1. Psych 120 General Psychology Christopher Gade Office: 1030A Office hours: MW 4:30-5:30 Email: gadecj@gmail.com Class MW 1:30-4:30 Room 2240

2. Today’s Lecture is on Developmental Psychology! What do developmental psychologists study? What do developmental psychologists study? Genetics Genetics Development and Change Development and Change Cognitive Cognitive Personality and Emotion Personality and Emotion Physical Physical

3. Genetics and Development Why do developmental psychologists study genetics? Why do developmental psychologists study genetics? Attempt to determine heritability Attempt to determine heritability Heritability: an estimate of the variance within a population that is due to heredity. Heritability: an estimate of the variance within a population that is due to heredity. Note: This a chance for us to revisit the nature versus nurture issue. Note: This a chance for us to revisit the nature versus nurture issue. Attempt to identify specific genes and genotypes Attempt to identify specific genes and genotypes Chromosomes – 23 pairs of strands containing hereditary material that are located in our cells. Chromosomes – 23 pairs of strands containing hereditary material that are located in our cells. Genes – sections of chromosomes that control several chemical reactions that direct development. Genes – sections of chromosomes that control several chemical reactions that direct development.

4. How else do developmental psychologists study heritability? - Sibling studies Identical (monozygotic) and fraternal (dizygotic) twins Identical (monozygotic) and fraternal (dizygotic) twins Siblings (similar to fraternal twins) Siblings (similar to fraternal twins) Adopted children Adopted children Twins reared together compared to twins reared apart Twins reared together compared to twins reared apart Minnesota Twin Registry (Thomas Bouchard) Minnesota Twin Registry (Thomas Bouchard) Sweeden Twin Research Sweeden Twin Research

5. Example of Correlation Results found in Twins Studies

6. Jim Lewis and Jim Springer Divorced (Linda) Remarried (Betty) Middle Class Romantic/affectionate Son “James Alan” Dog “Toy” Woodshop Stock car racing Drinking Miller Lite Chain Smoker Chewed nails to the nub Migraines Divorced (Linda) Remarried (Betty) Middle Class Romantic/affectionate Son “James Alan” Dog “Toy” Woodshop Stock car racing Drinking Miller Lite Chain Smoker Chewed nails to the nub Migraines

7. Do these twin studies tell us everything we need to know about genetic influence? The influence of genetics on behavior in society The influence of genetics on behavior in society The influence of experience on behavior in society The influence of experience on behavior in society The influence of genetics and experience on society’s reaction to the individual The influence of genetics and experience on society’s reaction to the individual The influence of society’s reactions on behavior. The influence of society’s reactions on behavior. The circular pattern that goes on, and on, and on… The circular pattern that goes on, and on, and on…

8. Physical Development before Birth Fertilized Egg (sperm and the egg) Fertilized Egg (sperm and the egg) 1 cell (multiplies a lot) 1 cell (multiplies a lot) Zygote (0-9 days) Zygote (0-9 days) 1 week – over 100 cells (approximately have been reproduced. 1 week – over 100 cells (approximately have been reproduced. 10 days – the zygote attaches itself to the wall of the mother’s uterus. 10 days – the zygote attaches itself to the wall of the mother’s uterus.

9. Physical Development before Birth (cont.) Embryo (2 weeks) Embryo (2 weeks) Little to no movement Little to no movement Very little recognizable human shape Very little recognizable human shape 6 weeks – first movement 6 weeks – first movement Fetus (8-9 weeks) Fetus (8-9 weeks) Human form Human form Specialized body parts Specialized body parts A TAIL! A TAIL! Much more movement Much more movement

10. Other Milestones Before Birth 28 weeks – peak of neuron concentration 28 weeks – peak of neuron concentration Neurons are multiplying at a rate of ¼ million neurons per minute for a short period of time during development. Neurons are multiplying at a rate of ¼ million neurons per minute for a short period of time during development. 33 weeks – first conclusive recognition of mother’s voice 33 weeks – first conclusive recognition of mother’s voice 36 weeks – can turn head and eyes in response to sounds 36 weeks – can turn head and eyes in response to sounds 6 months (3 rd trimester) – capable of surviving outside of the womb (probable, but not certain) 6 months (3 rd trimester) – capable of surviving outside of the womb (probable, but not certain)

11. At Birth Little to no control over most muscles Little to no control over most muscles Horrible visual abilities (experience and development) Horrible visual abilities (experience and development) 23 million neurons in the brain / nervous system 23 million neurons in the brain / nervous system Very few neural connections Very few neural connections Few reflexes Few reflexes Rooting Rooting Sucking Sucking Grasping Grasping Babinski Babinski Stepping Stepping

12. So What Have We Learned? We learned about the relationship between genetics and developmental psychology. We learned about the relationship between genetics and developmental psychology. We learned about the terminology and physical development of children before birth. We learned about the terminology and physical development of children before birth.

