The Developing Person

… he allowed himself to be swayed by his conviction that human beings are not born once and for all on the day their mothers give birth to them, but that life obliges them over and over again to give birth to themselves.

Gabriel Garcia Marquez

Developmental Psychology

Studies physical, cognitive & psychosocial changes across the life span

Two methods of conducting research– Longitudinal research

Study the same participants over a long

period of timeProblems: expensive and possible drop-outs

– Cross-sectional researchGroups of Ps, of different ages, studied at same timeProblem: cohort peculiarities

Physical Development - Prenatal

Zygote stage: conception to week 2– Moves to embryonic stage when multicell ball attaches

to uterine wall

Embryonic stage: end of wk 2 to wk 8– Genes are in the background directing progress– Boys become boys when testosterone is secreted,

producing male sex organs

Fetal stage: end of wk 8 to birth– Movement felt by mom by 4th month– By 7th most everything is developed

Focus is on growth!

Physical Development

Premature birth– Smaller in weight, though not always in length– Less physically & cognitively developed– Usually up to 2 months early still has a fighting chance

Teratogens– Noxious substance or factors that can disrupt prenatal

development– X-rays: disrupt development of brain cells– Drugs: abnormal physical & psychological

development– Alcohol: FAS; mental retardation, facial disfigurement

Physical Development

Infancy: birth to 2 yrs– Babies are born to survive

Rooting reflex Cry when hungry, smile to reinforce closeness of caregiver Quickly learn to recognize mother’s smell, voice, and face

– Perception Newborns can’t focus on distant objects Visual cliff (see page 167 in book)

– Depth perception develops between 4th & 6th month

– Motor development Cephalocaudal trend (head to foot growth and motor control) Proximodistal trend (center out growth and motor control)

History of Developmental Ψ

Medieval Times (500 – 1500 AD)– Preformationism: Children were viewed as miniature adults

Reformation (1500’s)– Puritanism: Children are born evil and stubborn

Enlightenment (1600’s and 1700’s)– John Locke – tabula rasa– Rousseau – children are noble savages

Darwin (1800’s)– Ontogeny & Phylogeny, and Baby Biographies

Logs of infant development Focus on maturation & development

History of Developmental Ψ

1890s– G. Stanley Hall

Founder of child psychology Focus on heredity

1920s– Remember behaviorism?

1950s– First look at other ages in the lifespan (Erikson & Piaget)

1960s– Behavioral genetics

How heredity & life experience interact in affecting development Ex: divorce, empathy, attachment styles

Notes

Does Physical Development occur in stages?

Prenatal Development

1.Germinal Stage - First 2 weeks

2.Embryonic Stage - 2 weeks to 2 months

3.Fetal Stage - 3rd month to birth

Notes

•Rooting & Sucking Reflex

•Withdrawal Reflex

•Startle or Moro Reflex

•Grasp or Palmer Reflex

•Babinski Reflex

•Sphincter Reflex

•Sneezing, Coughing, Yawning, Blinking

Reflexes

Stages of Child DevelopmentFor each behavior listed below, guess the approximate age at which a child performs the

behavior.

__________ 1. Distinguishes between self and what is not self

__________ 2. Forms social attachment to primary caregiver

__________ 3. Can dress him or herself alone

__________ 4. Can run, climb, and throw a ball

__________ 5. Can distinguish a sweet taste from a bitter taste

__________ 6. Is toilet trained

__________ 7. Wants to go out and play with other children

__________ 8. Awareness of object permanence

Stages of Child DevelopmentFor each behavior listed below, guess the approximate age at which a child performs the

behavior.

