Lesson 2 Development of Person

Lesson 2

Development through the lifespan

Introduction to Psychology

Children see, children do

http://www.youtube.com/watch?v=KHi2dxSf9hw

http://www.youtube.com/watch?v=KHi2dxSf9hw

Developmental Psychology

Focuses on development across life span – a field of psychology that focuses on development across the life span.

Development

More-or-less predictable changes in behavior associated with increasing age

Nature or nurture?

Nature: behavior unfolds like a plant over time

Nurture: behavior is molded by experiences


Basic Processes of Development

Maturation

Biological process of systematic physical growth

Experience plays a role in specific contexts

Children change dramatically from birth to adulthood


Development in Infancy and Childhood

Neonatal period

First two weeks of life

Marks transition from womb to independence

Reflexively grasps anything placed in hand

Sucking and Rooting reflex http://www.youtube.com/watch?v=umesL6OcZG8

Grasp reflex http://www.youtube.com/watch?v=BF1j1PXRq-I

Walking reflex http://www.youtube.com/watch?v=-ih_pCBo70o


http://www.youtube.com/watch?v=umesL6OcZG8

http://www.youtube.com/watch?v=BF1j1PXRq-I

http://www.youtube.com/watch?v=-ih_pCBo70o

Physical and Cognitive

Development

Infant’s sensory capabilities

Newborns can see and hear reasonably well

Non-nutritive sucking procedure for studying sensory and

cognitive capabilities

Vision estimated at 20/150 – focus best at 9 inches – prefer

face to other figures

Can discriminate tones and have preferences for voice sounds

even before birth – infants learn voices


Infancy

Age: 2 weeks until 2 years

Time of rapid physical, perceptual, cognitive, linguistic, social,

and emotional growth

During sensorimotor stage – infants stare at interesting visual

stimuli

Preference for human faces



Infancy

Physical development

Cognitive development

Object permanence

Video shown later

Telegraphic speech

http://www.youtube.com/watch?v=n3cu4l-

qJjU&playnext=1&list=PLBA379864B2FCF408


http://www.youtube.com/watch?v=n3cu4l-qJjU&playnext=1&list=PLBA379864B2FCF408


Infancy – emotional and social development

Visual cliff and depth perception

http://www.youtube.com/watch?v=p6cqNhHrMJA

Attachment

Strong attachments formed between infants and caregivers

Separation anxiety

Fear of strangers


http://www.youtube.com/watch?v=p6cqNhHrMJA

Early Childhood

Growth less explosive and rapid than during infancy

Lasts 2 to 7 years of age


Children in preoperational stage show egocentric thought

http://www.youtube.com/watch?v=OinqFgsIbh0

Animism

Transductive reasoning

See Piaget stages


http://www.youtube.com/watch?v=OinqFgsIbh0

Early Childhood

Emotional and social development

Most notable changes in peer relationships and types of

play

Solitary play

Parallel play

Cooperative play



Early Childhood

Solitary play

Parallel play

Cooperative play

Middle Childhood

Lasts from 7 to 11 years of age

Characterized by slow physical growth

Important cognitive changes occur

Conservation and reversibility

Child decenters – allows conservation problems to be solved;

learns some matter changes shape but not volume


Middle Childhood


Child enters with close ties to parents

Peer relationships become increasingly important Friendships more important, last longer

