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Developing Through the LifespanAKA: Developmental Psychology
Myers Chapter 4:PhysicalCognitiveSocial
In the Womb…
•Zygote- Embryo- Fetus- Birth (Infant)
•Genetic (Down Syndrome) and environmental factors affect development in the womb: Nutrients vs. teratogens (fetal alcohol syndrome)
Infancy and Early ChildhoodNEWBORNS•Born with survival mechanisms: rooting,
and facial identification.
•Knows its mother’s smell within days
•Recognizes mother’s voice by 3-weeks.
•Habituation: can distinguish colors, shapes, and sounds
Infancy and Early Childhood
•The brain- neural networks are established in the womb, BUT have rapid growth after birth.
•Ages 3 – 6 the frontal lobe rapidly develop- enables rational planning.
•Association areas of the cortex (thinking, memory and language) develop last
•Maturation- biological process of growth accounts for commonalities
Motor development commonalities•Universal sequence- varying timing.
▫Roll over before sitting▫Creep before walking
•Genetic role- identical twins often on same day
•Experience- little effect for physical skills
The magic age… 3.5
•At this age language areas of the cortex have developed
•This is why memories before age 3 are unreliable… there is not language to translate those memories into.
Schema
•Schemas- concepts or frameworks that we use to organize and interpret new experiences▫Assimilate- interpreting a new experience
in terms of our current schema (all 4-legged animals are dogs)
▫Accommodate- adjusting our current understanding to incorporate new information.
Jean Piaget- Cognitive Development•Sensorimotor- birth to 2- experience
world through senses and actions.
•Object permanence- things still exist even when out of sight… around 8 months of age.
“I am the center of the world”
•Preoperational stage- until age 6 or 7•Egocentric- can not perceive from
another’s point of view (DOES NOT MEAN SELFISH)
•Lack “theory of mind” or ability to read another’s intentions or mental state▫Remember the moving doll experiment!
Concrete Operational Stage•Ages 6-7•Logical thinking about concrete events, analogies, mathematical operations•Conservation- quantity remains the same despite changes in shape- develops during this stage
Formal Operational Stage
•By age 12•Abstract thinking: imagined realities and
symbols. If-then logical reasoning, hypotheticals
Social Development
•Attachment bond- survival- keep close to caregivers- not only b/c they provide nourishment, but body contact (Harlow)
•Familiarity leads to attachment development
•Imprinting- humans don’t “imprint” we attached to what they know
•Critical period- generally by age 2 1/2
AttachmentSecure Insecure
• Sensitive, responsive parents
• Some genetic influence on temperament
• When left will be distressed, but soon play and then seek parent attention when they return
• Erik Erickson- Basic Trust- the world is sensible and reliable- is a result
• Insensitive and unresponsive parenting style
• Less likely to explore their surroundings, cry and remain upset when parent leaves
• May be indifferent to the coming or going
• Adult relationships tend to reflect the attachment style of early childhood.
Parenting StyleAuthoritarian
• Impose rules
• Expect obedience
• “Because I said so”
Permissive Authoritative
• Submit to child’s desires make few demands
• Few rules and punishments
• Demanding and responsive – set rules but discuss
• Develops high self esteem, self-reliance, and social competence
• Correlation is not causation
Kohlberg’s Moral Ladder
As moral development progresses, the focus of concern moves from the self to the wider social world. SAME AS COGNITIVE DEVELOPMENT!
Morality of abstractprinciples: to affirm
agreed-upon rights andpersonal ethical principles
Morality of law andsocial rules: to gainapproval or avoid
disapproval
Morality of self-interest:to avoid punishment
or gain concrete rewards
Conventional level
Pre-conventional level
Post- conventional level
AdolescencePhysical Development
•Puberty- begins▫Around age 12 for girls and 14 for boys
•Early maturation is good for boys and more stressful for girls
Erikson- Childhood Stages
•Infancy (to 1 year): trust vs. mistrust
•Toddlerhood (1 – 2 years) Autonomy vs. shame and doubt
•Preschooler (3 – 5) Initiative vs. guilt
Erikson- School-age Stages
•Elementary school (6 yrs to puberty) Competence vs. Inferiority
•Adolescence (teens into 20’s) Identity vs. Role Confusion▫Role confusion is typical- and identity
(comfortable sense of self) is evolving.▫Erikson believed that a clear and
comfortable identity is necessary for establishing close relationships.
Erikson Stages- The Later Years
•Young Adulthood ( 20’s to early 40’s) Intimacy vs. Isolation
•Middle Adulthood (40’s to 60’s) Generativety vs. Stagnation
•Late Adulthood (60’s +) Integrity vs. despair
AdulthoodPhysical Changes•Muscular strength reaction time, sensory
keenness, and cardiac output peek at mid 20▫accelerated during middle adulthood.
•Life expectancy is around 80 years (49 in 1950)▫In later life short term illnesses are fewer,
but life threatening illnesses are more evident
▫Brains remain healthy, except in Alzheimer's patients
Adulthood and intelligence
•Recognition is easier than recall- ability to recognize lists of words remains consistent.
•Capacity to learn and remember is effected less than verbal recall. * the older the person, the more reminder cues they may need.
Age and intelligence
•Fluid intelligence (ability to reason quickly and abstractly) declines with age especially in late adulthood
•Crystallized intelligence (accumulated knowledge and verbal skills) increases up to old age
Life SatisfactionTeenagers- experience highs and
lows, recover in about one hour
Adults- moods are less extreme and more enduring
Older adults- less intense joy but more
contentment and spirituality
All ages report feelings of
happiness and satisfaction with
life.As we age we
experience less excitement, intense pride, but also less
depression