__________ 9. Grasps the concept of conservation of number

__________ 10. Grasps the concept of conservation of volume

__________ 11. Begins to understand simple cause-and-effect relationships

__________ 12. Plays pat-a-cake

__________ 13. Has a vocabulary of around 1,000 words

__________ 14. Can sit up with some support

__________ 15. Can walk alone

__________ 16. Recognizes household members

Stages of Child DevelopmentChild Development

AnswersAnswers

1. 1 year 9. 6 years 1. 1 year 9. 6 years

2. 6 months 10. 11 years 2. 6 months 10. 11 years

3. 6 years 11. 1-2 years 3. 6 years 11. 1-2 years

4. 4 years 12. 9-12 months 4. 4 years 12. 9-12 months

5. Newborn 13. 3 years 5. Newborn 13. 3 years

6.1 1/2 years 14. 4 months 6.1 1/2 years 14. 4 months

7. 4-5 years 15. 15 months 7. 4-5 years 15. 15 months

8. 1 year 16. 3-6 months 8. 1 year 16. 3-6 months

“Operating on the Mind”

Piaget

A proponent of the belief that intelligence develops qualitatively with age, as well as quantitatively

Genetic Epistemology– Intellect develops in gradual

stages, much as the body does Hence the term ‘genetic’ does not

refer to our genes’ influence on our intelligence but rather as a reference to development

Piaget’s Stages of Cognitive Dev.

Themes of cognitive development– Schemas– Assimilation– Accommodation

Sensorimotor – Birth to 2 years– Learn to coordinate sensory experience & motor

behavior– Object constancy (a.k.a. object permanence)

Object Permanence

Piaget’s Stages of Cognitive Dev.

Preoperational– Age: 2 to 7 years– Language more sophisticated but still have trouble

with mental manipulation of information– Can’t engage in certain mental operations

Conservation Reversible mental representations

– Egocentrism

Conservation

Piaget’s Stages of Cognitive Dev.

Concrete Operational – Age: 7 to 11 years– Child learns to logically reason about objects– Understands

Conservation (can make transitive inferences)

Formal Operational – Adolescent reasons in more abstract,

idealistic and logical ways

Piaget’s 4 stages

Sensorimotor Stage(birth to 2 years)

Preoperational Stage(2 to 6 years)

Concrete OperationalStage

(6 to 12 years)

Formal OperationalStage

(12 to adulthood)Thinking is displayed inaction, such as thegrasping, sucking, andlooking schemes. Childgradually learns todiscover the location ofhidden objects at abouteighteen months, whenthe concept of objectpermanence is fullyunderstood.

Beginning of symbolicrepresentation. Languagefirst appears; child beginsto draw pictures thatrepresent things. Childcannot represent a seriesof actions in his or herhead in order to solveproblems.

Ability to understandconservation problems.Ability to think of severaldimensions or features atthe same time. Child cannow do elementaryarithmetic problems, suchas judging the quantity ofliquid containers andchecking addition ofnumbers by subtraction.

Thinking becomes moreabstract and hypothetical.The individual canconsider many alternativesolutions to a problem,make deductions,contemplate the future,and formulate personalideals and values.

Piaget’s 4 stages (1)

Thinking is displayed in action, such as the grasping, sucking, and looking schemes. Child gradually learns to discover the location of hidden objects at about eighteen months, when the concept of object permanence is fully understood.

Sensorimotor StageSensorimotor Stage (birth to 2 years)

Piaget’s 4 stages (2)

Preoperational StagePreoperational Stage (2 to 6 years)

Beginning of symbolic representation. Language first appears; child begins to draw pictures that represent things. Child cannot represent a series of actions in his or her head in order to solve problems.

“Cut it up into a LOT of slices Mom, I’m really

hungry!”

Piaget’s 4 stages (3)

Concrete Operational StageConcrete Operational Stage (6 to 12 years)

Ability to understand conservation problems. Ability to think of several dimensions or features at the same time. Child can now do elementary arithmetic problems, such as judging the quantity of liquid containers and checking addition of numbers by subtraction

Piaget’s 4 stages (4)

Formal Operational Stage Formal Operational Stage (12 years to adulthood)

Thinking becomes more abstract and hypothetical. The individual can consider many alternative solutions to a problem, make deductions, contemplate the future, and formulate personal ideals and values.

