1. Chapter 9 Psychological Development

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

3. 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

4. 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

5. 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

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

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

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

9. 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

10. 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

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

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

13. Harry Harlow – Contact Comfort

14. 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

15. 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

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

18. 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

19. 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

20. 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

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

22. 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).

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

25. 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.

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

27. 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

28. 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?

29. 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

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

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

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

33. 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

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

36. 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

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

38. Social Identity in Adolescence

39. 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

40. 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.

41. 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

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

43. 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

44. 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