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Chapter 9

Chapter 9. Human Development. Questions We Will Be Addressing in This Chapter. What does “genetic influence” mean? Why should pregnant women stay away from tobacco and alcohol? How do babies think? How do infants become attached to their caregivers? What threatens adolescents’ self-esteem?

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Chapter 9

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  1. Chapter 9 Human Development

  2. Questions We Will Be Addressingin This Chapter What does “genetic influence” mean? Why should pregnant women stay away from tobacco and alcohol? How do babies think? How do infants become attached to their caregivers? What threatens adolescents’ self-esteem? What developmental changes occur in adulthood?

  3. Exploring Human Development What does “genetic influence” mean?

  4. How Does Nature and Nurture Affect Development? Philosophical positions John Locke’s tabula rasa Jean-Jacques Rousseau Arnold Gesell Maturation John B. Watson Jean Piaget Motor development

  5. Understanding Genetic Influence Nature and nurture both contribute to development. Operate together to make all people similar in some respect. Operate together to make each person unique. Focus of behavioral geneticists

  6. Beginnings Why should pregnant women stay away from tobacco and alcohol?

  7. Prenatal Development Begins with fertilization of egg Stages of prenatal development Germinal stage Embryonic stage Fetal stage

  8. Prenatal Risks Critical period during the embryonic stage Dangerous teratogens Diseases Drugs Alcohol Smoking

  9. The Newborn How can newborn’s abilities be assessed? Sensory capabilities of a newborn Limited vision Can hear, though not perfect Preference for certain smells and tastes Exhibits more than 20 reflexes

  10. Infancy and Childhood: Cognitive Development How do babies think?

  11. Piaget’s Theory Schemas as the basic unit of knowledge How do schemas develop? Assimilation Accommodation Cognitive development occurs in stages

  12. Piaget’s Sensorimotor Period Birth – 2 years old Thinking is doing Develops object permanence towards end of period Current view Infants are thinking, not just sensing and moving. Object permanence observed in young babies.

  13. Piaget’s Preoperational Period 2-4 years old Begin to understand, create, and use symbols 4-7 years old Begin to make intuitive guesses about the world Cannot differentiate between imagination and reality Thinking is egocentric Lacks conservation

  14. ANIMATION: Conservation of Matter: Pennies

  15. ANIMATION: Conservation of Matter: Water

  16. Piaget’s Stage of Concrete Operations 7-11 years old Has developed conservation. Can use simple logic and perform simple mental operations on things. But only on real, concrete objects. Can reason only about what is, not what is possible.

  17. Piaget’s Stage of Formal Operational Thought Over 11 years old. Able to think logically about abstract ideas. Can engage in hypothetical thinking.

  18. Evaluating Piaget’s Theory Significant shifts in children’s thinking do occur with age. Children now viewed as active explorers and constructors of knowledge. Not passive recipients of input from environment. Inspired others to experimentally test his findings and theories.

  19. Modifying Piaget’s Theory Stage changes less consistent and global than Piaget suggested. Knowledge and mental strategies develop at different ages in different areas. Cognitive development now viewed as occurring in rising and falling “waves.”

  20. Information Processing During Childhood Alternative to Piaget’s theory Gradual quantitative changes occur in children’s mental capacities. As children become older: Information-processing skills become better. Development of longer attention spans. Improvement in memory storage capacity.

  21. Linkages: Development and Memory Why do we remember virtually nothing from before age of 3? Theories Lack memory encoding and storage processes Early memories are implicit rather than explicit Lack language to solidify Lack emotional knowledge

  22. Culture and Cognitive Development Vygotsky: Child’s mind grows through contact with other minds. Focus on the effects of the social world on cognitive development. Children’s cognitive abilities influenced by: The scripts they learn for everyday activities The language of their culture.

  23. Individual Variation in Cognitive Development Role of experience and heredity Cognitive development can be: Impaired if raised in a stimulation-deprived environment. Enhanced if parents provide both support and challenge for their children’s talents. Programs developed to enhance children’s cognitive abilities.

