Chapter 9 Psychological Development

Developmental Psychology The study of how organisms change over time as the result of biological and environmental influences. 2

The Nature-Nurture Interaction Nature-nurture issue Long-standing discussion over relative importance of nature (heredity) and nurture (environment) in their influence on behavior and mental processes. 3

The Nature-Nurture Interaction Twin studies – Developmental investigations in which twins, especially identical twins, are compared in the search for genetic and environmental effects. Adoption studies – Studies in which the adopted child’s characteristics are compared to those of the biological family and the adoptive family. 4

The Nature-Nurture Interaction Identical twins– A pair who started life as a single fertilized egg which later split into two distinct individuals. Fraternal twins– A pair who started life as two separate fertilized eggs that happened to share the same womb. 4

Gradual versus Abrupt Change Age Performance Discontinuity view Continuity view Continuity view vs. Discontinuity view 6

Prenatal Development Zygote – fertilized egg cell. Embryo – developing organism during the first 8 weeks after conception. Fetus – about 8 weeks after conception, until birth.

Prenatal Development Placenta – An organ that develops between the embryo/fetus and the mother. Teratogens – Toxic substances that can damage the developing organism. 10

Neonatal Period Newborn Sensory abilities Motor abilities From birth to one month. Sensory abilities Capable of responding to stimulation from all of their senses. Motor abilities Rooting reflex Grasping reflex 13

Infancy From 1 - 18 months old Babies build knowledge by observing the world around them. Synchronicity – The close coordination between the gazing, vocalizing, touching, and smiling of mothers and infants. 14

The Strange Situation Mary Ainsworth identified 2 types of attachment: 1. Secure Attachment 2. Insecure Attachment Anxious-ambivalent Avoidant

Contact Comfort Stimulation and reassurance derived from the physical touch of a caregiver. Harry Harlow

Harry Harlow – Contact Comfort

Cognitive Development Cognitive development – The process by which thinking changes over time. Schemas – Mental structures or programs that guide a developing child’s thoughts. 31

Cognitive Development Assimilation – Mental process that modifies new information to fit it into existing schemas. Accommodation – Mental process that restructures existing schemas so that new information is better understood. 32

Piaget’s Stages of Cognitive Development Sensorimotor Preoperational Concrete Operational Formal Operational 33

Cognitive Development Birth to about age 2 Child relies heavily on innate motor responses to stimuli Sensorimotor Preoperational Concrete Operational Mental representations Object permanence Formal Operational 33

Cognitive Development About age 2 to age 6 or 7 Marked by well-developed mental representation and the use of language Sensorimotor Preoperational Concrete Operational Egocentrism Animistic thinking Centration Irreversibility Formal Operational 33

Cognitive Development Sensorimotor About age 7 to about age 11 Child understands conservation but is incapable of abstract thought Preoperational Concrete Operational Conservation Mental operations Formal Operational 33

Cognitive Development Sensorimotor Preoperational From about age 12 on Abstract thought appears Introspection Intangible issues Concrete Operational Formal Operational 33

Social Development Temperament – an individual’s characteristic manner of behavior or reaction – assumed to have a strong genetic basis. Zone of proximal development – the difference between what a child can do with help and what the child can do on their own (Vgotsky).

Parenting Styles 1. Authoritative 2. Authoritarian 3. Permissive 4. Uninvolved 4 Video Clips

Authoritative Authoritarian Permissive Uninvolved Style Emotional Involvement Authority Autonomy Authoritative Parent is warm, attentive, and sensitive to child’s needs and interests. Parent makes reasonable demands for the child’s maturity level; explains and enforces rules. Parent permits child to make decisions in accord with developmental readiness; listens to child’s viewpoint. Authoritarian Parent is cold and rejecting; frequently degrades the child. Parent is highly demanding; may use force by yelling, commanding, criticizing, and reliance on punishment. Parent makes most decisions for the child; rarely listens to child’s viewpoint. Permissive Parent is warm but may spoil the child. Parent makes few or no demands—often out of misplaced concern for child’s self-esteem. Parent permits child to make decisions before the child is ready. Uninvolved Parent is emotionally detached, withdrawn, and inattentive. Parent makes few or no demands—often lacking in interest or expectations for the child. Parent is indifferent to child’s decisions and point of view.

