IX. Developmental Psychology

Unit 9. Developmental PsychologyCollege Board - Acorn Book Course Description7-9%

Unit IX. Development11The Seven Ages of ManUnit IX. Development2

Unit IX. Development3

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The Last StageTOAST

Unit IX. Development66Summary OutlineA. Life Span ApproachB. Research MethodsC. Heredity-Environment IssuesD. Developmental TheoriesE. Dimensions of DevelopmentPhysicalCognitiveSocialMoralF. Sex Roles, Sex DifferencesUnit IX. Development77A. Life Span ApproachStudying Development Throughout Life Prenatal DevelopmentInfancy and ChildhoodAdolescenceAdulthoodMarriage, Parenthood, Work, AgingMajor IssuesNature vs. NurtureContinuity vs. StagesStability vs. ChangeUnit IX. Development88Developmental Termscephalocaudal developmenthead develops before arms and trunk and arms and trunk develop before legsproximodistal developmenthead, trunk, and arms develop before hands and fingersBoth apply to prenatal development and development during the first two yearsUnit IX. Development9Motor and Verbal Abilities (Source Fernald and Fernald)Walks alone; says several wordsDescribes the difference between a bird and a dog Turns head to follow moving objectNames penny, nickel, and dimeClimbs stairs; says many wordsLaces shoesSits alone for one minute; says "da-da"Tells how a baseball and an orange or an airplane and a kite are alike Puts on shoesTells time to quarter-hourRuns; uses simple word combinations Walks while holding onto something

Unit IX. Development10Proper sequence is3, 7, 12, 1, 5, 11, 9, 6, 4, 2, 10, 8.Unit IX. Development11Proper Sequence2 Months / Turns head to follow moving object9 months / Sits alone for 1 minute: says da-da1 year / Walks while holding on to something1 year 3 months / Walks alone, says several words1 year six months / Climbs stairs, says many words2 years / Runs, uses simple word combinations3 years / Puts on shoes4 years / Laces shoes5 years / Names penny, nickel, and dime6 years / Describes the difference between a bird and a dog7 years / Tells time to the quarter hour8 years / Tells how a baseball and an orange and an airplane and a kite are alike

Unit IX. Development12DiscussionDiscuss ways cephalocaudal and proximodistal development are indicated in the previous sequencePut the letter M beside those abilities you believe are acquired chiefly through maturation and a T beside those that clearly involve trainingSee discussion in Fernald and Fernald

Parental InfluenceYou pushy, manipulative, tyrannical scum . . . . Scratch that. Dear Mon and Dad . . .

Unit IX. Development1414B. Research MethodsLongitudinal StudiesTypes of Longitudinal StudiesPanel Study Sampling a cross section of subjectsCohort Study Following a selected groupRetrospective Study Reviewing past recordsAdvantagesAbility to look at changes over time in same individualsMore sensitive to developmental changeDisadvantages Requires a long time commitment which may be costlyUsually a small group / individuals may drop out of study

Unit IX. Development1515Cross-sectional StudiesComparing groups as similar as possible except for the factor of age.Allows one to look at changes presumably attributed to age differencesAdvantagesCan be done quicker, cheaper, and more easilyLooks at a particular variable at a specific point in timeDisadvantagesDifficult to find similar groups of varying agesLife experiences of cohort groups are similar while life experiences of different aged groups can vary tremendously

Unit IX. Development16Simplied way of telling the differenceCross-sectional Studies may be described as snapshots

Longitudinal Studies may be described as moving pictures

Unit IX. Development17Examples of Longitudinal StudiesChanges in temperament over timeJerome KaganChanges in intelligence over timeRaymond CattellGiftedness and talent over timeLewis Terman

Unit IX. Development18C. Heredity-Environment IssuesNature vs. NurtureMaturation vs. LearningBoth are better viewed as interactions than as one versus the other

Simple Class ActivityDefine and give examples of each of the above.Compare and contrast each pair.

Unit IX. Development1919GeneticsJimmy. Sixth generation pain in the ass.

Unit IX. Development2020Role of Play in DevelopmentApparently, Philip and his imaginary playmate are more or less the same weight and size."

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D. Developmental TheoriesFreud Psychosexual StagesPiaget Cognitive StagesVigotsky - Sociocultural ApproachErikson Psychosocial StagesKohlberg Moral DevelopmentUnit IX. Development2222Stage Theorists ChartPiagetKohlbergEriksonFreudSensory-MotorTrust vs. MistrustOral Pre-OperationalPre Conven-tionalAutonomy vs. shame and doubtAnalInitiative vs. guiltPhallic (Oedipal)(Genital)Concrete OperationalConven-tionalCompetence vs. inferiorityLatencyFormal OperationalIdentity vs. role confusionTrue GenitalPost Conven-tionalIntimacy vs IsolationGenerativity vs stagnationIntegrity vs. DespairSigmund FreudIntroduction to Id, Ego, and SuperegoIntroduction to concept of the unconsciousPsychosexual stagesOral, Anal, Phallic, LatencyOedipus complexResolution through identificationFixating at a stage / ConflictsPersonality shaped at an early age

Unit IX. Development24Jean Piaget

Unit IX. Development25Lev VygotskySource:http://es.wikipedia.org/wiki/Lev_VygotskiUnit IX. Development26

Principle DifferencesPiagetVygotskyBorn 1896 SwitzerlandDied 1980Theories widely knownPublished throughout the worldDominant theorist during 20th CenturyFocus on internal cognitive developmentStagesSchemaAssimilation / Accomodation

