Developmental Psychology. Developmental Psych Study of physical, mental, and social changes over the...

Developmental PsychologyDevelopmental Psychology

Developmental PsychDevelopmental Psych

• Study of physical, mental, and social Study of physical, mental, and social changes over the life span. (Womb to changes over the life span. (Womb to tomb)tomb)

• Focus is on 3 critical issues:Focus is on 3 critical issues:Nature / Nurture (Extent of influence)Nature / Nurture (Extent of influence)Gradual, Continuous process (escalator), Gradual, Continuous process (escalator),

or sequence of stages? (rungs on a or sequence of stages? (rungs on a ladder)ladder)

Stability / change: Personality traits: Stay Stability / change: Personality traits: Stay the same, or change over time?the same, or change over time?

Prenatal DevelopmentPrenatal Development

• One mature egg / 200,000,000 One mature egg / 200,000,000 sperm: The race begins….sperm: The race begins….

• Conception to birth (9 Conception to birth (9 monthsmonths++))Zygote – fertilized egg begins cell Zygote – fertilized egg begins cell

divisiondivision

ConceptionConceptionUnion of Egg and Union of Egg and

SpermSperm(Egg-85,000 x size of (Egg-85,000 x size of

sperm!)sperm!)


First week: zygote of 100 cells- begin to specialize in First week: zygote of 100 cells- begin to specialize in structure and function (from one original cell!)structure and function (from one original cell!)

10 days: zygote implants to uterine wall 10 days: zygote implants to uterine wall (outer (outer =placenta / inner = =placenta / inner = embryoembryo))Genetic plan determines how all organs will form – Genetic plan determines how all organs will form –

differentiation – cells specialize (The great differentiation – cells specialize (The great mystery…)mystery…)

By one month – millions of specialized cellsBy one month – millions of specialized cellsBy 6 weeks – organs form, heartbeatBy 6 weeks – organs form, heartbeat

FetusFetus – 8 – 8thth /9 /9thth week (human form) week (human form)• Somatic nervous system commands spontaneous Somatic nervous system commands spontaneous

movements (not felt by mom until about 16movements (not felt by mom until about 16thth week) week)

6 months: stomach functional, responsive to 6 months: stomach functional, responsive to soundsound

Prenatal Prenatal DevelopmentDevelopment

• 40 days 45 days 2 months(60) 4 40 days 45 days 2 months(60) 4 months (120)months (120)


• Placenta: screens out some Placenta: screens out some potentially dangerous substancespotentially dangerous substances

• TeratogensTeratogens: toxic substances such : toxic substances such as HIV, some drugs (nicotine & as HIV, some drugs (nicotine & alcohol), can pass through placentaalcohol), can pass through placentaFetal Alcohol Syndrome symptoms: Fetal Alcohol Syndrome symptoms:

mental retardation, poor motor mental retardation, poor motor coordination, impaired attention, and coordination, impaired attention, and hyperactivityhyperactivity

Fetal Alcohol SyndromeFetal Alcohol SyndromeLeading cause of mental retardation: Leading cause of mental retardation:

depresses activity in nervous depresses activity in nervous systems)systems)


• Neurons grow at rate of Neurons grow at rate of 250,000/minute!250,000/minute!

• By birth, infant has approx. 23 By birth, infant has approx. 23 billionbillion

Physical Physical DevelopmentDevelopment

• MaturationMaturationbiological growth biological growth

processes / orderly processes / orderly changes in behaviorchanges in behavior

relatively relatively uninfluenced by uninfluenced by experienceexperience

sets the basic course sets the basic course for development for development while experience while experience adjusts itadjusts it

At birth 3 months15 monthsCortical Neurons

The NewbornThe Newborn

Will turn towards mother’s voiceWill turn towards mother’s voiceHearing: dominant sense at birthHearing: dominant sense at birthVision: 8 to 12 inchesVision: 8 to 12 inchesPrefers sweet fluids Prefers sweet fluids

