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Developmental Psychology

Developmental Psychology. Chapter 7 College level reading assignment for unit (read this over next month): Pages 246 – 287 textbook. Prepared by J. W. Taylor V. College level reading HW tonight. Page 247 to 254 (up to Section Summary) Brief review next class. Bring text book to class.

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Developmental Psychology

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  1. Developmental Psychology Chapter 7 College level reading assignment for unit (read this over next month): Pages 246 – 287 textbook Prepared byJ. W. Taylor V

  2. College level reading HW tonight • Page 247 to 254 (up to Section Summary) • Brief review next class. • Bring text book to class.

  3. Imagine… • What if all people had the sexual organs of men and women and there was no male and female anymore? • Is it worse to accidentally break 20 plates or deliberately break 1 plate? • What do 3 year olds think about death? • What if every man looked like Brad Pitt and every woman looked like Angelina Jolie?

  4. Developmental psychology unit keywords

  5. Key concepts • Conception/fertilization • Embryo/fetus • Prenatal development • Nature vs nurture • Biological development • Cognitive development • Social development • Moral development • 7 stages of human lifespan • Infant reflexes • Assimilation • Accommodation • Schema • Language acquistion

  6. Babies/young kids (pre school age) at home? • Please see me – would like a class visit if possible

  7. Developmental Psychology • The scientific study of • Biological • Cognitive • Social • Moral • Personality • development throughout the life span

  8. Do our traits and behaviors result from heredity (nature) or the environment (nurture)?

  9. Seven Stages of Development

  10. http://learner3.learner.org/series/discoveringpsychology/development/dev_flash.htmlhttp://learner3.learner.org/series/discoveringpsychology/development/dev_flash.html • Demo • Complete table – describe the biological, cognitive or psychosocial development of individuals in each life stage on your worksheet table • May use ipad for non-flash version

  11. Spare some change?An exploration of my biological, cognitive and social development over my lifespan • DQ: How does my ongoing bio/cog/soc development contribute to identity over my lifetime? • Deliverable: Personal timeline • One month duration

  12. Your timeline • Due in 3 weeks (maybe 4) • Create a timeline of your life up till now, and • How you predict your life will be until you die • See rubric for components • Digital version: • http://www.timetoast.com/timelines/ap-psych-development-through-the-lifespan-project-meagan-carr

  13. Prenatal Development and Infancy Prenatal Development How We Develop During Infancy

  14. College reading – quiz on reading next class • We will review and then have a short quiz on the content. Bring your text book to class. • Page 254 – 265 (from “How we think throughout our lives” to Vygotsky)

  15. Prenatal Development • Conception: a human begins as a fertilized egg (zygote). Combo of genes from mother and father. • Prenatal weeks 0 – 8: Embryo. A bunch of cells with some (but not much) definition. • Prenatal weeks 8 – 38: Fetus. Organs and cell specialization occurs. Growth. • Birth: At 9 months.

  16. Prenatal development animations • http://www.youtube.com/watch?v=NhoU4y0Jt04 • http://www.youtube.com/watch?v=JjkFL54Uado • http://www.youtube.com/watch?v=kHybTthWwn0

  17. What determines your personality? • Combination of genetics (nature) • And experience/environment (nurture) • Genes from both parents give you your basic biological structures (your body) and some aspects of your personality, disposition and intelligence • Sex chromosomes determine if you are male XY or female XX

  18. Twins • 1 egg, 1 sperm = 1 zygote. This divides into 2 and each forms a baby: identical (monozygotic) twins • 2 eggs, 2 sperm = 2 zygotes with diferent genetic material forms fraternal (dizygotic) twins

  19. Things that influence prenatal development • Teratogens are environmental agents (such as drugs or viruses or chemicals), • Diseases (such as German measles), • Physical conditions (such as malnutrition) may impair prenatal development and lead to birth defects or even death

  20. How We Develop During Infancy MotorDevelopment Sensory-PerceptualDevelopment

  21. Homework, all classes:Parent interview about your infancy • What were you like as a baby? You cant remember, but your parents can! Ask them some interesting questions (this is a component of your project) • Sample questions: • What was my birth like for you mom? • What were some of my likes and dislikes as a baby/toddler? • How was my potty training? • Tell me about a time when I really embarrassed you/made you laugh

  22. Motor Development – infant reflexeshttp://www.youtube.com/watch?v=8dI1UOziOgg • A reflex is an unlearned response to a specific stimulus • The Babinski reflex occurs when an infant fans her toes upward when her feet are touched • The grasping reflex occurs when an infant grasps any object that touches their palms • Therooting reflex leads an infant to turn its mouth toward anything that touches its cheeks and search for something to suck • Thesucking reflex leads an infant to suck anything that touches its lips • The stepping reflex occurs when an infant is held upright, used to learn to walk

  23. Infant reflex modeling • Pretend you’re a baby and perform the basic reflexes. • How do these reflexes help a baby? • Babies have basic survival needs – food, physical protection • Babies can’t talk and ask for what they need

  24. Sensory-Perceptual Development • Preferential-looking technique is used to study vision • Two visual stimuli are displayed side by side, and the researcher records how long the infant looks at each stimulus • If the infant looks at one stimulus longer, it is inferred he can tell the difference between the two stimuli and has a preference • Video: http://www.youtube.com/watch?v=8J-JflThHks

  25. Sensory-Perceptual Development • Habituation: decrease in response to a stimulus once it becomes familiar. Getting used to something. • Infants look longer at novel (new) stimuli • This tells us the baby can tell the difference between new and old • Infants also intensity their sucking of a pacifier in their mouths when confronted with a novel stimulus

  26. Sensory-Perceptual Development • Vision is the least-developed sense at birth • Newborns’ visual acuity is 20/400 to 20/800 • Reaches 20/20 within the first year • Color vision develops by 2 to 3 months • Such stimulation is necessary for proper development of the visual pathways and cortex during infancy • Newborns need to practice looking to form good eyesight

  27. Sensory-Perceptual Development • Hearing in the newborn is more fully developed than vision • Can distinguish mother’s voice • This develops in the womb before birth • By 6 months, an infant’s hearing is comparable to that of an adult • Steadily declines from there. Never as good again

  28. Sensory-Perceptual Development • The senses of smell, taste, and touch are also fairly well-developed at birth • Infants can differentiate the smell of their mother • Infants have innate understanding of objects and movement – ex, solids cannot pass through each other.

