UNIT 1: INTRODUCTION TO PSYCHOLOGY AREA OF STUDY 2 LIFESPAN DEVELOPMENT

THEORIES OF PSYCHOLOGICAL DEVELOPMENT PERCEPTUAL DEVELOPMENT EMOTIONAL DEVELOPMENT COGNITIVE DEVELOPMENT MORAL DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT Eleanor Gibson John Bowlby, Mary Ainsworth & Harry Harlow Jean Piaget Lawrence Kohlberg Erik Erikson

PERCEPTUAL DEVELOPMENT (Eleanor Gibson) KEY PROCESSES Role of the infant as an ‘active explorer’ Affordances – what the environment offers an animal, and what it provides. Perceived and actual properties of something in the environment that suggest how it should be used Differentiation – the ability to selectively perceive differences between things in the environment

Learning Activity 5.1 (pg.183) HOMEWORK

EMOTIONAL DEVELOPMENT (JOHN BOWLBY) ATTACHMENT THEORY The tendency of infants to form an emotional bond to another person 4 Key characteristics Proximity maintenance Safe haven Secure base Separation distress

EMOTIONAL DEVELOPMENT (MARY AINSWORTH) Indicators of Attachment crying to attract caregiver’s attention or when held by someone else Clinging physically to caregiver Smiling at caregiver more readily Lifting arms to be picked up by caregiver TYPES OF ATTACHMENT SECURE ATTACHMENT AVOIDANT ATTACHMENT RESISTANT ATTACHMENT

EMOTIONAL DEVELOPMENT (MARY AINSWORTH) STRANGE SITUATION TEST (1978) http://www.youtube.com/watch?v=QTsewNrHUHU http://www.youtube.com/watch?v=PnFKaaOSPmk

EMOTIONAL DEVELOPMENT (MARY AINSWORTH) Factors Influencing Attachment Characteristics of the caregiver sensitive responsiveness physical contact situational factors Characteristics of the infant Difficult vs. easy Temperament regular patterns / adaptable

EMOTIONAL DEVELOPMENT (HARRY HARLOW) HARLOW’S EXPERIMENTS ON ATTACHMENT IN MONKEYS (1958) Watch the following clip: http://www.youtube.com/watch?v=_O60TYAIgC4 Also, check out Figure 5.23: Harlow’s 1958 experiment (pg.197)

HOMEWORK Learning Activity 5.3 (pg.187) Learning Activity 5.8 (pg.191) GRIVAS (pg.187, 191, 195)

COGNITIVE DEVELOPMENT (JEAN PIAGET) KEY PRINCIPLES Assimilation = the process of taking in new information and fitting it into and making it part of an existing mental idea about objects or the world EXAMPLE: A TRUCK IS A TYPE OF CAR THE FULL MOON IS A BALL GRIVAS (pg.201-202)

COGNITIVE DEVELOPMENT (JEAN PIAGET) KEY PRINCIPLES Accommodation = changing an existing mental idea in order to fit new information EXAMPLE: A TRUCK IS DIFFERENT FROM A CAR THE MOON IS NOT A BALL GRIVAS (pg.201-202)

COGNITIVE DEVELOPMENT (JEAN PIAGET) Piaget’s four-stage theory Sensorimotor stage (0-2 Years) Pre-operational stage (2-7 Years) Concrete Operational stage (7-12 Years) Formal operational Stage (12+ Years) GRIVAS (pg.203-212)

COGNITIVE DEVELOPMENT (JEAN PIAGET) 1. Sensorimotor stage (0-2 Years) Object Permanence = the understanding that objects still exist even if they cannot be seen or touched Goal-Directed Behaviour = behaviour which is carried out with a particular purpose in mind GRIVAS (pg.203-204)

COGNITIVE DEVELOPMENT (JEAN PIAGET) 2. Preoperational stage (2-7 Years) Egocentrism = unable or have difficulty seeing things from another person’s perspective Animism = the belief that everything that exists has some kind of consciousness/awareness Transformation = understanding that something can change from one state to another Centration = can focus on only one quality or feature of an object at a time Reversibility = the ability to follow a line of reasoning back to its original starting point GRIVAS (pg.204-206)

COGNITIVE DEVELOPMENT (JEAN PIAGET) 3. Concrete Operational stage (7-12 Years) Conservation = an object does not change its weight, mass, volume or area when the object changes its shape or appearance Classification = the ability to organise information into categories based on common features GRIVAS (pg.208-209)

COGNITIVE DEVELOPMENT (JEAN PIAGET) 4. Formal Operational stage (12+ Years) Abstract Thinking = does not rely on being able to see or visualise things in order to understand concepts Logical Thinking = develop strategies to solve problems, identify solutions, develop hypotheses and test solutions GRIVAS (pg.210-211)

HOMEWORK Learning Activity 5.15 (pg.202) GRIVAS (pg.202, 210, 213, 214) HOMEWORK

MORAL DEVELOPMENT (LAWRENCE KOHLBERG)

MORAL DEVELOPMENT (LAWRENCE KOHLBERG) Kohlberg used both cross-sectional and longitudinal studies to test people of different ages in relation to their moral reasoning He found the following 3 distinct broad levels of moral development… PRECONVENTIONAL LEVEL (0-9 years) CONVENTIONAL LEVEL (9-15 years) POSTCONVENTIONAL LEVEL (16+ years)

MORAL DEVELOPMENT (LAWRENCE KOHLBERG) 1. PRECONVENTIONAL LEVEL (0-9 years) Stage 1 – Obedience & Punishment orientation Stage 2 – Naively Egotistical orientation

MORAL DEVELOPMENT (LAWRENCE KOHLBERG) 2. CONVENTIONAL LEVEL (9-15 years) Stage 1 – Good boy / Nice girl orientation Stage 2 – Law & Social Order orientation

MORAL DEVELOPMENT (LAWRENCE KOHLBERG) 3. POSTCONVENTIONAL LEVEL (16+ years) Stage 1 – Legalistic-Social-Contract orientation Stage 2 – Universal-Ethical orientation

HOMEWORK Learning Activity 5.28 (pg.221) GRIVAS (pg.221, 222, 223) HOMEWORK

PSYCHOSOCIAL DEVELOPMENT (ERIK ERIKSON) = Psychological Processes + Environment

PSYCHOSOCIAL DEVELOPMENT (ERIK ERIKSON) At each lifespan stage, an individual has to deal with a different psycho-social crisis Stage Age Period Psycho-Social Crisis 1 0-18 months Early Infancy Trust vs. Mistrust 2 18 months - 3 years Late Infancy Autonomy vs. Shame/Doubt 3 3 – 5 years Early Childhood Initiative vs. Guilt 4 5 – 12 years Middle/Late Childhood Industry vs. Inferiority 5 12 – 18 years Adolescence Identity vs. Identity Confusion 6 18 – 25 years Young Adulthood Intimacy vs. Isolation 7 25 – 65 years Adulthood Generativity vs. Stagnation 8 65+ years Late Adulthood Integrity vs. Despair

HOMEWORK Learning Activity 5.34 (pg.226) GRIVAS (pg.226, 234, 235) HOMEWORK

UNIT 1: INTRODUCTION TO PSYCHOLOGY SAC 1 EMPIRICAL RESEARCH ACTIVITY Investigation Into the Theories of Psychological Development AREA OF STUDY 2: LIFESPAN DEVELOPMENT