• Rooting ReflexRooting Reflextendency to open mouth, and search tendency to open mouth, and search

for nipple when touched on the cheekfor nipple when touched on the cheek

Newborns Newborns (Neonates) and Their (Neonates) and Their

ReflexesReflexes• Grasping ReflexGrasping Reflex: Automatic : Automatic

grasping of objects placed in palm grasping of objects placed in palm • Sucking ReflexSucking Reflex: Touch an object : Touch an object

or nipple to the infant’s mouth and or nipple to the infant’s mouth and she’ll make rhythmic sucking she’ll make rhythmic sucking movementsmovements

• Moro ReflexMoro Reflex: Hugging motion if : Hugging motion if startled or baby’s position changedstartled or baby’s position changed

The NewbornThe NewbornHabituation…Habituation…

0

10

20

30

40

50

60

70

80

Familiar stimulus

Novelstimulus

Percentage of time spent looking

Early DevelopmentEarly Development

• Questions for thought…Questions for thought…1.1. At what age do babies begin to walk? What At what age do babies begin to walk? What

specific brain or neural development do you specific brain or neural development do you think makes this possible?think makes this possible?

2.2. What is infantile amnesia? At what age does What is infantile amnesia? At what age does this condition end and memory truly begins?this condition end and memory truly begins?

3.3. What development makes memory possible?What development makes memory possible?4.4. If babies can’t remember before 3 ½ yrs., If babies can’t remember before 3 ½ yrs.,

what’s the point in environmental stimulus?what’s the point in environmental stimulus?

Infancy: Neural Infancy: Neural DevelopmentDevelopment• Until 18 monthsUntil 18 months

• Many brain circuits not yet Many brain circuits not yet connected (why little memory connected (why little memory before age 3 ½ yrs) – process of before age 3 ½ yrs) – process of maturationmaturation

• By 4 yrs., brain has nearly doubledBy 4 yrs., brain has nearly doubled• 3-6 yrs: most rapid neural growth: 3-6 yrs: most rapid neural growth:

frontal lobefrontal lobe• (Association areas: thinking, (Association areas: thinking,

memory, language- last to develop)memory, language- last to develop)• Synaptic pruning – if not used Synaptic pruning – if not used

then disconnect, but not destroyedthen disconnect, but not destroyed

Infancy: Physical Infancy: Physical DevelopmentDevelopment

• Developing brain enables physical Developing brain enables physical coordinationcoordinationSequence of physical development is Sequence of physical development is

universal- Examples?universal- Examples?Crawl before walkCrawl before walkRoll over before sitRoll over before sit

Physical progression follows neural, Physical progression follows neural, muscular progressionmuscular progression

Why do identical twins sit up, walk on Why do identical twins sit up, walk on nearly the same day?nearly the same day?Same genetic codeSame genetic code

Stage Theories Stage Theories in…in…

Developmental Developmental PsychologyPsychology

Theories on Cognitive Theories on Cognitive DevelopmentDevelopment

• Jean Piaget: Jean Piaget: • 1999: Selected by Time Magazine as one 1999: Selected by Time Magazine as one

20 most influential scientists and thinkers 20 most influential scientists and thinkers of the 20of the 20thth century century

• British psychologist survey: named Piaget British psychologist survey: named Piaget as the most influential psychologist of the as the most influential psychologist of the 2020thth century century

Piaget and Cognitive Piaget and Cognitive DevelopmentDevelopment

• Paris: 1920’sParis: 1920’s• Theory of Child’s cognitive stagesTheory of Child’s cognitive stages• intrigued by children’s wrong answersintrigued by children’s wrong answers

Traditional assumption: Child’s mind a Traditional assumption: Child’s mind a miniature version of adult’s: “children miniature version of adult’s: “children simply knew less”simply knew less”

Piaget: Children reason in strongly Piaget: Children reason in strongly illogical ways: thus illogical ways: thus think, reason think, reason differently than adultsdifferently than adults

CognitionCognition

• all mental activities associated with all mental activities associated with thinking, knowing, remembering or thinking, knowing, remembering or communicatingcommunicating

Schema:Schema:• SchemaSchema

o Concepts (mental molds into which we pour our Concepts (mental molds into which we pour our experiences)experiences)

• Identify / rationalize this picture. Identify / rationalize this picture. • What’s wrong with it? Why can’t we What’s wrong with it? Why can’t we

make sense of it?make sense of it?

