13 - Cabrillo College - Breakthroughs Happen...

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How do we become who we are? Nature & Nurture

Personality & Development

Defining personality and traits Personality Distinctive and relatively stable pattern of behaviors, thoughts, motives, and emotions that characterizes a person throughout life

Trait A characteristic of an individual, describing a habitual way of behaving, thinking, and feeling

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Psychodynamic theories

Theories that explain behavior and personality in terms of unconscious energy dynamics within the individual

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The structure of personality Id: operates according to the pleasure principle Primitive, unconscious part of personality

Ego: operates according to the reality principle Mediates between id and superego

Superego: moral ideals, conscience

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Defense mechanisms

Repression Projection Displacement Reaction formation Regression Denial

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Personality development

Freud’s stages Oral Anal Phallic Latency Genital

Fixation occurs when stages aren’t resolved successfully

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Erikson’s eight stages Trust vs. mistrust Infancy (birth-‐‑age 1) Autonomy vs. shame & doubt Toddler (ages 1-‐‑2) Initiative vs. guilt Preschool (ages 3-‐‑5) Industry vs. inferiority Elementary school (ages 6-‐‑12) Identity vs. role confusion Adolescence (ages 13-‐‑20) Intimacy vs. isolation Young adulthood (ages 20-‐‑40) Generativity vs. stagnation Middle adulthood (ages 40-‐‑65) Integrity vs. despair Late adulthood (ages 65 and older)

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What Does It Mean to Develop?

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Human Development

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Development: Continuity or Discontinuity?

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Continuous development Discontinuous development (stages)

Infancy

Adulthood

Infancy

Adulthood

What Does It Mean to

Develop?

How Do We Change

Prenatally?

What Physical Changes Occur in Infancy and

Childhood?

How Does Cognition Change?

How Do Social and Emotional

Behaviors Change?

What Does It Mean to Be an Adolescent?

What Happens During Midlife?

What Is Late Adulthood Like?

What Can Newborns Do?

What Is It Like to Be a

Young Adult?

Motor Development

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Throws and catches

Hops

Runs

Walks

Sits without support

Reaches toward objects

Rolls belly to back

Lifts head part way up

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6 months

9 months

12 months

3 years

6 years

Age

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Piaget’s Theory of Cognitive Development

Piaget’s Theory of Cognitive Development

Stage Approximate age Highlights

Sensorimotor stage Birth to age 2 •  “Here and now” rather than past and future •  Exploration through moving and sensing •  Object permanence

Preoperational stage 2‒6 years •  Language acquisition •  Egocentrism •  Illogical reasoning

Concrete operational stage 6‒12 years •  Logical reasoning •  Mastery of conservation problems •  “Learn by doing”

Formal operational stage 12 years and above •  Abstract reasoning •  Idealism •  Improved problem solving

The Sensorimotor Stage

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Children understand the world through sensation and movement.


Develop?

How Do We Change

Prenatally?


Childhood?



Behaviors Change?






Young Adult?

The Preoperational Stage

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The Concrete Operational Stage

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Children can reason logically about concrete, but not abstract, problems.

The Formal Operational Stage

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Teenagers can mentally manipulate representations of abstract as well as concrete concepts.

Vygotsky’s Zone of Proximal Development

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How Do Social and Emotional Behaviors Change During Infancy and Childhood?

Infant Abilities: Theory of Mind

© Cengage Learning 2013

Harlow’s Monkeys and Infant Need for Comfort

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Romanian Orphans

A[achment

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Develop?

How Do We Change

Prenatally?


Childhood?



Behaviors Change?






Young Adult?

A[achment Styles

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Caregiver Attentive

Responsive

Caregiver Attentive Intrusive

Caregiver Inattentive

Unresponsive

Secure Attachment

Anxious/Ambivalent Attachment

Avoidant Attachment


Develop?

How Do We Change

Prenatally?


Childhood?



