1. Psych 125 Human Development Christopher Gade Office: 1031-G Office hours: Tu 12-1:30 and by apt. Email: gadecj@gmail.com Class: T 1:30-4:20 Room 2210

2. Starting Off… Let’s turn in those first assignments!

3. Looking at Motor, Sensory, and Perceptual Development So far we’ve examined how our bodies change and grow, how our environment and body throughout development relate to health changes, and how our nervous system grows and then declines with age. In today’s class, we’ll focus on the last physical related topic of development – Motor development – Sensory/perceptual development

4. Movement/Touch and the Nervous System The value of Movement and Touch – Interact with the environment – Detect danger/injuries – Derive pleasure from the environment Our Basic Systems – Nervous system – Motor and sensory systems

6. Our Sensory and Motor System

7. More on Nerves Action/Sensory Nerve – Cranial – Spinal Sensory (afferent) root Motor (efferent) root

8. Examining Motor Development: How Do We Get There? Maturation – Motor development that results from an unfolding of growth through experience and genetics in a predictable pattern Dynamic systems theory – a theory that attempts to explain maturation by examining the combination of perception and action – Perception – identification and recognition of a desirable stimulus in the environment – Action – attempts to coordinate movement in order to obtain that desirable stimulus

9. An Early Bag of Tricks: Reflexes Despite being very vulnerable at birth, newborns do have a few motor skills that can help increase their chances of survival. – Reflexes – built-in physical reactions to stimuli What are the reflexes that we’ve identified – Rooting reflex – a stroke of the cheek causes the infant’s head to turn toward the contact – Sucking reflex – any object placed in the mouth causes an instant sucking motion – Moro reflex – when startled, infants arch their back, throw back their heads, & fling out their arms and legs

10. More on Reflexes Other reflexes that we’ve identified – Palmar grasp – touching the palm of the hand with an object causes the infant to grasp around that object – Plantar grasp – touching the sole of the foot causes the toes to spread open and foot to curve inward – Stepping reflex – feet on a flat surface will cause infant to “walk” – Swimming – infants placed in water will stroke with legs and arms while holding their breath

11. Any others? A lot of our reflexes at birth persist throughout life – Coughing – Sneezing – Blinking – Shivering – Yawning The ones listed previously usually disappear at about 3-4 months of age – Sucking exception – Development issues and the continuation of reflexes

12. What About What We’re Not Born With? Gross motor skills – skills that involve large-muscle activities Posture – 2 weeks – hold our heads – 2 months – able to sit while supported – 6 months – able to sit on own – 8-9 moths – able to pull ourselves up to a stand – 10-12 months – able to stand Walking – At about 1 year, infants begin to attempt to walk, the big challenge is learning how to shift their weight between feet when they are moving them – This is a continual learning process, with terrain and angles all needing to be learned

13. Later Gross Motor Development 1-2 – Standing along easily – Coordinating movement – Climbing steps – Walking quicker – Squat without falling – Walk backward – Kick and throw a ball – Jump

14. Later Gross Motor Development 3-4 – Hopping – Running – Run to jump 4-5 – walk down stairs – Coordinate movements 5-adolescence – Development centers around experience – Smoother behaviors and coordination are a result of repeated actions

15. Adolescence to Adulthood and Beyond Our motor system continues to be capable of getting better and better as we age into early adulthood At about 30, our motor systems start to decline Note: As mentioned earlier, this decline can be very rapid, or very slow, depending upon our levels of activity and health as we age

16. Development of Fine Motor Skills The ascent – Our fine motor skills greatly increase into adulthood due to new connections and myelination – Experience helps in fine motor skill growth The descent – Once we reach adulthood, our fine motor skills often decline just like our gross motor skills – Neural noise – irregularities in neural activity in the central nervous system – More use of fine motor skills greatly slow the decline – Oftentimes, fine motor skills are close to those of younger adults, but require more time

17. Moving On… Now onto the second part of today’s class, Sensory and perceptual development

19. Sensation and Perception Sensation: the conversion of energy from the environment into a pattern of responses by the sensory receptors Perception: the interpretation of that information. In order to understand how we interact with the environment, we need to understand both parts.

20. Let’s See How Good We Are At This Tasks to show how this works – Pick up an object Eyes closed Eyes open – Catch an object – Clap in unison

21. Specific Types of Sensory Development In this section, we’re going to focus our discussion of sensation and perceptual growth on two categories – Vision – Hearing – Touch – Taste/ Olfaction

22. Visual Development: Looking at the Eye The eye has a number of parts that are critical to our ability to sense the visual stimuli in our environment – The lens – The fovea (rods and cones)

23. Vision at Birth Because most of our eye’s structures aren’t fully formed, newborns have extremely limited vision – Visual acuity – ability to see things at a distance 20/240 at birth 20/40 by 6 months Close to normal by about 1 year – Color vision – ability to detect colors 4-8 weeks can detect color 3-4 months can show color preferences

24. Visual Development: Looking at the Mind The brain also plays a critical role in our interpretation of stimuli – Perceptual constancy – ability to perceive objects as the same across different shades, shapes, and sizes Starts to form at 3 months Develops until early adolescence

25. Another Development of the Mind in Vision Depth perception – a combination of the ability to pick up on information presented by the lens, our ability to interpret colors, and understand binocular cues (information about depth that we gain through the use of both eyes) – 2-4 months of age display a basic understanding of depth

26. Later Vision Development Childhood – By 3 to 4 we begin to detect color boundaries much better – By 4 to 5 our eye muscles become flexible enough to focus on information up close Adolescence to adulthood – Unlike most other types of development, very few physical changes take place in vision during this stage Adulthood on – As we age, we begin to lose a lot of visual functions Visual acuity Response to glare Dark adaptation Color vision Depth perception

27. Hearing Development Unlike vision, our hearing is fairly in tact not only at birth, but even up to two months before birth – Sound/voice identification – Locating ability – Range of frequency – Range of volume As we age, our ability to hear declines first at the higher and lower end of the frequency spectrum, then as we get into our late 70’s early 80’s, all frequencies decline

28. The Frequency Range of Hearing

29. Looking Back at Today… Up to today, we had examined how our bodies change and grow, how our environment and body throughout development relate to health changes, and how our nervous system grows and then declines with age. In today’s class, we focused on the last physical related topic of development – Motor development – Sensory/perceptual development

30. In Our Next Class We’ll be having our first exam… Details – 40-60 multiple choice questions – Questions based on the lectures, but information covered in the text AND in lecture will have a very good chance of being in the exam – Class is over after the exam – No phones or bags open during the exam