Myers’ PSYCHOLOGY (7th Ed)

1. Myers’ PSYCHOLOGY (7th Ed) READ Chapter 4 Human Development

2. Psychology: Movie Review extra credit 50 First Dates The Fisher King As Good As It Gets What about Bob? The Breakfast Club Benny and Joon What’s Eating Gilbert Grape Dead Poet’s Society Psycho Ferris Beuller’s Day Off 3 pages typed double-spaced

3. Human Development

4. Human Development • Developmental Psychology • a branch of psychology that studies physical, cognitive and social change throughout the life span

5. Prenatal Development and the Newborn Life is sexually transmitted

6. Prenatal Development and the Newborn sex organs develop in the second month 40 days 45 days 2 months 4 months

7. Prenatal Development and the Newborn • Zygote • the fertilized egg • enters a 2 week period of rapid cell division • develops into an embryo • Embryo • the developing human organism from 2 weeks through 2nd month • Fetus • the developing human organism from 9 weeks after conception to birth

8. Human Development • Prenatal Development • Conception to birth • Infancy • 0-2 years • Childhood • 2-12 years • Adolescence • 12-18 years • Adulthood • 18 years to death

9. What is development? • Physical development • Weight • Height • Refinement of motor skills • Physiological changes such as puberty and aging

10. Infancy and Childhood: Physical Development • Babies only 3 months old can learn that kicking moves a mobile--and can retain that learning for a month (Rovee-Collier, 1989, 1997).

11. What is development? • Cognitive development • thinking • memory • Acquisition of language and language skills • problem-solving

12. What is development? • Personality & social development • personality • social functioning • emotions

13. Human Development: Methods of study • Longitudinal Method • observes the same group of people repeatedly over time • may last for years, decades, or over an entire lifetime of a group of study participants • researchers conduct longitudinal studies to examine how personality and behavior change over time

14. Human Development: Methods of study • Cross-sectional Method • because of the limitations of longitudinal studies, a study in which different people of different ages are compared with one another • researchers compare groups of people who are similar in background but different in age

15. Child development: “A little history” • Middle-ages in Christian Europe • infants were considered mini-adults • development was only a matter of physical growth

16. Child development: “A little history” • Jean-Jacques Rousseau • children are innately good • naturally endowed with a “blue-print” for development infants were considered mini-adults

17. Child development: “A little history” • John Locke • Nurture, or environment, was stressed as important for development • “Tabula Rasa”- children are born as a “blank slate” and that environmental experiences would determine their course of development

18. Prenatal Development and the Newborn • Rooting Reflex • tendency to open mouth, and search for nipple when touched on the cheek • Sucking Reflex • the rhythmic sucking action that occurs when an object is placed in the baby’s mouth • Palmar grasp Reflex • the curling of the fingers around an object that touches the palm of the baby’s hand

19. At birth 3 months 15 months Cortical Neurons Infancy and Childhood: Physical Development • Maturation • biological growth processes that enable orderly changes in behavior • relatively uninfluenced by experience

20. Visual Cliff apparatus: Depth Perception Visual Cliff

21. Prenatal Development and the Newborn • Preferences • human voices and faces • facelike images--> • smell and sound of mother preferred

22. Prenatal Development and the Newborn • Teratogens • agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm • Fetal Alcohol Syndrome (FAS) • physical and cognitive abnormalities in children caused by a pregnant woman’s heavy drinking • symptoms include misproportioned head

23. Infancy and Childhood: Piaget’s Cognitive Development • Schema • a concept or framework that organizes and interprets information • Assimilation • interpreting one’s new experience in terms of one’s existing schemas

24. Infancy and Childhood: Piaget’s Cognitive Development • Accommodation • adapting one’s current understandings (schemas) to incorporate new information • Cognition • All the mental activities associated with thinking, knowing, remembering, and communicating

25. Infancy and Childhood: Piaget’s Cognitive Development • Object Permanence • the awareness that things continue to exist even when not perceived

26. Infancy and Childhood: Piaget’s Cognitive Development • Conservation • the principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects

27. Infancy and Childhood: Piaget’s Cognitive Development • Egocentrism • the inability of the preoperational child to take another’s point of view • Theory of Mind • people’s ideas about their own and others’ mental states- about their feelings, perceptions, and thoughts and the behavior these might predict • Autism • a disorder that appears in childhood • Marked by deficient communication, social interaction and understanding of others’ states of mind

28. Typical Age Range Description of Stage Developmental Phenomena Birth to nearly 2 years Sensorimotor Experiencing the world through senses and actions (looking, touching, mouthing) • Object permanence • Stranger anxiety About 2 to 6 years Preoperational Representing things with words and images but lacking logical reasoning • Pretend play • Egocentrism • Language development About 7 to 11 years Concrete operational Thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations • Conservation • Mathematical transformations About 12 through adulthood Formal operational Abstract reasoning • Abstract logic • Potential for moral reasoning Piaget’s Stages of Cognitive Development

29. Social Development Elizabeth Kubler-Ross: Stages of Dying • Denial • Anger • Bargaining • Depression • Acceptance Giraffe stages of Death & Dying video

30. Social Development Elizabeth Kubler-Ross: Stages of Dying • Terminally ill and bereaved people do not go through predictable stages. • Given similar circumstances, some people grieve for a long time while others grieve more briefly.

