Unit 5: Human Development

Psychology

Developmental Psychology

• The study of changes that occur as people grow:– 1) Physically

– 2)Socially

– 3)Emotionally

– 4)Morally

– 5)Intellectually

NATURE V. NURTURE is it Heredity or the Environment????

Jean Piaget—Cognitive Development

• Piaget’s Vocab: https://www.youtube.com/watch?v=WAQur-Y_BJY

– Schemes –An idea or mental framework a person uses to organize and interpret information and make sense of the world

- Assimilation – try to fit the world into a scheme

- Accommodation – changing our scheme to fit the characteristics of the world.

Piaget’s Stages of Cognitive Development

• 1. Sensorimotor stage (birth-2 years)-infant uses schemes that involve their body and sensations. (grasping, sucking, looking, object permanence)– Object permanence –

https://www.youtube.com/watch?v=ue8y-JVhjS0&index=2&list=PL8648B2E5C69EF71F

– when a child realizes that the world and other objects exist even though they cannot see it.

– Coordinate the activities of the senses with motor activities• EX: watch an object move in front of them

and they reach out to grab it

Piaget’s Stages of Cognitive Development

• 2. Preoperational stage (ages 2-6)- child begins to use mental images or symbols. (symbolic representation, language, child begins to draw pictures)

– Representational thought – the ability of a child to picture things in their heads.• Represent the world symbolically. Ex.

Using a broom to represent a horse•

– Begin to really use language

Representative Thought

Piaget’s Stages of Cognitive Development

• 3. Concrete Operational (ages 6-12)-children can use logic schemes, but understanding is limited. They can do elementary arithmetic, and can think of many different dimensions at the same time.

• Able to solve only TANGIBLE/CONCRETE Problems what can be physically experienced and manipulated

– Conservation – quantity does not change when appearance has changed.

– https://www.youtube.com/watch?v=GLj0IZFLKvg&index=1&list=PL8648B2E5C69EF71F This video shows lack of conservation

Piaget’s Stages of Cognitive Development

• 4. Formal Operational (ages 12-adulthood)– Person can solve abstract

problems. https://www.youtube.com/watch?v=lw36PpYPPZM&index=5&list=PL8648B2E5C69EF71F

– Now able to think Scientifically and apply the scientific method to cognitive tasks

– Some people NEVER reach this stage

• Sensorimotor stage (birth-2 years)

infant uses schemes that involve their

body and sensations. (grasping, sucking, looking)

• Preoperational stage (ages 2-6)- child begins to use mental images or symbols. (symbolic representation, language, draw pictures)

• Concrete Operational (ages 6-12)- Able to solve only tangible/concrete problems

• Formal Operational (ages 12-adult)Solve abstract problems.

Toys According to Piaget

A Review of the Cognitive Development Stages

What cognitive stage of development according to Piaget is this toy appropriate for? Why?

What cognitive stage of development according to Piaget is this toy appropriate for? Why?

What cognitive stage of development according to Piaget is this toy appropriate for? Why?

What cognitive stage of development according to Piaget is this toy appropriate for? Why?

Erik Erikson• Focused on SOCIAL aspects of

development

Erikson’s stages of PSYCHOSOCIAL development

• 1. Trust vs. mistrust (birth-2 years) – infant is totally dependent on others (learns to trust others, or not to trust).

• 2. Automony vs. doubt (ages 2-3) – child tries to become a separate individual, or feels shame if not allowed to.

Erikson’s stages of PSYCHOSOCIAL development

• 3. initiative vs. guilt (ages 4-5) –child begins to take control of the environment, or feels a sense of failure if this is not accomplished.

• 4. industry vs. inferiority (ages 6-12) – child wants to do more and better things, or feels inferior

• 5. identity vs. role confusion https://www.youtube.com/watch?v=SR8j_P1O0os (ages 13-18) – teenager tries to find his or her own identity, or feels confused if no role is found.

• 6. intimacy vs isolation (ages 18-30) –https://www.youtube.com/watch?v=DXLZXkwMN3o person shares intimate relationships with people, or feels lonely and isolated with no sharing.

• 7. generativity vs. stagnation (middle adulthood) – adult feels they must be productive in life to serve as an example to the next generation, and those that hang on to the past are stagnated.

