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Part 6 (Life Span)
- 1. PART 6 1 DEVELOPMENTAL PSYCHOLOGY’S MAJOR ISSUES SECTIONS DEVELOPING THROUGH THE LIFE SPAN Ѱ 6 Psychology, Twelfth Edition (Myers, D. G.) 2 PRENATAL DEVELOPMENT AND THE NEWBORN 3 INFANCY AND CHILDHOOD 4 ADOLESCENCE 5 ADULTHOOD © T.G. Lane 2018
- 2. LEARNING OBJECTIVES • Discuss the process of human conception and how genetics and the environment influence development • Discuss how infants develop physically, cognitively, and socially throughout childhood • Differentiate between each of Piaget’s five stages of cognitive development • Discuss how infants form secure attachments with their caregivers DEVELOPING THROUGH THE LIFE SPAN • Discuss the current view of cognitive development and how this view has helped to uncover new ideas on Piaget’s work PART6 © T.G. Lane 2018
- 3. LEARNING OBJECTIVES • Discuss the physical changes that humans experience from early adolescence to late adulthood • Discuss how the brain develops throughout humans’ adolescent years • Identify examples of Kohlberg’s three stages of moral development • Discuss how adults develop physically, cognitively, and socially from early to late adulthood DEVELOPING THROUGH THE LIFE SPAN • Discuss and identify examples of Erikson’s psychosocial stages of development PART6 © T.G. Lane 2018
- 4. DEVELOPING THROUGH THE LIFE SPANPART6 SECTION MAJOR ISSUES DEVELOPMENTAL PSYCHOLOGY’S © T.G. Lane 2018
- 5. DEVELOPMENTAL PSYCHOLOGY’S MAJOR ISSUES1 Developmental psychologists play a major part in examining how people are continually developing. • developmental psychology: a branch of psychology that studies physical, cognitive, and social change throughout the life span. What three issues have engaged developmental psychologists?1: PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 6. DEVELOPMENTAL PSYCHOLOGY’S MAJOR ISSUES1 Developmental psychologists tend to focus on three major issues: CONTINUITY & STAGES (gradual & sequenced) NATURE & NURTURE (genetics & experience) & & CHANGE & STABILITY (age difference & persistence) & ( ) 1 2 3 PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 7. DEVELOPING THROUGH THE LIFE SPANPART6 SECTION AND THE NEWBORN PRENATAL DEVELOPMENT © T.G. Lane 2018
- 8. 2 PROCESS OF CONCEPTION PRENATAL DEVELOPMENT AND THE NEWBORN Video Clip PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 9. 1. 2. 3. 4. PRENATAL DEVELOPMENT AND THE NEWBORN2 A human sperm cell is considered a haploid cell (containing 23 chromosomes) CONCEPTION SPERM & EGG FUSE (diploid) • 1The sperm penetrates the female egg coating. ZYGOTE • 2the nucleus of the sperm fuses with the nucleus of the egg (containing an additional 23 chromosomes from the mother), creating a diploid cell • 3if sustainable, the diploid cell (now containing 46 chromosomes) makes an identical copy of itself • 4the subdivision process repeats itself to include identical and differing cells PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 10. 2 PRENATAL DEVELOPMENT About 10 days after conception, the zygote attaches to the mother’s uterine wall. • The zygote’s inner cells become the em- bryo; the outer cells become the placenta (i.e. the area that transfers nutrients and oxygen from the mother to embryo). • By 9 weeks after conception, an embryo looks unmistakably human. At each prenatal stage, genetic and environ- mental factors affect human development. PRENATAL DEVELOPMENT AND THE NEWBORN PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 11. 2 PRENATAL DEVELOPMENT In addition to transferring nutrients and oxygen from mother to fetus, the placenta screens out teratogens. • teratogens: agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause birth defects PRENATAL DEVELOPMENT AND THE NEWBORN PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 12. 2 THE COMPETENT NEWBORN What are some newborn abilities and how do researchers explore infants’ mental abilities? 2: Babies come with software preloaded on their neural hard drives (automatic reflex responses). • withdraw limbs to escape pain • turn head when breathing path is blocked • touch of the cheek prompts feeding behavior (sucking) • cry when hungry • tonguing, swallowing, and breathing PRENATAL DEVELOPMENT AND THE NEWBORN PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 13. 2 One technique developmental researchers use to answer questions about what babies can see, hear, smell, and think (or collect with their senses) is a simple form of learning called habituation. • habituation: decreasing responsiveness with repeated stimulation; as infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner THE COMPETENT NEWBORN PRENATAL DEVELOPMENT AND THE NEWBORN Video Clip PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 14. DEVELOPING THROUGH THE LIFE SPANPART6 SECTION INFANCY AND CHILDHOOD © T.G. Lane 2018
