Meet the Two JimsMeet the Two Jims

• Open your book to page 359 and read Open your book to page 359 and read the story of the separated twin the story of the separated twin brothers named Jim.brothers named Jim.

• Are their similarities due to heredity Are their similarities due to heredity or luck? or luck?

More of a CoincidenceMore of a Coincidence

• Psychologists say that while Psychologists say that while some of the Jims’ similarities are some of the Jims’ similarities are due to heredity, many are not.due to heredity, many are not.

• If you took two strangers If you took two strangers together who were born on the together who were born on the same day, in the same country same day, in the same country and ask them to find similarities, and ask them to find similarities, you might find a lot of you might find a lot of astounding coincidences.astounding coincidences.

• Identical TwinsIdentical Twins

• Identical twins do show remarkable Identical twins do show remarkable similarities, but only in characteristics you similarities, but only in characteristics you would expect: intelligence, temperament, would expect: intelligence, temperament, gestures, posture and pace of speech.gestures, posture and pace of speech.

• However, environment plays a big role too.However, environment plays a big role too.

• Increase in age = greater difference in Increase in age = greater difference in personalitypersonality

• Twins often treated alike Twins often treated alike

• http://www.youtube.com/watch?http://www.youtube.com/watch?v=VbqioNKCpoAv=VbqioNKCpoA

• Problems with Twin StudiesProblems with Twin Studies

• Expectancy biases has proven to be a big Expectancy biases has proven to be a big challenge for these studies.challenge for these studies.

• Investigators of identical Investigators of identical twins expect to find some twins expect to find some hereditary influences so hereditary influences so they often pay more they often pay more attention to the similarities attention to the similarities than differences. than differences.

• Developmental PsychologyDevelopmental Psychology

• Developmental psychology Developmental psychology is the psychology of is the psychology of growth, change and growth, change and consistency though the consistency though the lifespan. lifespan.

• Looks at how thinking, Looks at how thinking, feeling, and behavior feeling, and behavior change throughout a change throughout a person’s life.person’s life.

• Nature vs. Nurture IssueNature vs. Nurture Issue

• Developmental psychology seeks to answer Developmental psychology seeks to answer two big questions about heredity and two big questions about heredity and environment:environment:

• 1. How much weight does each wield?1. How much weight does each wield?

• 2. How do they interact?2. How do they interact?

• Nature refers to the effects of heredity and Nature refers to the effects of heredity and nurture to the influence of environment.nurture to the influence of environment.

• How to Study the Nature-Nurture How to Study the Nature-Nurture InteractionInteraction

• There are two easy ways to study nature-There are two easy ways to study nature-nurture.nurture.

• 1. Twin Studies:1. Twin Studies: Identical twins have the Identical twins have the same genotype, and fraternal twins have an same genotype, and fraternal twins have an average of 50% of their genes in common.average of 50% of their genes in common.

• 2. Adoption Studies:2. Adoption Studies: Similarities with the Similarities with the biological family support nature, while biological family support nature, while similarities with the adoptive family similarities with the adoptive family support nurture.support nurture.

• Gradual vs. Abrupt ChangeGradual vs. Abrupt Change

• Think about how children become adults. Think about how children become adults.

• Is there a predictable pattern they follow Is there a predictable pattern they follow regarding thought and language and regarding thought and language and social development?social development?

• Do children go through clearly defined Do children go through clearly defined “stages” or are the changes gradual and “stages” or are the changes gradual and continual throughout their livescontinual throughout their lives

• Continuity View

• The continuity view says that change is gradual.

• Children become more skillful in thinking, talking or acting much the same way as they get taller.

• We know that skilled behaviors often happen in this way as with the trial and error method of learning to walk or eat with a spoon.

• (observable skills…what about mental processes like thought and language?)

• Discontinuity View

• The discontinuity view The discontinuity view sees development as sees development as more abruptmore abrupt

• a succession of a succession of changes that produce changes that produce different behaviors in different behaviors in different age-specific different age-specific life periods called life periods called stages.stages.

• This is evident in This is evident in beginning readers who beginning readers who suddenly discover the suddenly discover the connection between connection between letters and sounds.letters and sounds.

• We often hear people taking about We often hear people taking about children going through “stages” in children going through “stages” in life (i.e. “terrible twos.”)life (i.e. “terrible twos.”)

• These are called developmental These are called developmental stages…stages…

• periods of life initiated by distinct periods of life initiated by distinct transitions in physical or transitions in physical or psychological functioning.psychological functioning.

