1. Learning Objectives 1.What is developmental psychology? 2.What agents can harm the fetus in utero? 3.What are the reflexes a baby is born with? 4.What is the difference between secure and insecure attachment? 5.How does language develop in children? 6.What is the difference between the nativist approach and learning approach to language?

2. Developmental Psychology The study of the physical, cognitive, and social change of humans throughout their life cycle. Children, Adults, and the Elderly Topics revolve around maturation and the aging process, what it affects and how it affects

3. Prenatal development Conception 30 Hours 6 weeks 4 months chapter 3

4. Agents that cross the placenta 1.German measles 2.X-rays, other radiation, and toxic chemicals, such as lead or mercury 3.Sexually transmitted diseases 4.Cigarette smoking 5.Alcohol Fetal Alcohol Syndrome (FAS): low birth weight, smaller brain, facial deformities, lack of coordination, mental retardation 6.Drugs other than alcohol chapter 3

5. Newborn Reflexes ReflexDescription Rooting When cheek is touched, head will turn toward the touch and mouth will search for something to suck Sucking Infant will suck on anything suckable, finger, nipple, pacifier Moro or “startle” Infant throws arms and spread fingers in response to noise or physical disturbance Babinski Touch bottom of foot (outer sole), infant will splay toes outward and then curl them in Grasp Touch on palm of hand, infant will grasp Stepping Hold infant so feet just touch ground, will demonstrate walking motion

6. Attachment A deep emotional bond that an infant develops with its primary caretaker Gives children a secure place to explore the world chapter 3 Securely Attached baby is secure when the parent is present, distressed by separation, and delighted by reunion. Insecurely Attached baby clings to the parent, cries at separation, and reacts with anger or apathy to reunion. Avoidant Anxious or ambivalent Mary Ainsworth – Strange SituationStrange Situation

7. Attachment Margaret and Harry Harlow Demonstrated importance of touching in forming attachments in Rhesus monkeys 2 artificial monkey moms: 1.wire, provided milk 2.terry-cloth, no milk Contact comfort In primates, the innate pleasure derived from close physical contact The basis of the infant’s first attachment chapter 3

8. What causes insecure attachment? 1.Abandonment and deprivation in the first two years of life 2.Parenting that is abusive, neglectful, or erratic 3.Child’s genetically influenced temperament 4.Stressful circumstances in the family chapter 3

9. Cognitive Development: Language 1.Acquisition of speech begins in the first few months. Crying and cooing = first parts of speech Infants are responsive to pitch, intensity, and sound. –Parentese – high pitch baby talk 2.By 4-6 months of age children can recognize their names and repetitive words. 3.By 6-12 months they become familiar with sentence structure of their own language Babbling starts – e.g. “baba”, “googoo” Common gestures Around 12 months – first word 4.Between 18-24 months, combine 2-3 words into telegraphic speech At 18 months speaks 3-50 words By age 6: 8,000 – 14,000 words chapter 3

10. Word 1.Ball 2.Mama 3.Dada 4.Dog 5.Cheese 6.Blueberries 7.Bubbles 8.Hi 9.Bye 10.Mine 11.Book 12.Down 13.There 14.Up there 15.Over there 16.Down there 17.What ’ s that 18.That 19.Bottle 20.More 21.All Done 22.Uh Oh 23.Owe 24.Hot 25.Yes 26.No chapter 3 Signs 1.Eat 2.More 3.Milk 4.Please 5.Cheese 6.All Done 7.Hot 8.Monkey 9.Gorilla 10.Elephant w/ sound 11.Bear 12.Airplane 13.Hi 14.Bye 15.Yes 16.No 17.Thank you Cari’s Words and Signs at 18 months

11. Telegraphic Speech form of communication consisting of simple two-word, noun-verb sentences Starts between 18 and 24 months “Have it”, “I want” “Cari down” “Cari ball”, “Cari book”, “Mommy shirt”

12. The Learning Theory Approach Language acquisition follows the basic laws for operant conditioning Shaping: reinforcement of successive approximations of words that are uttered Language is learned The Nativist Approach (Noam Chomsky) There is a genetically determined, innate mechanism that directs the development of language Language is an innate skill Language acquisition device (LAD) chapter 3 Cognitive Development: The Origins of Language