Typical Age Range

Description of Stage

Developmental Phenomena

Birth - 2 yrs SensorimotorExperiencing the world through senses and actions (looking, touching, mouthing)

• Object permanence• Stranger anxiety

About 2 to 6 yrs

About 7 to 11 yrs

About 12 thru adulthood

PreoperationalRepresenting things with words and images but lacking logical reasoning

•Pretend play•Egocentrism•Language development

Concrete operationalThinking logically about concrete events; grasping concrete analogies and performing arithmetical operations

• Conservation • Mathematical transformations

Formal operationalAbstract reasoning

•Abstract logic•Potential for moral reasoning

Piaget’s Stages of Piaget’s Stages of Cognitive DevelopmentCognitive Development

Sensorimotor StageSensorimotor Stage “A life lived, but not thought “A life lived, but not thought

out.”out.”• Birth – 2 yearsBirth – 2 years• Object permanence (Piaget: 8 months)Object permanence (Piaget: 8 months)

Awareness that things continue to exist even Awareness that things continue to exist even when not perceived (hidden)when not perceived (hidden)

• Stranger Anxiety (8 months)Stranger Anxiety (8 months)• Building Schema:Building Schema:

AssimilationAssimilation: interpreting new experience in : interpreting new experience in terms of existing schema (apply same concept to terms of existing schema (apply same concept to all things generally similar (Example?)all things generally similar (Example?)

Accommodation:Accommodation: Adapting schemas to Adapting schemas to incorporate new information (“Accommodate incorporate new information (“Accommodate differences”)differences”)

Preoperational StagePreoperational Stage

• 2yrs – 6/7 yrs2yrs – 6/7 yrsUse of languageUse of language can’t perform operations can’t perform operations

of concrete logicof concrete logic

PreoperationalPreoperational• Key Ideas:Key Ideas:

Egocentrism:Egocentrism: Can’t perceive things Can’t perceive things from others’ point of viewfrom others’ point of view

Theory of mindTheory of mind – Understand – Understand another’s perspective / infer other’s another’s perspective / infer other’s feelingsfeelings3 yr old: “pencils in a band-aid box” 3 yr old: “pencils in a band-aid box”

prediction of newcomer’s guess = prediction of newcomer’s guess = “pencils”“pencils”

4/5 yr. old: “delights in the joke”4/5 yr. old: “delights in the joke”Autism: Impaired theory of mind…Autism: Impaired theory of mind…

Concrete Operational StageConcrete Operational Stage• 7 yrs – 11 yrs7 yrs – 11 yrs• ConservationConservation: “Quantity remains same : “Quantity remains same

despite changes in shape.” (Volume, Area, despite changes in shape.” (Volume, Area, Number)Number)

• Understand math transformation and Understand math transformation and conservationconservation4+8=124+8=12 12-4=812-4=8

Formal Operational Formal Operational StageStage

• 12 yrs thru adulthood12 yrs thru adulthood• From concrete to abstract From concrete to abstract

thinking…thinking…• Example: hypothesis testing…Example: hypothesis testing…• ““Not all adults reach formal Not all adults reach formal

operations in all areas of thought.”operations in all areas of thought.”

• Example: How would you be Example: How would you be different if you were born on a different if you were born on a planet that had no light?planet that had no light?

Criticisms of Piaget’s Criticisms of Piaget’s TheoryTheory

• Development seen as more Development seen as more continuous than Piaget’s stagescontinuous than Piaget’s stages

• Age associations are inaccurate (too Age associations are inaccurate (too late)late)o Example: 7 is too late for concrete Example: 7 is too late for concrete

operationaloperationalStimulation at early age: education, Stimulation at early age: education,

computers etc.computers etc.

Kohlberg’s Moral Kohlberg’s Moral Stages of DevelopmentStages of Development

As moral As moral development development progresses, the progresses, the focus of focus of concern moves concern moves from the self to from the self to the wider the wider social world.social world.

