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Developmental psychology

Developmental psychology. Child development. Developmental psychology. Developmental issues Is it nature or nurture? Or some of each? How much of development is continuous, and how much is in stages? Once a characteristic is formed, is it stable or changeable?

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Developmental psychology

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  1. Developmental psychology Child development

  2. Developmental psychology • Developmental issues • Is it nature or nurture? Or some of each? • How much of development is continuous, and how much is in stages? • Once a characteristic is formed, is it stable or changeable? • Conclusion: Development is a life-long process.

  3. Child development • Conception and prenatal development • Testing the abilities of infants • Reflexes and Apgar scores • Behavioral: Gaze, suck, turn head • Learning and information processing: Odor, sound, taste • Neural development: The role of experience

  4. Cognitive development • What is cognition? • The importance of contingent responses from the environment • Watson & Ramey (1972): Mobile control and learned helplessness • Piaget’s notion of schemas • Processes of cognitive development: • Assimilation • Accommodation

  5. An assimilation-accommodation problem

  6. Sensorimotor stage, birth to age two • Cognition develops as sensing and acting • Object permanence is minimal prior to age 6 months, but: • Itunfolds gradually thereafter • Habituation learning is seen as early as 7 hours • One-month-old babies develop visual schemas for the pacifier they had only felt. • Physical impossibilities cause infants to gaze longer (Bailargeon, 1992) • Five-month-old babies are sometimes surprised by changes in number

  7. Transition: • Deferred imitation • Beginning symbol use: • Signifiers • Language or signs

  8. Operations • Preoperational stage • Ready use of symbols • Age two to seven • Egocentrism and conservation • Concrete operational stage, age 7 to 11 • Formal operational stage, after age 12

  9. Social development • Stranger anxiety • Attachment: Body contact and the secure base (Harlow) • Critical periods and imprinting (Lorenz) • Study effects of deprivation, daycare, and divorce • Key factors: Interaction (responsive parenting) and conflict

  10. Parenting styles • Authoritarian parents: Obedient, unhappy, distrustful children • Authoritative parents: Highest self-esteem and social competence • Permissive parents: Least self-reliant and curious • Rejecting-neglecting parents: Troubled kids • Critical thinking: Correlational research

  11. Adolescence and adulthood • Moral development Kohlberg’s research Carol Gilligan’s critique Women’s ways of knowing • Psychosocial development Erik Erikson’s model and Shakespeare • Intellectual development in adulthood • Methods of developmental research

  12. Water Level Task

  13. Water Level Task (Piaget & Inhelder) • Performance improves until, at age 9, it is consistently accurate. • However, students in college and graduate school may have difficulty. • 50% of men do well, but only 25% of women. • Field independent people do better. • Mental rotation and error amount correlate

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