13. Now what? In the next two sections, we’ll discuss the cognitive and social development of individuals after they are born. In the next two sections, we’ll discuss the cognitive and social development of individuals after they are born. Our main focus for the next section will be on Jean Piaget and his theories about the cognitive development of children. Our main focus for the next section will be on Jean Piaget and his theories about the cognitive development of children.

15. Jean Piaget (1896-1980) While earning his education, Piaget While earning his education, Piaget worked under Carl Jung, and did work with Alfred Binet in his administration of intelligence tests. Became interested in the cognitive development of children. Became interested in the cognitive development of children. Began observing the development of his children. Began observing the development of his children. From these observations, Piaget was able to establish his own terminology and theories of how “normal” children develop cognitively. From these observations, Piaget was able to establish his own terminology and theories of how “normal” children develop cognitively.

16. Piaget’s Theories of Intelligence Schemas – a concept, or framework, that organizes and interprets information. Schemas – a concept, or framework, that organizes and interprets information. Equilibrium – a cognitive state of mind in children where there is harmony between information presented to a child and their present schemas. Equilibrium – a cognitive state of mind in children where there is harmony between information presented to a child and their present schemas. Disequilibrium – a cognitive state of mind in children where new information is not in harmony with their current schemas. Disequilibrium – a cognitive state of mind in children where new information is not in harmony with their current schemas. Assimilation – interpreting one’s new experience in terms of one’s existing schema. Assimilation – interpreting one’s new experience in terms of one’s existing schema. Accommodation – adapting one’s current schemas to incorporate new information. Accommodation – adapting one’s current schemas to incorporate new information.

17. Doggy Doggy???

18. Piaget’s Stages of Cognitive Development Sensorimotor stage (birth to almost Sensorimotor stage (birth to almost 2 years of age) Preoperational stage (just before 2 years to 7 years of age) Preoperational stage (just before 2 years to 7 years of age) Concrete operational stage (about 7 to 11 years of age) Concrete operational stage (about 7 to 11 years of age) Formal operational stage (11 years on) Formal operational stage (11 years on)

19. The “Are You Smarter Than a ____ Year-Old” Game

20. Sensorimotor Stage Experience the world through the senses and actions (looking, touching, mouthing, and grasping). Experience the world through the senses and actions (looking, touching, mouthing, and grasping). Object permanence Object permanence 11:50-14:00 11:50-14:00 Sense of self Sense of self Stranger anxiety Stranger anxiety

21. Preoperational Stage Representing things with words and images but lacking logical reasoning. Representing things with words and images but lacking logical reasoning. Distinguishing appearance from reality Distinguishing appearance from reality Egocentrism Egocentrism Symbolism Symbolism 14:00-18:15 14:00-18:15 Language development Language development

23. Concrete Operational Stage Understanding analogies and performing arithmetical operations. Understanding analogies and performing arithmetical operations. Conservation Conservation Mathematical transformations Mathematical transformations

24. Formal Operational Stage Abstract reasoning Abstract reasoning Moral reasoning begins to develop Moral reasoning begins to develop Note: there’s a large amount of skepticism as to whether or not this stage actually exists. Note: there’s a large amount of skepticism as to whether or not this stage actually exists.

25. If everyone in this class studies hard, everyone in this class will earn an A. If everyone in this class studies hard, everyone in this class will earn an A. Everyone in this class studied hard. Everyone in this class studied hard. John and his sister Sally both want to go home from school, but they only have one bike. This means that one of them will get to ride the bike home, while the other will have to walk. John and his sister Sally both want to go home from school, but they only have one bike. This means that one of them will get to ride the bike home, while the other will have to walk. John rode his bike home. John rode his bike home. Tommy can run faster than Jenny. Jenny can run faster than Mark. Mark can run faster than Beth. Who can run faster, Tommy or Beth? Tommy can run faster than Jenny. Jenny can run faster than Mark. Mark can run faster than Beth. Who can run faster, Tommy or Beth?

26. What did we learn? We learned about Jean Piaget and his theories of development. We learned about Jean Piaget and his theories of development. We learned about the different stages of development drawn out by Piaget. We learned about the different stages of development drawn out by Piaget. We had our first introduction to theories about cognitive development. We had our first introduction to theories about cognitive development.