• 8. integrity vs. despair –https://www.youtube.com/watch?v=vc3mkG21ob4 either a sense that one has led a full life, or looks back on life with nothing but regrets.

Kohlberg’s stages of moral development

• Kohlberg developed six stages of moral development (difference between right and wrong)

Kohlberg Interview MethodThe basic interview consists of a series of dilemmas to get a good sampling of a subject's moral thinking

Kohlberg's (1958a) core sample was comprised of 72 boys, from both middle- and lower-class families in Chicago. They were ages 10, 13, and 16. He later added to his sample younger children, delinquents, and boys and girls from other American cities and from other countries (1963, 1970).

Kohlberg Dilemma #3:In Europe, a woman was near death from a special kind

of cancer. There was one drug that the doctors thought might

save her. It was a form of radium that a druggist in the same

town had recently discovered. The drug was expensive to make,

but the druggist was charging ten times what the drug cost him to

make. He paid $400 for the radium and charged $4,000 for a

small dose of the drug. The sick woman's husband, Heinz, went to

everyone he knew to borrow the money and tried every legal

means, but he could only get together about $2,000, which is half

of what it cost. He told the druggist that his wife was dying, and

asked him to sell it cheaper or let him pay later. But the druggist

said, "No, I discovered the drug and I'm going to make money

from it." So, having tried every legal means, Heinz gets desperate

and considers breaking into the man's store to

steal the drug for his wife.

• Kohlberg is not really interested in whether the subject says "yes" or "no" to this dilemma but in the reasoning behind the answer. The interviewer wants to know why the subject thinks Heinz should or should not have stolen the drug. The interview schedule then asks new questions which help one understand the child's reasoning.

• For example, children are asked if Heinz had a right to steal the drug, if he was violating the druggist's rights, and what sentence the judge should give him once he was caught. Once again, the main concern is with the reasoning behind the answers.

• The interview then goes on to give more dilemmas in order to get a good sampling of a subject's moral thinking.

Kohlberg Dilemma #1:Joe is a fourteen-year-old boy who wanted to go

to camp very much. His father promised him he

could go if he saved up the money for it himself. So

Joe worked hard at his paper route and saved up the

forty dollars it cost to go to camp, and a little more

besides. But just before camp was going to start, his

father changed his mind. Some of his friends decided to

go on a special fishing trip, and Joe's father was short of

the money it would cost. So he told Joe to give him the

money he had saved from the paper route. Joe didn't

want to give up going to camp, so he thinks of refusing

to give his father the money.

Kohlberg Dilemma #7:Two young men, brothers, had got into serious

trouble. They were secretly leaving town in a hurry

and needed money. Karl, the older one, broke into a

store and stole a thousand dollars. Bob, the younger

one, went to a retired old man who was known to help

people in town. He told the man that he was very sick

and that he needed a thousand dollars to pay for an

operation. Bob asked the old man to lend him the money

and promised that he would pay him back when he

recovered. Really Bob wasn't sick at all, and he had no

intention of paying the man back. Although the old man

didn't know Bob very well, he lent him the

money. So Bob and Karl skipped town, each

with a thousand dollars.

Pre-conventional level

• 1. Obedience Orientation

– child is egocentric and avoids punishment

• 2. Hedonistic Orientation https://www.youtube.com/watch?v=aFYsJYPye94

– Do what is best for yourself—personal gain

– “marketplace orientation” – child knows how to work the system

Conventional level• 3. Good boy, nice girl Orientation

– child becomes sensitive to what others think and want (act Socially acceptable)

• 4. Law and Order Orientation

– child is less concerned with approval from others

•Tattle Tales!

Post-conventional level• 5. Contractual Legalistic

Orientation

– What is good for the whole

– Locke’s Social Contract Theory

• 6. Universal Ethical Orientation

– Acceptance of ethical issues that apply to everyone.

– Are the laws just and fair

Attachment: a strong bond between the primary caregivers and the baby

• Harry Harlow—HARLOW’s MONKEYS

– Harlow’s Experiment: Which surrogate monkey momma was it more pleasurable to have physical contact with?

– https://www.youtube.com/watch?v=E2M6XBJEEFQ

– Wanted to disprove the belief that babies were attached to their mothers simply because they provided food.