13. Language acquisition device (LAD) An innate module that allows young children to develop language if they are exposed to an adequate sampling of conversation Permits understanding of language Provides strategies and techniques for learning the specific characteristic of a language to which a child is exposed Universal grammar –core features common to all languages Nouns and verbs, subjects and objects, negatives chapter 3

14. Evidence supporting the Nativist Approach 1.Children in different cultures go through similar stages of linguistic development. 2.Children combine words in ways adults never would. 3.Children learn to speak or sign correctly without adult correction. 4.Children not exposed to adult language may invent a language of their own. 5.Children as young as 7 months can derive simple linguistic rules from a string of sounds. 6.Broca’s area is selectively activated by languages that meet Universal Grammar requirements chapter 3

15. Last Class in Review Developmental Psychology: –The study of physical, social and cognitive changes throughout the lifespan Newborn reflexes Attachment Theory –Mary Ainsworth strange situation Insecure vs. secure attachment –Harlow Monkey Experiment Contact comfort –Language Development Learning Theory Approach (shaping/rewards) Nativist Approach (innate LAD/universal grammar)

16. Learning Objectives 1.What are the 4 stages of cognitive development according to Piaget? 2.What is object permanence, egocentrism, and conservation? 3.What is the distinction power assertion and induction in the development of moral behavior? 4.What are the major physiological changes that girls and boys undergo during adolescence? 5.What are the 8 stages or crises of development over the lifespan that were proposed by Erikson?

17. Cognitive Development: Thinking Jean Piaget (1896-1980) Proposed that children make mental adaptations to new observations Assimilation: absorbing new information into existing cognitive structures Accommodation: modifying existing cognitive structures in response to new information The thought processes and problems solving strategies of children are not random, they reflect the level of maturation at each stage of development 4 stages of development: new reasoning skills depend on the development of previous ones 1. Sensorimotor 2. Preoperational 3. Concrete Operations 4. Formal Operations chapter 3

18. Piaget’s Stages of Development: Sensorimotor Birth–2 years Children learn through concrete actions Children learn to coordinate sensory information with bodily movements - If I do X, Y will happen Object permanence. The understanding that an object continues to exist even when you cannot see or touch it allows them to hold images in their mind allows them to use mental imagery and symbols chapter 3 1

19. Object Permanence chapter 3 Child has not learned object permanence Child has learned object permanence The understanding that an object continues to exist even when you cannot see or touch it

20. Piaget’s Stages of Development: Preoperational Ages 2–7 Use of symbols and language accelerates Pretend play Focused on limitations of children’s thinking Lack cognitive abilities needed for abstract thinking and mental operations Egocentric –Seeing the world only from your own point of view; not being able to see other’s points of view Cannot grasp concept of conservation chapter 3 2

21. Egocentrism: Three Mountain Task Seeing the world only from your own point of view; not being able to see other’s points of view

22. Conservation Substance “Do the two pieces have the same amount of clay?” Number “Do the two rows have the same number of pennies?” chapter 3 The understanding that the physical properties of objects, can remain the same even when their form or appearance changes.

23. Piaget’s Stages of Development: Concrete operations Ages 7–12 Thinking is still concrete Tied to actual experiences Cognitive skills expand rapidly Conservation Reversibility Causation Mental operations –Addition, subtraction, multiplication, division chapter 3 3

24. Piaget’s Stages of Development: Formal operations Ages 12–adulthood Capable of abstract reasoning Compare and classify ideas Reason about situations not personally experienced Think about the future Search systematically for solutions –Deductive and inductive reasoning chapter 3 4

25. Your turn At what age will children recognize that the two clay balls on the right have the same amount of clay as the two balls on the left? 1. Ages 0-2 2. Ages 2-7 3. Ages 7-12 4. Ages 12 and over chapter 3

