following:3.8 How do children’s self-concepts develop, and how are children’s traits related to

parenting styles

47


ExpertI can teach someone else about the development of children’s self-concepts, and how their traits are related to parenting styles In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze development of children’s self-concepts, and how their traits are related to parenting styles and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated development of children’s self-concepts, and how their traits are related to parenting styles, but need to review this concept more.

1.0 Beginning


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Self-ConceptSelf-Concept

• How can children develop a positive sense of self?

• When are children self-aware?– About 18 months will touch a red spot on their

nose when looking in the mirror (Self Awareness)

• School Aged Children– Have a well-developed self concept– Children with positive self-concept are more:

•Confident independent, optimistic, assertive and sociable

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Types of ParentingTypes of Parenting

• How would you parent your kids?

Practice Description

Authoritarian

Parents impose rules and expect obedience.

PermissiveParents submit to childre

n ’s demands.

Authoritative

Parents are demanding but sensitive to their

children.

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Bad Parenting…Bad Parenting…

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Types of ParentingTypes of Parenting

Authoritative parenting correlates with social competence — other factors like common genes may lead to an easy-going temperament and may invoke an authoritative parenting style.

Strict

PermissiveAggressiveImmature

PermissiveAggressiveImmature

Cold WarmLenient

Inconsistent

Overindulgent

Neglecting

Careless

Detached

Detached

Possessive

Controlling

Supportive

Affectionate

Flexible

Authoritative

High Self-EsteemSocial Competence

Authoritarian

Low Self-EsteemPoor Social Skills

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Permissive

Learning Goal:3.8 How do children’s self-concepts develop, and how are children’s traits related to parenting styles

52


ExpertI can teach someone else about the development of children’s self-concepts, and how their traits are related to parenting styles In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze development of children’s self-concepts, and how their traits are related to parenting styles and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated development of children’s self-concepts, and how their traits are related to parenting styles, but need to review this concept more.

1.0 Beginning


6: Gender Development• Learning Goals:– Students should be able to answer the following:3.9 What are some ways in which males and females tend to be alike and to differ?

3.10 How do nature and nurture together from our gender?3.11 To what extent is our development shaped by early stimulation, by parents and

peers?

53


ExpertI can teach someone else about, the differences of gender, and how genetics and environment shape our gender. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze the differences of gender, and how genetics and environment shape our gender, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated the differences of gender, and how genetics and environment shape our gender, but need to review this concept more.

1.0 Beginning


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Gender DevelopmentGender Development

• MALES– 40% more muscle– 4x alcohol, suicide– More autism and ADHD– More physically aggressive– Perceived as more socially

dominant– 10 to 1 arrest ratio– Play in large groups– Suffer from male answer

syndrome

• FEMALES– 5 Inch Shorter– Live 5 years longer– More prone to

depression and anxiety– More likely to “tend and

befriend others” while playing in small groups

– 10x eating disorder– Express emotion more

freely– Spend more time

making connections with others

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The Nature of GenderThe Nature of Gender

• The 23rd Pair– XX- Female– XY- Male

• The Prenatal Brain– More Testosterone for boys– Females exposed to more testosterone

in the womb have more masculine features & are frequently treated more like boys

• Brain Development– Females have larger area for language– Males have larger area for spatial

reasoning

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The Nurture of GenderThe Nurture of Gender

• Gender Roles– A set of expected behaviors for males and

females– Similar to stereotypes– Example: Men drive the car– Vary from culture to culture– Vary from generation to generation

(today’s gender is androgynous)

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The Nurture of GenderThe Nurture of Gender

• Raising Children– Gender Identity

• Our sense of being male or female

– Social Learning Theory• Children learn gender roles

based on how others are rewarded or punished

• Ex. Dad rewards boys for sticking up for themselves in a fight

– Gender Schema Theory• Children learn gender roles

based on culture and then adjust behavior accordingly (uses cognition)

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• Primary: organs for reproduction. Males=testicles females=uterus.

• Secondary: traits characterized by hormonal changes such as the differences due to puberty.

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Primary vs. Secondary Sex Characteristics:

Primary vs. Secondary Sex Characteristics:

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Early ExperiencesEarly Experiences

• Prenatal Environment– Identical twins who share the same

placenta are more alike than those who do not, suggesting prenatal influences on psychological traits.

• Experiences and Brain Development– Enriched vs. Impoverished Environments– Massage and Touch for Premature babies

expands neural pathways

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Parents vs. PeersParents vs. Peers

• Parents have an influence…– Religion– Political attitudes– Personal manners

• Peers have an influence…– Music– Food– Language– Drugs and Smoking

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• What do you believe has more of an influence on your personal development in the following?

1.Parents or Peers

2.Nature or Nurture

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WHY DO YOU BELIEVE THIS?

