Chapter 11: Developmental Psychology

1. Chapter 11: Developmental Psychology Dr. Mary Streit Suffolk Community College

2. Chapter 11 - Developmental Key controversies in Developmental: • Nature vs. Nurture: are we the result of our genes or the environment? - Critical periods and maturation • Continuity vs. Stage: Do we develop gradually or in rapid bursts? • Stability vs. Change: Does your personality stay the same or change with time?

3. Chapter 11 - Developmental Areas of interest: • Cognitive growth: how do our thoughts change as we age? • Physical growth: how do the physical changes we go through at different stages of life effect us psychologically? • Emotional growth: what are some of the shifts in our emotions that occur as we age? • Social growth: who are the different social groups that we interact with at different stages in life? How is our growth influenced by others?

4. Chapter 11 - Developmental Research designs • Longitudinal: follows the same group of people over many years - Snowdon’s Minnesota Nun Study:1986 & Alzheimers disease - Terman’s termites:1927 – Gifted children • Cross-sectional: studies people of all different ages at one point in time - cohort effects are confounds 3. Cross-sequential: both

5. Chapter 11: Developmental Cognitive Development. Jean Piaget (1896-1980). Switzerland. Biologist, psychologist, and philosopher. • Stage theorist: believed cognitive growth occurs in 4 distinct stages • Every stage except for the last one is an inadequate approximation of reality. • Development from one stage to the next is caused by the accumulation of errors in the child's understanding of the environment • this accumulation eventually causes such a degree of cognitive disequilibrium that thought structures or schemas require reorganizing or changing

6. Chapter 11 - Developmental • "To present an adequate notion of learning one must first explain how the individual manages to construct and invent, not merely how he repeats and copies."

7. Chapter 11 - Developmental • Schema: a mindset or way of thinking about something [cognitive structures] • Examples: what is your schema of Suffolk Community College? New Yorkers? • Your professor? [be careful now]  • Schemas influence how we think about the world around us • Many schemas are activated and used automatically – or without any conscious thought. [example: stereotypes]

8. Schemas: Exercise Read the following paragraphs and fill in the missing words: The problems that confront p___ in raising ch___ from in___ to adult life are not easy to ___. Both fa___ and m___ meet with many di___ in their concern for the pro___ from the e__ stage to later life. It is important that young ch___ should have plenty of s___ and good f___ for healthy growth. B___ and g___ should not occupy the same b___ or sleep in the same r___. They are often afraid of the d____.

9. Schema exercise: Anyone get this? The problems that confront poultrymen in raising chickens from incubation to adult life are not easy to summarize. Both farmers and merchants meet with many difficulties in their concern for promotion from the egg stage to later life. It is important that young chicks should have plenty of sunshine and good feed for healthy growth. Banties and geese should not occupy the same barnyard or sleep in the same roost. They are often afraid of the dark.

10. Chapter 11 Piaget believed that we learn through a process he calls adaptation. Adaptation is learning to change or adapt our thinking or schemas to the environment. Piaget believed that the process of adaptation is innate. According to Piaget, adaptation involves two processes: • Assimilation • Accommodation

11. Chapter 11 - Assimilation: the process of incorporating new experiences into already existing schemas [no change or learning occurs] • Accommodation: the process of incorporating new experiences into new and different schemas [change or learning occurs] • One trick that students have told me works well to remember the difference: the word ass is in the word assimilation, and you’re an ass if you don’t change! 

12. Chapter 11 • Example: if you take a child to the Zoo, and they look at the Zebras and say “look Mommy, its a horsey!” what are they doing? Is this assimilation or accommodation? Are they using pre-existing schemas? • If after many months of repeatedly explaining the differences between horses and zebras while visiting the zoo, your child suddenly exclaims “Look Mom, it’s a Zebra!” – this is an example of …..?? Are they using new schemas here?