26. Cognitive development: Current Views 1.Cognitive abilities develop in continuous, overlapping waves. In comparison to the distinct stages Piaget proposed 2.Preschoolers (3-4 yrs) are not as egocentric as Piaget thought. Theory of Mind: a system of beliefs about how their own and other people’s minds work and how people are affected by their beliefs and emotions 3.Children understand more than Piaget thought. At 4 months some idea of object permanence and will notice when objects seem to be defying the laws of physics 4.Cognitive development is spurred by growing speed and efficiency of information processing. 5.Cognitive development depends on the child’s education and culture. Lev Vygotsky – culture profoundly shapes a child’s cognitive development chapter 3

27. How do children learn moral reasoning? Moral reasoning: Learning right from wrong Learning generosity vs. selfishness Learning to obey rules of social conduct (norms, roles)

28. Teaching moral behavior: Parental Influences 1.Power assertion Parent uses punishment and authority to correct misbehavior. Authoritarian parenting: demanding, less responsive to children’s real needs. Controlling, but not warm or loving. Issue command, criticisms, and only occasional praise. Result: Children learn to obey only when parent is present 2.Induction Parent appeals to child’s own resources, abilities, sense of responsibility, and feelings for others in correcting misbehavior. Authoritative parenting: unconditional love and acceptance, supportive, provide boundaries, but allow freedom too. Loving, but not over-indulgent, involved by not overly controlling. Result: Children learn to internalize right vs. wrong chapter 3

29. Gender identity and typing Gender identity The fundamental sense of being male or female, independent of whether the person conforms to social and cultural rules of gender Gender typing Process by which children learn the abilities, interests, personality traits, and behaviors associated with being masculine or feminine in their culture chapter 3

30. Influences on gender development By 9 months, babies can discriminate male from female faces By 2-3, toddlers can label themselves as a boy or girl By 4-5, children develop stable gender identity Around 3-5 yrs, children show preference for playing with same-sex peers and toys Biological factors Prenatal hormones (androgens), genes  brain organization. Cognitive factors Gender schemas: the mental network of knowledge, beliefs, metaphors, and expectations about what it means to be male or female. – develops around age 5 Learning factors Gender appropriate play may be reinforced by parents, teachers, and peers and children may simply be conforming to the expectation and beliefs of parents and teachers. chapter 3

31. Physiology of adolescence Adolescence Period of life from puberty until adulthood Puberty The age at which a person becomes capable of sexual reproduction Before puberty – girls and boys = androgens and estrogens After Puberty – girls > estrogen; boys > androgens Onset of puberty depends on genetic and environmental factors. E.g., body fat triggers the hormonal changes Early vs. late onset Early maturing boys have more positive views of their bodies and are more likely to smoke, binge drink, and break the law. Early maturing girls are usually socially popular but also regarded by peer group as precocious and sexually active. They are more likely to fight with parents, drop out of school, and have a negative body image. chapter 3

32. Erikson’s Stages of Psychosocial Development chapter 3 Each stage is characterized by a crisis, or challenge, which needs to be resolved before moving on Favorable outcomes at a given stage are “virtues”

33. Erikson’s Stages of Psychosocial Development 1.Trust vs. mistrust (oral-sensory) Infancy (birth-age 1) Important event = feeding DRIVE & HOPE 2.Autonomy vs. shame & doubt (muscular-anal) Toddler (ages 1-3) Important event = toilet training SELF-CONTROL, COURAGE, WILL 3.Initiative vs. guilt (locomotor) Preschool (ages 3-5) Important event = Independence PURPOSE 4.Industry vs. inferiority (latency) Elementary school (ages 6-12) Important event = school COMPETENCE chapter 3

34. Erikson’s Stages of Psychosocial Development 5.Identity vs. role confusion (adolescence) Adolescence (ages 13-19) Important event = peer relationships DEVOTION & FIDELITY 6.Intimacy vs. isolation (young adulthood) Young adulthood (ages 20-40) Important event = love relationships LOVE 7.Generativity vs. stagnation (middle adulthood) Middle adulthood (ages 40-65) Important event = Parenting CARING 8.Integrity vs. despair (Maturity) Late adulthood (ages 65 and older) Important event = reflection and acceptance of one’s life WISDOM chapter 3

35. Your turn At what age, according to Erikson, are people likely to wrestle with whether they are able to deal with the tasks facing them in life and begin to feel a sense of competence or inferiority to others? 1. Age 4 2. Age 7 3. Age 15 4. Age 25 chapter 3