Developing Through Developing Through the Life Spanthe Life Span

Chapter 5Chapter 5

What is Developmental What is Developmental Psychology?Psychology?

A branch of psychology that studies A branch of psychology that studies physical, cognitive and social changes physical, cognitive and social changes from conception to death.from conception to death.

3 major areas of research3 major areas of research– Nature vs. NurtureNature vs. Nurture– Continuity vs. Stages – does development Continuity vs. Stages – does development

occur continually or in distinct stages?occur continually or in distinct stages?– Stability vs. Change – do our personality traits Stability vs. Change – do our personality traits

persist throughout life or do we become persist throughout life or do we become different as we age?different as we age?

Prenatal DevelopmentPrenatal Development

Development begins at conception.Development begins at conception.

11stst known photo of Michael Phelps known photo of Michael Phelps

Prenatal DevelopmentPrenatal Development 3 stages of prenatal development3 stages of prenatal development

– Zygote: conception to 2 weeksZygote: conception to 2 weeks Less than ½ of all fertilized eggs survive beyond this Less than ½ of all fertilized eggs survive beyond this

period.period. Cells begin to divide and differentiate into specialized Cells begin to divide and differentiate into specialized

areas (brain, heart, etc.)areas (brain, heart, etc.)– Embryo: 2 weeks to 8 weeksEmbryo: 2 weeks to 8 weeks

Organs begin to develop; heart begins to beatOrgans begin to develop; heart begins to beat All major organs are present except sex organsAll major organs are present except sex organs

– Fetus: 9 weeks to birthFetus: 9 weeks to birth By month 6 – organs are developed enough to By month 6 – organs are developed enough to

survive a premature birth.survive a premature birth. Fetus responds to sound and will shield eyes if light is Fetus responds to sound and will shield eyes if light is

presented.presented.

Prenatal DevelopmentPrenatal Development

Genetic and Environmental Factors Genetic and Environmental Factors affect prenatal development.affect prenatal development.

The The placentaplacenta, which transfers oxygen , which transfers oxygen and nutrients from the mother to the and nutrients from the mother to the fetus, also screens out potentially fetus, also screens out potentially harmful substances.harmful substances.

Some environmental agents or Some environmental agents or viruses, called viruses, called teratogensteratogens, cross , cross through the placenta and can affect through the placenta and can affect development.development.

Prenatal DevelopmentPrenatal Development TeratogensTeratogens, include things like nicotine, , include things like nicotine,

alcohol, drugs (prescription and illegal), alcohol, drugs (prescription and illegal), environmental pollution, bacteria, viruses environmental pollution, bacteria, viruses (HIV).(HIV).

There are critical and sensitive periods for There are critical and sensitive periods for each organ to risk major or minor defects.each organ to risk major or minor defects.

Research shows that teens who mother’s Research shows that teens who mother’s drank during pregnancy run a higher risk drank during pregnancy run a higher risk for heavy drinking and alcohol dependence.for heavy drinking and alcohol dependence.

Babies of smokers are at greater risk for Babies of smokers are at greater risk for low birth weight.low birth weight.

Infant and Childhood Infant and Childhood DevelopmentDevelopment

Body GrowthBody Growth– Rapid Growth occurs in the 1Rapid Growth occurs in the 1stst two years of life two years of life

Height will increase by approximately 75% by age 2 Height will increase by approximately 75% by age 2 (36 inches)(36 inches)

Weight will quadruple by age 2 (30 lbs)Weight will quadruple by age 2 (30 lbs)

Brain GrowthBrain Growth– Most of the brain cells (approx. 23 billion) you Most of the brain cells (approx. 23 billion) you

will have in your life, are present at birth.will have in your life, are present at birth.– Neural connections are immature, allowing for Neural connections are immature, allowing for

rapid learning and development.rapid learning and development.

Infant and Childhood Infant and Childhood DevelopmentDevelopment

Motor DevelopmentMotor Development– Sequence of motor development is universal Sequence of motor development is universal

although timing differs.although timing differs. ¼ of all US babies walk by 11 months; ½ by 12 ¼ of all US babies walk by 11 months; ½ by 12

months; 90% by 15 monthsmonths; 90% by 15 months– Skills emerge as the nervous system develops; Skills emerge as the nervous system develops;

cerebellum (back of the brain) also develops cerebellum (back of the brain) also develops rapidly during this first year.rapidly during this first year.

