Thinking About Psychology: The Science of Mind and Behavior 2e
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Transcript of Thinking About Psychology: The Science of Mind and Behavior 2e
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Thinking About Psychology:
The Science of Mind and Behavior 2e
Charles T. Blair-Broeker
Randal M. Ernst
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Developmental Domain
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Life-Span Development Chapter
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Prenatal and Childhood
Development
Module 14
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The Beginnings of Life:
Prenatal Development
Module 14: Prenatal and Childhood Development
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Prenatal Development
• Prenatal defined as “before birth”
• Prenatal stage begins at conception and ends with the birth of the child.
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Zygote
• A fertilized egg
• The first two weeks are a period of rapid cell division.
• Attaches to the mother’s uterine wall
• At the end of 14 days becomes an embryo
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Prenatal Development
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Embryo
• Developing human organism from about 2 weeks after fertilization until the end of the eight week
• Most of the major organs are formed during this time.
• At the end of the eight week the fetal period begins.
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Fetus
• Developing human organism from nine weeks after conception to birth
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Placenta
• A cushion of cells in the mother by which the fetus receives oxygen and nutrition
• Acts as a filter to screen out substances that could harm the fetus
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Prenatal Development
• Play “Teratogens and Their Effects on the Developing Brain and Mind” (12:44) Segment #12 from The Mind: Psychology Teaching Modules (2nd edition)
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Teratogens
• Substances that cross the placental barrier and prevent the fetus from developing normally
• Includes: radiation, toxic chemicals, viruses, drugs, alcohol, nicotine, etc.
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Prenatal Brain Development
• Play “The Effects of Hormones and the Environment on Brain Development” (6:50) Module #2 from The Brain: Teaching Modules (2nd edition)
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Fetal Alcohol Syndrome (FAS)• Physical and cognitive abnormalities
that appear in children whose mothers consumed large amounts of alcohol while pregnant
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Alcohol
• Play “Teratogens and Their Effects on the Developing Brain and Mind” (12:44) Segment #12 from The Mind: Psychology Teaching Modules (2nd edition)
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The Beginnings of Life:
The Newborn
Module 14: Prenatal and Childhood Development
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Newborn and the Apgar Readings
• Insert “Testing Competency In a Newborn” Video #13 from Worth’s Digital Media Archive for Psychology
• Instructions for importing the video file can be found in the ‘Readme’ file on the CD-ROM
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Rooting Reflex• Baby’s tendency, when touched on the
cheek, to open the mouth and search for the nipple
• Is an automatic, unlearned response
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Reflexes in the Newborn
• Insert “Reflexes in the Newborn” Video #14 from Worth’s Digital Media Archive for Psychology
• Instructions for importing the video file can be found in the ‘Readme’ file on the CD-ROM
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Newborn Reflexes
• Play “Capabilities of the Newborn” (3:59) Segment #13 from The Mind: Psychology Teaching Modules (2nd edition)
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Temperament
• Person’s characteristic emotional excitability
• A child might be:
– An “easy” or “difficult” baby
• Temperament shown in infancy appears to carry through a person’s life.