• Psychologists of the discontinuity Psychologists of the discontinuity view believe that people go view believe that people go through the same stages, in the through the same stages, in the same order, but not necessarily at same order, but not necessarily at the same rate.the same rate.

• However, if a person misses a However, if a person misses a stage, it can have lasting stage, it can have lasting consequences.consequences.

• Capabilities of Newborns

• People used to think that newborns began life as a “blank slate”-an empty brain and no abilities.

• Studies have shown that newborns have innate abilities to find nourishment, interact with others and avoid harmful situations.

• Developmental Periods

• Prenatal Period: The developmental period before birth.

• http://www.youtube.com/watch?v=Qbnv6eHKjCQ

• Neonatal Period: Birth-1 month.

• Infancy: 1 month-18/24 months.

• Prenatal Period:Prenatal Period:

• 9 month developmental period before birth.9 month developmental period before birth.

• During this time, the genetic plan During this time, the genetic plan determines how all of the organs that will determines how all of the organs that will be formed later begin to form.be formed later begin to form.

• Here we get differentiation (cells forming Here we get differentiation (cells forming specific organs). Before we differentiation, specific organs). Before we differentiation, cells are “stem cells” and are capable of cells are “stem cells” and are capable of forming into any organ in the body.forming into any organ in the body.

• One concern during this time are One concern during this time are teratogensteratogens, or substances from the , or substances from the environment that can damage the environment that can damage the developing baby.developing baby.

• http://www.youtube.com/watch?http://www.youtube.com/watch?v=jvanNDQhlYIv=jvanNDQhlYI

• Malnourished mothers run an increased risk of miscarriages, stillbirths, and premature births.

• Mothers who smoke are more likely to have:

• Low-birth-weight babies

• babies with hearing defects

• miscarriages, stillbirths, and babies who die soon after birth

• Mothers who drink alcohol increase the probability of having smaller babies and babies with retarded physical growth, poor coordination, poor muscle tone, and intellectual retardation.

• Collectively these conditions are known as fetal alcohol syndrome.

• FAS is the leading preventable cause of birth defects leading to mental retardation.

• The Centers for Disease Control (CDC) estimates that 8,000 babies are born with FAS every year in United States.

• Most doctors advise that no drugs be taken by the mother during pregnancy, unless absolutely necessary and approved by the personal physician.

• Even some over-the-counter drugs (like aspirin) can be harmful.

• http://www.youtube.com/watch?v=o-xGBjpGLdI

• Neonatal Period:

• Birth to one month oldBirth to one month old

• During this stage babies are capable of During this stage babies are capable of responding to stimulation from all of their responding to stimulation from all of their senses. senses.

• Infancy Period:

• 1 mo. to 24 mo.1 mo. to 24 mo.

• This is a period of rapid development, but This is a period of rapid development, but is still heavily reliant on reflexive is still heavily reliant on reflexive behavior.behavior.

• Part of the reason we remember very little Part of the reason we remember very little between birth and age 3 ½ is that our between birth and age 3 ½ is that our brain circuits are not fully developed brain circuits are not fully developed

• Learning in Infancy

• During infancy, youngsters begin to During infancy, youngsters begin to exploit their abilities for learning.exploit their abilities for learning.– Crying, cooing, smiling, etc.Crying, cooing, smiling, etc.

• http://www.learner.org/series/http://www.learner.org/series/discoveringpsychology/05/e05expand.htmldiscoveringpsychology/05/e05expand.html

• Classical conditioning in newborns.Classical conditioning in newborns.– Stroking forehead and giving sweets:Stroking forehead and giving sweets:– Newborns who were stroked on the Newborns who were stroked on the

forehead were classically conditioned to forehead were classically conditioned to turn their head toward the side where turn their head toward the side where the sweetened water was provided, the sweetened water was provided, even if the bottle of water wasn’t even if the bottle of water wasn’t present.present.

• Social Abilities

• During infancy we also see babies engage During infancy we also see babies engage in a lot of social interaction. in a lot of social interaction.

• Synchronicity:

• Close coordination between the gazing, Close coordination between the gazing, vocalizing, touching and smiling of mothers vocalizing, touching and smiling of mothers and infants.and infants.

