Transcript HUMAN DEVELOPMENT

HUMAN
DEVELOPMENT
INFANCY & CHILDHOOD
ADOLESCENCE
ADULTHOOD & OLD AGE
• INTRO TO DEV.
• INFANCY
• CHILDHOOD
• ADOLESCENCE
• ADULTHOOD
• OLD AGE
THE STUDY OF CHANGE
• Developmental psychology
–study of changes that occur over a person’s
lifetime as the person matures
What Dev. Psych Study
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1) course & causes of change
2) beh. 1st appear & how they change
3) nature & nurture
4) early experiences vs. later experiences
5) stability vs. change
6) continuity vs. stages
NURTURE & NATURE
• NURTURE
• Environ; learned
• profound &
permanent effect
• “blank slate” –teach
kids about the
world & how to
behave in it
• NATURE
• DNA
• Some growth
unaffected by
environ.
• Kids capable of
discovering how the
world operates &
how to behave w/o
instruction
• Maturation
–dev. changes that occur as a result of
automatic, bio determined signals
• Dev. rate
–dev. is often sequential & happens @ about
the same age for everyone
–Why? Biological influences
–Why? Face similar demands & crisis’ from
society & environments
MAJOR AREAS OF DEV.
• SOCIAL & EMOTIONAL DEV.
–changes in the how we relate to each
other, interact, & dev. relationships &
bonds; changes in feelings & emotions,
personality
• PHYSICAL DEV.
–Growth of the body, changes in the brain &
sensory organs, dev. of motor skills, how
we use muscle groups
• COGNITIVE DEV.
– changes in the ways we think, process info, &
think about the world: reason, learn, acquire
lang., use knowledge, intelligence, personality,
moral reasoning, perceptions
Major Dev. Theories
• Freud’s Theory of Psychosexual Dev.
– How ppl reach sexual maturity, personality dev
• diff’t body parts become sources of pleasure
– we must supress certain impulses &
desires – sexual instincts are a main
motivator for behavior & affects personality
• Erickson’s Theory of Psychosocial Dev.
– face 8 central crisis – how they resolve it
affects personality & relationships
• Kohlberg’s Theory of Moral Dev.
– how we dev. moral reasoning; why we think
things are wrong or right
• Piaget’s Theory of Cognitive Dev.
– ppl acquire new ways of mentally representing
information
INFANCY
0 – 2 years
PRENATAL DEV.
• 1st TRIMESTER (conception  3 mnths)
• Zygote: fertilized egg
• Embryo: zygote implants  2 mnths
– Vitals dev.
– heartbeat @ 5 wks,
– nervous system, facial
features, limb buds,
cartilage bones’
6 weeks
• Fetus: @ 8 weeks
• Mvmt begins @ 9 wks
• 250,000 neurons/ 1 min
@ 10 wks
8 weeks
• sex organs @ 11 wks
• Most organs begin to
function
• Limbs dev - nails &
hair follicles @ 12 wks
** all organs &
limbs formed - critical
Period for phys. dev** 12 wks
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2nd TRIMESTER (4 mnths  6 mnths)
Fingerprints @ 13 wks
Bones harden, more hair (white)
Eyebrows & eyelids @ 5 mnths
Baby fat is gained, baby turns
Facial features more
prominent - Mouth
mvmt, thumb sucking
• hear mom’s voice @ 6
months
24 wks
6 months
• If any physical feature isn’t ‘started’ in 1st or
2nd trimester, it won’t ever form
• Organs, bones, skin, hair, etc. only develops
more
• Mother’s health,
nutrition, & habits
greatly affect baby
• Chemicals in
environ affect cog.
& physical dev
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3RD TRIMESTER (7 mnths +)
Baby stretches limbs
All organs fully functional
Rxn to sounds in environ.,
touch, light, mom’s stress - learning
• Preferences for
7 ½ months
sounds, odors, foods,
sleep patterns
** critical period for
psych & lung dev. **
NEWBORNS
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PHYSICAL & MOTOR
Touch – prefer soft objects & skin
Vision –can’t focus on objects up close
Hearing –
speech, tone,
high pitch,
voices; not fully
acute until 3 yrs
• Smell & Taste –smell of mom; sweet
• Movement –
• Random,
swinging
movements b/c
of immature neural connections in muscles
• **Sensory info critical
for survival, attachments,
bonding, learning**
• Infant failure to thrive
• Reflexes:
• Grasping
• Sucking
• Rooting
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Fanning
Swimming
Startle
Stepping
*Dysfunction in reflexes can be a
sign of neural disorders*
INFANCY
• COGNITIVE DEV.
