Unit 5 Review

1. Unit 5 Review The Most Memorable Slides

2. Erikson, Piaget, Kohlberg Piaget Erikson Kohlberg Preoperational Stage Despair Conventional Initiative Industry Generativity Concrete Operations Stage Autonomy Role Confusion Post- Conventional Trust Integrity Isolation Identity Sensorimotor Mistrust Pre- Conventional Guilt Shame/Doubt Formal Operations Inferiority Intimacy Stagnation

3. Environment (“Nurture”): 50% All external conditions that affect a person and perhaps his/her development Developmental Psychology: The study of progressive changes in behavior and abilities from birth to death Heredity (Nature): 50% Transmission of physical and psychological characteristics from parents to their children through genes VS. • Genes: • Dominant: The gene’s feature will appear each time the gene is present • Recessive: The gene’s feature will appear only if it is paired with another recessive gene Table of Contents Exit

4. 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!

5. 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

6. 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

7. 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)

8. Fetal Alcohol Syndrome http://www.youtube.com/watch?v=M9XV4f4uepY&feature=related

9. Birthing Effects on Mom Fact: The time period after birth can also be a critical one for mothers as well as the child • 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 • 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 VS http://www.youtube.com/watch?v=yH3WMQO-ooU Take note on how these women felt after their pregnancy about themselves and towards their children

10. 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 Table of Contents

11. 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

12. Abilities at Birth Grasping 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

13. 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

14. 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 Table of Contents Exit

15. 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

16. 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

17. Ainsworth Conclusion Secure Attachment 70% Insecure-Ambivalent 10% Insecure- Avoidant 20% Caregiver who is emotionally available, sensitive, and supportive Caregiver who is inconsistent Caregiver who is rejecting or neglectful

18. Parenting Styles Authoritarian Parents Enforce rigid rules and demand strict obedience to authority. Authoritative Parents Provide firm and consistent guidance combined with love and affection. Overly Permissive Parents Give little guidance. Allow too much freedom, or don’t hold children accountable for their actions.

19. Effects of Parenting Styles Authoritarian Parents Children tend to be self-absorbed as adults and have higher rates of drug abuse and violence Autoritative Parents Children tend to be competent, self-controlled, independent, and assertive Overly Permissive Parents Children tend to be dependent and immature and frequently misbehave

20. 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

21. Parenting Styles and the Future

22. 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

23. 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 Table of Contents Exit

24. 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 Table of Contents Exit

25. 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 Table of Contents Exit

26. 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. Table of Contents Exit

27. 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 development • Based on the question of how children think and how thought processes change with age

28. 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 situations Ex: 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 experiences EX: When the child realizes the toy saw is not for pounding but rather for cutting, the child has accommodated the new information

29. Assimilation + Accommodation Schemas

30. 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)

31. 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

32. 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 http://www.youtube.com/watch?v=GLj0IZFLKvg http://www.youtube.com/watch?v=gA04ew6Oi9M&feature=related Table of Contents Exit

33. 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 http://www.youtube.com/watch?v=zjJdcXA1KH8 Table of Contents Exit

34. LAWRENCE KOHLBERG1927-1987 20% Adolescents/Adults Children Posed hypothetical “moral dilemmas” to people of all ages and analyzed response and reasoning behind response Each level is composed of 2 stages

35. 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.