– Genes play a huge partGenes play a huge part Identical twins typically sit up and walk within days of Identical twins typically sit up and walk within days of

each other.each other.– If muscular and neural development hasn’t If muscular and neural development hasn’t

matured, attempts to toilet train has limited matured, attempts to toilet train has limited effect.effect.

Childhood Cognitive Childhood Cognitive DevelopmentDevelopment

CognitionCognition: All the mental activities : All the mental activities associated with thinking, knowing, associated with thinking, knowing, remembering and communicating.remembering and communicating.

Developmental psychologist Jean Developmental psychologist Jean Piaget began studying cognitive Piaget began studying cognitive development in children in 1920’s.development in children in 1920’s.

Noticed while administering IQ tests Noticed while administering IQ tests that most children gave the same that most children gave the same wrong answers based on age.wrong answers based on age.

Piaget’s Cognitive TheoryPiaget’s Cognitive Theory

Piaget believed cognitive Piaget believed cognitive development occurred in distinct development occurred in distinct stages, as child’s brains matured.stages, as child’s brains matured.

An infant’s mind is blank at birth and An infant’s mind is blank at birth and begins to form begins to form schemasschemas: concepts or : concepts or frameworks that organizes and frameworks that organizes and interprets informationinterprets information

Piaget’s Cognitive TheoryPiaget’s Cognitive Theory

As children experience the world, As children experience the world, they they assimilateassimilate new information new information based on their current based on their current understanding.understanding.

SchemaSchema

DogDog DogDog Dog? Dog?

Piaget’s Cognitive TheoryPiaget’s Cognitive Theory

As we interact more with the world, As we interact more with the world, we we accommodateaccommodate (adapt our current (adapt our current understanding to incorporate new understanding to incorporate new information) our schemas.information) our schemas.

Dog SchemaDog Schema Cat Cat SchemaSchema

DogDog DogDog Cat Cat

Piaget’s Cognitive TheoryPiaget’s Cognitive Theory

Piaget believes people move through 4 Piaget believes people move through 4 distinct stages of cognitive development.distinct stages of cognitive development.

11stst stage – Sensorimotor stage (birth to 2) stage – Sensorimotor stage (birth to 2)– Infants and toddlers “think” with their hands, Infants and toddlers “think” with their hands,

ears, eyes and other sensorimotor equipment.ears, eyes and other sensorimotor equipment.– Thinking occurs outside of their headThinking occurs outside of their head– Object PermanenceObject Permanence develops after about 8 develops after about 8

months of age.months of age. An awareness that objects continue to exist outside An awareness that objects continue to exist outside

of our view.of our view.

Piaget’s Cognitive TheoryPiaget’s Cognitive Theory 22ndnd stage – Preoperational stage (Age 2 -6/7) stage – Preoperational stage (Age 2 -6/7)

– In this stage, children are not able to perform In this stage, children are not able to perform mental actions that obey logical rulesmental actions that obey logical rules

– During preoperational stage, there is a huge During preoperational stage, there is a huge increase in representational, or symbolic increase in representational, or symbolic thinking.thinking.

– Inability to comprehend Inability to comprehend ConservationConservation – the idea – the idea that certain physical characteristics of objects that certain physical characteristics of objects remain the same, even when the outward remain the same, even when the outward appearance changes.appearance changes.

Egocentrism Egocentrism – difficulty taking another’s – difficulty taking another’s point of view. (standing in front of TV, point of view. (standing in front of TV, blocking your view)blocking your view)

Pretend Play, magical thinking emerges.Pretend Play, magical thinking emerges.

Piaget’s Cognitive TheoryPiaget’s Cognitive Theory

33rdrd Stage – Concrete Operational Stage – Concrete Operational Stage (Age 7 – 11)Stage (Age 7 – 11)– In this stage, kids begin to think logically In this stage, kids begin to think logically

about concrete events, can grasp about concrete events, can grasp concrete analogies and perform concrete analogies and perform mathematical operations.mathematical operations.