• SENSORIMOTOR PERIOD: 0 – 2years
– mental activity confined to sensory functions &
motor skills
– Coordination btw vision & mvmt
– Active trial & error
– Beginning of capacity
to make mental
representations
• Object permanence (8 mnths)
– think about things that are not there
–Awareness that
objects exist when
not present
• Perception: View themselves as separate from
objects & ppl around them; recognize familiar
objects & ppl; have depth perception
–Still no introspective sense of self
• PROMOTING COGNITIVE DEV.
• stimulating environs &
new experiences
• neural connections
• Deprivation evident by 2-3 yrs
• robs w/ cog. dev: neglect, malnourishment,
noise, chaos, stress, harsh/inconsistent
parenting,
environ. chemicals
• PHYSICAL DEVELOPMENT
• internally programmed growth of a child;
sequential order as muscle groups grow; fine
motor skills still weak; ‘milestones’
• Unique to each kid
• 2 mnths – raise head
• 4 mnths – roll over
& reach for stuff
• 7 mnths – sit up -- 8 mnths – pull up
• 9 mnths – crawl -- 12-13 mnths
stand alone & walk
• SOCIAL & EMOTIONAL DEVELOPMENT
– Bonding occurs: emotional tie btw 2 ppl (or a
person & object)
– Prefer caregivers to other ppl
• 6 -8 mnths = separation, stranger anxiety
– Communicate feelings through body language &
vocalizations
– Look to parents - & pick up on expressions &
body language - to see how to feel or behave in
certain situations
• TEMPERMENT –root of personality
–i.e. active, quiet, fussy, cuddly
• TRUST VS. MISTRUST: 0-1 year
–learn to trust their needs will be met & the
world is o.k. OR they learn to mistrust the
world
–interactions w/ ppl
& environs; needs met
– Crisis: Is the world a
safe place? Can I trust ppl?
• Foundation for all future emotional dev. –
based on attachment to parents
–Insecure attachment - Avoid or ignore
caregivers; angry or reject them when they
come back; inconsistent rxns
–Secure attachment - Receptive to attn from
caregivers; respond to & reciprocate
affection
–no attachment - withdrawn; anger issues; no
enjoyment in others, toys, experiences; brain
dysfunction & damage
• ORAL STAGE: 0 - 1 ½ yrs
infants seek pleasure
through their mouth
–Primary means of
pleasure
& discovery
need instant gratification
• Oral fixation – trait of being obsessed w/
stimulating the mouth
–Causes: if weaned too early or too late;
underfed; not enough oral gratification
during infancy
–overeating, smoking, chewing on objects,
nail biting, talkative;
CHILDHOOD
PHYSCIAL DEV.
• Dev. more mature hand-eye coordination, balance, &
fine motor skills
• Physical play & role-taking play
• Kids participate in athletics & playtime
– Pride
– cooperation
– social skills
EARLY CHILDHOOD (2-6 yrs)
• COGNITIVE DEVELOPMENT
– acquire symbolic thought
– Egocentric thinking
– imaginative thinking
• Preoperational: 2-7 years –can’t see others pt. of
view or use logic;
– Imaginative thinking & play (pretend)
– Kids “reason” about events by guessing rather
than logic
• Preconventional: early- mid. childhood –
wrong if you get punished. direct
consequences of action;
–1) obedience – act in ways ppl tell you to in
order to avoid punishment & gain rewards
• Language acquisition:
–ppl born with language abilities
–All baby babble is the same
–native language @ end of 1st year.
–Critical period hypothesis
• if no spoken language is learned before
the age of 12, it can never be learned
fully
• Lang. circuits cut
–brain plasticity and learning capacity!
AGE
LANG. ABILITIES
EXAMPLES
1 yr.
Babbling; by yrs end, infant usually says Baba
1st word
Mama
Dada
2 yrs.
Knows 100s of words; speaks in paired
words; ask questions; using sounds as
symbols
3 yrs.
More grammatical knowledge; simple
sentences; 5,000 words
4 yrs.
5 yrs.
Jenny go?
Cookie!
No ball.
I’m eating.
Daddy goed
today.
More grammatical rules & future tense; Why is he crying?
ask questions in adult form; 9,000
I can’t go.
words
More complex clauses; 2 or more ideas I see what you
in the same sentence; probs. with
did.
noun/verb agreement
• SOCIAL & EMOTIONAL DEV.
• Autonomy vs. Shame & Doubt: 1-3 years –
make choices, & control themselves; more
independent OR they becomes uncertain &
doubt they can do things by
themselves
–Can I do things by
myself or do I have
to rely on others?
• Initiative vs. Guilt: 3-5 years – enjoy
accomplishments/recognition OR feel guilty
about failures
– Do I receive recognition for what I do? Do
my activities produce desirable results?