Cliques or groups formed, mostly same sex

Terms boyfriend and girlfriend have little meaning at this stage


Adolescent Development

Adolescence

Physical changes of puberty

Adolescent growth spurt

Heightened sexual and romantic interest

Peers become more important than parents

Cognitively – capable of abstract reasoning

Ponders abstract issues like justice or equality

No clear cut end to adolescence in society


Adolescent Development


Puberty becomes production of sex hormones

Primary sex characteristics appear

Females – menarche: menstruation, ovulation

Secondary sex characteristics appear

Females – breasts, pubic hair, wider hips

Males – testes and penis growth, facial and pubic hair, broadened shoulders


Adolescence

Adolescent egocentrism

Imaginary audience – everyone is watching

Personal fable – belief that s/he is unique

Hypocrisy – okay for one to do it but not another

Pseudostupidity – use of oversimplified logic

Social development

Time of drifting or breaking away from family


Adolescence

Emotional development

G. Stanley Hall – time of storm and stress

Most adolescents are happy, well-adjusted

Areas of problems

Parent-child conflicts

Mood changes - self-conscious, awkward, lonely, ignored

Risky behavior - aggression, unprotected sex, suicide, use of substances or

alcohol


Adulthood

Young adulthood through older adulthood

Developmental changes continue throughout adulthood: not a

single phase of life

Taking on adult responsibilities in work and social relationships

Challenges: love, work, play continue changing


Adulthood


Growth and strength in early adulthood, then slow process of

decline afterwards

Speed and endurance

Vision and ability to see in weak lighting

Hearing and detection of tones

Taste – intact until later in life; men tend to lose hearing and taste earlier

than women

Decline affected by health and lifestyles


Adulthood


Continues throughout adulthood; some abilities improve while

others decline

Overall, individual rates vary depending on lifestyle and health


Adulthood


Many aspects of personality are fairly stable over time, and

changes are predictable

On average, adults become

less anxious and emotional, socially outgoing, and creative

People become more dependable, agreeable, and accepting of life’s

hardships

Gender differences lessen over time


Adulthood


Much disagreement about when and how changes occur

during aging – differences between stages of infant/child

development and adult development

Not all adults go through every stage

Order of stages can vary for individuals

Timing of stages not controlled by biological maturation


http://www.youtube.com/watch?v=QX_oy9614HQ

Kids marshmallow experiment

-What is it about?

http://www.youtube.com/watch?v=QX_oy9614HQ

Cognitive Development

Jean Piaget (1896-1980)

Swiss psychologist


Made almost all of his observations on his own 3 children–

not very good science–profound impact on ideas about child

development and education

Epistemology – study of knowing – How do we know?


Birth to 2 yrs

Sensorimotor Uses senses and motor skills, items known by use; Object permanence

2 - 7 yrs Pre-operational Symbolic thinking, language used; egocentric thinking, imagination/ experience grow, child de-centers

7 - 11 yrs Concrete operational

Logic applied, objective/rational interpretations; conservation, numbers, ideas, classifications

11 yrs on Formal operational

Thinks abstractly, hypothetical ideas; ethics, politics, social/moral issues explored

Piaget’s cognitive development theory

Sensorimotor stage

Substage 1: Birth-1 month

Rigid, stereotyped

reflexive actions

Reflexive imitations

No object concept

Substage 2: 1-4 months

Primary circular reactions

actions and responses both

involve infants own body

(e.g., sucking thumb,

laughing)

Exploration of body

Perceptual integration

Eye-hand coordination

Pseudoimitation

No object concept

Substage 3: 4-8 months Secondary circular reactions

actions that elicit responses from others (e.g,. cooing may elicitsmiling from another, and more cooing)

Creep, crawl, climb to explore

True imitation of actions baby already performs

First glimmerings of object concept

Recognition memory helpsestablish: Object permanence Social attachment

http://www.youtube.com/watch?v=ue8y-JVhjS0

http://www.youtube.com/watch?v=ue8y-JVhjS0

Substage 4: 8-12 months Communication by gesture

and speech

Stereotyped actions applied to new objects

Observational learningthrough immediateimitation of simple actions

Intentionality shown by:

Removal of obstacles to obtain goals

Use of instruments as tools

Substage 5: 12-18 months Tertiary circular reactions

actions that lead to pleasing results lead infant to perform similar actions (squeeze a duck get a response, now step on it)

Perhaps some deferred imitation of very simple, single actions

Solution of problems through overt trial and error

Searches for toy in last hiding place, but only if sees researchermove it

Uses tools in novel ways

Preoperational Stage

2-7 years

child can now represent objects not present and can think about

actions that are not being performed – called

RepresentationalThinking

Deferred imitation

imitate behavior long after it was seen (can be observed at the

end of sensorimotor period after object permanence develops)

http://www.youtube.com/watch?v=NbXHyIlsG0M&feature=

related

http://www.youtube.com/watch?v=NbXHyIlsG0M&feature=related

Preoperational Stage

Failure of conservation

liquid quantity

http://www.youtube.com/watch?v=YtLEWVu815o

number (checkers)

mass (clay)

These occur because the child cannot think of both

dimensions at the same time and trade one off against the

other

http://www.youtube.com/watch?v=YtLEWVu815o

Appearance-reality distinctions

2-3-year-olds do not easily discriminate what things look like

from what things are

Problem is dual nature of object and conflicting information

Occurs in many cultures

Resists simple training

Emerging Theory of Mind

3-5-year-olds distinguish real from imagined objects

False beliefs

Requires differentiation of self from others; mental vs.

physical world

Concrete Operations Stage

7-11 years

child is able to manipulate 2 variables at the same time so has

developed schemas necessary for conservation – the child can

mentally coordinate the two states of the liquid in the glass

for example

Concrete Operations Stage

Classification

concrete operational child can classify objects into hierarchies

and, unlike the preoperational child, can think about addition of

classes – sort 8 poodles, 3 cats, and 2 collies – If asked “are

there more dogs or poodles?” the preoperational child will say

poodles, concrete operational child will say dogs

http://www.youtube.com/watch?v=3F1O4BGgW64

http://www.youtube.com/watch?v=3F1O4BGgW64

Concrete child cannot think hypothetically or carry out

systematic hypothesis testing. On a fulcrum problem, for

example, concrete operations child can add or subtract

weights OR if weights are unequal in distance, can move one

closer or farther but can not do both to achieve balance

Formal operations child can do this – marked by systematic

hypothesis testing of several variables

Self

Self is a set of properties and processes, each of which can be

defined

Properties are complex

Self operated within the social world

The Dionnes - http://www.quintland.com

The McCaugheys –

http://en.wikipedia.org/wiki/McCaughey_septuplets

The Olsens

The Gosselins - http://en.wikipedia.org/wiki/Jon_%26_Kate_Plus_8

Identity

Sense of individuality

Sense of wholeness

Sense of personal stability

Combining own experiences in time

(past, present and perspective of the self)