- 15. 3 PHYSICAL DEVELOPMENT INFANCY AND CHILDHOOD Through maturation, a baby grows from newborn to toddler, and during childhood from toddler to teenager; we all traveled this path, with its physical, cognitive, and social milestones. • maturation: biological growth processes that enable a sequence of orderly changes in behavior, relatively uninfluenced by experiences • Genetic growth tendencies are inborn; maturation (nature) sets the basic course of dev- lopment; experience (nurture) adjusts it. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 16. 3 During infancy and childhood, how do the brain and motor skills develop? 3: PHYSICAL DEVELOPMENT INFANCY AND CHILDHOOD Brain Development • When humans are born, they have most of the brain cells they will ever need; however, the nervous system at birth is immature. • After birth, the branching neural networks that eventually enabled individuals to walk, talk, and remember go through rapid growth. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 17. 3 • As an infant’s muscles and the nervous system mature physical coordinator skills emerge; the sequence of physical (motor) development is generally universal. • Genes guide motor development; this is true for walking as well as bowel and bladder control. Motor Development INFANCY AND CHILDHOOD • Increased development of the cerebellum along with muscular and neural maturation are necessary. PHYSICAL DEVELOPMENT PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 18. 3 Studies indicate that the average age of earliest conscious memory is 3.5 years. Maturation and Infant Memory • Although humans consciously recall little from before age 4, one’s memory still processes information during those early years (e.g. baby calmed by moving crib mobile tied to their leg). INFANCY AND CHILDHOOD PHYSICAL DEVELOPMENT • As children get older (well into adolescence), their hippocampus and frontal lobes (areas associated with memory) continue to mature. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 19. 3 COGNITIVE DEVELOPMENT From the perspective of Piaget and of today’s researchers, how does a child’s cognitive mind (mental abilities) develop? 4: 3.5 Interest has been in determining when infants develop the cognitive skills necessary of being fully conscious of their surroundings. • cognition: all the mental activities associated with thinking, knowing, remembering, and communicating • Piaget is one of the earliest re- searchers who was instrumental in examining children's cognitive development. INFANCY AND CHILDHOOD PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 20. 3 • His findings have helped to understand more about how children’s reasoning is different from adults. COGNITIVE DEVELOPMENT Piaget theorized that children’s minds develop through a series of stages from interacting with the physical environment (i.e., humans become more advanced in their thinking as they move through each stage). INFANCY AND CHILDHOOD + • He believed that as children grew older their cognitive ability became more advanced. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 21. 3 COGNITIVE DEVELOPMENT Piaget believed that children constantly try to construct more ad- vanced understanding of their world/experiences and attempt to do this by developing 1schemas, 2assimilating new experiences, and 3accommodating schemas. INFANCY AND CHILDHOOD 1 2 3 PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 22. 3 COGNITIVE DEVELOPMENT • 1schema: a concept or framework that organizes and interprets information • 2assimilation: interpreting one’s new experience in terms of one’s existing schemas • 3accommodation: adapting one’s current understandings (schemas) to incorporate new information INFANCY AND CHILDHOOD 1 2 3 PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 23. 3 COGNITIVE DEVELOPMENT Piaget proposed that children progress (by improving) through four stages of cognitive development: Piaget’s Theory 1. Sensorimotor Stage 2. Preoperational Stage 3. Concrete Stage 4. Formal Operational Stage INFANCY AND CHILDHOOD PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 24. 3 COGNITIVE DEVELOPMENT SENSORIMOTOR STAGE INFANCY AND CHILDHOOD • object permanence: the awareness that things con- tinue to exist even when not perceived (young infants lack this ability– ends around 8 months) • stranger anxiety sensorimotor stage: infants during this stage know the world mostly in terms of their sensory impress- ions and motor activities. BIRTH – NEARLY AGE 2 Video Clip PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 25. 3 COGNITIVE DEVELOPMENT PREOPERATIONAL STAGE INFANCY AND CHILDHOOD preoperational stage: children during this stage learn to use language but do not yet comprehend the mental operations of concrete logic • egocentric: a child’s difficulty in taking another’s point of view • conservation: a child’s diffi- culty in realizing that mass, volume, and number remain the same despite the changes in the forms of objects AGE 2 – ABOUT 6 OR 7 VideoClipVideoClip PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 26. 