1. Human Development

2. Developmental Psychology Definition: field of study in psychology that examines how people grow and change throughout the life span of a human Life Span: - Conception - Infancy - Childhood - Adolescence - Adulthood - Aging - Death Types of Development: - Cognitive - Perceptual - Physical - Social

3. Why Study Human Development? our experiences in one stage affects later stages studying early stages helps us learn about developmental problems can learn what types of experiences which foster well adjusted humans in later stages

4. How Do We Study It? Use Longitudinal & Cross-Sectional method* (interested in people across life span) Concerned with: - hereditary & environmental influences on behavior - discovering if development is gradual (inclined plane) or in stages (climbing stairs) Stage Theorist: - Jean Piaget - Arnold Gesell Gradual Theorist: - J.H. Flavell

5. Nature = heredity/genetics certain behaviors are “biologically programmed” based on nutrition & social experience Maturation  automatic & sequential process of development resulting from genetic signals Critical Period  point in development which a human is best suited to learn Nature v. Nurture Nurture = environment Mind is a “blank slate” and is written on by environment Ex: sit-crawl- stand-walk Ex: language development in early childhood Ex: effects of family structure, culture, school, community

6. Q  What’s side of the debate are you on? Nature v. Nurture Instructions  Get into Lab Groups Nature on Left (near side chalkboard) Nurture on Right (near windows) Split a piece of paper in half and both sides state their case Turn them into me and I will evaluate and declare a winner

7. Birth through Childhood

8. So, what are you born with? Physical Development Physical characteristics (weight/height) Reflexes (involuntary response) Certain reflexes exist at birth: - Moro  extension of arms when feel loss of support - Palmar  hand grasping - Rooting  turning to objects w/ check attempting to suck

9. Height & Weight: most dramatic gains happen prior to birth Embryo Stage – 1 st 8 weeks = tiny embryo develops fingers, toes, eyes, ears, nose, a heart, & circulatory system Fetal (Fetus) Stage – lasts until birth & other vital organs form Infancy (birth to 23 months) – double weight & height in 5 weeks (triple by 1 year) – grow 10 inches a year Childhood (2 years to adolescence) – gain an avg. of 2-3 inches & 4-6 lbs each year until adolescence Physical Development

10. Perceptual Development Five Senses are functional at birth – Newborns can utilize sight (prefer to focus on objects 9 inches or less away from them) – Focus on objects w/contour, contrast, complexity, and movement Definition: process by which infants make sense of the senses to which they are exposed Infants prefer new & interesting stimuli (take it all in and learn) Sense of hearing & smell are better than eyesight at birth

11. Social Development Focus on: the ways in which infants & children learn to relate to other people – Attachment: close emotional relationship between an infant & their caretakers Secure Attachment: parent serves as a secure base from which to explore Insecure Attachment: – Insecure  tend to cling to parent & be angry when parent returns after separation – Avoidant  seek little contact with parent Factors that affect Social Development: Stranger Anxiety Separation Anxiety

12. Factors that affect Social Development: – Contact Comfort: instinctual need to touch & be touched by something soft (i.e. skin) Harry Harlow's experiment with Monkeys (1959) – Imprinting: process by which immediate attachments are formed by animals during critical period In humans it does not happen: (takes months to form/no critical period in humans)

13. Social Development – Temperament: characteristic of a child’s mood & activity level Easy Infants: 40%; adaptable to new situations; predictable in schedule; positive in mood Difficult Infants: 10%; intense reactions; not adaptable to new situations; negative mood Slow-to-Warm Infants: 15%; initially withdraw when approached; may warm up later Average Infants: 35%; do not fit into any of the above categories

14. Social Development Parenting Styles are based on two dimensions: Strict-Permissive Strict  impose rules & supervise closely Permissive  less rules & supervision Warm-Cold Warm  show lots of affection & enjoyment Cold  little affection & enjoyment shown;

15. Social Development Parenting Styles: Authoritative: affectionate & loving; sets limits; engages in verbal give-and-take Authoritarian: demands unquestioned obedience; less affection Permissive: few demands made; children allowed to make own decisions; inconsistent discipline

16. Social Development Self-Esteem: value or worth that people attach to themselves Factors which affect: Secure Attachment = High self-esteem Ways in which parent react to their children Love & Acceptance no matter what (Unconditional Positive Regard) Love only shown when children behave as expected (Conditional Positive Regard) Also…… Gender & Age Begins in early childhood

17. Cognitive Development Key Terms: Schema: basic thought process/structure Organization: combining & integrating simple schemas Adaption: modifying existing schema to fit new experiences Definition: development of thought process

