Myers’ PSYCHOLOGY (7th Ed)

1. Myers’ PSYCHOLOGY (7th Ed) Chapter 4 The Developing Person James A. McCubbin, PhD Clemson University Worth Publishers

2. Prenatal Development and the Newborn • Developmental Psychology • a branch of psychology that studies physical, cognitive and social change throughout the life span

3. Prenatal Development and the Newborn

4. Prenatal Development(Prenatal means before birth) • Zygote - the newly fertilized egg • Not one in two makes it past the first 14 days. The zygote enters a 2 week period of rapid cell division. One cell becomes two, then four, then eight, etc. • After a week or dividing 7 times, the cells start to differentiate or specialize in function. Our genes direct this process. • At the end of the tenth day, the outer wall of the zygote attaches to the mother’s uterine wall and forms the placenta.

5. Pre-natal Development The placenta passes oxygen & nutrients to the fetus, as well as screens out teratogens. Embryo –The developing human organism from about 2 weeks after fertilization through the end of the eighth week. Fetus – The developing human organism from nine weeks after conception until birth.

6. Prenatal Development 40 days 45 days 2 months 4 months

7. Prenatal Development Teratogens Harmful agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm Examples: radiation, German measles, prescription and over the counter medicines, nicotine. Alcohol, drugs, viruses associated with STD’s. (lead to blindness & mental retardation)

8. FETAL ALCOHOL SYNDROME A series of physical & cognitive abnormalities that appear in children whose mothers consumed large amounts of alchol while pregnant. Symptoms may included noticeable facial misproportions.

9. REFLEXES AND PREFERENCES Within the first 30 minutes of birth, infants will turn their heads to watch a picture or look at a human face, or towards human voices. Prefer salty & sweet tastes. It knows the sound and smell of its mother. Newborns are born with reflexes: automatic, unlearned responses to a stimulus. a. Rooting reflex –when touched on the cheek, to open the mouth & search for the nipple. b. Sucking –when an object is placed in a baby’s mouth, he will suck on it.

10. REFLEXES c. Grasping reflex – if an object is placed into a baby’s palm. The baby will to grasp the object. d. Moro reflex-when startled a baby will fling his arms out quickly & retract them, making himself as small as possible. e. Babinski reflex – when a baby’s foot is stroked, he will spread his toes.

11. The Grasping Reflex

12. DEVELOPMENT Infancy is the first year of a child’s life. From ages one to three, a child is called a toddler. Childhood is the ages of 3 until 13. Adolescence is from puberty until adulthood.

13. PHYSICAL DEVELOPMENT During prenatal development, your body makes nerve cells at the rate of 4000 per second. However, your nerve system was still very immature. You could not walk, talk or have memory, because your brain had not yet created neural networks that would let you perform these behaviors.

14. The Newborn • Habituation • decreasing responsiveness with repeated stimulation

15. The Newborn Having habituated to the old stimulus, newborns preferred gazing at a new one

16. At birth 3 months 15 months Cortical Neurons Infancy and Childhood: Physical Development • Maturation • biological growth processes that enable orderly changes in behavior • relatively uninfluenced by experience • The development of neural pathways is illustrated on the right.

17. Most of us can not remember anything before the age of 3 or even the age of 5 because we did not have the neural connections in our brains that allow us to remember.

18. PHYSICAL DEVELOPMENT OF INFANTS Newborn babies can suck, turn their heads, look at things, cry, smile, show signs of fright or surprise.  At the age of : 1-month  -babies can pull up their chin 2 months –babies can pull up their chest 3 months  - babies lift their heads & reach 4 months  - smile & sit with support 5-6 months  – grasp at objects/roll over 7 months    - sit alone 8-9 months –  stand 10 months – crawl 12 months – pull self into a standing position/begin to walk 13 months  - climb stair steps 14 months – stand-alone 15 months  -walk alone

19. Jean Piaget-1896-1980

20. Jean Piaget • A 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. • Piaget’s greatest contribution was to point out that the way children think differs from the way adults think.

