Unit 5 Review
The Most Memorable Slides
Erikson, Piaget, KohlbergPiaget
Preoperational Stage
Concrete Operations
Stage
Sensorimotor
Formal Operations
Kohlberg
Autonomy
Intimacy
Integrity
Stagnation
InitiativeIndustry
Generativity
Role Confusion
IdentityMistrust
Trust
Guilt Shame/Doubt
Isolation
Inferiority
Despair
Erikson
Conventional
Pre-Conventional
Post-Conventional
Developmental Psychology: The study of progressive changes in behavior and abilities from birth to death
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Heredity (Nature): 50% Transmission of physical and psychological characteristics from parents to their children through genes
VS.
Environment (“Nurture”): 50% All external conditions that affect a person and perhaps his/her development
Genes:Dominant: The gene’s feature will appear each time the gene is presentRecessive: The gene’s feature will appear only if it is paired with another recessive gene
Physical Development - Prenatal• Zygote stage:
– Conception to week 2• Moves to embryonic stage when multi-cell ball attaches to uterine wall
• Embryonic stage: – End of wk 2 to wk 8
• Genes are in the background directing progress• Boys become boys when testosterone is secreted, producing male sex
organs
• Fetal stage: – End of wk 8 to birth
• Movement felt by mom by 4th month• By 7th most everything is developed
– Focus is on growth!
Critical Periods in Pregnancy• Critical Periods
– Times of increased sensitivity to environmental influences • Events that occur during critical periods permanently alter the course of
development
– Fetal development critical periods • Certain periods of pregnancy, when a risk of its termination is the highest.
– 2nd-3rd weeks of pregnancy, when a woman may be unaware of a new life, developing in her organism
– 8-12 weeks of pregnancy. During this period placenta starts developing, and a general reason of termination in these terms - are hormonal disorders.
– First 3 months, fetus is most susceptible to birth defects caused by contracted diseases by mom (measles, chicken pox, shingles, etc…)
» Heart defects, hearing loss, delayed cognition
Prenatal Problems
• Congenital Problem: – A problem or defect that
occurs during prenatal development; “birth defect”
• Genetic Disorder:– Problem caused by
inherited characteristics from parents; e.g., cystic fibrosis
Teratogens
• Anything capable of causing birth defects (e.g., narcotics, radiation, cigarette smoke, lead, and cocaine)– Fetal Alcohol Syndrome (FAS): Caused by repeated
heavy alcohol consumption during pregnancy. Infants:
• Have low birth weight, a small head, body defects, and facial malformations
• Cognitive delays and underdevelopment• Lack Cupid’s Bow, the bow-shaped portion of the upper
lip (look in the mirror to see)
Fetal Alcohol Syndrome
http://www.youtube.com/watch?v=M9XV4f4uepY&feature=related
Birthing Effects on Mom
Maternity Blues- Physical and mental adjustment period after pregnancy that results in a minor bout of depression
-50-80% of women
- Usually lasts between 1-2 weeks
Postpartum Depression
- Severe bout of depression that can happen immediately after birth, weeks after birth, or in the event of a still birth or miscarriage.
-13% of women
- Can lasts for months
- Caused primarily by hormonal changes and imbalances
http://www.youtube.com/watch?v=yH3WMQO-ooU
Fact: The time period after birth can also be a critical one for mothers as well as the child
Take note on how these women felt after their pregnancy about themselves and towards their children
VS
Maturation
• Definition:– Physical growth and development of the body, brain, and
nervous system• Rate between children varies but order is almost universal!