13. Chapter 11 - Developmental Piaget’s four development stages are the: 1. Sensorimotor stage: from birth to age 2yrs. children experience the world through bodily movement and their senses 2. Preoperational stage: from age 2 to 7yrs. acquisition of symbolic thinking 3. Concrete operational stage: from age 7 to 11yrs. children begin to think logically about concrete events 4. Formal operational stage: after age 11+ development of abstract reasoning and hypothetical-deductive reasoning

14. Chapter 11 - Developmental • Sensorimotor stage. [birth – 2yrs old] - the child learns to incorporate thoughts with their senses and bodily movements - the child is lacking object permanence during this stage - object permanence: the understanding that an object or person continues to exist even when it can no longer be seen. - “out of sight out of existence” thinking  - not coincidentally, separation anxiety peaks during this stage [8-18mos]

15. Chapter 11 - Developmental Pre-operational stage. [2-7 yrs. old] • Animistic thinking: inanimate object are alive. - Disney’s: “Toy Story” & “Cars” • Imagination and imaginary play explode. Some children have imaginary friends. Today, imaginary friends are seen as a sign of psychological health. • Egocentric thought: self-focused. Lacking in perspective taking. Difficulty seeing the world through anothers eyes. Turn-taking and sharing are problematic during this age due to egocentric thinking

16. Chapter 11 - Developmental Pre-operational stage 2-7yrs. [continued] • Intuitivethinkers: do not think things through logically. • Children during this stage are lacking in conservation: a landmark skill in which a child is able to understand that mass is a constant • Symbolic thought: children learn that letters, words, and pictures are symbols for actual objects in the real world • Centration: can only focus on one attribute of an object at a time [typically, the most prominent feature] • http://video.google.com/videoplay?docid=-9014865592046332725&q=Piaget&hl=en [Piaget video]

17. Chapter 11 - Developmental

18. Chapter 11 - Developmental • Object permanence is achieved during the pre-operational stage • Conservation is lacking or not present during the pre-operational stage

19. Chapter 11 - Developmental • Concrete operational stage. Ages 7-11yrs. - logical thinking - conservation is present - lacking abstract thought – everything is taken quite literally. Example: When Mom says to her 7 yr old son “Give your sister a lick” because he is eating an ice cream cone, what does he do?  - lacking hypothetical or “what if” thinking

20. Chapter 11 - Developmental 4. Formal operational stage. Ages 11+ • Abstract thinking is present: child is able to understand difficult abstract concepts such as love and prejudice • Hypothetical or “what if” thinking is present for the first time. Children can think strategically- [planning ahead]. • Games to play?? Chess is great for developing this skill.

21. Chapter 11 – Developmental • Formal operational stage [cont’d]. - imaginary audience and the spotlight effect - unrealistic optimism and the personal fable

22. Research design that studies the same people over long periods of time Research design that studies people of all different age groups at one point in time The belief that as we age our growth is determined by our genetic DNA A type of theorist who believes we develop skills and abilities gradually over time A type of theorist who believes we develop different skills and abilities rapidly or in bursts as we age generational differences in the subjects, not age Cross-sectional research Cross-sequential research Longitudinal research Cohort effect Stage theorist Continuity theorist Nature Nurture Stability Change Schema Accommodation Assimilation Chapter 11 – Matching Review

23. A mindset or way of thinking. Cognitive structures. Changing your thinking to match new information in the environment Ignoring new information from the environment and keeping your old way of thinking The belief that we do not change as we age. In other words, we are basically the same person today that we were when we were a child. A confound that may occur with cross-sectional research where the effect seen is really due to Cross-sectional research Cross-sequential research Longitudinal research Cohort effect Stage theorist Continuity theorist Nature Nurture Stability Change Schema Accommodation Assimilation Chapter 11 - Review

24. The ability to understand that an object continues to exist even when it can no longer be seen The ability to understand that mass is a constant The first stage in Piaget’s theory Thinking that is self-centered or self-focused The belief that inanimate objects like stuffed animals are alive A type of thinking where the person believes he/she is invincible or invulnerable Animistic thinking Hypothetical thinking Personal fable Imaginary audience Conservation Abstract thinking Object permanence Sensorimotor stage Preoperational stage Concrete operational stage Formal operational stage Chapter 11 – Matching Review