Born 1896 RussiaDied 1934 Theories relatively unknownWork banned by Soviets1970s 1st published in EnglishSleeper effectFocus on how social interactions influence cognitive developmentZones of Proximal DevelopmentUnit IX. Development27Differences ContinuedPiagetVygotskyChild as lone scientistThe child, on his own and through his own actions, discovers how the world works and applies his reasoning

Child as apprenticeChild is working with the adultChild actively learns skills and symbolic processing through interactions with an adult mentor incorporating what the adult provides in knowledge and cognitive skills

Unit IX. Development28Zones of Proximal Development http://www.learningandteaching.info/learning/constructivism.htmUnit IX. Development29

http://www.foridahoteachers.org/zone_of_proximal_development.htmUnit IX. Development30

Vygotsky - Psychological ToolsThe tools are symbolicThey are our primary tools for thinkingLanguageSymbolic playArtWritingSymbol systems come to us from others rather than from within ourselvesNot just used in our thinking but completely reorganize our thinking

Unit IX. Development31E. Dimensions of Development1. Physical2. Cognitive3. Social4. MoralKohlberg Preconventional Morality, Conventional Morality, Postconventional MoralityCarol Gilligan Orientation toward caring relationships in women Unit IX. Development3232ChildhoodId trade. But peanut butter sticks to my tongue stud.

Unit IX. Development3333Childhood MoralityIve got to write out a hundred times. I must not blow up the school.

Unit IX. Development3434Adult MoralityIf you want justice, its two hundred dollars an hour. Obstruction of justice runs a bit more.

Unit IX. Development3535Developmental Norms (Gesell)Cultural VariationsTemperament (Kagan)Parenting Styles (Baumrind)Attachment (Harlow) (Ainsworth)Unit IX. Development3636Attachment Harry Harlow explored two hypotheses:attachment occurs because mothers feed their babiesAttachment is based on the warm, comforting contact

Unit IX. Development37Secure/Insecure AttachmentMary Ainsworth"Attachment may be defined as an affectional tie that one person or animal forms between himself and another specific one - a tie that binds them together in space and endures over time."Infants show attachment through "proximity seeking behaviors" and "contact maintaining behaviors."Parents show attachment through "keeping a watchful eye" and responding affectionately and sensitively to the infant's vocalizations, expressions, and gestures.

Unit IX. Development38Mary AinsworthSecure Attachment: infant derives comfort and confidence, as evidenced by attempts to be close to the caregiver and by readiness to explore the environment.

Insecure Attachment: characterized by fear, anger, or seeming indifference to the caregiver.

Unit IX. Development39Mary AinsworthAttachment is measured by a method called Strange Situation, in which the child is observed in a well-equipped playroom with mother and/or a stranger, or alone.

Securely attached children show a confidence in exploring the room and a need to maintain contact with the caregiver. When the caregiver leaves they tend to show some distress and on the caregivers return they tend to reestablish positive contact.Unit IX. Development40Mary AinsworthInsecurely attached children are one of three types:a. anxious and resistant (cling to caregiver, high distress on departure, refuse to be comforted on return).b. avoidant (little interaction with caregiver, tend to ignore departure and return).c. disoriented or disorganized (inconsistent behavior toward caregiver such as avoidance after seeking closeness).

Unit IX. Development41Importance of attachment:Longitudinal studies suggest that securely attached children are more likely to:a. be competent in social and cognitive skillsb. be sought out as friends and chosen as leadersc. interact with teachers in friendly and appropriate ways, seeking help when needed.

Unit IX. Development42Longitudinal studies suggest that insecurely attached children are more likely to:a. be overly dependent on teachers, demanding attention unnecessarily and clinging instead of playing with other children or exploring their environmentb. be aggressive (if boys)c. be overly dependent (if girls)

Unit IX. Development43Parenting StylesDiana BaumrindWhat kinds of parenting help children: (a) to develop a positive sense of themselves; (b) to interact positively with others; and (c) to be competent at school. In Diana Baumrinds research (1967,1971), she: (a) observed children in nursery school, rating them on self-control, independence, self-confidence, etc.; (b) interviewed parents; and (c) observed parent-child interaction (both at home and in the laboratory).

Unit IX. Development44Diana Baumrind dentified four features of parenting Nurturance or warmth toward childrenEfforts to control through use of rewards and punishmentsCommunication with childrenMaturity demands (expectations for age-appropriate behavior)Unit IX. Development45and delineated three basic patterns of parenting.Authoritarian Parentsare relatively strict, punitive, and unsympathetic. They value obedience and try to shape their childrens behavior to meet a set standard and to curb the childrens wills.Permissiveare more affectionate with their children and give them lax discipline and a great deal of freedom.Authoritativefall between these two extremes. They reason with their children, encouraging give-and-take, setting limits but also encouraging independenceUnit IX. Development46Baumrinds general conclusions were that: Children ofAuthoritarian Parentstend to be obedient but unhappyPermissive Parentstend to be lacking in self-controlAuthoritative Parentstend to be more likely to be successful, happy with themselves, and generous with othersUnit IX. Development47Temperament

Jason is cute as a bug, but he sure is one thickheaded little sucker.Unit IX. Development4848GenderUnit IX. Development49To the women that invented fire!

49F. Sex Roles, Sex DifferencesGender DifferencesBiologicalCognitiveSocial Behavior and PersonalityBiological Origins of Gender DifferencesEnvironmental Origins of Gender DifferencesGender Stereotypes Unit IX. Development5050Gender DifferencesUnit IX. Development51