Learning Goal:3.9 What are some Ways in which males and females tend to be alike and to differ?3.10 How do nature and nurture together from our gender?3.11 To what extent is our development shaped by early stimulation, by parents and peers?

63


ExpertI can teach someone else about, the differences of gender, and how genetics and environment shape our gender. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze the differences of gender, and how genetics and environment shape our gender, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated the differences of gender, and how genetics and environment shape our gender, but need to review this concept more.

1.0 Beginning


7: Adolescence and Cognitive Changes• Learning Goals:

– Students should be able to answer the following:3.12 How did Piaget, Kohlberg, and later researchers describe adolescent cognitive

and moral development?

64


ExpertI can teach someone else about, how Piaget, Kolhberg and other researchers describe cognitive and moral development. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze how Piaget, Kolhberg and other researchers describe cognitive and moral development, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated how Piaget, Kolhberg and other researchers describe cognitive and moral development, but need to review this concept more.

1.0 Beginning


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Adolescence: Cognitive ChangesAdolescence: Cognitive Changes

• The brain undergoes…

1. Pruning of unused neurons and connections to make the brain more efficient

2. Myelin increases around axons in the frontal lobe to help developing reasoning power

• Teens start to think about…

1. What other people think about them

2. Their own unique feelings (but not so unique)

3. How parents can be flawed and imperfect

4. How delayed gratification can influence life

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Adolescence: Moral Development (Kohlberg)Adolescence: Moral Development (Kohlberg)

• Preconventional Morality: Before age 9, children show morality to avoid punishment or gain reward.

• Conventional Morality: By early adolescence, social rules and laws are upheld for their own sake.

• Postconventional Morality: Affirms people’s agreed-upon rights or follows personally perceived ethical principles.

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Criticisms of KohlbergCriticisms of Kohlberg

• Carol Gilligan pointed out that Kohlberg only tested boys.

• Boys tend to have more absolute value of morality.

• Girls tend to look at situational factors.

• Piaget said that moral development occurred along the lines of cognitive development

Heinz Example of Morality

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Adolescence: Moral DevelopmentAdolescence: Moral Development

• ‘Heinz Moral Dilemma’– A woman is near death from cancer. One drug might

save her, a form of radium that a druggist in the same town had recently discovered. The druggist was charging $2000, ten times what the drug cost him to make. The sick woman’s husband, Heinz went to everyone he knew to borrow the money, but could only gather $1000. Heinz went to the druggist and ask him to sell the drug to him cheaply or on a payment plan, but the druggist refused. Heinz came back that night, broke into the store and stole the drug. Should he have done this? Why or Why Not?

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Social intuitionists view of moralitySocial intuitionists view of morality

• You see a runaway train with 10 people on it headed for certain death, but if you pull a switch to save the ten people, you know it will kill someone else. DO you do it?

• If you had to kill a stranger to save 10 people, would you do it?

• Did you have a gut-reaction to this before your cognitions kicked in?

• Social intuitionists believe we are wired for moral feelings before moral cognitions

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According to Lawrence Kohlberg, children at the first level of moral reasoning make judgments about right and wrong on the basis of:

A. cultural norms

B. social conventions

C. religious beliefs

D. the likelihood of punishment

E. the approval of siblings and same-sex parents

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Learning Goal:3.12 How did Piaget, Kohlberg, and later researchers describe adolescent cognitive and moral development?

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ExpertI can teach someone else about, how Piaget, Kolhberg and other researchers describe cognitive and moral development. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze how Piaget, Kolhberg and other researchers describe cognitive and moral development, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated how Piaget, Kolhberg and other researchers describe cognitive and moral development, but need to review this concept more.

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8: Social Development in Adolescence• Learning Goals:


3.11 What are the social tasks and challenges of adolescence?

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I can analyze about the challenges and social tasks of adolescence, and compare/contrast the Aspects of the learning goal.

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I can identify terms associated about the challenges and social tasks of adolescence, but need to review this concept more.

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Adolescence: Social Changes Adolescence: Social Changes

• Self-esteem is at its lowest at age 12• Peer Pressure is at its highest at age 15• Teens typically “try out” different selves

(this is healthy)• Only about 20% of teens actually wish they

were someone else• Teens report being happiest when with

friends and unhappiest when alone• Erik Erikson believes that Identity needs to

be established before intimacy takes place

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Erik EriksonErik Erikson

• A neo-Freudian• Worked with Anna

Freud• Thought our

personality was influenced by our experiences with others.

• Stages of Psychosocial Development.

• Each stage centers on a social conflict.

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Trust vs. MistrustTrust vs. Mistrust

Age Important Event

Description

Birth - 18 months

Feeding Infants form a loving, trusting relationship with parents; they also learn to mistrust others.

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Trust v. MistrustTrust v. Mistrust

• Can a baby trust the world to fulfill its needs?

