Chapter 11 The Developing Person Developmental Psychology “Womb to Tomb” Psychology

1. Chapter 11 The Developing Person Developmental Psychology “Womb to Tomb” Psychology The Life Span

2. Developmental Psychology • Developmental Psychology: • A branch of psychology that studies physical, cognitive, and social change throughout the life span • Research focuses around three major issues: • Nature vs. Nurture • Continuity vs. Stages • Stability vs. Change

3. Developmental Research Methods • Cross-sectional study: a study in which people of different ages are compared with one another • Longitudinal study: research in which the same people are restudied and retested over a long period

4. The Major Stages of Life • Conception • Pre-natal: conception- 36/40 weeks • Infancy 0-2 • Childhood • pre-school 2-5 • school child 5-12 • Adolescence 13-17/19 • Adult • young 20-30’s • middle 40-50’s • old 60-0ver • Death

5. Basic Processes of Development

6. Basic Processes of Development Maturation in the study of development, maturation is the most important factor to consider maturation is a progressive unfolding by “schedule” you will begin to walk at a certain age range, begin to talk at another age range, etc. biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience

7. Infant Gross Motor Milestones Motor Development: progression of muscular coordination required for physical activities Physical Skill Set: cephalocaudal trend: head-to-foot direction of motor development Proximodistal trend: center-outward direction of motor development • Lift head: 1 month • Hold head up when in sitting position: 4 months • Control head & neck: 6 months • Roll over: 6 months • Sit up unsupported: slightly after 6 mths • Crawl: by one year old • Walk: 90% by 15 mths Developmental norms: typical (median) age at which individuals display various behaviors and abilities

8. THE STAGES OF DEVELOPMENT

9. Prenatal Period and the Newborn Zygote (Stage 1) the fertilized egg (one celled organism- sperm/egg) enters a 2 week period of rapid cell division less than half survive pass 2 weeks develops into an embryo Embryo (Stage 2) Embryonic process begins with the forming of the placenta the developing human organism from 2 weeks through 2nd month Fetus (Stage 3) the developing human organism from 2 months (9 weeks) after conception to birth

10. Prenatal Development and the Newborn Teratogens agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm EX. Smoking causes underweight births Fetal Alcohol Syndrome (FAS) physical and cognitive abnormalities in children caused by a pregnant woman’s heavy drinking symptoms include misproportioned head A heroin addicted mother will give birth to a heroin addicted baby

11. Prenatal Development and the Newborn Film: Fertilization http://www.babycenter.com/2_inside-pregnancy-fertilization_10354435.bc

12. Prenatal Development and the Newborn 40 days 45 days 2 months 4 months

13. 7 weeks -Hands and feet are emerging from developing arms and legs, although heart began beating 2 weeks ago!!! • measures half an inch long, about the size of a blueberry. • eyelid folds partially covering her peepers • liver is churning out red blood cells until her bone marrow forms and takes over this role • Baby still considered an embryo-

14. 8 weeks -Webbed fingers and toes are poking out from baby's hands and feet -his eyelids practically cover his eyes -breathing tubes extend from his throat to the branches of his developing lungs -Size of a kidney bean - Begins moving this week if not last http://www.babycenter.com/2_inside-pregnancy-weeks-1-to-9_10302602.bc

15. Four months old- 16 weeks • Right now, he's about the size of an avocado: 4 1/2 inches long (head to rump) and 3 1/2 ounces. • His legs are much more developed, his head is more erect than it has been • His eyes have moved closer to the front of his head • His ears are close to their final position, too.

16. 5 months- 20 weeks • She’s the length of a banana. • She swallowing more these days which is good practice for her digestive system. http://www.babycenter.com/2_inside-pregnancy-weeks-15-to-20_10308111.bc

17. 36 weeks • She now weighs almost 6 pounds (like a crenshaw melon) and is more than 18 1/2 inches long. • At the end of this week, the baby will be considered full-term. (Full-term is 37 to 42 weeks

18. Early experience and critical periods

19. CRITICAL PERIOD: A period in a person’s development in which a given event will have it’s greatest impact on the individual Shortly after birth: an optimal period when an organism’s exposure to certain stimuli or experiences produces proper development. WHICH IS DIFFERENT FROM THE… Social clock: The culturally preferred timing of social events such as marriage, parenthood, and retirement.

20. Early Experience/Critical Periods • Imprinting (Konrad Lorenz): a form of early learning that occurs in some animals during a critical period in their development and involves the formation of attachment • Early social deprivation: Harry Harlow

21. demonstrated how incubator-hatched geese would imprint on the first suitable moving stimulus they saw within what he called a "critical period" of about 36 hours shortly after hatching. Imprinting: Konrad Lorenz

22. The Harlow Monkey Experiment • WWII, Harlow served overseas • Noticed orphanages filled with 1,000’s babies • Babies fed, clothed, changed • Babies not held by nurses • “Rocking baby syndrome”

23. The Nature of Love • "Mother Love" and its consequences for social, sexual, and cognitive development. • infant attachment and social bonding.

24. Monkey love • Harry Harlow's classic primate experiments suggest that to understand the human heart you must be willing to break it

25. "In Harlow's initial experiments infant monkeys were separated from their mothers at six to twelve hours after birth and were raised instead with substitute or 'surrogate' mothers

26. 'surrogate' mothers made either of heavy wire or of wood covered with soft terry cloth.

