©2002 Prentice Hall Development Over the Life Span

©2002 Prentice Hall Development Over the Life Span From Conception to the First Year Cognitive Development Gender Development How Much Do Parents Matter? Adolescence Adulthood Are Adults Prisoners of Childhood?

©2002 Prentice Hall From Conception to the First Year Prenatal Development The Infant’s World Attachment

©2002 Prentice Hall Prenatal development Conception 30 Hours 6 weeks4 months

©2002 Prentice Hall Agents That Cross The Placenta German measles X-rays, other radiation, toxic chemicals Sexually transmitted diseases Metabolic effects of cigarette smoking Alcohol Drugs

©2002 Prentice Hall “The baby, assailed by eyes, ears, nose, skin, and entrails at once, feels that all is one great blooming, buzzing confusion…” William James The Principles of Psychology, 1890 The Infant’s World

©2002 Prentice Hall Newborn Reflexes Rooting Sucking Swallowing Moro (“startle”) Babinski Grasp Stepping

©2002 Prentice Hall Attachment Attachment: A deep emotional bond that an infant develops with its primary caretaker Contact Comfort: In primates, the innate pleasure derived from close physical contact; it is the basis of the infant’s first attachment.

©2002 Prentice Hall Styles of Attachment Strange Situation Test: A parent-infant “separation and reunion” procedure that is staged in a laboratory to test the security of a child’s attachment Secure Attachment: A parent-infant relationship in which the baby is secure when the parent is present, distressed by separation, and delighted by reunion Insecure Attachment: A parent-infant relationship in which the baby clings to the parent, cries at separation, and reacts with anger or apathy to reunion.

©2002 Prentice Hall Cognitive Development Language Thinking Moral Reasoning

©2002 Prentice Hall Language Telegraphic Speech: A child’s first word combinations, which omit (as a telegram did) unnecessary words. Language Acquisition Device: According to many psychologists, an innate mental module that allows young children to develop language if they are exposed to an adequate sampling of conversation.

©2002 Prentice Hall Cognitive Development: Piaget’s Theory Cognitive development consists of mental adaptations to new observations and experiences. Adaptation takes two forms: Assimilation: Absorbing new information into existing cognitive structures. Accommodation: Modifying existing cognitive structures in response to experience and new information.

©2002 Prentice Hall Piaget’s Stages of Development Sensorimotor Preoperational Concrete Operational Formal Operational

©2002 Prentice Hall “Conservation of Liquid” Task The critical question is always: “Why do you think so?”

©2002 Prentice Hall Conservation of Substance & Number Conservation of Substance Two identical balls of clay One is deformed “Do the two pieces have the same amount of clay?” Conservation of Number Two identical rows of pennies One row is rearranged “Do the two rows have the same number of pennies?”

©2002 Prentice Hall Evaluating Piaget’s Theory Stage changes are neither as clear-cut nor as sweeping as Piaget believed. Children sometimes understand more than Piaget believed. Preschoolers are not as egocentric as Piaget thought. Cognitive development depends on the child’s education and culture Piaget overestimated the cognitive skills of many adults.

©2002 Prentice Hall The Infant as Intuitive Physicist Infants look longer at objects that seem to violate physical laws than those that do not Surprise indicates that their expectations were violated They must know what is physically plausible for this to occur

©2002 Prentice Hall Moral Reasoning: Kohlberg’s Theory Preconventional Level Punishment and obedience Instrumental relativism Conventional Level Good boy-nice girl Society-maintaining Postconventional Level Social contract Universal ethical principles

©2002 Prentice Hall Criticisms of Kohlberg’s Theory Tends to overlook educational and cultural influences Some cultural differences not reflected in this theory Moral reasoning is often inconsistent across situations Connection between moral reasoning and moral behavior is often indirect

©2002 Prentice Hall Gender Development Influences on Gender Development Gender Over the Life Span

©2002 Prentice Hall Gender Development Biological Factors Cognitive Factors Learning Factors

©2002 Prentice Hall Influences on Gender Development Gender Identity: The fundamental sense of being male or female; it is 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.

©2002 Prentice Hall How Much Do Parents Matter? The Power of Parents Limits on Parental Influence

©2002 Prentice Hall The Power of Parents Power Assertion: A method of child rearing in which the parent uses punishment and authority to correct the child’s misbehavior. Induction: A method of child rearing in which the parent appeals to the child’s own resources, abilities, sense of responsibility, and feelings for others in correcting the child’s misbehavior.

©2002 Prentice Hall Limits on Parental Influence Temperaments Peers

©2002 Prentice Hall Adolescence The Physiology of Adolescence The Psychology of Adolescence

©2002 Prentice Hall The Physiology of Adolescence Adolescence: The period of life from puberty to adulthood Puberty: The age at which a person becomes capable of sexual reproduction. Menarche: A girl’s first menstrual period Spermarche: A boy’s first ejaculation

©2002 Prentice Hall The Psychology of Adolescence Turmoil and Adjustment Separation and Connection

©2002 Prentice Hall Adulthood Stages and Ages The Transitions of Life Old Age

©2002 Prentice Hall Erikson’s Eight Stages - I Trust vs. Mistrust Infancy (0-1 year) Autonomy vs. Shame and doubt Toddler (1-2 years) Initiative vs. Guilt Preschool (3-5 years) Industry vs. Inferiority Elementary School (6-12 years)

©2002 Prentice Hall Erikson’s Eight Stages - II Identity vs. Role confusion Adolescence (13-19 years) Intimacy vs. Isolation Young adulthood (20-40 years) Generativity vs. Stagnation Middle adulthood (40-65 years) Integrity vs. Despair Late adulthood (65 and older)

©2002 Prentice Hall The Transitions of Life Starting Out The Middle Years Menopause: The cessation of menstruation and the production of ova; it is usually a gradual process lasting up to several years.

©2002 Prentice Hall Old Age Fluid Intelligence: The capacity for deductive reasoning and the ability to use new information to solve problems; it is relatively independent of education and tends to decline in old age. Crystallized Intelligence: Cognitive skills and specific knowledge of information acquired over a lifetime; it depends heavily on education and tends to remain stable over the lifetime.

©2002 Prentice Hall Intellectual Changes Over the Lifespan Some intellectual abilities dwindle with age. Numerical and verbal abilities remain relatively steady over the years.

©2002 Prentice Hall Are Adults Prisoners of Childhood?

©2002 Prentice Hall Challenging Our Assumptions Recovery from war: Only 20% of WWII war orphans had problems after being adopted and moving to the U.S. Most of these eventually established happy lives. Recovery from abusive or alcoholic parents: Their children are at risk for developing these problems, but the majority do not. Recovery from sexual abuse: More emotional and behavioral symptoms, but most adjust and recover.