18. Theory & Theorist Contributions & Focus: developed a theory of intellectual development based on a stage oriented process of cognition Belief  children will not learn a skill through reinforcement or modeling unless they are cognitively ready to do so Belief  organized information through: Assimilation: interpreting new info/stimuli based current knowledge known Accommodation: changing thoughts/ideas through experiences Jean Piaget (1896-1980) Developmental Psychologist Focus  how children think Created  Theory of Cognitive Development

19. Student Activity Task I  Read & Highlight Piaget’s “Stages of Intellectual Development” Complete the “Piagetan Tasks” activity (Parts A,B,C) Complete the “Application of the Stages of Cognitive Development” activity See me for answers

20. Theory & Theorist Contributions & Focus: Developed a six stage cognitive theory about the development of children’s moral reasoning Belief  a child’s stage of mental processing influences the way they make moral decisions Belief  child in a certain stage of development make moral judgments consistently Stages follow a sequence that children do not skip or go backwards in Lawrence Kholberg (1927-1987) Developmental Psychologist Focus  Mental Processing & Moral Decisions Created  Theory of Moral Development

21. Student Activity Task II  Read & Highlight Kohlberg’s “Stages of Moral Development” (Part A) Complete Part B on the paper. Complete the “Evaluation” activity. Be ready to discuss, share, and turn in tomorrow.

22. Adolescence

23. Adulthood through Aging

24. Young Adulthood Life Span: age 20-40 Characteristics: Physical Change: - height of strength & reaction time - signs of aging begin to show Social Concern: - forming intimate relationships Cognitive Skill: - intellectual abilities stable - processing skills stable

25. Developmental Tasks: Exploring adult roles Becoming independent of parents Developing intimate relationships Adjustment to living with someone else Starting a family Maintaining/managing a home Beginning a career Involvement in “community” Creation of “social network”

26. Reassessment: occurs in early 30’s reevaluation of choices & decisions made while in 20’s life changes occur (careers, divorce, move) Biological factors are considered (women & childbirth) Settling Down: occurs in late 30’s “planting roots” focus on career & life stability

27. Middle Adulthood Life Span: age 40-65 Characteristics: Physical Change: - number of active brain cells decrease - vision decreases - menopause begins in women Social Concern: - more aware of own mortality - caught between needs of their children & their own parents Cognitive Skill: - intelligence remains stable - retrieval of long term memory slows

28. Developmental Tasks: Strengthening relationship w/spouse Helping children adjust from home to real world Assuming roles in community to improve overall world Achieving mastery in career Adjusting to physical changes Making decisions about future Pursuing Passions Coping with aging parents

29. Generality: ability to influence the world around you interest in guiding the next generation Examples  w/kids, w/co-workers, w/community Midlife Transition: occurs in age 40-45 realize “life is half over” realize “I’m not a kid anymore” Result  perspectives change

30. Midlife Crisis: 2 nd period of reassessment Feeling of trapped in meaningless life roles Result  find new outlets (roles) Middlescence: search for a new identity (similar to adolescence stage) Empty-Nest Syndrome: occurs when children leave home & start own live Result  feelings of emptiness & depression (old research) Result  increase in freedom, focus on career/spouse, new things to focus on(new research)

31. Late Adulthood Life Span: age 65-older Characteristics: Physical Change: - health problems begin to show - aging takes place Social Concern: - acceptance & adjustment - opportunity for self-fulfillment Cognitive Skill: - decrease in memory & cognitive ability

32. Developmental Tasks: Adjusting to physical changes Maintain concern for others while balancing your own changes Shift focus from work to retirement & leisure activities Adjustment to financial changes Adjustment to living with spouse in retirement (fulfilling living arrangement) Adjustment to death of spouse

33. Why Do People Age? 1.Theory #1  2.Theory #2  Cognitive Changes? Social Changes?

34. Stage of Dying Kubler Ross Theory: proposed by Elizabeth Kubler-Ross (1969) wrote “On Death & Dying” worked with terminally ill people Idea  death happens in five stages in which dying people pass

35. Stage of Dying

36. Stage 1  Denial defense mechanism deny the reality of the situation block out the words & hide from reality Stage 2  Anger intense emotion & guilt possible resentment Stage 3  Bargaining attempt to regain control of reality thoughts of “if we only…” try to postpone the inevitable

37. Stage of Dying Stage 4  Depression Two types: 1  sadness & regret 2  quiet preparation of actual death Stage 5  Acceptance not all reach this stage withdrawal and calm limited social interaction