21. Infancy and Childhood: Cognitive Development • Schema • a concept or framework that organizes and interprets information • Cognition • All the mental activities associated with thinking, knowing, remembering, and communicating

22. Infancy and Childhood: Cognitive Development • 1. Assimilation • interpreting one’s new information in terms of one’s existing schemas • Information about a new object is fitted into an existing schema. Example: A child is given a vitamin pill for the first time and calls it candy. The child does not have a schema for a vitamin pill, but does have one for candy.

23. 2. Accommodation • adapting one’s current understandings (schemas) to incorporate new information • Information about the new object forces a change or modification of the existing schema. Example: The child realizes that the vitamin comes once a day and is not a reward for good behavior. Attempts at chewing it have revealed that it does not taste like candy. The child then develops a new schema for vitamins.

24. Typical Age Range Description of Stage Developmental Phenomena Birth to nearly 2 years Sensorimotor Experiencing the world through senses and actions (looking, touching, mouthing) • Object permanence • Stranger anxiety About 2 to 6 years Preoperational Representing things with words and images but lacking logical reasoning • Pretend play • Egocentrism • Language development About 7 to 11 years Concrete operational Thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations • Conservation • Mathematical transformations About 12 through adulthood Formal operational Abstract reasoning • Abstract logic • Potential for moral reasoning Piaget’s Stages of Cognitive Development

25. Infancy and Childhood: Cognitive Development • Object Permanence • the awareness that things continue to exist even when not perceived

26. Infancy and Childhood: Cognitive Development • Conservation • the principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects

27. Infancy and Childhood: Cognitive Development • Egocentrism • the inability of the preoperational child to take another’s point of view • Theory of Mind • people’s ideas about their own and others’ mental states- about their feelings, perceptions, and thoughts and the behavior these might predict • Autism • a disorder that appears in childhood • Marked by deficient communication, social interaction and understanding of others’ states of mind

28. Social Development • Stranger Anxiety • fear of strangers that infants commonly display • beginning by about 8 months of age • Attachment • an emotional tie with another person • shown in young children by their seeking closeness to the caregiver and displaying distress on separation

29. Attachment • Three elements contribute to the infant-parent bond that forms during attachment. • A) Body Contact • B) Familiarity -Critical Period -Imprinting • C) Responsiveness • -Attachment • -Parenting Patterns

30. Imprinting-Konrad Lorenz

31. Social Development • Harry Harlow’s (1906-1981) Surrogate Mother Experiments-1950’s • Monkeys preferred contact with the comfortable cloth mother, even while feeding from the nourishing wire mother

32. Social Development • Monkeys raised by artificial mothers were terror-stricken when placed in strange situations without their surrogate mothers.

33. Percentage of infants who cried when their mothers left 100 80 Day care 60 40 Home 20 0 3.5 5.5 7.5 9.5 11.5 13.5 20 29 Age in months Social Development • Groups of infants left by their mothers in a unfamiliar room (from Kagan, 1976).

34. Social Development • Basic Trust (Erik Erikson) • a sense that the world is predictable and trustworthy • said to be formed during infancy by appropriate experiences with responsive caregivers • Self-Concept • a sense of one’s identity and personal worth

35. Social Development: Child-Rearing Practices • Authoritarian • parents impose rules and expect obedience • “Don’t interrupt.” “Why? Because I said so.” • Permissive • submit to children’s desires, make few demands, use little punishment • Authoritative • both demanding and responsive • set rules, but explain reasons and encourage open discussion

36. Adolescence • Adolescence • the transition period from childhood to adulthood • extending from puberty to independence • Puberty • the period of sexual maturation • when a person becomes capable of reproduction

37. Adolescence • Primary Sex Characteristics • body structures that make sexual reproduction possible • ovaries--female • testes--male • external genitalia • Secondary Sex Characteristics • nonreproductive sexual characteristics • female--breast and hips • male--voice quality and body hair • Menarche(meh-NAR-key) • first menstrual period