25. Thinking about ideas or concepts that are not concrete physical objects that you can touch Being able to think and plan about possible events in the future The stage during which a child understands that objects continue to exist even when they can no longer be seen The stage during which a child understands that mass is a constant Thinking that everyone around you is paying much closer attention to every detail about you than they really are The stage during which a child can think abstractly Animistic thinking Hypothetical thinking Personal fable Imaginary audience Conservation Abstract thinking Object permanence Sensorimotor stage Preoperational stage Concrete operational stage Formal operational stage Chapter 11 - Review

26. Chapter 11 - Developmental Psychosocial development. Erik Erikson. [1902-1994] - German psychoanalyst who emphasized the ego • Stressed the importance of social relationships on human development • Stage theorist – believed in 8 stages of psychosocial development • Conflict or crisis at each stage occurs • Either a strength or weakness will emerge at each stage as a result of this conflict • Coined the phrase “identity crisis”

27. Chapter 11 - Developmental • Stage One: from birth – 1yr. [trust vs. mistrust] - breastfeeding; meet the child’s needs • Stage Two: 1-3 years [autonomy vs. doubt] - toileting; never shame the child • Stage Three: 3-6 years [initiative vs. guilt] - encourage and support the child in their interests • Stage Four : 6-12 years [industry vs. inferiority] - practice, practice, practice Word to the wise: know these stages from memory for the exam! 

28. Chapter 11 - Developmental • Stage Five: 12-18 years [identity vs. role confusion] - tolerate experimentation of different roles • Stage Six: 18-40 years [intimacy vs.isolation] - participate in groups, clubs, hobbies, etc. • Stage Seven:40-65 yrs [generativity vs stagnation] - have children, volunteer • Stage Eight: 65 years+ [integrity vs.despair] - make wise choices along the way

29. Chapter 11 - Developmental • Favorable outcomes at each stage are sometimes known as "virtues" • The virtues in the order of the stages in which they may be acquired are: • hope • will • purpose • confidence • fidelity • love • care • wisdom

30. Chapter 11 - Developmental Parenting Styles. Diana Baumrind [1927 - ] - Born in New York City - studied at Hunter and Berkley College - known during the McCarthy era for her outspoken beliefs in communism Baumrind believes there are two major dimensions to parenting: • Responsiveness: the extent to which parents intentionally foster individuality, self-regulation, and self-assertion by being attuned, supportive, and acquiescent to children’s special needs and demands". 2. Demandingness: refers to "the demands parents make on children to become integrated into the family, supervision, disciplinary efforts & willingness to confront the child who disobeys There are 4 different parenting styles based on these dimensions.

31. Chapter 11 - Parenting • The permissive [indulgent] parent attempts to behave in a non-punitive, accepting and affirmative manner towards the child's impulses, desires, and actions. • The parent consults with the child about policy decisions and rules • makes few demands for household responsibility and orderly behavior • allows the child to regulate their own activities as much as possible, avoids the exercise of control

32. Chapter 11 - Developmental • attempts to use reason and manipulation, but not overt power to accomplish ends • Tries to give the child everything they could ever want • Rules are not consistently enforced

33. Chapter 11 - Developmental

34. Chapter 11 - Developmental • The authoritarian parent attempts to shape, control, and evaluate the behavior and attitudes of the child in accordance with a set standard of conduct • Values obedience as a virtue and favors punitive, forceful measures to curb self-will. • “Because I told you so, that’s why!” Does not encourage verbal give and take, believes that the child should accept the parents word for what is right. • Models aggression when angry

35. Chapter 11 - Developmental • Corporal punishment and fear are used frequently • Believes in keeping the child in their place, in restricting their autonomy, and in assigning household responsibilities in order to develop respect for work. • “Children are to be seen and not heard” • Spare the rod, spoil the child

36. Chapter 11 - Developmental 3. The authoritative parent attempts to direct the child's activities but in a rational, issue-oriented manner. • the parent encourages verbal give and take • explains the reasons for the rules • exerts firm control but does not hem the child in with restrictions. [balance is key] • affirms the child's present qualities, but also sets standards for future conduct.