• Increased muscular control occurs in patterns; order of maturation is almost universal– Cephalocaudal:
• From head to toe– Proximodistal:
• From center of the body to the extremities
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Readiness: -- A condition that exists when maturation has advanced enough to allow the rapid acquisition of a particular skill.-- Forcing a child to learn a particular skill too early will often times result in failure and frustration
Abilities at BirthGrasping Reflex: If an object is placed in the infant’s palm, she’ll grasp it automatically (all reflexes are automatic responses; i.e., they come from nature, not nurture)
Rooting Reflex: Lightly touch the infant’s cheek and he’ll turn toward the object and attempt to nurse; helps infant find nipple or food
Sucking Reflex: Touch an object or nipple to the infant’s mouth and she’ll make rhythmic sucking movements Moro Reflex: If a baby’s position is abruptly
changed or if he is startled by a loud noise, he will make a hugging motion
Emotional Development• Only two emotions we are born with is excitement and distress
– Basic Emotions: Anger, fear, joy; appear to be unlearned• Excitement is shown through cooing• Distress is shown through crying
Temperament and Environment• Temperament:
– The physical “core” of personality; includes sensitivity, irritability, distractibility, and typical mood
• Easy Children: 40 %; relaxed and agreeable
• Difficult Children: 10 %; moody, intense, easily angered
• Slow-to-Warm-Up Children: 15 %; restrained, unexpressive, shy
• Remaining Children: Do not fit into any specific category
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Fig. 3.12 An infant monkey clings to a cloth-covered surrogate mother. Baby monkeys becomes attached to the cloth “contact-comfort” mother but not to a similar wire mother. This is true even when the wire mother provides food. Contact comfort may also underlie the tendency of children to become attached to inanimate objects, such as blankets or stuffed toys. However, a study of 2- to 3-year-old “blanket-attached” children found that they were no more insecure than others (Passman, 1987). (So, maybe Linus is okay after all.)
Contact Comfort (Harlow):
Pleasant and reassuring feeling babies get from touching something warm and soft, especially their mother
The Key to a secure attachment
http://www.youtube.com/watch?v=KlfOecrr6kI
http://www.youtube.com/watch?v=fg9QCeA4FJs&feature=related
Mary Ainsworth and Attachment:Human Imprinting
• Separation (Stranger) Anxiety:– Appears at 8 months – Crying and signs of fear when a child is left alone or is with a
stranger
The Strange Situation Study
Ainsworth Conclusion
Secure Attachment
70%Insecure- Avoidant
20%
Insecure-Ambivalent
10%
Caregiver who is rejecting or neglectful
Caregiver who is emotionally available,
sensitive, and supportive
Caregiver who is inconsistent
Parenting Styles
Enforce rigid rules and demand strict obedience to authority.
Give little guidance. Allow too much freedom, or don’t hold children accountable for their actions.
Provide firm and consistent guidance combined with love and affection.
Authoritarian Parents
Authoritative Parents
Overly Permissive Parents
Effects of Parenting Styles
Children tend to be self-absorbed as adults and have higher rates of drug abuse and violence
Children tend to be dependent and immature and frequently misbehave
Children tend to be competent, self-controlled, independent, and assertive
Authoritarian Parents
Autoritative Parents
Overly Permissive Parents
Discipline Styles
Authoritarian
Permissive
Authoritative
• Power Assertion– Using physical punishment or a show of
force, e.g., removing toys or privileges
• Withdrawal of Love: – Withholding affection
• Management Techniques: Combine praise, recognition, approval, rules, and reasoning
Parenting Styles and the Future
Power Assertion Withdrawal of Love Management Techniques
-- Reserved Children
-- Fearful of expressing opinion
-- Closed off
-- Underdeveloped brains
-- Inability to control emotions properly
-- Rebellious
-- 1/3 become abusers themselves
-- impulse control disorders
-- Skewed view on love
--Difficulty in maintaining relationships
-- Inability to let anyone close
-- Overly independent
-- underdeveloped brains
-- Statistical leader in major depressive disorders
-- Ability to manage difficult situations
-- Socially adaptable
-- Higher grades in school
-- Responsive to criticism
-- Manages personal problems in productive manners
Erik Erikson-Developmental Psychologist (1902-1994)
-Psychosocial Development• 8 stages• Crisis at each Stage
-How we resolve the crisis will create 1 of 2 personality traits
Erik Erikson’s Eight Stages of Psychosocial Dilemmas
• Stage One: Trust Versus Mistrust (Birth-1): Children are completely dependent on others– Trust: Established when babies given adequate warmth, touching,
love, and physical care– Mistrust: Caused by inadequate or unpredictable care and by cold,
indifferent, and rejecting parents• Stage Two: Autonomy Versus Shame and Doubt (1-3)
– Autonomy: Doing things for themselves– Overprotective or ridiculing parents may cause children to doubt
abilities and feel shameful about their actions
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Erik Erikson’s Eight Stages of Psychosocial Dilemmas (cont.)
• Stage Three: Initiative Versus Guilt (3-5)– Initiative: Parents reinforce via giving children freedom
to play, use imagination, and ask questions– Guilt: May occur if parents criticize, prevent play, or
discourage a child’s questions• Stage Four: Industry Versus Inferiority (6-12)
– Industry: Occurs when child is praised for productive activities
– Inferiority: Occurs if child’s efforts are regarded as messy or inadequate
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Erik Erikson’s Eight Stages of Psychosocial Dilemmas (cont.)