38. Body Changes at Puberty

39. Lawrence Kohlberg’s Moral Ladder-Cognitive Development • As moral development progresses, the focus of concern moves from the self to the wider social world. Morality of abstract principles: to affirm agreed-upon rights and personal ethical principles Postconventional level Conventional level Morality of law and social rules: to gain approval or avoid disapproval Preconventional level Morality of self-interest: to avoid punishment or gain concrete rewards

40. Approximate age Stage Description of Task Infancy Trust vs. mistrust If needs are dependably met, infants (1st year) develop a sense of basic trust. Toddler Autonomy vs. shame Toddlers learn to exercise will and (2nd year) and doubt do things for themselves, or they doubt their abilities. Preschooler Initiative vs. guilt Preschoolers learn to initiate tasks (3-5 years) and carry out plans, or they feel guilty about efforts to be independent. Elementary Competence vs. Children learn the pleasure of applying (6 years- inferiority themselves to tasks, or they feel puberty) inferior. Erikson’s Stages of Psychosocial Development

41. Approximate age Stage Description of Task Adolescence Identity vs. role Teenagers work at refining a sense of self by (teens into confusion testing roles and then integrating them to 20’s) form a single identity, or they become confused about who they are. Young Adult Intimacy vs. Young adults struggle to form close relation- (20’s to early isolation ships and to gain the capacity for intimate 40’s) love, or they feel socially isolated. Middle Adult Generativity vs. The middle-aged discover a sense of contri- (40’s to 60’s) stagnation buting to the world, usually through family and work, or they may feel a lack of purpose. Late Adult Integrity vs. When reflecting on his or her life, the older (late 60’s and despair adult may feel a sense of satisfaction or up) failure. Erikson’s Stages of Psychosocial Development

42. Adolescence: Social Development • Identity • one’s sense of self • the adolescent’s task is to solidify a sense of self by testing and integrating various roles • Intimacy • the ability to form close, loving relationships • a primary developmental task in late adolescence and earlyadulthood

43. ADULTHOOD Early Adulthood – 20 to 40 years Middle Adulthood – 41 to 64 years Late Adulthood – 65 years and older

44. Adulthood: Gerontology – The branch of psychology that studies the aging process and the aging problems of old people. Thanatology- the study of death and the methods used for coping with it. New field of study-1970’s. Elizabeth Kubler-Ross is one well-known researcher

45. Adulthood: Physical Development • Menopause • the time of natural cessation of menstruation • also refers to the biological changes a woman experiences as her ability to reproduce declines • Alzheimer’s Disease • a progressive and irreversible brain disorder • characterized by a gradual deterioration of memory, reasoning, language, and finally, physical functioning

46. SENILE DEMENTIA Is the loss of mental faculties in old age. It is the mental disintegration that accompanies alcoholism, brain tumors, stroke, aging and Alzheimer's. The major cause of senile dementia is Alzheimer’s. Our ability to recall information decreases with age, but our ability to recognize remains the same.

47. Longitudinal method suggests more stability Cross-sectional method suggests decline Adulthood: Cognitive Development Reasoning ability score • Cross-Sectional Study • a study in which people of different ages are compared with one another • Longitudinal Study • a study in which the same people are restudied and retested over a long period 60 55 50 45 40 35 25 32 39 46 53 60 67 74 81 Age in years Cross-sectional method Longitudinal method

48. Verbal scores are stable with age Nonverbal scores decline with age Verbal scores Nonverbal scores Adulthood- Cognitive Development • Verbal intelligence scores hold steady with age, while nonverbal intelligence scores decline (adapted from Kaufman & others, 1989). Intelligence (IQ) score 105 100 95 90 85 80 75 20 25 35 45 55 65 70 Age group

49. Adulthood: Cognitive Development • Crystallized Intelligence • one’s accumulated knowledge and verbal skills • tends to increase with age • Fluid Intelligence • ones ability to reason speedily and abstractly • tends to decrease during late adulthood

50. Adulthood: Social Changes • Social Clock • the culturally preferred timing of social events • marriage • parenthood • retirement