Behaviors Change?






Young Adult?

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Strange Situation •  The ”Strange Situation" is a laboratory procedure

used to assess infant attachment style. •  The procedure consists of eight episodes. •  The parent and infant are introduced to the

experimental room. •  Then the parent and infant are left alone. Parent does

not participate while infant explores. •  The stranger enters, converses with parent, then

approaches infant. •  The parent leaves inconspicuously. •  During the first separation episode the stranger's

behavior is geared to that of infant.

Strange Situation •  During the first reunion episode the parent greets and

comforts infant, then leaves again. •  During the second separation episode the infant is alone. •  During the second separation episode the stranger

enters and gears behavior to that of infant. •  At the second reunion episode the parent enters, greets

infant, and picks up infant; and stranger leaves inconspicuously.

•  The infant's behavior upon the parent's return is the basis for classifying the infant into one of three attachment categories.

Patterns of Attachment •  Secure infants (about 60%) become upset

when the parent leaves the room, but, when he or she returns, they actively seek the parent and are easily comforted by him or her.

Ambivalent children (about 20% or less) are ill-at-ease initially, and, upon separation, become extremely distressed. Importantly, when reunited with their parents, these children have a difficult time being soothed, and often exhibit conflicting behaviors that suggest they want to be comforted, but that they also want to "punish" the parent for leaving.

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Patterns of Attachment

•  Avoidant children (about 20%) don't appear too distressed by the separation, and, upon reunion, actively avoid seeking contact with their parent, sometimes turning their attention to play objects on the laboratory floor.

Attachment disorganization

•  Originally researchers described three categories (secure, anxious-avoidant and anxious-resistant) and a final category termed “can not classify.” Main and Solomon looked more closely at these unclassifiable infants and found an interesting and consistent pattern that emerged. Some children were particularly ambivalent upon reunion with their attachment figure, both approaching and avoiding contact. Upon reunion some of these infants would walk toward their parent and then collapse on the floor. Others would go in circles and fall to the floor. Some would reach out while backing away.

Attachment disorganization

•  These infants appeared to demonstrate a collapse in behavioral and attentional strategies for managing attachment distress. They didn’t display an organized strategy for coping with attachment distress like the other categories (secure would cry and get soothed, avoidant would ignore the parent, resistant would cling), so these infants were termed, disorganized. Bowlby, in his book Attachment and Loss, (1969) described some children in their caregiver’s arms as "arching away angrily while simultaneously seeking proximity.”

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Attachment disorganization •  Another subgroup of disorganized infants,

however, were not experiencing abuse by their caregivers, which the researchers found to be a curious anomaly. It was discovered that these caregivers had experienced abuse by their parents, but that abuse was still unresolved. It was discovered that when the infant was in need of protection, the caregiver became frightened (may turn away or make subtle frightening faces at the infant). It is believed that attachment disorganization occurs when a parent acts either frightening or frightened in response to the infants need for protection.

Erikson’s eight stages Trust vs. mistrust Infancy (birth-‐‑age 1) Autonomy vs. shame & doubt Toddler (ages 1-‐‑2) Initiative vs. guilt Preschool (ages 3-‐‑5) Industry vs. inferiority Elementary school (ages 6-‐‑12) Identity vs. role confusion Adolescence (ages 13-‐‑20) Intimacy vs. isolation Young adulthood (ages 20-‐‑40) Generativity vs. stagnation Middle adulthood (ages 40-‐‑65) Integrity vs. despair Late adulthood (ages 65 and older)

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interacts with the quality of his or her attachment to caregivers.


Develop?

How Do We Change

Prenatally?


Childhood?



Behaviors Change?






Young Adult?

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Temperament Though to be the basis of adult personality…. The Big 5 Traits Openness Conscientiousness Extroversion Agreeableness Neuroticism h[p://www.ocf.berkeley.edu/~johnlab/bfi.htm

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