Morality of abstractprinciples: to affirm

agreed-upon rights andpersonal ethical

principles

to gain approval or avoid Disapproval: Morality of law andsocial rules:

Morality of self-interest:

to avoid punishmentor gain concrete

rewards

PostconventionalLevel

(Self-defined morality)

Conventional Level

Early adolescence

Preconventional Level

Up to age 9

In conclusion,In conclusion,• AS our thinking matures, so too does our AS our thinking matures, so too does our

morality… (Piaget, Kohlberg)morality… (Piaget, Kohlberg)• Criticisms of Kohlberg:Criticisms of Kohlberg:

Moral Moral reasoningreasoning only (actions define morality, not only (actions define morality, not thoughts)thoughts)

Post-conventional level: subject to bias Post-conventional level: subject to bias Western civilization (individualism- educated middle class)Western civilization (individualism- educated middle class)

Carol GilliganCarol Gilligan: Bias towards women: men= : Bias towards women: men= justice / women = feelings of others (relational)justice / women = feelings of others (relational)

• Morality: More Intuitive or Cognitive?Morality: More Intuitive or Cognitive?– Social intuitionist: moral feelings precede moral Social intuitionist: moral feelings precede moral

thoughtsthoughts– Moral action perspectiveMoral action perspective: : social influences to do the social influences to do the

right thingright thing

Erik EriksonErik Erikson: Psycho: Psychosocialsocial Stages Stages of Developmentof Development

• Neo-Freudian Neo-Freudian • Focus from sexual to socialFocus from sexual to social• Life is conflict / struggle / stressLife is conflict / struggle / stress• sequence of social stages, each critical sequence of social stages, each critical

for personality developmentfor personality development• Each stage presents conflict: Each stage presents conflict:

personality needs vs. social demands = personality needs vs. social demands = crisis, or turning point in developmentcrisis, or turning point in development

• Positive outcomes of past conflict = Positive outcomes of past conflict = better chance of positive outcomes in better chance of positive outcomes in futurefuture

• (To some extent, stages are continuous)(To some extent, stages are continuous)

Erikson’s Stages of Psychosocial Erikson’s Stages of Psychosocial DevelopmentDevelopment

Approximateage Stage Description of Task

Infancy Trust vs. mistrust Based on need fulfillment- if needs are (1st year) met, develop basic trust in world

Toddler Autonomy vs. shame Toddlers learn to exercise will and (2nd year) and doubt do things for themselves, or they

doubt their abilities. (“No!”)

Preschooler Initiative vs. guilt Preschoolers learn to initiate tasks(3-5 years) and carry out plans, or they feel

guilty about efforts to be independent. (From “no” to “why?”)

Elementary Competence vs. Children’s work evaluated for 1st time-(6 years- inferiority compete against peers- feel confident puberty) or “inferiority complex”

Erikson’s Stages of Erikson’s Stages of Psychosocial Psychosocial DevelopmentDevelopment

Approximateage Stage Description of Task

Adolescence Identity vs. role Teenagers main social task is to identify(teens into confusion social identity- lack of success = identity 20’s) crisis

Young Adult Intimacy vs. Young adults struggle to form close relation- (20’s to early isolation ships and to gain the capacity for intimate 40’s) love, or they feel socially isolated.

Middle Adult Generativity vs. The middle-aged discover a sense of contri-(40’s to 60’s) stagnation buting to the world, usually through family

and work, or they may feel a lack of purpose.

Late Adult Integrity vs. When reflecting on his or her life, the older(late 60’s and despair adult may feel a sense of satisfaction orup) failure.

Attachment TheoriesAttachment Theories

• ““What is learned in the cradle, lasts What is learned in the cradle, lasts to the grave.”to the grave.”

Erik Erikson Erik Erikson Parenting and TrustParenting and Trust

• Positive early parenting = Positive early parenting = basic basic trusttrust

• Basic trust = Basic trust = “world is predictable, “world is predictable, reliable”reliable”

• Basic trust as foundation for adult Basic trust as foundation for adult relationshipsrelationships

Social DevelopmentSocial Development

• Attachment TheoriesAttachment TheoriesTraditional Theory: Infant attachment Traditional Theory: Infant attachment

created through need for nourishment.created through need for nourishment.