• The trust or mistrust they develop can carry on with the child for the rest of their lives.

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Autonomy vs. Shame and DoubtAutonomy vs. Shame and Doubt

Age Important Event

Description

18 months - 3 Years

Toilet Training

Child's energies are directed toward physical skills: walking, grasping, and toilet training. The child learns control along with a healthy dose of shame and doubt. (“NO”)

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Autonomy V. Shame & DoubtAutonomy V. Shame & Doubt

• Toddlers begin to control their bodies (toilet training).

• Control Temper Tantrums

• Big word is “NO”• Can they learn

control or will they doubt themselves?

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Initiative vs. GuiltInitiative vs. Guilt

Age Important Event

Description

3 - 6 Years Independence Child becomes more assertive, takes more initiative, becomes more forceful.

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Initiative V. GuiltInitiative V. Guilt

• Word turns from “NO” to “WHY?”

• Want to understand the world and ask questions.

• Is there curiosity encouraged or scolded?

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Industry vs. InferiorityIndustry vs. Inferiority

Age Important Event

Description

6 - 12 Years School The child must deal with demands to learn new skills while risking a sense of inferiority and failure

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Industry v. InferiorityIndustry v. Inferiority

• School begins• We are for the first

time evaluated by a formal system and our peers.

• Do we feel good or bad about our accomplishments?

• Can lead to us feeling bad about ourselves for the rest of our lives…inferiority complex.

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Identity vs. Role ConfusionIdentity vs. Role Confusion

Age Important Event

Description

Adolescence Peers Teens must achieve self-identity while deciphering their roles in occupation, politics, and religion.

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Identity v. Role ConfusionIdentity v. Role Confusion

• In our teenage years we try out different roles.

• Who am I?• What group do I

fit in with?• If I do not find

myself I may develop an identity crisis.

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Intimacy vs. IsolationIntimacy vs. Isolation

Age Important Event

Description

Young Adult Relationships The young adult must develop marriage-seeking relationships while combating feelings of isolation.

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Intimacy v. IsolationIntimacy v. Isolation

• Have to balance work and relationships.

• What are my priorities?

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MarriageMarriage

• At least a 5 to 1 ratio of positive to negative interactions is a clear indicator of a healthy relationship.

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Generativity vs. StagnationGenerativity vs. Stagnation

Age Important Event

Description

Middle Adult Parenting Assuming the role of parents signifies the need to continue the generations while avoiding the inevitable feeling of failure.

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Generativity v. StagnationGenerativity v. Stagnation

• Is everything going as planned?

• Am I happy with what I created?

• Mid –life crisis!!!

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Integrity vs. DespairIntegrity vs. Despair

Age Important Event

Description

Late Adult Life Reflection

Acceptance of one's lifetime accomplishments and sense of fulfillment.

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Integrity v. DespairIntegrity v. Despair

•Look back on life.

•Was my life meaningful or do I have regret?

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Section 8: Erikson Recap VideoSection 8: Erikson Recap Video

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Learning Goal:3.11 What are the social tasks and challenges of adolescence?

93


ExpertI can teach someone else about, about the challenges and social tasks of adolescence. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze about the challenges and social tasks of adolescence, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated about the challenges and social tasks of adolescence, but need to review this concept more.

1.0 Beginning


9: Issues in Adulthood Part 1• Learning Goals:

– Students should be able to answer the following:3.14 What physical changes occur during middle and late adulthood?3.15 How does memory and intelligence change with age?

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ExpertI can teach someone else about the physical and intellectual changes that occur with age In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze the physical and intellectual changes that occur with age , and compare/contrast the Aspects of the learning goal.

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I can identify terms associated the physical and intellectual changes that occur with age, but need to review this concept more.

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Precursor: The Adolescent BrainPrecursor: The Adolescent Brain

• Pruning-the killing off of unused neurons

• Myelination and frontal lobe-the currently active and frequently used neurons become stronger; this givse way to impulsive and fluid thinking.

• Limbic system- becomes over stimulated, which results in hormonal changes: could result in extreme aggression, fear, and sexual excitement

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Adulthood: Physical ChangesAdulthood: Physical Changes

• Muscular strength, reaction time, sensory abilities and cardiac output begin to decline after the mid-twenties.

• Around age 50, women go through menopause (caused by a decrease in estrogen), and men experience decreased levels of testosterone and fertility.

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Adulthood: Physical ChangesAdulthood: Physical Changes

• After age 70, hearing, distance perception, and the sense of smell diminish, as do muscle strength, reaction time, and stamina.

• After 80, neural processes slow down, especially for complex tasks.

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Physical Milestones…Hooray!Physical Milestones…Hooray!

