1. Unit IX. Development1 IX. Developmental Psychology

2. Unit IX. Development2 The Last Stage

3. Unit IX. Development3 IX. Developmental Psychology College Board - “Acorn Book” College Board - “Acorn Book” Course Description Course Description 7-9% 7-9%

4. Unit IX. Development4 Summary Outline A. Life Span Approach A. Life Span Approach B. Research Methods B. Research Methods C. Heredity-Environment Issues C. Heredity-Environment Issues D. Developmental Theories D. Developmental Theories E. Dimensions of Development E. Dimensions of Development F. Sex Roles, Sex Differences F. Sex Roles, Sex Differences

5. Unit IX. Development5 A. Life Span Approach Studying Development Throughout Life Studying Development Throughout Life Prenatal Development Prenatal Development Infancy and Childhood Infancy and Childhood Adolescence Adolescence Adulthood Adulthood Marriage, Parenthood, Work, Aging Marriage, Parenthood, Work, Aging Continuity vs. Stages Continuity vs. Stages Stability vs. Change Stability vs. Change

6. Development “You pushy, manipulative, tyrannical scum....” Scratch that. “Dear Mon and Dad... Scratch that. “Dear Mon and Dad... Unit IX. Development6

7. 7 B. Research Methods Longitudinal Studies Longitudinal Studies Cross-sectional Studies Cross-sectional Studies Activity Activity Define the above terms. Define the above terms. Describe examples of each. Describe examples of each. Advantages of each. Advantages of each. Weaknesses of each. Weaknesses of each.

8. Unit IX. Development8 C. Heredity-Environment Issues Nature vs. Nurture Nature vs. Nurture Maturation vs. Learning Maturation vs. Learning Activity Activity Define and give examples of each of the above. Define and give examples of each of the above. Compare and contrast each pair. Compare and contrast each pair.

9. Genetics Jimmy. Sixth generation pain in the ass. Unit IX. Development9

10. 10 D. Developmental Theories Freud – Psychosexual Stages Freud – Psychosexual Stages Piaget – Cognitive Stages Piaget – Cognitive Stages Vigotsky - Sociocultural Approach Vigotsky - Sociocultural Approach Erikson – Psychosocial Stages Erikson – Psychosocial Stages Kohlberg – Moral Development Kohlberg – Moral Development

11. Piaget Unit IX. Development11

12. Unit IX. Development12 E. Dimensions of Development 1. Physical 1. Physical 2. Cognitive 2. Cognitive 3. Social 3. Social 4. Moral 4. Moral Kohlberg – Preconventional Morality, Conventional Morality, Postconventional Morality Kohlberg – Preconventional Morality, Conventional Morality, Postconventional Morality Carol Gilligan – Orientation toward caring relationships in women Carol Gilligan – Orientation toward caring relationships in women

13. Childhood “I’d trade. But peanut butter sticks to my tongue stud.” Unit IX. Development13

14. Childhood Morality “I’ve got to write out a hundred times. “I must not blow up the school.” “I’ve got to write out a hundred times. “I must not blow up the school.” Unit IX. Development14

15. Adult Morality “If you want justice, it’s two hundred dollars an hour. Obstruction of justice runs a bit more.” Unit IX. Development15

16. Unit IX. Development16 Developmental Norms (Gesell) Developmental Norms (Gesell) Cultural Variations Cultural Variations Temperament (Kagan) Temperament (Kagan) Parenting Styles (Baumrind) Parenting Styles (Baumrind) Attachment (Harlow) (Ainsworth) Attachment (Harlow) (Ainsworth)

17. Attachment Harry Harlow explored two hypotheses: 1. attachment occurs because mothers feed their babies 2. Attachment is based on the warm, comforting contact Unit IX. Development17

18. Secure/Insecure Attachment Mary Ainsworth "Attachment may be defined as an affectional tie that one person or animal forms between himself and another specific one - a tie that binds them together in space and endures over time." "Attachment may be defined as an affectional tie that one person or animal forms between himself and another specific one - a tie that binds them together in space and endures over time." Infants show attachment through Infants show attachment through "proximity seeking behaviors" "proximity seeking behaviors" and "contact maintaining behaviors." and "contact maintaining behaviors." Parents show attachment through Parents show attachment through "keeping a watchful eye" "keeping a watchful eye" and responding affectionately and sensitively to the infant's vocalizations, expressions, and gestures. and responding affectionately and sensitively to the infant's vocalizations, expressions, and gestures. Unit IX. Development18

19. Secure Attachment: Secure Attachment: infant derives comfort and confidence, as evidenced by attempts to be close to the caregiver and by readiness to explore the environment. infant derives comfort and confidence, as evidenced by attempts to be close to the caregiver and by readiness to explore the environment. Insecure Attachment: Insecure Attachment: characterized by fear, anger, or seeming indifference to the caregiver. characterized by fear, anger, or seeming indifference to the caregiver. Unit IX. Development19