– Mothers also provide Contact Comfort: a sense of security and attachment that arises from the touch of another

• Harry Harlow—HARLOW’s MONKEYS

– Harlow’s Experiment: Which surrogate monkey momma was it more pleasurable to have physical contact with?

– Wanted to disprove the belief that babies were attached to their mothers simply because they provided food.

– Mothers also provide Contact Comfort: a sense of security and attachment that arises from the touch of another

• Konrad Lorenz—LORENZ’s GOSLINGS – https://www.youtube.com/watch?v=ihh1xBXwt_0

– Critical Period: A stage or point in development when certain skills or abilities are most easily learned

– Imprinting: the eliciting of behavior due to exposure of a certain stimulus, which took place during a CRITICAL Period

• Konrad Lorenz—LORENZ’s GOSLINGS

– Critical Period: A stage or point in development when certain skills or abilities are most easily learned

– Imprinting: the eliciting of behavior due to exposure of a certain stimulus, which took place during a CRITICAL Period

Mary Ainsworth—STRANGE SITUATIONS

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

The strange situation and patterns of attachment:

•Secure Attachments—seeks comfort from caregiver

•Insecure Attachments:

• Anxious-Ambivalent —happy to see caregiver then pushes them away

• Anxious-Avoidant—ignores caregiver

• Disorganized/Disoriented—really confused about the caregiver

Mary Ainsworth—STRANGE SITUATIONS

The strange situation and patterns of attachment:

•Secure Attachments—seeks comfort from caregiver

•Insecure Attachments:

• Anxious-Ambivalent —happy to see caregiver then pushes them away

• Anxious-Avoidant—ignores caregiver

• Disorganized/Disoriented—really confused about the caregiver

Parenting StylesWhat is the best way to parent?

Diana Baumrind: Parenting Styles

– Authoritarian:

• Strict; unsympathetic; “because I said so!”; children cannot question authority

– Authoritative (Democratic):

• Compromising; compassionate; independence with limits; child’s input sought; rules rationalized and discussed

Well adjusted children, cooperative and respectful

– Permissive (Laissez-Faire):

» Child rules the house; few if any boundaries set; child left to fend for themselves

Adolescence (Latin--adolescere, to grow) is a transitional stage of physical and mental human development that occurs between childhood and adulthood.

Puberty to 18 or early 20s

Premier challenge of adolescence – forming a

sense of identity(Erikson: Crisis of Identity v. Role Confusion)

THE THIRD STAGE of LIFE: Adolescence

• 4 different identity statuses arise when the presence or

absence of crisis and commitment exist in different

combinations (JAMES MARCIA)

• 1) Foreclosure—don’t need to search for an identity b/c

you subscribe to the one prescribed by your parents

• 2) Moratorium—experimenting with many roles rather

than committing

• 3)Identity Diffusion—refuse to choose an identity or even

attempt to choose

• 4) Identity Achievement—consider alternative possibilities

before arriving at a sense of self

The Search for Identity

Adulthood Changes • Development is life-long, not stopping at adolescence

• How am I doing for my age??– Social Clock: a person’s notion of a life schedule

that says what they hope to have accomplished by a certain point in life

– https://www.youtube.com/watch?v=SgimwFBrnSs

– Age-30 Crisis: A “successful” person stops to evaluate what matters to him most, & if he is heading in the direction he truly wants to go

Adulthood Changes • How am I doing for my age??

– Midlife Crisis: a difficult, turbulent period of doubts and reappraisal of one’s life

– https://www.youtube.com/watch?v=ERbvKrH-GC4

– Empty Nest Syndrome: feeling of loneliness or depression that occurs among parents after children grow up & leave home

Death and Dying—THANATOLOGY

• The 5 stage Death/Dying/Grieving

process—Elisabeth Kubler Ross

DABDA• 1) Denial—refuse to believe they are dying,

may seek multiple medical opinions

• 2) Anger—doesn't understand why they are dying and may express anger towards others

Death and Dying—THANATOLOGY

DABDA• 3) Bargaining—promises to improve

certain aspects of their live if they are allowed to live

• 4) Depression—retreating and wishing to be alone

• 5) Acceptance—death is a natural process and this is their fate

•http://www.youtube.com/watch?v=G_Z3lmidmrY