• Anal Stage: 1 ½ - 3 years –functions of
elimination & cleanliness; learn to gain control
of body
–receive consequences from using potty
(control of body)
• Anal fixation - messy
and self-indulgent
personality or
compulsive about
neatness
• Phallic Stage: 3-6 years - awareness of &
manipulation of genitals; allowed to seek
pleasure or not?; identify w/ same-sex parent
–Oedipus complex – boys have desire for
mom & see dad as a competitor;
–Electra complex –
girls have desire
for dad & see mom
as competitor
MID-CHILDHOOD (7-10 yrs)
• COGNITIVE DEV.
• Concrete Operational: 7-11 years appropriate use of reasoning w/ concrete
objects; cause & effect;
thinking not
completely
abstract yet
• Preconventional morality: mid childhood
• can see things from others’ pt. of view;
helping self or immediate family
–2) fair exchange;
what’s in it for
me or ppl I love?
• Conventional Morality: mid childhood – early
teens
–sensitive to what others think & want
(approval); apply rules others have given
them
• 3) Am I good?
• SOCIAL & EMOTIONAL DEV.
• Latency Stage: 6 yrs – puberty
–sexual instincts repressed; focus on social
& intellectual skills
• Industry vs. Inferiority: 6-12 yrs
• get recognition, feel pride in accomplishments,
eager to learn OR feel inferior, dwell on faults,
lose interest
– Am I competent or worthless?
LATE CHILDHOOD (10-12 yr)
• COGNITIVE DEV
• Concrete Operational: 7-11 yrs
–Foundation of hypothetical thinking
–Egocentrism goes
away
–create alternatives
to probs – look @
all aspects
• Conventional: mid-childhood  mid teens
–following rules & social order; beyond
thinking of self for safety & order in society
–4) If there is a law
against it, it
is wrong. Rules are
made to protect us.
Lost Island
• You were on a plane when a storm swept the plane 1500 miles
off course. The radio was knocked out by lightning. The plane
crash landed in the ocean w/in swimming distance of an
unknown island… its not on any map or near shipping lanes.
You have your cell phones, but they were ruined in the water.
• ¾ of the island is rocks & cliffs. ¼ is vegetation… enough to
feed you for 4 months. There is no fresh water spring. The only
animals are poisonous snakes, rats, & scorpions. The waters
are abundant with fish.
• Take inventory of what is in your pockets, backpacks, & purses.
How could you use these items to survive? (There is no way off
the island) Be creative 
ADOLESCENCE
12-21 years: TRANSITION STAGE
PHYSICAL DEV.
• uneven growth/maturation of body parts
• Growth; 8-12 in; 2-3 yrs
–Girls tend to be taller & heavier
• Psychological rxns to physical dev.:
–Conform to ideals
– dev. a body image
– solidify/gain gender identity
–self-conscious
dev impacts social dev!
Late Bloomers
Early Bloomers
• Girls - embarrassed get • Girls - embarrassed @
first; dating sooner;
along w/ peers more
more bossy; popular;
easily
more + body image
• Boys – doesn’t meet
• Boys –self-confident &
culture’s ideals = think independent; perceived
less of himself;
as more “mature” by
withdrawn or shy;
adults; girls like them;
deviant behavior
athletic
SEXUALITY
• struggle w/ how to express
• Most teens assume sex. activity is more widespread
than it actually is
• Peers (?), media, oral
• Genital Stage: puberty  life – sexual desires
renewed; seek relationships
– Dev. Sexual attitudes & expectations
• Pregnancy
• 10% girls btw 15 & 19 yrs
• Prob in relationships, fill void, customs, poverty
COGNITIVE DEV.
• Formal Operational: early teens  life –
THINK & REASON ABOUT ABSTRACT
CONCEPTS; hypothetical thinking; impact of
events on future events; more adult-like
• Describe themselves in terms of personality &
beliefs
–Kids define themselves by hobbies or
friendships
• Return of egocentric thinking
• Risk-taking behavior
– Brain dev; impulsive; emotional outbursts
– Delinquency: 30% of all serious crimes by ppl
under 18 yrs
• Post-conventional: teens  life - is the law
fair/just?; rules aren’t absolute; moral reasoning
& judgment
– 5) social contract – interactive view of society
IDENTITY FORMATION
• SOCIAL/EMOTIONAL DEV.
• Identity vs. Role Confusion: 13  20
–‘trial & error’ phases
–Introspection
–marriage
–Identify own values, beliefs, & goals OR
confused about identity & goals
• Who am I?
• Crisis
– Examine
– Make
changes/decisions
– Feel overwhelmed or
empty
– 1) follow path set by
others
– 2) procrastinate
decisions…
exploration/experime
nting
– 3) wandering
• Achievement
– Well after H.S.