27. In the final portion of class… Other theories of cognitive development. Other theories of cognitive development. Theories of moral development. Theories of moral development. More terminology and ideas associated with development. More terminology and ideas associated with development.

29. What have we discussed about development? Genetics Genetics Piaget’s theories of cognitive development Piaget’s theories of cognitive development

30. What will we discuss now? Vygotsky’s theories of cognitive development Vygotsky’s theories of cognitive development Kohlberg’s theories of moral development Kohlberg’s theories of moral development Erikson’s theories of identity development Erikson’s theories of identity development

31. Revisiting Piaget’s Theories of Development Children go through different, set stages of development as they progress toward adulthood. Children go through different, set stages of development as they progress toward adulthood. These stages are distinct, age specific, and cannot be sped up through adult help. These stages are distinct, age specific, and cannot be sped up through adult help.

32. Lev Vygotsky (1896-1934) Researched the ideas of cognitive Researched the ideas of cognitive development that were described by Jean Piaget. Agreed with the idea that a developmental process in cognitive skills does take place. Agreed with the idea that a developmental process in cognitive skills does take place. Argued against the contention that this cognitive development is set, and cannot be accelerated. Argued against the contention that this cognitive development is set, and cannot be accelerated.

33. Vygotsky’s Theories of Development Contended that cognitive development occurs through gradual and continual growth. Contended that cognitive development occurs through gradual and continual growth. Believed that instead of being in different developmental stages, kids are in different “zones of proximal development”. Believed that instead of being in different developmental stages, kids are in different “zones of proximal development”. Proposed that through a method of instruction he termed as “scaffolding”, a child could learn cognitive concepts more quickly. Proposed that through a method of instruction he termed as “scaffolding”, a child could learn cognitive concepts more quickly.

34. Lawrence Kohlberg (1927-1987) Worked under the tutelage of Jean Worked under the tutelage of JeanPiaget. Chose to examine development from a moral perspective. Chose to examine development from a moral perspective. Argued that similar to cognitive development, children also go through stages of moral development throughout their lives. Argued that similar to cognitive development, children also go through stages of moral development throughout their lives. Contended that children progress through these stages in a set order, but that people did not necessarily advance through all of these stages in their life. Contended that children progress through these stages in a set order, but that people did not necessarily advance through all of these stages in their life.

35. The Story Of Heinz In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid 2000 for the radium and charged $20,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 10,000 which is 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, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that? Why, or why not? In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid 2000 for the radium and charged $20,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 10,000 which is 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, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that? Why, or why not?

37. Age Differences in Moral Development

38. Concerns about Kohlberg’s Theories of Moral Development Cultural influence Cultural influence Different forms of moral development Different forms of moral development Pre-Conventional - self Pre-Conventional - self Conventional - others Conventional - others Post-Conventional - combination Post-Conventional - combination Gender differences in moral orientation Gender differences in moral orientation Carol Gilligan Carol Gilligan The difference between behavior and moral responses The difference between behavior and moral responses

39. Erik Erikson (1902-1994) Born in Germany. Abandoned by Born in Germany. Abandoned by hisbiological father, and adopted by his Jewish step-father. Was an outcast in both the Jewish community (for his Nordic appearance), and at school (for being Jewish). Was an outcast in both the Jewish community (for his Nordic appearance), and at school (for being Jewish). As a result of this teasing, he became interested in the development of a sense of self identity that children go through. As a result of this teasing, he became interested in the development of a sense of self identity that children go through.

40. Erikson’s Research Worked under Sigmund Freud, and his daughter Anna Freud. Worked under Sigmund Freud, and his daughter Anna Freud. Examined how a child’s sense of self identity develops throughout the life-span. Examined how a child’s sense of self identity develops throughout the life-span. Agreed with many of Freud’s theories about development and childhood dilemmas, but he did have a few VERY important ideas that differed from Freud’s. Agreed with many of Freud’s theories about development and childhood dilemmas, but he did have a few VERY important ideas that differed from Freud’s. Believed that cultures influenced the different dilemmas and developmental phases that children experience. Believed that cultures influenced the different dilemmas and developmental phases that children experience. Concluded that despite these differences across cultures, children progress a series of 8 (instead of 6) phases of development. Concluded that despite these differences across cultures, children progress a series of 8 (instead of 6) phases of development.

42. What did we learn about in today’s last section? We concluded our examination of different theorists that study development in children. We concluded our examination of different theorists that study development in children. We learned about Vygotsky’s cognitive development theory We learned about Vygotsky’s cognitive development theory We learned about Kohlberg’s moral development theory We learned about Kohlberg’s moral development theory We learned about Erikson’s self identity developmental theory We learned about Erikson’s self identity developmental theory