31. Social Development • Critical Period • an optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development • Imprinting • the process by which certain animals form attachments during a critical period very early in life

32. Social Development • Harlow’s Surrogate Mother Experiments • Monkeys preferred contact with the comfortable cloth mother, even while feeding from the nourishing wire mother

33. Social Development • Monkeys raised by artificial mothers were terror-stricken when placed in strange situations without their surrogate mothers.

34. Social Development • Attachment • an emotional tie with another person • shown in young children by their seeking closeness to the caregiver and displaying distress on separation

35. Social Development • Stranger Anxiety • fear of strangers that infants commonly display • beginning by about 8 months of age

36. Social Development Psychologist Mary Ainsworth, Ph.D. The Strange Situation • Secure type- 70% • Insecure-avoidant type- 20 % • Insecure-resistant type- 10 % • Disorganized (disoriented) attachment

37. Effects of attachment • Secure attachment predicts social competence • children identified as securely attached between the ages of 12 and 18 months were more outgoing, more confident, and more persistent in solving challenging tasks when restudied as 2 and 3 year olds

38. Effects of attachment • Deprivation of attachment is linked to negative outcomes • Babies who grow up in institutions without a caregiver’s regular stimulation and attention do not form normal attachments and often appear withdrawn and frightened • physical and emotional abuse often disrupts attachment as well • While most abused children do not grow up to be violent criminals or abusive parents, most abusive parents were battered or emotionally abused as children

39. Effects of attachment • A responsive environment helps most infants recover from attachment disruption • children who have been neglected but who are later adopted between 6 to 16 months of age at first have trouble sleeping, eating, and relating to their new parents • However, by age 10, this same group of adopted children showed virtually no negative effects from the earlier neglect

40. Effects of attachment • The evidence is consistent and clear about the effects of attachment: • children who have a warm relationship with familiar, responsive caregivers reap the benefits of secure attachment • Most often, attachment is a direct result of the parenting children receive

41. Social Development: Child-Rearing Practices • Authoritarian • These parents are not very loving and warm • parents impose rules and expect obedience • Discipline is strict and often physical • Communication is high from parent to child but low from child to parent • Maturity expectations are high • “Don’t interrupt.” “Why? Because I said so.”

42. Social Development: Child-Rearing Practices • Permissive • These parents are loving and warm, but they rarely discipline their children • submit to children’s desires, make few demands, use little punishment • Communication is low from parent to child, but high from child to parent • Expectations of maturity are low

43. Social Development: Child-Rearing Practices • Authoritative • these parents are loving and warm • Discipline is moderate • both demanding and responsive • Lots of talking & negotiating • These parents exert control by setting rules and enforcing them, but explain reasons behind the rules • Communication is high from parent to child and from child to parent • Maturity expectations are moderate

44. Social Development: Child-Rearing Practices • Does one form of parenting have a clear advantage over the other two? • Authoritative parents (the third style)often produce children high in: • Self-esteem • Self-reliance • Social competence • Authoritative parents produce children that are more successful, happy, and generous with others • Authoritative parents produce children feel a sense of control over their lives making them more motivated and self-confident

45. Human Development • Freud • developed the first comprehensive theory on personality development

46. The Psychoanalytic Perspective • Unconscious • according to Freud, a reservoir of mostly unacceptable thoughts, wishes, feelings and memories • contemporary viewpoint- information processing of which we are unaware

47. Freud’s Psychosexual Stages Stage Focus Oral Pleasure centers on the mouth-- (0-18 months) sucking, biting, chewing Anal Pleasure focuses on bowel and bladder (18-36 months) elimination; coping with demands for control Phallic Pleasure zone is the genitals; coping with (3-6 years) incestuous sexual feelings Latency Dormant sexual feelings (6 to puberty) Genital Maturation of sexual interests (puberty on) Chapter 15 (p.596-599) Freud’s Psychosexual Stages

48. Chapter 15 (p.596-599) Freud’s Psychosexual Stages • Freud’s Psychosexual Stages • the childhood stages of development during which the id’s pleasure-seeking energies focus on distinct erogenous zones

49. Personality Structure • Id (follows the pleasure principle) • contains a reservoir of unconscious psychic energy • strives to satisfy basic sexual and aggressive drives • operates on the pleasure principle, demanding immediate gratification

50. Personality Structure • Ego (follows the reality principle) • the largely conscious, “executive” part of personality • mediates among the demands of the id, superego, and reality • operates on the reality principle, satisfying the id’s desires in ways that will realistically bring pleasure rather than pain