Harlow’s Monkey Harlow’s Monkey ExperimentsExperiments

“Rethinking Attachment”“Rethinking Attachment”• 1950’s-60’s1950’s-60’s• Early separation of infant monkeysEarly separation of infant monkeys• Soft baby blanket vs. wire cylinder Soft baby blanket vs. wire cylinder

with bottlewith bottle

• Result: Result: Contact / touch critical for early Contact / touch critical for early

attachment, emotional securityattachment, emotional security

Harlow’s ExperimentHarlow’s ExperimentSurrogate MotherSurrogate Mother

Harlow’s ExperimentHarlow’s Experiment

Origins of AttachmentOrigins of Attachment

• Touch (Harlow)Touch (Harlow)• Familiarity: Forms attachmentFamiliarity: Forms attachment

Critical Period: Optimal period right Critical Period: Optimal period right after birth in which exposure creates after birth in which exposure creates proper developmentproper development

Imprinting: attachment based on first Imprinting: attachment based on first experience (gosling, chick, duckling) = experience (gosling, chick, duckling) = “mother” / “mother” / Fly Away HomeFly Away Home

Attachment DifferencesAttachment Differences• Secure attachmentSecure attachment (60% of infants) (60% of infants)

o Play comfortably in mother’s presencePlay comfortably in mother’s presenceo Mother’s departure = initial distressMother’s departure = initial distresso Mother’s return = seek contactMother’s return = seek contact

• Insecure attachmentInsecure attachmento Cling to motherCling to mothero Mother’s departure = extended distress or Mother’s departure = extended distress or

indifferenceindifferenceo Return = cling or indifference Return = cling or indifference

Conclusion: Conclusion:

Sensitive mothers / fathers = securely attached Sensitive mothers / fathers = securely attached infantsinfants

Studies isolating temperament confirmed Studies isolating temperament confirmed parentingparenting theory theory

Social Social DevelopmentDevelopment

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

Attachment QuestionsAttachment Questions

1.1. At what age does separation At what age does separation anxiety peak for children?anxiety peak for children?

2.2. Does our capacity for attachment Does our capacity for attachment through touch dissipate over time?through touch dissipate over time?

3.3. Do most child abuse victims turn Do most child abuse victims turn out to be child abusers? Explain.out to be child abusers? Explain.

4.4. Have studies confirmed that day Have studies confirmed that day care negatively affects attachment?care negatively affects attachment?

Social Social DevelopmentDevelopment

Groups of Groups of infants left infants left by their by their mothers in a mothers in a unfamiliar unfamiliar room (from room (from Kagan, Kagan, 1976).1976).0

20

40

60

80

100

3.5 5.5 7.5 9.5 11.5 13.5 20 29

Percentage of infantswho criedwhen theirmothers left

Age in months

Day care

Home

Self-ConceptSelf-ConceptThe Developing ChildThe Developing Child

• The Rouge Test: Self-Recognition The Rouge Test: Self-Recognition (Video)(Video)

Parenting StylesParenting Styles

1.1. Authoritarian parentsAuthoritarian parents: impose rules : impose rules and expect obedience. (Strict- and expect obedience. (Strict- “Because I said so.”“Because I said so.”

2.2. Permissive parentsPermissive parents: Few demands, : Few demands, little punishment- (submit to child’s little punishment- (submit to child’s demands / “Do your own thing.”)demands / “Do your own thing.”)