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Temperament
• Play “Bringing Up Monkeys” (9:40) Segment #23 from Scientific American Frontiers: Video Collection for Introductory Psychology (2nd edition)
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Physical Development in Infancy and
Childhood
Module 14: Prenatal and Childhood Development
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Infant, Toddler, Child
• Infant: First year
• Toddler: From about 1 year to 3 years of age
• Child: Span between toddler and teen
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Physical Development in Infancy and
Childhood: The Developing Brain
Module 14: Prenatal and Childhood Development
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Neural Development
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Maturation
• Biological growth processes that enable orderly changes in behavior
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Physical Development in Infancy and
Childhood: Motor Development
Module 14: Prenatal and Childhood Development
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Motor Development
• Includes all physical skills and muscular coordination
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Motor Development
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Motor Development
• Play “Baby Body Sense” (11:00) Segment #24 from Scientific American Frontiers: Video Collection for Introductory Psychology (2nd edition)
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Cognitive Development in
Infancy and Childhood: Piaget’s
Cognitive Stages
Module 14: Prenatal and Childhood Development
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Jean Piaget (pee-ah-ZHAY)• Pioneer in the study of developmental
psychology who introduced a stage theory of cognitive development that lead to a better understanding of children’s thought processes
• Proposed a theory consisting of four stages of cognitive development
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Cognition
• All the mental activities associated with thinking, knowing, and remembering
• Children think differently than adults do
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Child’s Thinking
• Play “The Magic Years” (10:00) Segment #25 from Scientific American Frontiers: Video Collection for Introductory Psychology (2nd edition)
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Schemas
• Concepts or mental frameworks that people use to organize and interpret information
• Sometimes called schemes
• A person’s “picture of the world”
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Assimilation
• Interpreting a new experience within the context of existing schemas
• The new experience is similar to other previous experiences
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Accommodation
• Adapting current schemas to incorporate new information
• The new experience is so novel the person’s schemata must be changed to accommodate it
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Assimilation/Accommodation
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Assimilation/Accommodation
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Assimilation/Accommodation
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Sensorimotor Stage
• Piaget’s first stage of cognitive development
• From birth to about age two
• Child gathers information about the world through sensory impressions and motor activities
• Child learns object permanence
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Object Permanence
• Awareness that things continue to exist even when you cannot see or hear them
• “Out of sight, out of mind”
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Object Permanence
• Insert “Object Permanence” Video #15 from Worth’s Digital Media Archive for Psychology
• Instructions for importing the video file can be found in the ‘Readme’ file on the CD-ROM
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Preoperational Stage
• Piaget’s second stage of cognitive development
• From about age 2 to age 6 or 7
• Children learns to use language but cannot yet think logically
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Egocentrism
• In Piaget’s theory, the inability of the preoperational child to take another person’s point of view
• Includes a child’s inability to understand that symbols can represent other objects
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Childhood Thinking
• Play “A Change of Mind” (12:00) Segment #26 from Scientific American Frontiers: Video Collection for Introductory Psychology (2nd edition)
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Concrete Operational Stage
• Piaget’s third stage of cognitive development
• From about age 6 to 11
• Child gain the mental skills that let them think logically about concrete events
• Learn conservation
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Conservation
• An understanding that certain properties remain constant despite changes in their form
• The properties can include mass, volume, and numbers.
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Piaget’s Conservation Task
• Insert “Piaget’s Conservation Task” Video #18 from Worth’s Digital Media Archive for Psychology
• Instructions for importing the video file can be found in the ‘Readme’ file on the CD-ROM
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Conservation
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Conservation
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Conservation
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Types of Conservation Tasks
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Formal Operational Stage
• Piaget’s fourth and last stage of cognitive development
• About age 12 on up• Children begin to think logically about
abstract concepts and form strategies about things they may not have experienced
• Can solve hypothetical problems (What if…. problems)
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Cognitive Development
• Play “Infant Cognitive Development” (7:14) Segment #14 from The Mind: Psychology Teaching Modules (2nd edition)
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Cognitive Development in
Infancy and Childhood:
Assessing Piaget
Module 14: Prenatal and Childhood Development
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Assessing Piaget’s Theory
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Assessing Piaget’s Theory
• Piaget underestimated the child’s ability at various ages.
• Piaget’s theory doesn’t take into account culture and social differences.
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Social Development in Infancy and
Childhood
Module 14: Prenatal and Childhood Development
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Social Development
• Play “Social Development in Infancy” (6:44) Segment #15 from The Mind: Psychology Teaching Modules (2nd edition)
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Stranger Anxiety• The fear of strangers that infants commonly
display
• Begins around 8 months of age
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Stranger Anxiety
• Insert “Stranger Anxiety” Video #16 from Worth’s Digital Media Archive for Psychology
• Instructions for importing the video file can be found in the ‘Readme’ file on the CD-ROM
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Attachment
• Emotional tie with another person shown by seeking closeness by seeking closeness to the caregiver and showing distress on separation
• Body contact, familiarity, and responsiveness all contribute to attachment.