3 COGNITIVE DEVELOPMENT CONCRETE STAGE INFANCY AND CHILDHOOD concrete operational stage: during this stage children gain the mental operations that enable them to think logically about concrete events involving actual experiences AGE 7 – 11 • conservation • mathematic transformation Video Clip PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 27. 3 COGNITIVE DEVELOPMENT FORMAL OPERATIONAL STAGE INFANCY AND CHILDHOOD ABOUT AGE 11 – ADULTHOOD formal operational stage: during this stage, people begin to think logically about abstract concepts involving imagined realities and symbols (e.g. capable of solving hypothetical propositions and deducting consequences: if this, then that) • abstract logic • potential for moral reasonVideo Clip PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 28. 3 COGNITIVE DEVELOPMENT INFANCY AND CHILDHOOD Current Thinking Today’s researchers see cognitive development as more continuous than did Piaget; by detecting the beginnings of each type of thinking at earlier ages, they have revealed conceptual abilities Piaget missed: • object permanence • baby physics (e.g. car through wall) • baby math (e.g. puppet bouncing 3 times) • symbolic thinking (e.g. room model & toy) • theory of mind (e.g. ball in cupboard) • rudiments of formal thinking Children’s cognitive immaturity is adaptive. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 29. 3 SOCIAL DEVELOPMENT INFANCY AND CHILDHOOD How do parent-infant attachment bonds form?5: Infants become attached to those—typically their parents—who are comfortable and familiar; this is infancy’s major social achievement. By 8 months, infants come to prefer familiar faces and voices; children develop schemas for familiar faces; when they cannot assimilate the new face into these remembered schemas, they become distressed (i.e., stranger anxiety). • attachment: an emotional tie to another person PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 30. 3 SOCIAL DEVELOPMENT INFANCY AND CHILDHOOD Research has shown that sensitive, responsive mothers—those who noticed what their babies were doing and responded appropriately— had infants who exhibited secure attachment. • A father’s love and acceptance have been comparable to a mother’s love in predicting their offspring’s health and well-being. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 31. 3 SOCIAL DEVELOPMENT INFANCY AND CHILDHOOD Childhood’s major social achievement is a positive sense of self; by the end of childhood, at about age 12, most children have developed a self-concept. • self-concept: all our thoughts and feelings about ourselves, in answer to the question, “Who am I?” • By 15 to 18-month-olds, infants have a schema of how their face should look; by age 8 or 10, their self-image is quite stable. How do children’s self-concepts develop?6: PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 32. DEVELOPING THROUGH THE LIFE SPANPART6 SECTION ADOLESCENCE © T.G. Lane 2018
- 33. ADOLESCENCE4 How is adolescence defined, and what physical change mark this period? 8: Adolescence begins with puberty. • puberty: the period of sexual maturation, during which a person becomes capable of reproducing • usually beginning at about age 11 in girls and about age 13 in boys PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 34. ADOLESCENCE4 PHYSICAL DEVELOPMENT BOYS GIRLS • breast • menstrual period • body hair • height/hips • ejaculation • muscle • body hair • height PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 35. ADOLESCENCE4 • these developments bring improved judgment, impulse control, and long- term planning. • As teens mature, their frontal lobes also continue to develop; the growth of myelin enables better communication with brain regions PHYSICAL DEVELOPMENT • Frontal lobe maturation lags behind the emotional limbic system • puberty’s hormonal surge and limbic system development help explain teens’ occasional impulsiveness and risky behavior PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 36. ADOLESCENCE4 How did Piaget, Kohlberg, and later researchers describe adolescent cognitive and moral development? 7: DEVELOPING REASONING POWER • moral reason (thinking) guides moral action (proposed by Piaget and Kohlberg) • a newer view proposes that moral reasoning operates through unconscious, automatic thinking Two crucial tasks of childhood and adolescence are discerning right from wrong and developing character—the psychological muscles for controlling impulses: PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 37. 4 Piaget’s and Kohlberg believed that children’s moral judgment builds on their cognitive development. DEVELOPING MORALITY ADOLESCENCE • Kohlberg asked children and adolescences of varying ages to solve moral dilemmas; their responses allowed him to propose three basic levels of moral thinking (a stage theory) PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 38. 