• Stage Five (Adolescence): Identity Versus Role Confusion– Identity: For adolescents; problems answering, “Who am
I?”– Role Confusion: Occurs when adolescents are unsure of
where they are going and who they are• Stage Six (Young adulthood): Intimacy Versus
Isolation– Intimacy: Ability to care about others and to share
experiences with them– Isolation: Feeling alone and uncared for in life
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Erik Erikson’s Eight Stages of Psychosocial Dilemmas (cont.)
• Stage Seven (Middle adulthood): Generativity Versus Stagnation– Generativity: Interest in guiding the next generation– Stagnation: When one is only concerned with one’s own needs and
comforts• Stage Eight (Late adulthood): Integrity Versus Despair
– Integrity: Self-respect; developed when people have lived richly and responsibly
– Despair: Occurs when previous life events are viewed with regret; experiences heartache and remorse.
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Piaget• A proponent of the belief that
intelligence develops qualitatively with age, as well as quantitatively
• Genetic Epistemology– Intellect develops in gradual
stages, much as the body does• Hence the term ‘genetic’ does not
refer to our genes’ influence on our intelligence but rather as a reference to developmentBased on the question of how children think and how thought
processes change with age
Jean Piaget and Cognitive Development
• Piaget believed that all children passed through a set series of stages during their cognitive development– A Child’s intellect will grow in 2 ways
Assimilation: Application of existing mental patterns to new situationsEx: A child who loves his toy hammer uses it to pound on things. When his parents buy him a toy saw, the child’s first instinct is to use it to pound on things
Accommodation: Existing ideas are changed to accommodate new information or experiencesEX: When the child realizes the toy saw is not for pounding but rather for cutting, the child has accommodated the new information
Assimilation + Accommodation
Schemas
Piaget’s Stages of Cognitive Dev.
• Stage:– Sensorimotor
• Birth to 2 years• Learn to coordinate sensory experience & motor
behavior– The child explores the world surrounding them using it’s
senses» Initially sucking/grasping reflex and moving onto reaching
for objects out of reach
– Major Development• Object Permanence (15-18 mo)
Piaget’s Stages of Cognitive Dev.• Stage
– Preoperational• Age: 2 to 7 years• Language more sophisticated but still have trouble with mental manipulation of
information• Toddler can understand the use of symbols and language. This is an example of
symbolic thinking. I.E pretend play• Can’t engage in certain mental operations
– Unable to understand Reversible mental representations
– Major Development• Animism
– child understands ‘bad table’, believes inanimate objects have feelings as they do.• Egocentrism
– Can only see the world from their own point of view
http://www.youtube.com/watch?v=OinqFgsIbh0&feature=related
Jean Piaget and the Third Stage of Cognitive Development
• Stage– Concrete Operational Stage
• (7-11Years): • Children become able to use concepts of time, space, volume,
and number BUT in ways that remain simplified and concrete, not abstract
– Things are what they seem, but no more
– Major Development• Conservation:
– Mass, weight, and volume remain unchanged when the shape of objects changes
• Reversibility of Thought: – Relationships involving equality or identity can be reversed
Table of Contents Exithttp://www.youtube.com/watch?v=gA04ew6Oi9M&feature=related
http://www.youtube.com/watch?v=GLj0IZFLKvg
Jean Piaget and the Last Stage of Cognitive Development
• Stage– Formal Operations Stage
• (11 Years and Up): • Thinking now includes abstract, theoretical, and
hypothetical ideas– Major Development
• Abstract Ideas: – Concepts and examples removed from specific examples and
concrete situations• Hypothetical Possibilities:
– Suppositions, guesses, or projections
Table of Contents Exithttp://www.youtube.com/watch?v=zjJdcXA1KH8
LAWRENCE KOHLBERG1927-1987
Post conventional
Conventional Morality
Preconventional Morality Posed hypothetical “moral dilemmas” to
people of all ages and analyzed response and reasoning behind response
Each level is composed of 2 stages
20%
Adolescents/Adults
Children
Kohlberg Levels• Preconventional Level
– At this level judgment is based solely on a person's own needs and perceptions
• Conventional Level– The expectations of society and society's laws are taken into
account in a decision about a moral dilemma.
• Post Conventional Level– Judgements are based on abstract, more personal principles
that aren't necessarily defined by society's laws.