  29. Sensory-Perceptual Development • The brain contains about 100 billion neurons at birth • Infant’s brain is immature, connections between neurons (neural networks) need to be formed • Without visual experiences, the visual pathways do not develop, and vision will be permanently lost • During infancy, the networks of neurons that are used become stronger. Those not used disappear. (Lemur video!)

  30. How We Think Throughout Our Lives How We Learn Language Piaget’s Theory of Cognitive Development

  31. Key concepts • Language acquisition • Motherese/baby talk • Babbling • Holophrases • Telegraphic speech • Overextension • Underextention • Piaget • Sensorimotor stage • Preoperational stage • Concrete operations • Formal operations • Object permanence • Symbolic representation • Conservation

  32. How We Learn Language • Language unique to humans. • Children in different cultures learn to speak very different languages, but they all seem to go through the same sequence of stages

  33. Some brain regions see language (written). Others hear it. Some interpret language (understanding). Others generate it (speaking). The right and left hemispheres perform logical and emotional functions.

  34. Language Stages • http://www.youtube.com/watch?v=wxtLhgzntg8 • Infants communicate through • crying, with different cries for hunger and for pain, • movement • facial expressions • Prefer baby talk (or motherese) – calming, melodious speech, short sentences. • http://www.youtube.com/watch?v=eZclOL7vIQQ

  35. Language Stages • At about 6 or 7 months, babbling, the rhythmic repetition of various syllables, including both consonants and vowels, begins • At about 1 year of age, the infant begins to speak a few words, which usually refer to their caregivers and objects in their daily environment • Infants use holophrases, words that express complete ideas

  36. Language Stages • Vocabulary grows slowly until about 18 months, and then infants learn about 100 words or more per month • Overextension: The application of a newly learned word to objects that are not included in the meaning of the word (e.g., calling any female person “mama”) • Underextension: The failure to apply the new word more generally to objects that are included within the meaning of the new word (e.g., not extending the category of “dog” to include dogs that are not the family pet)

  37. Language Stages • Between 18 and 24 months, children experience a vocabulary-acquisition spurt and words are combined into sentences • Telegraphic speech is the use of 2-word sentences with mainly nouns and verbs (e.g., “Dada eat” for “Dad is having dinner”) • These 2-word statements begin to be expanded and between the ages of 2 and 5 years, the child implicitly acquires grammar of the native language

  38. Language Stages • Language development is a genetically programmed ability • However, this ability is not developed without exposure to human speech • Thus, both nature and nurture are vital to language development

  39. JEAN PIAGET – studied children’s cognitive abilitiesBorn: August 9, 1896 Neuchâtel, Switzerland Died: September 17, 1980 Geneva, Switzerland 

  40. Write these questions. Answer them later. • What age can kids start doing algebra (which uses abstract thinking)? • What age do kids learn and use many new words? • What age would a kid understand how volcanoes erupt due to pressure build up, only when the teacher uses a physical model to explain it? • What age would a kid forget about the existence of a person when they hide behind a corner? • What age would a kid realize that a clump of clay briken into two smaller clumps is still the same amount of clay? • What age can a child discuss the existence of God and argue for and against it?

  41. Real live observations! • What life stage are these kids in? • Observe their • Reflexes • Motor/sensory coordination • Language capability/level • Walking • Personality/social self • Piaget level – sensory motor? preoperational? Concrete operational? • Formal operational?

  42. Piaget’s Theory of Cognitive Development • Piaget posed problems for children to solve, observed their actions carefully, and questioned them about their solutions • Interested in children’s error, thought processes • Assumed that a child is an active seeker of knowledge and gains an understanding of the world by operating on it • http://www.youtube.com/watch?v=TRF27F2bn-A

  43. Piaget’s Stages of Cognitive Development

  44. Piaget’s Stages of Cognitive Development

  45. Sensorimotor Stage • Infant learns about the world through their sensory and motor interactions (including reflexes) • Lack object permanence, the knowledge than an object exists independent of perceptual contact • Symbolic representation of objects and events starts to develop during the latter part of the sensorimotor stage (e.g., use of telegraphic speech)

  46. Preoperational Stage • The child’s thinking becomes more symbolic and language-based, but remains egocentric and lacks the mental operations that allow logical thinking • Egocentrism is the inability to distinguish one’s own perceptions, thoughts, and feelings from those of others • Cannot perceive the world from another person’s perspective • The child, however, can pretend, imagine, and engage in make-believe play

  47. Preoperational Stage • Conservation is the knowledge that the quantitative properties of an object (such as mass, volume, and number) remain the same despite changes in appearance • Some grasp of conservation marks the end of the preoperational stage and the beginning of the concrete-operational stage • The liquid/beakers problem is a common test of conservation ability

  48. Preoperational Stage • A major reason why a preoperational child does not understand conservation is that the child lacks an understanding of reversibility, the knowledge that reversing a transformation brings about the conditions that existed before the transformation • Child’s thinking also reflects centration, the tendency to focus on only one aspect of a problem at a time

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