3.3. Authoritative parentsAuthoritative parents: Demanding : Demanding and responsive (Enforce and explain / and responsive (Enforce and explain / justify the rules / Open discussion justify the rules / Open discussion with teenagers / exceptions to rules…)with teenagers / exceptions to rules…)

About your parents…About your parents…

1.1. Which parenting style most reflects Which parenting style most reflects your parent(s)? your parent(s)?

2.2. Do you think this style is productive Do you think this style is productive for you?for you?

3.3. Which style would you most prefer? Which style would you most prefer? Explain. Explain.

Research says…Research says…

1.1. Authoritarian = lower self-esteem, Authoritarian = lower self-esteem, lower social skillslower social skills

2.2. Permissive = more aggressive, Permissive = more aggressive, immatureimmature

3.3. Authoritative= highest self-esteem, Authoritative= highest self-esteem, self-reliance, social competenceself-reliance, social competence

4.4. ““Do you fit the description?” Explain.Do you fit the description?” Explain.

RememberRemember

““Correlation is not causation.”Correlation is not causation.”

Name any other variable that Name any other variable that might be the cause of these might be the cause of these results.results.

In conclusion…In conclusion…

• Parenting (nurture) Parenting (nurture) doesdoes matter in matter in developing emotional well-being.developing emotional well-being.

• (“Genetics is not necessarily your (“Genetics is not necessarily your destiny.”)destiny.”)

Introducing Introducing Adolescence….Adolescence….

1. Pick three words (adjectives or 1. Pick three words (adjectives or nouns) that you think best describe nouns) that you think best describe your adolescent years.your adolescent years.

AdolescenceAdolescence

Introducing adolescence:Introducing adolescence:

1.1. How do we define it?How do we define it? Life between childhood and adulthoodLife between childhood and adulthood

2.2. What is it’s time frame?What is it’s time frame? Beginning of puberty, ending with Beginning of puberty, ending with

adult independent status (teen years!)adult independent status (teen years!)

3.3. How do we describe it? How do we describe it? ““Stress and storm”Stress and storm”

Building a case…Building a case…

If a teenager gets in trouble, why If a teenager gets in trouble, why might we declare them…. might we declare them…. ““less less guilty by reason of guilty by reason of adolescence?”adolescence?”

Build a case in defense of the Build a case in defense of the teenager. Cite teenager. Cite specificspecific evidence evidence regarding physical and cognitive regarding physical and cognitive development during adolescence.development during adolescence.

164-168164-168

Adolescence and Adolescence and Physical Physical

DevelopmentDevelopmentPubertyPuberty

the period of sexual maturationthe period of sexual maturation capable of reproductioncapable of reproduction

Physical Physical DevelopmentDevelopment Primary Sex CharacteristicsPrimary Sex Characteristics

body structures that make sexual body structures that make sexual reproduction possiblereproduction possible ovaries--femaleovaries--female testes--maletestes--male external genitaliaexternal genitalia

Secondary Sex CharacteristicsSecondary Sex Characteristics nonreproductive sexual characteristicsnonreproductive sexual characteristics

female--breast and hipsfemale--breast and hips male--voice quality and body hairmale--voice quality and body hair

Menarche (meh-NAR-key)Menarche (meh-NAR-key) first menstrual periodfirst menstrual period

Body Changes at Body Changes at PubertyPuberty

AdolescenceAdolescence In the 1890’s In the 1890’s

the average the average interval interval between a between a woman’s woman’s menarche menarche and marriage and marriage was about 7 was about 7 years; now it years; now it is over 12 is over 12 yearsyears

10 20

7.2 Year Interval

10 20

12.5 Year Interval

Age

Age

1890, Women

1995, Women

AdolescenceAdolescence

Throughout Throughout childhood, boys childhood, boys and girls are and girls are similar in similar in height. At height. At puberty, girls puberty, girls surge ahead surge ahead briefly, but then briefly, but then boys overtake boys overtake them at about them at about age 14.age 14.