– Can master conservation and Can master conservation and manipulate mathematical problems manipulate mathematical problems mentally.mentally.

Piaget’s Cognitive TheoryPiaget’s Cognitive Theory

44thth Stage – Formal Operational Stage Stage – Formal Operational Stage (12+)(12+)– In this stage, abstract reasoning In this stage, abstract reasoning

becomes possible. Ability to engage in becomes possible. Ability to engage in hypothetical thinking and deducing hypothetical thinking and deducing consequences.consequences.

– Formal operations begin before this Formal operations begin before this stage but become more fully developed stage but become more fully developed in adolescence.in adolescence.

Theory of Mind and AutismTheory of Mind and Autism

Theory of MindTheory of Mind: people’s ideas about : people’s ideas about their own and others’ mental states – their own and others’ mental states – their feelings, perceptions, and thoughts their feelings, perceptions, and thoughts and how behavior may predict these.and how behavior may predict these.

Typical children develop the ability to Typical children develop the ability to take other’s perspectives over time. take other’s perspectives over time.

People with Autism lack the ability to People with Autism lack the ability to take other people’s perspective, take other people’s perspective, therefore resulting in an therefore resulting in an impaired impaired theory of mindtheory of mind..

Theory of Mind TestTheory of Mind Test

Attachment TheoryAttachment Theory

Attachment:Attachment: An emotional tie with An emotional tie with another person. Exhibited in young another person. Exhibited in young children by seeking closeness to the children by seeking closeness to the caregiver and showing distress on caregiver and showing distress on separation.separation.

Attachment begins at birth, through Attachment begins at birth, through trusting that their needs will be met.trusting that their needs will be met.– Beyond basic needs, attachment forms Beyond basic needs, attachment forms

through touch, soothing, social interaction through touch, soothing, social interaction and familiarity.and familiarity.

Attachment TheoryAttachment Theory Mary Ainsworth developed Mary Ainsworth developed The Strange The Strange

SituationSituation experiment that studied attachment experiment that studied attachment differences among mothers and infants.differences among mothers and infants.– Sensitive, responsive mothers who noticed what Sensitive, responsive mothers who noticed what

their babies needed and responded appropriately, their babies needed and responded appropriately, had infants who were had infants who were securely attachedsecurely attached. Able to . Able to use the mother as a secure base to explore the use the mother as a secure base to explore the world. Easily reattaches after separation.world. Easily reattaches after separation.

– Insensitive, nonresponsive mothers who tended to Insensitive, nonresponsive mothers who tended to their infants needs when they wanted to and their infants needs when they wanted to and ignored them at other times had infants who were ignored them at other times had infants who were insecurely attached.insecurely attached. Reattachment after Reattachment after separation results in prolonged distress, anger and separation results in prolonged distress, anger and withdrawal. withdrawal.

Attachment, Neglect and Other Attachment, Neglect and Other FactorsFactors

Studies on early trauma and neglect Studies on early trauma and neglect reveal increased likelihood of impaired reveal increased likelihood of impaired attachment in adulthood, increased risk of attachment in adulthood, increased risk of aggression, depression, substance abuse.aggression, depression, substance abuse.

Adoption after age 2 (especially from Adoption after age 2 (especially from neglectful environments) increase neglectful environments) increase likelihood for attachment problems.likelihood for attachment problems.

No research to support negative effects of No research to support negative effects of day care use. Better outcomes in better day care use. Better outcomes in better run daycare centers.run daycare centers.

Parenting StylesParenting Styles

3 main parenting styles3 main parenting styles– Authoritarian:Authoritarian: parents impose rules and parents impose rules and

expect obedience.expect obedience.– Permissive:Permissive: parents make few demands parents make few demands

and use little punishment.and use little punishment.– Authoritative:Authoritative: parents who are parents who are

demanding but responsive. Set limits but demanding but responsive. Set limits but provide expectations for rules. Encourage provide expectations for rules. Encourage open discussions when making rules and open discussions when making rules and allow expectations.allow expectations.

The Impact of Parenting The Impact of Parenting StylesStyles

Children with the highest self esteem, self Children with the highest self esteem, self reliance and social competence usually reliance and social competence usually have have authoritative parents.authoritative parents.