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Harry Harlow
• Did research with infant monkeys on how body contact relates to attachment
• The monkeys had to chose between a cloth mother or a wire mother that provided food.
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Harry Harlow
• The monkeys spent most of their time by the cloth mother.
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Harry Harlow
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Harlow’s Studies
• Insert “Harlow’s studies on Dependency in Monkeys” Video #12a from Worth’s Digital Media Archive for Psychology
• Instructions for importing the video file can be found in the ‘Readme’ file on the CD-ROM
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Harlow’s Studies
• Insert “Harlow’s studies on Dependency in Monkeys” Video #12b from Worth’s Digital Media Archive for Psychology
• Instructions for importing the video file can be found in the ‘Readme’ file on the CD-ROM
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Harlow’s Studies
• Insert “Harlow’s studies on Dependency in Monkeys” Video #12c from Worth’s Digital Media Archive for Psychology.
• Instructions for importing the video file can be found in the ‘Readme’ file on the CD-ROM.
• NOTE: This video clip could also be used later in this module.
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Harlow’s Study
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Familiarity
• Sense of contentment with that which is already known
• Infants are familiar with their parents and caregivers.
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Imprinting
• A process by which certain animals form attachments during a critical period early in life
• Konrad Lorenz studied imprinting.
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Konrad Lorenz
• Studied imprinted behaviors
• Goslings are imprinted to follow the first large moving object they see.
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Critical Period
• Optimal shortly after birth when an organism’s exposure to certain stimuli produces proper development
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Responsiveness
• Responsive parents are aware of what their children are doing.
• Unresponsive parents ignore their children--helping only when they want to.
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Securely or Insecurely Attached
• Securely attached – children will explore their environment when primary caregiver is present
• Insecurely attached – children will appear distressed and cry when caregiver leaves. Will cling to them when they return
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Attachment
• Play “Attachment” (5:03) Segment #21 from Psychology: The Human Experience
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Harlow’s Studies
• Insert “Harlow’s studies on Dependency in Monkeys” Video #12c from Worth’s Digital Media Archive for Psychology.
• Instructions for importing the video file can be found in the ‘Readme’ file on the CD-ROM.
• NOTE: This video clip could also be used earlier in this module.
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Strange-Situation Test
• Insert “Morelli’s Strange-Situation Test” Video #17 from Worth’s Digital Media Archive for Psychology.
• Instructions for importing the video file can be found in the ‘Readme’ file on the CD-ROM.
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Effects of Attachment
• Secure attachment predicts social competence.
• Deprivation of attachment is linked to negative outcome.
• A responsive environment helps most infants recover from attachment disruption.
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Parental Patterns
• Daumrind’s three main parenting styles
– Authoritarian parenting
– Permissive parenting
– Authoritative parenting
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Authoritarian Parenting
• Style of parenting marked by imposing rules and expecting obedience
• Low in warmth• Discipline is strict and sometimes
physical.• Communication high from parent to
child and low from child to parent• Maturity expectations are high.
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Permissive Parenting
• Style of parenting marked by submitting to children’s desired, making few demands, and using little punishment
• High in warmth but rarely discipline
• Communication is low from parent to child but high from child to parent.
• Expectations of maturity are low.
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Authoritative Parenting
• Style of parenting marked by making demands on the child, being responsive, setting and enforcing rules, and discussing the reason behind the rules
• High in warmth with moderate discipline
• High in communication and negotiating• Maturity expectations are moderate.
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Parenting Styles
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Parental Influences
• Play “Gender Development: Social Influences” (4:02) Module #3 from The Brain: Teaching Modules (2nd edition)
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Three Key Developmental Issues
Module 4: Prenatal and Childhood Development
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Continuity and Stages
• How much of behavior is continuous and how much follows a more stage like development?
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Stability and Change
• What developmental traits remain stable over time, and which change?
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Nature and Nurture
• How much of our behavior is due to nature and how much is due to nurture?
• How do nature and nurture interact in development?
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The End
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Name of Concept
• Use this slide to add a concept to the presentation
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Name of Concept
Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete this box when finished