– Committed to a
direction in life
– Set goals & work
towards achieving
them
SOCIAL DEV
• Relationships w/ Parents
–Strive for independent  conflict
–less time w/ family
–share similar social, poli, religious, & econ
views
–interact more w/ mothers
• Friendships
– Spend majority of time
– Value loyalty & trust
– Choose similar ppl
– Peer influences tend to be more + than – Cliques – peer group of 5-10 ppl
– Crowd – larger, share attitudes
– sense of stability & belonging
• Become intolerant of ‘outsiders’
• DATING
–Romantic relationships
–1st stage: seek situations in which they will
encounter ppl they like
–2nd stage: group dating
–3rd stage: 2 person dating
EMOTIONAL DEV.
• overpowering emotional feelings
• Challenges to self-esteem & peer approval
• Rationalization
– explain an unpleasant behavior, thought,
emotion in a way that will preserve their selfesteem
• Idealistic
– Abstract thought = imagine what could be!
PARENTING STYLES
• channel impulses into socially accepted
outlets
• teach them skills & rules needed to function
in society
• Conflict often arises between the child &
parent (control)
–Child wants immediate gratification & the
parent restricts it in some way
–Independence ------- Dependence
• 1) Authoritarian
–Strict, punitive, unsympathetic, emotionally
detached
–Obedience; doesn’t encourage
independence; little praise or feedback
–Kids =
withdrawn,
distrustful,
dependent
• 2) Permissive
–complete freedom & no discipline; ignore
inhibitions; little feedback
–Kids = immature, dependent, impulsive,
irresponsible, disobedient
• 3) Authoritative
–healthy limits but have freedoms (choices);
consistent & fair; effective comm.;
assertive, but not intrusive or restrictive;
supportive
–Kids = cooperative,
adjust well, selfreliant, responsible,
self-control
• 4) Uninvolved
–Little attn, rules, or demands; emotionally
detached
–Kids = neglect, feelings of rejection or
abandonment, deficits in emotional &
social skills & attachment; acting-out
behavior
ADULTHOOD
22
To
Death
INTRO.
• Transitions
– relationships & roles
• Most changes are not in predictable stages
–follow diff’t paths depending on
individuals' experiences
EARLY ADULTHOOD (22-40)
• Entering the adult world (22-28)
–Goal = est. a ‘stable’ life structure
• tentative commitments
*Physical & mental “peak”
• Immune system, senses, mental
processing,
Post Conventional – personal standards
6) universal ethical principles
(equality, respect, etc.)
• SOCIAL & EMOTIONAL DEV.
• Intimacy vs. Isolation – (20 – 34) Able to
commit to someone & alter life for that
person OR feel alone & isolated
• Should I share my life w/ someone?
• Age 30 Crisis
–reexamine life structure & question big
choices
–Lose idealism
–goals are “reopened”… it will soon be too
late to make major changes
?
?
?
?
MIDDLE ADULTHOOD (40-55)
• Transition to midlife (40)
–Question the past & future
–Concerned w/ producing something that
will outlast them
–Demands of kids, work, & self may
contradict
• COGNITIVE DEV.
–Better @ making rational decisions
–relate logic to actions, emotions, social
issues, & personal relationships
• PSYCHOSOCIAL DEV.
• Generativity vs. Stagnation: (35 – 65)
devote themselves to work/people & proud
of what s/he has done in life OR bitter
about the direction his/her life has taken &
becomes self-centered & inactive
–Will or have I done something of real
value? Have I contributed to the next
generation?
LATE ADULTHOOD (55-70)
• Active & influential
• COGNITIVE DEV.
• Ability to think deeply & wisely about life
(exceptional insight & knowledge)
• Less efficient @ organizing multiple ideas @ a
time; slower @ switching attn between
• Loss of intellectual abilities & memory problems
mostly have to do with recent tasks.
• SOCIAL DEV.
• Interact w/others less, but enjoy interactions
more
• Find relationships more satisfying, supportive,
& fulfilling than earlier
• Being forced to retire can lead to psych &
health probs
• Women who worked tend to be more
independent & concerned w/ achievements
than homemakers
OLD AGE (70 +)
• Not as concerned w/ living longer as much as
living better
• Face death (dignity & openness?)
• Psych & physical health… longevity
–Cont. to be socially active & useful
–Regular exercise & mental activity
–Need a sense of control over lives
• PSYCHOSOCIAL DEV.
• Ego Integrity vs. Despair: reflect upon life;
assured lives have been meaningful OR in
despair for their failures & unaccomplished
goals; resolving crisis makes the person ready
to face death w/ acceptance OR not
–Have I lived a full life?
• Want to be comforted by family, love,
achievements, &/or religion