Children with less self esteem and social Children with less self esteem and social skills usually have skills usually have authoritarian parents.authoritarian parents.

Children who are aggressive and immature Children who are aggressive and immature usually have usually have permissive parents.permissive parents.– Effective parenting may vary by cultureEffective parenting may vary by culture– Studies reveal the relationship is correlational Studies reveal the relationship is correlational

NOT causal.NOT causal.

AdolescenceAdolescence

Adolescence is the transitional period Adolescence is the transitional period between childhood and adulthood.between childhood and adulthood.– Physical changes of pubertyPhysical changes of puberty

Girls start puberty approximately 2 years earlier than Girls start puberty approximately 2 years earlier than boysboys

– Social independence evolvesSocial independence evolves– Brain development continuesBrain development continues

Frontal lobe continues to develop but at a slower rate Frontal lobe continues to develop but at a slower rate than the emotional limbic system.than the emotional limbic system.

Helps explain moodiness, impulsiveness, and risky Helps explain moodiness, impulsiveness, and risky behavior.behavior.

Moral DevelopmentMoral Development

As children age, they begin to As children age, they begin to discern between right and wrong.discern between right and wrong.

Building off of Piaget’s theory that Building off of Piaget’s theory that moral development is an extension moral development is an extension of cognitive development, of cognitive development, Lawrence Lawrence KohlbergKohlberg posed moral dilemma’s to posed moral dilemma’s to children and adolescence in order to children and adolescence in order to determine how moral thinking is determine how moral thinking is formed.formed.

Kohlberg’s Theory of Moral Kohlberg’s Theory of Moral DevelopmentDevelopment

Preconventional Morality:Preconventional Morality: Before age 9, Before age 9, morality focuses on self interest. Rules are morality focuses on self interest. Rules are obeyed and punishment is avoided.obeyed and punishment is avoided.

Conventional Morality:Conventional Morality: By early By early adolescence, morality focuses on caring for adolescence, morality focuses on caring for others and on upholding laws and social others and on upholding laws and social rules, and maintaining social order.rules, and maintaining social order.

Postconventional Morality:Postconventional Morality: Using abstract Using abstract thought processes, actions are judged thought processes, actions are judged “right” because they take people’s rights or “right” because they take people’s rights or self defined ethical principles into account.self defined ethical principles into account.

Social DevelopmentSocial Development

Social Development occurs throughout Social Development occurs throughout life, from birth to death.life, from birth to death.

Erik Erikson believed that at each stage Erik Erikson believed that at each stage of development there is a psychosocial of development there is a psychosocial crisis that needs resolution.crisis that needs resolution.

How each person resolves this crisis How each person resolves this crisis will determine how they interpret their will determine how they interpret their sense of self and the world around sense of self and the world around them.them.

Social Development and Social Development and IdentityIdentity

Teens struggle with the crisis of Teens struggle with the crisis of identity vs. role confusion.identity vs. role confusion.– Many roles as a teen; child of a parent, Many roles as a teen; child of a parent,

friend of a peer, friend on Facebook, friend of a peer, friend on Facebook, employee, student.employee, student.

– Overlap of those roles may cause Overlap of those roles may cause discomfort is teen acts vastly different in discomfort is teen acts vastly different in different roles.different roles.

– As teens age, a desire to form a single As teens age, a desire to form a single identity leads to decision making to identity leads to decision making to answer the question “Who am I?”answer the question “Who am I?”

Social Development and Social Development and IdentityIdentity

Studies reveal that college seniors generally Studies reveal that college seniors generally have a clearer identity and more positive have a clearer identity and more positive self concept than when they were freshmen.self concept than when they were freshmen.

Teen girls generally have a dip in self Teen girls generally have a dip in self esteem in early and mid teens, which esteem in early and mid teens, which rebounds in late teens and 20’s.rebounds in late teens and 20’s.

As identity becomes more firmly developed, As identity becomes more firmly developed, it allows for the capacity to develop intimate it allows for the capacity to develop intimate relationships (Erikson’s stage of young relationships (Erikson’s stage of young adulthood, intimacy vs. isolation.)adulthood, intimacy vs. isolation.)