PIAGET – COGNITIVE PIAGET – COGNITIVE DEVELOPMENTDEVELOPMENT

A = SENSORIMOTOR B = PREOPERATIONAL C = CONCRETE-OPERATIONAL D = FORMAL-OPERATIONAL

___ 1. Artificialism ___ 6. Animism

___ 2. Subjective moral judgements ___ 7. Conservation

___ 3. Abstract thinking ___ 8. Assimilation of novel stimulation to ready-made schemes

___ 4. Object permanence ___ 9. Objective moral judgements

___ 5. Children emerge as theoretical scientists ___ 10. Reversibility

PIAGET – COGNITIVE PIAGET – COGNITIVE DEVELOPMENTDEVELOPMENT

Answers:Answers:

1. B1. B 6. B6. B

2. C2. C 7. C7. C

3. D3. D 8. A8. A

4. A 4. A 9. B9. B

5. D5. D 10. C 10. C

Question - Why does a 1 year old child like playing peek-a-boo, but a 7 year old child thinks the game is silly?

Answer - Object Permanence

Question ????

Object Permanence and Conservation

STAGES AN INFANT MUST GO THROUGH TO FIND THE HIDDEN OBJECT

PREFACE: Hold up a handkerchief, a set of keys, and three beakers of equal volume butdifferent shapes.

EXPLAIN: Today these objects will illustrate two of Piaget’s important principles –conservation and object permanence.

1.The following demonstrations will be aided by the presence of two children, one about eight months old and one about seven years old. However, they can easily be done without any subjects.

2.Hold up the handkerchief and the keys. Place the keys under the handkerchief and say: If I asked you where the keys are, you would know, of course. But consider the stages an infant must go through to find the hidden object.

Object Permanence and Conservation

STAGE 1 (FROM BIRTH TO ABOUT A MONTH)

An infant’s eyes do not (and may be unable to) follow the object, even as you move it in front of the infant’s face.

Object Permanence and Conservation

STAGE 2 (ABOUT 1 TO 4 MONTHS)

An infant’s eyes can follow a moving object, but to the infant the object does not exist if it is not visible – if, for example, it is under the handkerchief. Out of sight is out

of mind.

Object Permanence and Conservation

STAGE 3 (4 MONTHS TO ALMOST A YEAR)

The infant will search for a missing object in the place where the object usually appears. For example, if you put the keys in the palm of your hand, close your hand, and then open your hand, and then open it and close it again, the infant will look for the keys in your hand. But if you put the keys under the handkerchief, the infant will still

look in your hand.

Object Permanence and Conservation

STAGE 4 (ABOUT A YEAR)

At this stage the infant will learn the concept of object permanence and search for the keys under the

handkerchief. Until the infant learns this concept, nothing exists outside the infant’s field of vision.

Object Permanence and Conservation

Your beakers should look approximately like these:

A. B. C.

Pour equal amounts of liquid into A and B. Then pour B’s liquid into C. Childrenwho haven’t mastered the principle of conservation will say C has more liquid thanA. The child must reach the concrete operational stage before realizing the beakerscontain the same volume. Children reach this stage at about age seven.

Piaget’s 4 stages

Sensorimotor Stage(birth to 2 years)

Preoperational Stage(2 to 6 years)

Concrete OperationalStage

(6 to 12 years)

Formal OperationalStage

(12 to adulthood)Thinking is displayed inaction, such as thegrasping, sucking, andlooking schemes. Childgradually learns todiscover the location ofhidden objects at abouteighteen months, whenthe concept of objectpermanence is fullyunderstood.

Beginning of symbolicrepresentation. Languagefirst appears; child beginsto draw pictures thatrepresent things. Childcannot represent a seriesof actions in his or herhead in order to solveproblems.

Ability to understandconservation problems.Ability to think of severaldimensions or features atthe same time. Child cannow do elementaryarithmetic problems, suchas judging the quantity ofliquid containers andchecking addition ofnumbers by subtraction.

Thinking becomes moreabstract and hypothetical.The individual canconsider many alternativesolutions to a problem,make deductions,contemplate the future,and formulate personalideals and values.

KOHLBERG is holding a

CONVENTION on MORALS

Question ????

In Europe, a woman was 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 $2,000, ten times what the drug cost him to make. The sick woman’s husband, Heinz, went to everyone he knew to barrow the money, but could only get together about half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, ”no” The husband got desperate and broke into the man’s store to steal the drug for his wife.(Kohlberg 1969)

1.Should the husband have done that?