  24. Infancy and Childhood: Social and Emotional Development How do infants become attached to their caregivers?

  25. Individual Temperament Style and frequency of expressing needs and emotions. Main temperament patterns: Easy babies Difficult babies Slow-to-warm-up babies Influenced by both nature and nurture.

  26. Attachment Bowlby’s theory Harlow’s research involving monkeys Forming an attachment Usually first forms attachment to the mother. Attachment to the father usually develops a little later.

  27. Variations in Attachment Secure attachment Insecure attachment Avoidant Ambivalent Disorganized Thinking Critically – Day Care and Attachment

  28. Erikson’s Psychosocial Stages

  29. Influences on Social Development Parenting styles Authoritarian Permissive Authoritative Uninvolved Peer relationships Learning of social skills Gender roles Biological factors Social factors Focus on Research – Developing Minds

  30. VIDEO: Age Compression Discussion Questions

  31. Adolescence What threatens adolescent’s self-esteem?

  32. Changes During Adolescence Puberty – being able to reproduce for first time Physical changes Challenges to self-esteem Conflicts at home Sexual activity Problems

  33. VIDEO: Body Image and Social Expectation Discussion Questions

  34. Forming an Identity Changes occur in thinking about self. Personal identity may be affected by ethnic identity. Erikson’s identity crisis

  35. Development of Moral Reasoning Kohlberg’s stages: Preconventional Conventional Postconventional Limitations of Kohlberg’s stages Cross-cultural research Gender differences in moral reasoning

  36. Adulthood What developmental changes occur in adulthood?

  37. Periods of Adulthood Early adulthood Ages 20-39 Middle adulthood Ages 40-65 Late adulthood Beyond age 65

  38. Changes During Adulthood Physical changes Cognitive changes Early and middle adulthood Late adulthood

  39. Social Changes During Adulthood Early adulthood Middle adulthood Midlife transition Erikson’s crisis of generativity Late adulthood

  40. Death and Dying Some experience a terminal drop Erikson’s crisis of ego integrity vs. despair Factors influencing longevity

  41. End of Chapter 9

  42. Focus on Research: Developing Minds What was the researcher’s question? Whether children under four can understand that the behavior they see in others is affected by the other people’s mental states? How did the researcher answer the question? Measured the amount of time infants spent looking at events. Continue to next slide

  43. Focus on Research: Developing Minds (cont’d) What did the researcher find? Infants looked longer at specific events. What do the results mean? Support theory that infants under four do have a “theory of mind.” What do we still need to know? Infants’ understanding of mental states What mental states beyond belief and perceptions can infants understand? How soon after birth does “theory of mind” develop? Return to main slide

  44. Thinking Critically: Does Day Care Harm the Emotional Development of Infants? What am I being asked to believe or accept? Day care can damage the formation of a mother-infant attachment. Is there evidence to support the claim? Infants in day care do form attachments to their mothers. Full-time day care infants more likely to have an insecure attachment to mother. Continue to next slide

  45. Thinking Critically: Does Day Care Harm the Emotional Development of Infants? (cont’d) Can that evidence be interpreted another way? Maybe other factors can explain the attachment differences. What evidence would help to evaluate the alternatives? Day care is not necessarily harmful, must also consider other measures of emotional adjustment. Overall, infants in day care no more likely to have emotional problems or be insecurely attached. Continue to next slide

  46. Thinking Critically: Does Day Care Harm the Emotional Development of Infants? (cont’d) What conclusions are most reasonable? Day care by itself does not appear to lead to insecure attachment. But poor quality day care can increase likelihood of having attachment problems. Return to main slide

  47. Figure 9.1: Motor Development Return to Slide

  48. ANIMATION: Strange Situation Test: Secure Attachment Return to Slide

  49. ANIMATION: Strange Situation Test: Avoidant Attachment Return to Slide

  50. ANIMATION: Strange Situation Test: Ambivalent Attachment Return to Slide

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