Height in centimeters

190

170

150

130

110

90

70

50

0 2 4 6 8 10 12 14 16 18Age in years

Boys Girls

Adolescence and Adolescence and CognitionCognition

• Piaget’s Stage?Piaget’s Stage?• Pruning (neural connections increase ‘til Pruning (neural connections increase ‘til

puberty)puberty)• Frontal Lobe: develops during teensFrontal Lobe: develops during teens• FL lags behind Limbic System (hormonal FL lags behind Limbic System (hormonal

rage overrides logic = impulsive, risky rage overrides logic = impulsive, risky actions (“stress and storm”)actions (“stress and storm”)

• Prefrontal Cortex: Last part of the brain Prefrontal Cortex: Last part of the brain to develop fully (executive decisions to develop fully (executive decisions compromised)compromised)

Teenagers and CrimeTeenagers and Crime

• Supreme court recently declared Supreme court recently declared juvenile death sentences juvenile death sentences unconstitutional on basis of teen unconstitutional on basis of teen brains developmental immaturitybrains developmental immaturity

So, on the basis of what you So, on the basis of what you know…know…

•Should 16 year olds be able Should 16 year olds be able to drive?to drive?

The fact is….The fact is….• 1 in 5 16 yr. olds crash their car 1 in 5 16 yr. olds crash their car

within the first yearwithin the first year• 77% of fatal crashes by 16 yr. olds 77% of fatal crashes by 16 yr. olds

involve driver errorinvolve driver error• 16 yr. olds are involved in fatal 16 yr. olds are involved in fatal

crashes at 5x the rate of drivers 20 crashes at 5x the rate of drivers 20 yrs or olderyrs or older

• 2/3 of Americans think 16 is too 2/3 of Americans think 16 is too young (up from 50% in 1995)young (up from 50% in 1995)

On the other hand…On the other hand…

• No distinct transition in brain No distinct transition in brain development: 18, 21, 25, older???development: 18, 21, 25, older???

• Brain continues to develop well into Brain continues to develop well into adulthoodadulthoodMyelin formation doesn’t peak until 45 Myelin formation doesn’t peak until 45

yrs.yrs.

• ““Not an issue of brain development, Not an issue of brain development, an issue of ethics.” (Criminal justice an issue of ethics.” (Criminal justice system)system)

Adolescence: Social Adolescence: Social DevelopmentDevelopment

IdentityIdentity one’s sense of selfone’s sense of self the adolescent’s task is to solidify a the adolescent’s task is to solidify a

sense of self by testing and sense of self by testing and integrating various rolesintegrating various roles

IntimacyIntimacy the ability to form close, loving the ability to form close, loving

relationshipsrelationships a primary developmental task in a primary developmental task in

late adolescence and earlylate adolescence and early adulthoodadulthood

Adolescence: Social Adolescence: Social DevelopmentDevelopment

The changing parent-child relationshipThe changing parent-child relationship

100%

80

60

40

20

0 2 to 4 5 to 8 9 to 11 Ages of child in years

Percent withpositive, warm

interactionwith parents

AdulthoodAdulthood1.1. Is there a “prime of life?” If so, when…?Is there a “prime of life?” If so, when…?

Physical peak in the early 20’sPhysical peak in the early 20’s Most fertile in 20’sMost fertile in 20’s Cognitive abilities- little change through middle Cognitive abilities- little change through middle

age (65-75: significant decline)age (65-75: significant decline) Personal income: Peaks between 45-54 (declines Personal income: Peaks between 45-54 (declines

after 65)after 65)

2. What age constitutes adulthood?2. What age constitutes adulthood?

3. What age constitutes middle age?3. What age constitutes middle age?

4.4. What age constitutes old? Very old…?What age constitutes old? Very old…?

5.5. Do you associate old age more with Do you associate old age more with condition, or years?condition, or years?

True or False?True or False?

1.1. Life satisfaction peaks in the fifties Life satisfaction peaks in the fifties and then gradually declines after and then gradually declines after age 65.age 65.

2.2. Recognition memory- the ability to Recognition memory- the ability to identify things previously identify things previously experienced, declines with age.experienced, declines with age.

3.3. Older people become more Older people become more susceptible to short-term illnesses.susceptible to short-term illnesses.