2.Why?

Kohlberg’s Moral Development stages

PRECONVENTIONAL LEVEL: (through age 9)

CONVENTIONAL LEVEL: (13-16 years old)

POSTCONVENTIONAL LEVEL: (early/mid. Teens)

Stage 1: Obedience and Punishment Defers to a superior power

Stage 3: It is good to meet the needs of others; normal what the majority sees

Stage 5: Circumstances override the laws Rights of Self and others Social Contract Laws are binding

Stage 2: Satisfy their own needs and sometimes the needs of others You scratch my back, I’ll

scratch yours Trade-offs are valued

Stage 4: Maintain social order: Respect for authority Support for Law Doing your duty

Stage 6: People choose their own ethical principles Universal Standards guide moral

conduct rather than just rules Conscience or Ethical viewpoint Examples include justice,

equality, right to freedom

THE GOLDEN RULE

Do unto others as you would have others do unto you!

Is this an example of a moral rule of conduct that is universal?

BUDDHISM

“Hurt not others with that which pains yourself.”

Hinduism

“This is the sum of duty: do not to others which if done to thee, would cause thee pain.”

“ALL THIINGS WHATSOEVER YE WOULD THAT MEN SHOULD DO TO YOU,DO YE EVEN SO TO THEM; FOR THIS IS THE LAW AND THE PROPHETS”

“NO ONE OF YOU IS A BELIEVER UNTIL HE LOVES FOR HIS BROTHERWHAT HE LOVES FOR HIMSELF”

“WHAT IS HURTFUL TO YOURSELF DO NOT TO YOUR FELLOW MAN. THATIS THE WHOLE OF THE TORAH AND THE REMAINDER IS BUT

COMMENTARY. GO LEARN IT.”

Examples of Kohlberg’s ideas in U.S. Congressional Debates

The following are actual quotations from U.S. debates on a resolution supporting the administration’s policy on Iraq’s invasion of Kuwait.

Arguments Against U.S. Involvement

“We shouldn’t consider war…because it would hurt our economy.” (1)

“because we’ll have more money for domestic issues…” (2)

“because we don’t want to appear too militaristic.” (3)

“because war is killing and killing is against the law.” (4)

“even though the situation is bad, war is damaging to people and property and society agrees that is bad…” (5)

“although atrocities have been committed, it would be an even greater atrocity to wage war…” (6)

Examples of Kohlberg’s ideas in U.S. Congressional Debates continued

Arguments For U.S. Involvement

“We should consider oil because our oil is threatened…”(1)

“because we can gain security of the oil supply…” (2)

“because we don’t want the world to see us as weak…” (3)

“because the U.N. has laid down written resolutions which should be upheld…” (4)

“the situation is extreme enough that society’s rights are threatened and need to be define…(5)

“Evil is on the march, and it would be morally wrong to allow it to continue…(6)

Erikson

APPROX. AGE CRISIS NAME CRISIS DESCRIPTION

0 - 1

TRUSTVS.

MISTRUST

If an infant is well cared for, she will developfaith in the future. But if she experiences toomuch uncertainty about being taken care of, shewill come to look at the world with fear andsuspicion

1 - 2AUTONOMY

VS.DOUBT

Here the child learns self-control and self-assertion. But if he receives too much criticism,he will be ashamed of himself and have doubtsabout his independence.

2 – 5 INITIATIVEVS.

GUILT

When a child begins to make her own decisions,constant discouragement or punishment couldlead to guilt and a loss of initiative.

5 – PUBERTYINDUSTRY

VS.INFERIORITY

The child masters skills and takes pride in hiscompetence. Too much criticism of his work atthis stage can lead to long-term feelings ofinferiority.

Erikson

APPROX. AGE CRISIS NAME CRISIS DESCRIPTION

ADOLESCENCE IDENTITYVS.

ROLE CONFUSION

The teenager tries to develop her own separateidentity while “fitting-in” with her friends.Failure leads to confusion over who she is.