Emerging AdulthoodEmerging Adulthood Historically, teens quickly became adults Historically, teens quickly became adults

after leaving high school by finding a job, after leaving high school by finding a job, marrying and having children.marrying and having children.

As society has changed, and a college As society has changed, and a college education has become more of a education has become more of a requirement for financial security, requirement for financial security, independence has been occurring later.independence has been occurring later.

People are taking longer to finish college, People are taking longer to finish college, move out of their parents homes and move out of their parents homes and establish careers.establish careers.

This gradual transition into adulthood may This gradual transition into adulthood may decrease likelihood of depression, anger decrease likelihood of depression, anger and increase self esteem.and increase self esteem.

Social Development in Social Development in AdulthoodAdulthood

Significant life events drive social Significant life events drive social development across all phases of development across all phases of adulthood. adulthood. – Careers, relationships, marriages, children, Careers, relationships, marriages, children,

divorce, illness, etc.divorce, illness, etc. The social clock: the “right time” to _____ The social clock: the “right time” to _____

varies culture to culture/era to eravaries culture to culture/era to era– While looser than in previous years, the social While looser than in previous years, the social

clock may trigger life crises. clock may trigger life crises. – Contrary to popular belief, “midlife crisis” do Contrary to popular belief, “midlife crisis” do

not occur in midlife. Generally triggered by a not occur in midlife. Generally triggered by a life crisis in general regardless of age.life crisis in general regardless of age.

Physical Development in Physical Development in AdulthoodAdulthood

Physical Development generally Physical Development generally peaks in our mid 20’s and then peaks in our mid 20’s and then begins a gradual decline.begins a gradual decline.– Athletes notice 1Athletes notice 1stst, and women peak , and women peak

before men.before men.– Physical fitness plays large role in Physical fitness plays large role in

decline in health.decline in health.– Fertility declines; women experience Fertility declines; women experience

menopause around age 50.menopause around age 50.

Physical Development in Physical Development in AdulthoodAdulthood

Life Expectancy worldwide has increased Life Expectancy worldwide has increased from 49 in 1950 to 67 in 2004 (80 and older from 49 in 1950 to 67 in 2004 (80 and older in some developed countries).in some developed countries).– Women outlive men by 4-6 years on average.Women outlive men by 4-6 years on average.– At age 100, women outnumber men 5 to 1.At age 100, women outnumber men 5 to 1.

Human spirit may effect life expectancy.Human spirit may effect life expectancy.– Death-deferral phenomenon:Death-deferral phenomenon: In a recent 15 year In a recent 15 year

period, 2000 – 3000 more Americans died in the period, 2000 – 3000 more Americans died in the 2 days after Christmas than the 2 days before.2 days after Christmas than the 2 days before. Death rate increase after a person’s birthday.Death rate increase after a person’s birthday.

Physical Development in Physical Development in AdulthoodAdulthood

Senses decline sharply after age 70.Senses decline sharply after age 70. Neural processing begins to slow in Neural processing begins to slow in

later adulthood; memory is affected later adulthood; memory is affected by brain atrophy that occurs over by brain atrophy that occurs over time.time.– More active older adults have better More active older adults have better

memories.memories.

Cognitive Development in Cognitive Development in AdulthoodAdulthood

Overall, intelligence remains relatively Overall, intelligence remains relatively stable throughout life.stable throughout life.– Difference lie in the type of intelligence that is Difference lie in the type of intelligence that is

being tested.being tested. Crystallized intelligence:Crystallized intelligence: our accumulated knowledge our accumulated knowledge

as reflected in vocabulary and analogies as reflected in vocabulary and analogies increasesincreases up up to old age.to old age.

– Writers, historians and philosophers thrive in old ageWriters, historians and philosophers thrive in old age Fluid intelligence:Fluid intelligence: our ability to reason speedily and our ability to reason speedily and

abstractly, as when solving novel logic problems abstractly, as when solving novel logic problems decreasedecrease slowly up to age 75. slowly up to age 75.

– Mathematicians and scientists thrive in 20’s – 30’sMathematicians and scientists thrive in 20’s – 30’s