Adulthood: Physical Adulthood: Physical DevelopmentDevelopment

• Sexual ReproductionSexual Reproduction• WomenWomen

After 20’s: decline in fertilityAfter 20’s: decline in fertility35-39 yrs. (single intercourse = ½ 35-39 yrs. (single intercourse = ½

chance of pregnancy as 20’s)chance of pregnancy as 20’s)Menopause: end of menstrual cycleMenopause: end of menstrual cycle

Around 50Around 50Decrease of estrogenDecrease of estrogenhot flashes (hormonal challenges)hot flashes (hormonal challenges)

Sexual ReproductionSexual Reproduction

• MenMenNo cessation of fertilityNo cessation of fertilityNo sharp decline in sex hormonesNo sharp decline in sex hormonesGradual decline in sperm count / Gradual decline in sperm count /

testosteronetestosteroneSexual drive / activity continues Sexual drive / activity continues

through life span (for men and women)through life span (for men and women)

Life ExpectancyLife Expectancy

• Women on average live 5 more years Women on average live 5 more years than menthan men

• Males more prone to dieMales more prone to die• By age 100, women outnumber men By age 100, women outnumber men

5-15-1

Sensory DevelopmentSensory Development

• VisionVisionPupil shrinks, lens less transparent- Pupil shrinks, lens less transparent-

reduces light reaching the retina (at 65, reduces light reaching the retina (at 65, 1/3 light to retina than 20’s)1/3 light to retina than 20’s)

““Don’t you want a light on?”Don’t you want a light on?”

• Hearing, smell and distance Hearing, smell and distance perception all slowly diminishperception all slowly diminish

Adulthood: Adulthood: Physical Physical

DevelopmentDevelopment The Aging SensesThe Aging Senses

10 30 50 70 900

0.25

0.50

0.75

1.00

Proportion of normal (20/20) vision when identifying letters on an eye chart

Age in years



10 30 50 70 9050

70

90

Percent correct whenIdentifying smells

Age in years



10 30 50 70 9050

70

90

Percent correct whenidentifying spokenwords

Age in years

HealthHealth• Aging = weakening immune system (more Aging = weakening immune system (more

susceptible to serious ailment (cancer / susceptible to serious ailment (cancer / pneumonia)pneumonia)

• Later adulthood = fewer short-term ailments Later adulthood = fewer short-term ailments (flu / colds(flu / colds

• Neural processing gradually slowsNeural processing gradually slows Fatal driving accidents increase sharply after 75 Fatal driving accidents increase sharply after 75

(at 85, higher than 16!)(at 85, higher than 16!)

• Brain cells- gradual loss- by 80, brain = 5% Brain cells- gradual loss- by 80, brain = 5% weight reductionweight reduction

• Women’s brain degenerates slower than men!Women’s brain degenerates slower than men!• Exercise feeds the brain (oxygen helps form Exercise feeds the brain (oxygen helps form

new cells and preserve neural connections)new cells and preserve neural connections)


DevelopmentDevelopment Slowing Slowing

reactions reactions contribute contribute to increased to increased accident accident risks among risks among those 75 those 75 and older.and older.

12

10

8

6

4

2

016 20 25 30 35 40 45 50 55 60 65 70 75 and

over

Fatal accident rate

Age

Fatal accidentsper 10,000 drivers

Fatal accidentsper 100 million miles

Alzheimer’sAlzheimer’s• Dementia = metal erosion (memory, Dementia = metal erosion (memory,

processing etc.)processing etc.)• Caused by decline of acetylcholineCaused by decline of acetylcholine• 3% of world population after age 753% of world population after age 75• Memory and then reasoning degeneratesMemory and then reasoning degenerates• 5 to 20 years: emotionally flat to 5 to 20 years: emotionally flat to

disoriented to incontinent to mentally disoriented to incontinent to mentally vacantvacant

• 2 ailments in neurons: (diagnose before 2 ailments in neurons: (diagnose before symptoms)symptoms) shriveled protein filaments in cell body shriveled protein filaments in cell body plaques (globs or degenerating tissue)plaques (globs or degenerating tissue)


DevelopmentDevelopment Incidence of Dementia by AgeIncidence of Dementia by Age

Risk of dementiaincreases in lateryears

60-64 70-74 80-84 90-95 65-69 75-79 85-89

Age Group

40%

30

20

10

0

Percentagewith dementia

Developmental Psychology. Developmental Psych Study of physical, mental, and social changes over the...

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