Sense of belonging to ideals and values

J.E. Marcia (1966) Crisis

Doubts about goals and values set by parents

Active search, trial and deciding about commitments of identity

Commitment

Selection of personal goals and values

Commitment means reaching of stable values and ideals in different aspects of life

J.E. Marcia (1966)

1. Diffussion

Crisis and commitment are absent

Individual did not start to develop his identity

2. Foreclosure

Crisis is absent, Commitment present

Individual accepted value system, which was offered to him

Commitment to identity was formed without crisis or search

J.E. Marcia (1966)

3. Moratorium

Crisis present, Commitment absent

Individual is in process of searching alternatives but did not

reach final commitment

4. Achievement

Present both Crisis and Commitment

Individual has reached his own stable system of commitments

after a process of search and identity crisis.

Development Across the Life Span

Erikson’s Psychosocial Theory

Focuses on the individual’s developing relationships with

others in social world

Eight stages - development continues over life span

Crisis at each stage of development



Autonomy vs. Shame/doubt

Initiative vs. Guilt

Industry vs. Inferiority

Identity vs. Role confusion

Intimacy vs. Isolation

Generativity vs. Stagnation

Integrity vs. Despair

Trust vs. Mistrust

Erikson’s

psychosocial

theory

Psycho-social development

E.H. Erikson (1963)

Development of the psycho-social personality

It relates to cultural and historical conditions of an individual

then biological

Psycho-social conflict

8 stages

1. Trust vs. mistrust

1 year old

Passivity and resignation x activity and self-presentation in

the world

Infants learn to trust that their needs will be met by the

world, especially the mother. If not, mistrust will develop.

When and how the infants needs are met determines

whether the infant decides the world is a good and satisfying

place to live or source of pain, frustration and uncertainty.

2. Autonomy vs. shame

1 – 3 years

The will to do something

Children learn to exercise will, to make choices, to control

themselves, if not, they become uncertain and doubt that

they can do things by themselves.

Development of self-awareness and independence

Must be met with patience and good humour, if met with

ridicule and impatience the child will develop feelings of

shame and doubt.

3. Initiative vs. guilt

3 – 6 years

Sense of purpose in life

Children learn to initiate activities and enjoy their

accomplishments, acquiring direction and purpose, if they

are not allowed initiative, they feel guilty for their attempts

at independence.

Major conflict is between childs desire to initiate activities

and the guilt that comes from unwanted or unexpected

consequences.

4. Industry vs. inferiority

6 – 11 years

Sense of competence

Children develop a sense of industry and curiosity and are

eager to learn, if not, they feel inferior and lose interest in

the tasks before them.

The children develop a sense of industry or competency as

they begin to practice skills they will use in the future. How

the external world reacts to childs successes and failures

determines whether the child develops feelings of

competency or feelings of insecurity.

5. Identity vs. role of confusion 11 – 18 years

Sense of fidelity to themselves

Adolescents come to see themselves as unique and integratedpersons with an ideology if not they become confused aboutwhat they want out of life.

During identity crisis adolescents attempt to discover whothey are, what their skills are, and what kinds of roles theyare best suited to play for the rest of their lives. Failure to resolve identity crisis lead to a lack of stable identity, delinquency or difficulty in maintaining close personalrelationships in later life.

6. Intimacy vs. isolation

Early adulthood

Meaningful social relationships

To love

Young people become able to commit themselves to another

person, if not, they develop a sense of isolation and feel they

have no one in the world but themselves.

If we are to have close, loving relationships with others, we

must first learn who we are and how to be independent.

7. Generativity vs. stagnation

Middle adulthood

What is my contribution to this world

Adults are willing to have and care for children, to devote

themselves to their work and the common good, it not they

necome self-centered and inactive.

The individual expands the love and concern beyond the

immedeate family group to include all of society. If not, the

individual becomes concerned only with material

possessions.

8. Integrity vs. despair

Old age

The wisdom of old age

Older people enter a period of reflection, becoming assured

that their lives have been meaningful, and they grow ready to

face death with acceptance and dignity. If not, they despair

for their unacomplished goals, failures and ill-spent lives.

Lesson 2 Development of Person

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