EARLYADULTHOOD

INTIMACYVS.

ISOLATION

A person secure in his own identity can proceedto an intimate partnership in which he makescompromises for another. The isolated personmay have many affairs or even a long-termrelationship but always avoids true closeness.

MIDDLE AGE GENERATIVITYVS.

STAGNATION

A person who becomes stagnated is absorbed inherself and tries to hang onto the past.

Generativity involves a productive life that willserve as an example to the next generation.

LATERADULTHOOD

INTEGRITYVS.

DESPAIR

Some people look back over life with a sense ofsatisfaction and accept both the bad and thegood. Others face death with nothing but regrets.

ERIK ERIKSON - PSYCHOSOCIAL DEVELOPMENT

1. According to Erikson, most adolescents are in a stage labeled…

2. What does Erikson mean by generativity?

3. During which stage does a child learn self-assertion?

4. At what age do most children begin to take pride in their own competence?

5. What did Erikson mean by isolation?

6. What is the positive outcome of the stage that Erikson calls TRUST vs. MISTRUST?

7. According to Erikson, what are the challenges that a young adult must face? Do you agree with Erikson’s assessement?

A CLOSER LOOK AT ADOLESCENCE

EGO IDENTITY

VS.

ROLE CONFUSION

CONFLICT WITH THE FAMILY

1. Independence

2. Restrictions

3. Sexual Desires

Erikson Stage 5

W i l l i a m S h a k e s p e a r e(1 5 6 4 - 1 6 1 6 )

A l l t h e w o r l d i s a s t a g e .A n d a l l t h e m e n a n d w o m e n m e r e l y p l a y e r s :

T h e y h a v e t h e i r e x i t s a n d t h e i r e n t r a n c e s :A n d o n e m a n i n h i s t i m e p l a y s m a n y p a r t s ,

H i s a c t s b e i n g s e v e n a g e s . A t fi r s t t h e i n f a n t ,M e w l i n g a n d p u k i n g i n t h e n u r s e ’s a r m s .

A n d t h e n t h e w h in in g s c h o o l b o y , w i t h h i s s a t c h e l ,A n d s h i n i n g m o r n i n g f a c e , c r e e p i n g l i k e s n a i l

U n w i l l i n g l y t o s c h o o l . A n d t h e n t h e l o v e r .S i g h i n g l i k e f u r n a c e , w i t h a w o e f u l b a l l a d

M a d e t o h i s m i s t r e s s ’ e y e b r o w . T h e n a s o l d ie r ,F u l l o f s t r a n g e o a t h s , a n d b e a r d e d l i k e t h e p a r d .J e a l o u s i n h o n o r , s u d d e n a n d q u i c k i n q u a r r e l ,

S e e k i n g t h e b u b b l e r e p u t a t i o nE v e n i n t h e c a n n o n ’s m o u t h . A n d t h e n t h e j u s t i c e .

I n f a i r r o u n d b e l l y w i t h g o o d c a p o n l i n e d .W i t h e y e s s e v e r e a n d b e a r d o f f o r m a l c u t ,F u l l o f w i s e s a w s a n d m o d e r n i n s t a n c e s .

A n d s o h e p l a y s h i s p a r t . T h e s i x t h a g e s h i f t sI n t o t h e l e a n a n d s l i p p e r e d p a n t a l o o n .

W i t h s p e c t a c l e s o n n o s e a n d p o u c h o n s i d e ,H i s y o u t h f u l h o s e w e l l s a v e d , a w o r l d t o o w i d eF o r h i s s h r u n k s h a n k a n d h i s b i g m a n l y v o i c e ,

T u r n i n g a g a i n t o w a r d c h i l d i s h t r e b l e p i p e sA n d w h i s t l e s i n h i s s o u n d . L a s t s c e n e o f a l l ,I s s e c o n d c h i l d e s h n e s s , a n d m e r e o b l i v i o n .

S a n s t e e t h , s a n s e y e s , s a n s t a s t e , s a n s e v e r y t h i n g .

Compare Shakespeare with Erikson

Class of 2000-2001 Class of 2000-2001

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