Social and Emotional Development Other factors influencing a child’s development may include: Effects of day care School influences Leisure influences 39

Erikson’s Psychosocial Stages Age/Period Principal Challenge 0 to 1 1/2 years Trust vs. mistrust 1 1/2 to 3 years Autonomy vs. self doubt 3 to 6 years Initiative vs. guilt 6 years to puberty Competence vs. inferiority Adolescence Identity vs. role confusion Early adulthood Intimacy vs. isolation Middle adulthood Generativity vs. stagnation Late adulthood Ego-integrity vs. despair 33

The Heinz Dilemma (page 393) In Europe a woman was near death from a very 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 it. He paid $200 for the radium and charged $2,000 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 $1,000. 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 am 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 Heinz have done that? Why?

Kohlberg I. Preconventional morality Conventional morality Levels and Stages Reasons for Moral Behavior I. Preconventional morality Stage 1: Egocentric pleasure Stage 2: Cost/benefit orientation; reciprocity (“I’ll scratch your back if you scratch mine”) Avoid pain or avoid getting caught Achieve/receive rewards Conventional morality Stage 3: “Good child” orientation Stage 4: Law-and-Order orientation Gain acceptance, avoid disapproval Follow rules, avoid penalties Postconventional morality Stage 5: Social contract orientation Stage 6: Ethical principle orientation Promote the welfare of one’s society Achieve justice Be consistent with one’s principles

Adolescence – Developmental period beginning at puberty and ending at adulthood.

Transitions of Adolescence Rites of passage – Social rituals that mark the transition between developmental stages, especially between childhood and adulthood. 40

Physical Maturation in Adolescence Puberty – Onset of sexual maturity. Around puberty, boys and girls become more aware of their physical attractiveness. 41

Primary vs Secondary Sex Characteristics The sex organs and genitals. Secondary Gender-related physical characteristics that develop during puberty. Facial hair Deepening of voice Widened hips Development of breasts

Cognitive Development in Adolescence Formal operational stage – Piaget’s final stage of cognitive growth (abstract and complex thought). 41

Cognitive Development in Adolescence Hormones rise to high levels. The frontal lobe undergoes a “remodel.” This leads to sensation seeking and risk taking, and preoccupation with body image and sex. 41

Social Identity in Adolescence Identity crisis - The increasing influence of peers - Common social problems - Delinquency 41

Social Identity in Adolescence

Kohlberg I. Preconventional morality Conventional morality Levels and Stages Reasons for Moral Behavior I. Preconventional morality Stage 1: Egocentric pleasure Stage 2: Cost/benefit orientation; reciprocity (“I’ll scratch your back if you scratch mine”) Avoid pain or avoid getting caught Achieve/receive rewards Conventional morality Stage 3: “Good child” orientation Stage 4: Law-and-Order orientation Gain acceptance, avoid disapproval Follow rules, avoid penalties Postconventional morality Stage 5: Social contract orientation Stage 6: Ethical principle orientation Promote the welfare of one’s society Achieve justice Be consistent with one’s principles

What Developmental Challenges Do Adults Face? Nature and nurture continue to produce changes throughout life, but in adulthood these changes include both growth and decline.

Developmental Challenges of Adulthood Love and work Intimacy versus isolation Generativity versus stagnation Generativity – A process of making a commitment beyond oneself to family, work, society, or future generations. 42

The Last Developmental Problems…EVER Ego-integrity – The ability to look back on life without regrets and to enjoy a sense of wholeness. According to Erikson, the final crisis involves ego-integrity vs. despair. 42

The Last Developmental Problems…EVER! Some of the most obvious changes that occur with age affect physical abilities such as: Vision Hearing Thinking, learning, and problem solving Memory Sexual functioning Social interaction Emotions 42

5 Stages of Death and Dying Explanation Denial Refusing to believe the individual is sick. “This can’t be happening.” Anger Patient displays anger that they are sick. “Why me?! It’s not fair!” Bargaining Making a deal, in return for a cure, they will fulfill promises. Depression Crying, grieving, generally depressed mood, becomes silent, refuses visitors. Acceptance Patient realizes death is inevitable and accepts fate. “It’s going to be OK.” Developed by Elisabeth Kubler-Ross