27. Harlow discovered that baby monkeys deprived of their mothers (left) would transfer their affections to a cloth surrogate.

28. Social Development • Harlow’s Surrogate Mother Experiments • Monkeys preferred contact with the comfortable cloth mother (body contact), even while feeding from the nourishing wire mother

29. as soon as the infants finished nursing, they abandoned the wire monkey and clutched the cloth one. • When the cloth model had the bottle, they didn't go to the wire model at all

30. One control group of neonatal monkeys was raised on a single wire mother, and a second control group was raised on a single cloth mother. • no differences between two groups in amount of milk ingested or in weight gain. • difference between the two groups lay in the composition of the feces, the softer stools of the wire-mother infants suggesting psychosomatic involvement. • The wire mother biologically adequate but psychologically inept. http://www.youtube.com/watch?v=E2M6XBJEEFQ&feature=related

31. Effects of the “Wire Mom”

32. "...the actions of surrogate-raised monkeys became bizarre later in life. They engaged in stereotyped behavior patterns such as clutching themselves and rocking constantly back and forth; they exhibited excessive and misdirected aggression..."

33. Harlow found that young monkeys reared with live mothers and young peers easily learned to play and socialize with other young monkeys. • Those with cloth mothers were slower, but seemed to catch up socially by about a year. • Babies raised with real mothers but no playmates were often fearful or inappropriately aggressive. • Baby monkeys without playmates or real mothers became socially incompetent, and when older, were often unsuccessful at mating. • Those unsocial females that did have babies were neglectful of them. http://www.youtube.com/watch?v=uRI8VKApgsU&feature=related 7 min 30 sec- til end

34. Natural Curiosity http://www.youtube.com/watch?v=kRCPRz4Zq2o&feature=related

35. Research Results

36. Attachment Theory Attachment: powerful survival impulse that keeps infants close to their caregivers • 2 major developers of attachment theory: Bowlby: • – attachments between humans are adaptive over the course of human evolution • Infants are biologically programmed to emit behavior that triggers a protective response from adult females. • – bond formed between the infant & primary caregiver is a general prototype for all subsequent love relationships • – parents provide a “secure base” from which child can adventure into the world & return knowing they will get safety & comfort

37. Attachment Theory Ainsworth: • – pioneered assessment & comprehension of individual differences in attachment • The Strange Situation Experiment • Infants are exposed to a series of eight separation and reunion episodes to assess the quality of their attachment • Has to do with separation anxiety: emotional distress seen in many infants when they are separated from people with whom they have formed an attachment (peaks 14-18 mths)

38. AINSWORTH'S STUDY OF THE TYPES OF ATTACHMENT • Aims: To do a study which investigated the security of a child's attachment with their caregivers. The study provided a number of episodes that provide various measures of the attachment relationship.

39. Procedures: Children aged 12 - 18 months and their mothers were the participants. Observation was viewed through a one-way mirror. There were several episodes in the study, that included the following: • - Caregiver and infant enter the room.- Child plays with the toys while the mother is present.- A stranger enters the room and the caregiver leaves.- The stranger tries to comfort the child.- The caregiver returns and the stranger leaves.- The caregiver comforts the child and then leaves for a second time.- The child is left alone for 3 minutes.- The stranger enters and interacts with the child.- The caregiver enters, picks up the child and the stranger leaves. • https://www.youtube.com/watch?v=i5MudJ7yxkE&safe=active

40. Findings: Three catagories of attachment were identified: • SECURE - The baby considers the mother to be a safe base to explore from. The child showed distress when the mother left the room and seeked interaction with her as soon as she returned. 70% of the infants fell into this catagory. Greater curiosity, better peer relations, more self-reliant….NOT higher morality • AVOIDANT (insecure)- The child paid little attention to the mother and was not distressed when she left the room. the child was easily comforted by the stranger. The mother was ignored upon her return by the child. 15% of the infants fell into this category. • RESISTANT (insecure)- The child showed simultaneous seeking and resistance to the mother. The child was very distressed when it was separated from the mother and was difficult to comfort upon her return. 15% of the infants fell into this category.

41. Disorganized/Disoriented Attachment: • Upset • May happily greet but then turn away or approach without looking

43. Social Development: Child-Rearing Practices • Authoritarian • parents impose rules and expect obedience but offer little parental responsiveness • “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 • Results: highest self-esteem, self-reliance, & social competence…b/c granted more control • Uninvolved • cares for basic needs but shows little communication, few demands, & low responsiveness • Results in little self-control; low self-esteem & competency

45. Variations in Development • Different children develop at different rates • The same child will vary in rate of their own development at different times in their life • Understanding the variance and range of developmental rates is important to developmental psychologists

46. Stage theories of development • Do we develop in stages or not? Are we like oak trees or butterflies in our development? • is our development continuous or discontinuous? • There are a number of various “stage” theorists in study of developmental psychology

47. Stage Theories

48. Piaget’s stage theory of cognitive development • Piaget’s interest was in identifying particular eras (stages) of cognitive style (development) in humans • He distinguished 4 stages; they are: • sensiomotor stage: 0-2 years • preoperational stage: 3-6 years • concrete operations stage: 7-11 years • formal operations stage: 12+ years

49. 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 • Grasping & sucking items (explore) 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

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