4 DEVELOPING MORALITY ADOLESCENCE Moral Intuition • Some earlier psychologists believe that morality is rooted in moral intuitions—quick gut feelings, or emotional intuitions • Research has shown that the desire to punish wrongdoings is mostly driven not by reason but rather by emotional reactions Runaway Trolley Scenario • Only when given the body-pushing type of moral dilemma did their brain’s emotion areas light up Video Clip Video Clip PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 39. ADOLESCENCE4 What are the social tasks and challenges of adolescence?8: SOCIAL DEVELOPMENT Theorist Erik Erikson contended that each stage of life has its own psychosocial task, a crisis (struggle) that needs resolution: • an adolescent’s task is to synthesize past, present, and future possibilities into a clearer sense of self which he identifies as adolescent’s search for identity. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 40. ADOLESCENCE4 SOCIAL DEVELOPMENT Erikson’s 8 Stages of Psychosocial Development 1. Trust vs. Mistrust 2. Autonomy vs. Shame 3. Initiative vs. Guilt 4. Competence vs. Inferiority 5. Identity vs. Role Confusion 6. Intimacy vs. Isolation 7. Generativity vs. Stagnation 8. Integrity vs. Despair CHILDHOODADULTHOOD ADOLESCENCE PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 41. ADOLESCENCE4 SOCIAL DEVELOPMENT 1 TRUST VS. MISTRUST INFANCY (TO 1 YEAR) Children develop a sense of trust when caregivers provide reliability, care, and affection; a lack of this will lead to mistrust. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 42. ADOLESCENCE4 SOCIAL DEVELOPMENT 2 AUTONOMY VS. SHAME AND DOUBT TODDLER (1 TO 3 YEARS) Children need to develop a sense of personal control over physical skills and a sense of independence; success leads to feelings of autonomy, failure results in feelings of shame and doubt. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 43. ADOLESCENCE4 SOCIAL DEVELOPMENT 3 INITIATIVE VS. GUILT PRESCHOOL (3 TO 6 YEARS) Preschoolers learn to initiate tasks and carry out plans. Success in this stage leads to a sense of purpose; children who try to exert too much power experience disapproval, resulting in a sense of guilt. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 44. ADOLESCENCE4 SOCIAL DEVELOPMENT 4 COMPETENCE V. INFERIORITY ELEMENTARY SCHOOL (6 YEARS TO PUBERTY) Children need to cope with new social and academic demands and learn the pleasure of applying themselves to new tasks; success leads to a sense of competence and pride in one’s accomplishments, while failure results in feelings of inferiority. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 45. ADOLESCENCE4 SOCIAL DEVELOPMENT 5 IDENTITY V. ROLE CONFUSION ADOLESCENCE (TEEN YEARS INTO 20S) Teens need to develop a sense of self and personal identity; success leads to an ability to stay true to one’s self, while failure leads to role confusion and a weak sense of self. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 46. ADOLESCENCE4 SOCIAL DEVELOPMENT 6 INTIMACY VS. ISOLATION ADULTHOOD (20S TO EARLY 40S) Young adults need to form intimate, loving relationships with other people; success leads to strong relationships, while failure results in loneliness and isolation. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 47. ADOLESCENCE4 SOCIAL DEVELOPMENT 7 GENERATIVITY VS. STAGNATION MIDDLE ADULTHOOD (40S TO 60S) Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people; success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 48. ADOLESCENCE4 SOCIAL DEVELOPMENT 8 INTEGRITY VS. DESPAIR LATE ADULTHOOD (LATE 60S AND UP) Older adults need to look back on life and feel a sense of fulfillment; success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair. PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 49. DEVELOPING THROUGH THE LIFE SPANPART6 SECTION ADULTHOOD © T.G. Lane 2018
- 50. ADULTHOOD5 What physical changes occur during middle and late adulthood?9: PHYSICAL DEVELOPMENT • decline in physical vigor • menopause in women • declined sperm count in men • decline in sexual activity MIDDLE ADULTHOOD LATE ADULTHOOD • telomere (tips of chromosomes wear down) • cells stop reproducing • decline in sensory abil- ity (sight, taste, etc.) • immune system weakens • decreased neural processing PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 51. ADULTHOOD5 How does memory and intelligence change with age?10: COGNITIVE DEVELOPMENT • As humans age, they tend to remember some things well– depending on how information is presented (e.g., reminder cues) • No matter how quick or slow humans are at remembering, remembering seems to depend on the type of information one is trying to retrieve (e.g., meaningless vs. meaningful information) PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018
- 52. ADULTHOOD5 SOCIAL DEVELOPMENT What themes and influences mark our social journey from early adulthood to death? 11: The social clock– the definition of “the right time” to leave home, get a job, marry, have children, and retire– varies from era to era and culture to culture. • social clock: the culturally preferred timing of social events such as marriage, parenthood, and retirement PART6:DEVELOPINGTHROUGHTHELIFE SPAN © T.G. Lane 2018