1. … he allowed himself to be swayed by his conviction that human beings are not born once and for all on the day their mothers give birth to them, but that life obliges them over and over again to give birth to themselves. Gabriel Garcia Marquez

2.  Studies physical, cognitive & psychosocial changes across the life span  Two methods of conducting research Longitudinal research  Study the same participants over a long period of time  Problems: expensive and possible drop-outs Cross-sectional research  Groups of Ps, of different ages, studied at same time  Problem: cohort peculiarities

3.  Zygote stage: conception to week 2 Moves to embryonic stage when multicell ball attaches to uterine wall  Embryonic stage: end of wk 2 to wk 8 Genes are in the background directing progress Boys become boys when testosterone is secreted, producing male sex organs  Fetal stage: end of wk 8 to birth Movement felt by mom by 4 th month By 7 th most everything is developed  Focus is on growth!

4.  Premature birth Smaller in weight, though not always in length Less physically & cognitively developed Usually up to 2 months early still has a fighting chance  Teratogens Noxious substance or factors that can disrupt prenatal development X-rays: disrupt development of brain cells Drugs: abnormal physical & psychological development Alcohol: FAS; mental retardation, facial disfigurement

5.  Infancy: birth to 2 yrs Babies are born to survive  Rooting reflex  Cry when hungry, smile to reinforce closeness of caregiver  Quickly learn to recognize mother’s smell, voice, and face Perception  Newborns can’t focus on distant objects  Visual cliff  Depth perception develops between 4th & 6th month Motor development  Cephalocaudal trend (head to foot growth and motor control)  Proximodistal trend (center out growth and motor control)

6.  Medieval Times (500 – 1500 AD) Preformationism: Children were viewed as miniature adults  Reformation (1500’s) Puritanism: Children are born evil and stubborn  Enlightenment (1600’s and 1700’s) John Locke – tabula rasa Rousseau – children are noble savages  Darwin (1800’s) Ontogeny & Phylogeny, and Baby Biographies  Logs of infant development  Focus on maturation & development

7.  1890s G. Stanley Hall  Founder of child psychology  Focus on heredity  1920s Remember behaviorism?  1950s First look at other ages in the lifespan (Erikson & Piaget)  1960s Behavioral genetics  How heredity & life experience interact in affecting development  Ex: divorce, empathy, attachment styles

8.  A proponent of the belief that intelligence develops qualitatively with age, as well as quantitatively  Genetic Epistemology Intellect develops in gradual stages, much as the body does  Hence the term ‘genetic’ does not refer to our genes’ influence on our intelligence but rather as a reference to development

9.  Themes of cognitive development Schemas Assimilation Accommodation  Sensorimotor Birth to 2 years Learn to coordinate sensory experience & motor behavior Object constancy (a.k.a. object permanence)

11.  Preoperational Age: 2 to 7 years Language more sophisticated but still have trouble with mental manipulation of information Can’t engage in certain mental operations  Conservation  Reversible mental representations Egocentrism

13.  Concrete Operational Age: 7 to 11 years Child learns to logically reason about objects Understands  Conservation (can make transitive inferences)  Formal Operational Adolescent reasons in more abstract, idealistic and logical ways

14. A B Figure A shows a bottle with some water in it. In B, the bottle has been tilted. Draw a line to show how the water line would look.

15.  Focused on moral understanding, rather than moral behavior  Three stages of moral development Moral Realism (0 to 7 yrs) Morality of Cooperation (7 to 11 yrs) Moral Relativism (12 yrs & up)

16.  Preconventional Punishment and obedience orientation Individualism and purpose  Conventional Good boy - Nice girl orientation Society - maintaining orientation  Post-conventional Community rights vs. personal rights Universal ethical principle orientation

17.  A. I find it relatively easy to get close to others and am comfortable depending on them and having them depend on me. I don’t often worry about being abandoned or about someone getting too close to me.  B. I am somewhat uncomfortable being close to others. I find it difficult to trust them completely, difficult to allow myself to depend on them. I am nervous when anyone gets too close, and often, love partners want me to be more intimate than I feel comfortable being.  C. I find that others are reluctant to get as close as I would like. I often worry that my partner doesn’t really love me or want to stay with me. I want to merge completely with another person, and this desire sometimes scares people away.

18.  Harlow’s monkeys Wire mesh vs. cloth mothers  Bowlby Orphans in London Attachment  An emotional bond to one’s caregiver as an infant  Three components of attachment Proximity maintenance Safe haven Secure base

19.  Ainsworth Strange Situation Examines reaction of child to three situations  Exploration  Mom leaves  Mom returns  Attachment styles Based on history with caregiver, we develop a tendency to relate to others in a certain manner Can I count on my attachment figure to be available and responsive when I need them?

20.  Secure Yes: Infants feel comfortable to explore, trust a responsive mother Adults find it easy to trust, want love, don’t fear rejection, see themselves as worthy of affection  Avoidant No: Infants appear detached from unresponsive or rejecting mother Adults are aloof, emotionally distant, skeptical of others’ love, fear rejection but still want closeness  Anxious-ambivalent Maybe: Infants cling to inconsistent caregiver and protest extremely when needs aren’t met Adults see themselves as misunderstood, lacking in confidence, can be clingy or needy in a relationship

21.  A. I find it relatively easy to get close to others and am comfortable depending on them and having them depend on me. I don’t often worry about being abandoned or about someone getting too close to me.  B. I am somewhat uncomfortable being close to others. I find it difficult to trust them completely, difficult to allow myself to depend on them. I am nervous when anyone gets too close, and often, love partners want me to be more intimate than I feel comfortable being.  C. I find that others are reluctant to get as close as I would like. I often worry that my partner doesn’t really love me or want to stay with me. I want to merge completely with another person, and this desire sometimes scares people away.

22.  Attachment styles can change over time Either through self-motivated growth/deterioration or because of secure/insecure relationship partners  Pairing up Most secures bond with other secures Most avoidants bond with secures (a few with anxious-ambivalent, rarely with other avoidants) Most anxious-ambivalents bond with secures, a few with avoidants (rarely with other anxious- ambivalents)

23.  Trust vs. mistrust Birth to 1 year Treatment by caregivers creates trust in a good world  Autonomy vs. shame and doubt 1 to 2 years Child is allowed to make independent decisions or is made to feel ashamed/full of doubt about own decisions  Initiative vs. guilt 3 to 6 years Child either develops own purpose/direction or is made to feel guilty by overly controlling caregivers

24.  Industry vs. inferiority 6 to 11 years Child either feels competent working with others or inferior  Identity vs. role confusion Adolescence Adolescent either grasps sense of identity or becomes confused about possible future roles as adult  Intimacy vs. isolation Young adulthood (ages 20 to 40) Forming deep/intimate relationships with others or becoming socially isolated

25.  Generativity vs. self- absorption/stagnation Middle adulthood (ages 40 to 65) Determining what to leave behind for future generations or failing to grasp a sense of meaning in life  Integrity vs. despair Late adulthood (ages 65 and up) Feeling that life was worthwhile or feeling despair about one’s life and fearing death