• Menopause• Erectile

Disfunction• Sensory

Abilities begin to decline

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Adulthood: Cognitive ChangesAdulthood: Cognitive Changes

– Senile Dementia• Mental Erosion• Not all people develop dementia

– Alzheimer’s Disease• A form of severe dementia• Presents with flat affect• Neurons breakdown and plaque forms• Affects neurons producing Acetylcholine• Prospective Memory declines: remembering to do

tasks in the future.

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Alzheimer’s DiseaseAlzheimer’s Disease

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HealthHealth

• Bad news: is as we get older our immune system weakens, thus we become more susceptible to life threatening ailments (cancer).

• Good News: because older build up a collection of antibodies throughout the years, they get minor colds less often.

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Longitudinal vs. Cross-Sectional StudiesLongitudinal vs. Cross-Sectional Studies

• Used to study how people change over time– Longitudinal Study

• Studying the same people (cohort) for a long period of time

• Pro: Same people, so variables don’t change• Con: Expense, time-consuming, people die/get lost

– Cross-Sectional Study• Study different ages at the same time• Pro: Cheaper and quicker than longitudinal• Con: different people means different variables

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Which do you think is more valid and reliable?

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Aging and Intelligence (Cattell)Aging and Intelligence (Cattell)

• Crystallized Intelligence– Accumulated Knowledge– Example: Vocabulary and Factual

Knowledge• Fluid Intelligence

– Ability to reason speedily and abstractly (figure things out fast)

– Helps when approached with new problems

– Decreases slowly to age 75, then rapidly– Example: Scientists best work is usually

when they are younger, authors when they are older

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Vocabulary and General

Knowledge increase with

age, while abstract

reasoning decreases with

age

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Car Accidents and the ElderlyCar Accidents and the Elderly

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1.Based on your learning today, what do you fear most about getting older?

2. Which of the following studies demonstrates a cross-sectional research design?

A.testing 1st graders, and then testing them again in 3rd grade

B.testing first graders at the end of the school year

C.testing first, third and fifth graders at the beginning of the school year

D.observing first graders as they test in two different subject areas

E.observing first graders as they interact with other third graders or first graders.

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Learning Goal:3.14 What physical changes occur during middle and late adulthood?3.15 How does memory and intelligence change with age?

106


ExpertI can teach someone else about the physical and intellectual changes that occur with age In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze the physical and intellectual changes that occur with age , and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with the physical and intellectual changes that occur with age, but need to review this concept more.

1.0 Beginning


10: Issues of Adulthood• Learning Goals:


3.16 What themes and influences mark our social journey from early adulthood to death?

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ExpertI can teach someone else about, the themes of our social journey from early adulthood to death. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze the themes of our social journey from early adulthood to death, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated the themes of our social journey from early adulthood to death, but need to review this concept more.

1.0 Beginning


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Adulthood: Social DevelopmentAdulthood: Social Development

• Middle Adulthood (40’s and beyond)– It was once thought that this is

when a midlife crisis occurs, but research disproves the midlife crisis

– Divorce, Suicide and Anxiety do not peak in midlife

• Social Clock Theory– The “right time to do things”

(like leave home)– This theory goes against age-

linked stages such as the midlife crisis, because the social clock varies by culture.

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Transition to MarriageTransition to Marriage

• Research suggests that men and women are both marrying later in life compared to 40 years ago.

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• Love (Intimacy)

1. Meeting Someone

1. Chance encounters help set up love

2. 95% of identical twins do not have feelings for the other twin’s spouse

2. Successful Marriages

1. One to five negative to positive interactions

2. Five times more touching

3. Equality & Self-disclosure

4. Fights are fair and calm

3. Divorce

1. 1 in 2 marriages end in divorce

2. Less likely to get divorced if (1) well educated and (2) married after 20

3. Higher divorce rates for those who live together before marriage

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– Empty Nest Syndrome

1. When the last child leaves home, some women feel depressed

2. Research suggests it only happens to a few women– Work (Generativity)

1. Most North Americans define themselves by their careers

2. On average, the typical adult will change their career five times in life

3. Most satisfied workers report it is not the pay, but the quality of the work that makes them happy.

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Death & Dying (Elizabeth Kubler-Ross)Death & Dying (Elizabeth Kubler-Ross)

• Stages of Grief & Dying

1. Denial2. Anger3. Bargaining4. Depression5. Acceptance

• There is no “normal” reaction or series of grief stages after the death of a loved one. Grief is more sudden if death occurs unexpectedly.

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Learning Goal:3.16 What themes and influences mark our social journey from early adulthood to death?

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ExpertI can teach someone else about, the themes of our social journey from early adulthood to death. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze the themes of our social journey from early adulthood to death, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated the themes of our social journey from early adulthood to death, but need to review this concept more.

1.0 Beginning


aguiar ap development

Education

years of life

greater life satisfaction10

infants mental abilities

basic newbornabilities

development learning

teratogens stage

rating student evidence4

aspects ofthe learning