20. Attachment is measured by a method called Strange Situation, in which the child is observed in a well-equipped playroom with mother and/or a stranger, or alone. Attachment is measured by a method called Strange Situation, in which the child is observed in a well-equipped playroom with mother and/or a stranger, or alone. Securely attached children Securely attached children show a confidence in exploring the room and a need to maintain contact with the caregiver. When the caregiver leaves they tend to show some distress and on the caregivers return they tend to reestablish positive contact. show a confidence in exploring the room and a need to maintain contact with the caregiver. When the caregiver leaves they tend to show some distress and on the caregivers return they tend to reestablish positive contact. Unit IX. Development20

21. Insecurely attached children are one of three types: Insecurely attached children are one of three types: a. anxious and resistant a. anxious and resistant (cling to caregiver, high distress on departure, refuse to be comforted on return). (cling to caregiver, high distress on departure, refuse to be comforted on return). b. avoidant b. avoidant (little interaction with caregiver, tend to ignore departure and return). (little interaction with caregiver, tend to ignore departure and return). c. disoriented or disorganized c. disoriented or disorganized (inconsistent behavior toward caregiver such as avoidance after seeking closeness). (inconsistent behavior toward caregiver such as avoidance after seeking closeness). Unit IX. Development21

22. Importance of attachment: Longitudinal studies suggest that securely attached children are more likely to: Longitudinal studies suggest that securely attached children are more likely to: a. be competent in social and cognitive skills a. be competent in social and cognitive skills b. be sought out as friends and chosen as leaders b. be sought out as friends and chosen as leaders c. interact with teachers in friendly and appropriate ways, seeking help when needed. c. interact with teachers in friendly and appropriate ways, seeking help when needed. Unit IX. Development22

23. Longitudinal studies suggest that insecurely attached children are more likely to: Longitudinal studies suggest that insecurely attached children are more likely to: a. be overly dependent on teachers, demanding attention unnecessarily and clinging instead of playing with other children or exploring their environment a. be overly dependent on teachers, demanding attention unnecessarily and clinging instead of playing with other children or exploring their environment b. be aggressive (if boys) b. be aggressive (if boys) c. be overly dependent (if girls) c. be overly dependent (if girls) Unit IX. Development23

24. Parenting Styles Diana Baumrind What kinds of parenting help children: (a) to develop a positive sense of themselves; (b) to interact positively with others; and (c) to be competent at school. What kinds of parenting help children: (a) to develop a positive sense of themselves; (b) to interact positively with others; and (c) to be competent at school. In Diana Baumrind’s research (1967,1971), she: (a) observed children in nursery school, rating them on self-control, independence, self- confidence, etc.; (b) interviewed parents; and (c) observed parent-child interaction (both at home and in the laboratory). In Diana Baumrind’s research (1967,1971), she: (a) observed children in nursery school, rating them on self-control, independence, self- confidence, etc.; (b) interviewed parents; and (c) observed parent-child interaction (both at home and in the laboratory). Unit IX. Development24

25. She identified four features of parenting Nurturance or warmth toward children Nurturance or warmth toward children Efforts to control through use of rewards and punishments Efforts to control through use of rewards and punishments Communication with children Communication with children Maturity demands – (expectations for age-appropriate behavior) Maturity demands – (expectations for age-appropriate behavior) Unit IX. Development25

26. and delineated three basic patterns of parenting. Authoritarian Parents Authoritarian Parents are relatively strict, punitive, and unsympathetic. They value obedience and try to shape their children’s behavior to meet a set standard and to curb the children’s wills. are relatively strict, punitive, and unsympathetic. They value obedience and try to shape their children’s behavior to meet a set standard and to curb the children’s wills. Permissive Permissive are more affectionate with their children and give them lax discipline and a great deal of freedom. are more affectionate with their children and give them lax discipline and a great deal of freedom. Authoritative Authoritative fall between these two extremes. They reason with their children, encouraging give-and-take, setting limits but also encouraging independence fall between these two extremes. They reason with their children, encouraging give-and-take, setting limits but also encouraging independence Unit IX. Development26

27. Her general conclusions were that: Children of Children of Authoritarian Parents Authoritarian Parents tend to be obedient but unhappy tend to be obedient but unhappy Permissive Parents Permissive Parents tend to be lacking in self-control tend to be lacking in self-control Authoritative Parents Authoritative Parents tend to be more likely to be successful, happy with themselves, and generous with others tend to be more likely to be successful, happy with themselves, and generous with others Unit IX. Development27

28. Temperament Jason is cute as a bug, but he sure is one thickheaded little sucker.” Jason is cute as a bug, but he sure is one thickheaded little sucker.” Unit IX. Development28

29. Gender “To the women that invented fire!” Unit IX. Development29

30. Unit IX. Development30 F. Sex Roles, Sex Differences Gender Differences Gender Differences Biological Biological Cognitive Cognitive Social Behavior and Personality Social Behavior and Personality Biological Origins of Gender Differences Biological Origins of Gender Differences Environmental Origins of Gender Differences Environmental Origins of Gender Differences Gender Stereotypes Gender Stereotypes