37. Chapter 11 - Developmental • uses reason, power, and shaping by reinforcement to achieve objectives • does not base decisions on group consensus or the individual child's desires. • Consistently enforces the rules

38. Chapter 11 - Developmental • The Uninvolved parent [neglectful]. • Does not know where the child is at all times • Often is involved in drugs and alcohol • More likely to be a single parent with several children 1-800-342-3720

39. Chapter 11 - Developmental • More frequently found among lower income levels • More likely to be working several jobs • Parent is often too tired, stressed, or busy working to be involved in parenting • “It’s 10pm, do you know where your children are?”

40. Chapter 11 - Developmental See if you can put the 4 parenting styles into the 2x2 grid that Baumrind proposed. Use the two dimensions of responsiveness [R] and demandingness [D].

41. Chapter 11 - Developmental Why does authoritative parenting work? • Control that appears fair and reasonable (i.e. not arbitrary) to the child is far more likely to be complied with and internalized. • Nurturing parents provide models of caring concern as well as confident, self-controlled behavior. A child's modeling of these parents provides emotional regulation skills, emotional understanding, and social understanding.

42. Chapter 11 - Developmental • Parents who combine warmth and rational and reasonable control are likely to be more effective reinforcing agents. They praise children for striving to meet their expectations and making good use of disapproval, which works best when applied by an adult who has been warm and caring. • Authoritative parents make demands that fit with children's ability to take responsibility for their own behavior. Children subsequently learn that they are competent individuals who can do things successfully for themselves.

43. Chapter 11- Developmental Child Qualities & Parenting Styles Authoritative Parenting • lively and happy disposition • self-confident about ability to master tasks. • well developed emotion regulation • developed social skills • less rigid about gender-typed traits

44. Chapter 11 - Developmental Child Qualities & Parenting Styles Permissive Parenting • poor emotion regulation (under regulated) • rebellious and defiant when desires are challenged. • low persistence to challenging tasks • antisocial behaviors

45. Chapter 11 - Developmental Child Qualities & Parenting Styles Authoritarian Parenting • anxious, withdrawn, and unhappy disposition • Low self-esteem and prone to depression • poor reactions to frustration (girls likely to give up and boys become hostile) • do well in school (studies may show authoritative parenting is comparable) • not likely to engage in antisocial activities (exp: drug and alcohol abuse, vandalism, gangs)

46. Parenting style characterized as high on responsiveness and high on demandingness Erikson stage during which a child is bottle or breastfeed Erikson stage where the conflict is between giving back to the next generation and complete self-absorption Erikson stage where the conflict is between finding love and belonging with others or being alone Erikson stage where the teenager is trying on different hats in order to figure out who they truly are Permissive Authoritative Authoritarian Neglectful Trust vs. mistrust Autonomy vs. shame and doubt Initiative vs. guilt Industry vs. inferiority Identity vs. role confusion Intimacy vs. isolation Generativity vs. stagnation Ego integrity vs. despair Chapter 11 – Review

47. Erikson stage where the child is learning to practice, practice, practice in order to overcome an area of weakness Erikson stage where the child is learning to potty train and be in control Erikson stage where the child is learning to pursue his/her own interests Parenting style characterized as being overly strict, valuing obedience, and using corporal punishment Parenting style characterized as being lenient, loving, inconsistent when enforcing the rules, and giving the child a say in designing the rules Permissive Authoritative Authoritarian Neglectful Trust vs. mistrust Autonomy vs. shame and doubt Initiative vs. guilt Industry vs. inferiority Identity vs. role confusion Intimacy vs. isolation Generativity vs. stagnation Ego integrity vs. despair Chapter 11 - Review