•Babies are preprogrammed to their Babies are preprogrammed to their mother’s voice, some say they can mother’s voice, some say they can learn in the womb to recognize voiceslearn in the womb to recognize voices

•Babies are preprogrammed to Babies are preprogrammed to recognize facesrecognize faces

• This is so strong that we will see infants This is so strong that we will see infants engage in the same behavior as their engage in the same behavior as their mother.mother.– Laugh when she laughs/cry when she Laugh when she laughs/cry when she

displays negative emotion.displays negative emotion.

• Mimicking

• The idea that babies will mimic is not The idea that babies will mimic is not something that is unique to human something that is unique to human babies.babies.

• Attachment

• During early development we During early development we also see attachment, or the also see attachment, or the enduring social-emotional enduring social-emotional relationship between a child relationship between a child and parent or caregiver.and parent or caregiver.

• Attachment occurs Attachment occurs instinctively in many species. instinctively in many species.

• One example in birds is called One example in birds is called imprinting where a powerful imprinting where a powerful attraction occurs between attraction occurs between infants and the first moving infants and the first moving object or individual they see.object or individual they see.

• Example: A baby chick is Example: A baby chick is hatched by a mother duck. hatched by a mother duck. The chick will follow the duck The chick will follow the duck around and even try to get around and even try to get into the pond with the mother into the pond with the mother duck and her ducklings.duck and her ducklings.

• Another example of Another example of imprinting would be imprinting would be the children’s story, the children’s story, The Ugly DucklingThe Ugly Duckling

• Konrad Lorenz Konrad Lorenz conducted studies on conducted studies on geese and dramatically geese and dramatically demonstrated what demonstrated what can happen when can happen when young birds become young birds become imprinted on imprinted on something other than something other than their mothertheir mother

• http://www.youtube.com/watch?http://www.youtube.com/watch?v=LGBqQyZid04v=LGBqQyZid04

• Imprinting with Human Babies

• While human babies are not as While human babies are not as capable to move around at an early capable to move around at an early age, they will develop a strong age, they will develop a strong connection to anyone who responds connection to anyone who responds regularly to their signals-crying, regularly to their signals-crying, cooing, smiling...etc. cooing, smiling...etc.

• Just how Strong is Imprinting?

• One study found that when mothers left the One study found that when mothers left the room, 2-4 month old babies’ skin room, 2-4 month old babies’ skin temperature dropped, a sign of emotional temperature dropped, a sign of emotional distress. distress.

• In these same babies, skin temperature In these same babies, skin temperature dropped even more when the mother was dropped even more when the mother was replaced by a stranger.replaced by a stranger.

• In contrast, skin temperature remained In contrast, skin temperature remained constant and steady if the mother stayed in constant and steady if the mother stayed in the room-even if the stranger was present.the room-even if the stranger was present.

• Mary Ainsworth spent a career studying Mary Ainsworth spent a career studying children and attachmentchildren and attachment

• She would observe children in carefully She would observe children in carefully contrived “strange situations” (separating contrived “strange situations” (separating children from their Mother by a barrier or children from their Mother by a barrier or leaving the child alone in a room)leaving the child alone in a room)

• Contact Comfort

• Why do infants become Why do infants become attached to parents?attached to parents?

• Evolutionary Evolutionary psychology explains psychology explains attachment as a way to attachment as a way to safeguard an infants safeguard an infants survival by providing survival by providing support and protection. support and protection.

• Through natural Through natural selection, individuals selection, individuals with genetic tendencies with genetic tendencies to “attach” will to “attach” will survive, thrive and survive, thrive and pass along those pass along those tendencies.tendencies.

• Ainsworth found that children’s responses fell into two categories

• 1. Secure Attachment

• Securely attached children felt close to their mothers, safe, and more willing to explore with the confidence that they could cry out for help and be reunited with the parent if needed 2. Insecure Attachment http://www.youtube.com/watch?v=s608077NtNI

• Insecurely attached children would react with anxiety or indifference

• Lasting Effects

• Despite the strength of attachment and imprinting, individuals who lack healthy attachments in infancy are not necessarily doomed for life.

• While attachment problems are good predictors of later problems with social relationships, many people do succeed in overcoming early attachment issues.

• Cupboard Theory

• Sigmund Freud had Sigmund Freud had convinced most doctors convinced most doctors that young infants and that young infants and children were so children were so mentally mentally underdeveloped that the underdeveloped that the only thing of real only thing of real importance to infants importance to infants was the breast or the was the breast or the bottle.bottle.

• Cupboard Theory:Cupboard Theory: Infants become attached Infants become attached to those who provide the to those who provide the “cupboard” containing “cupboard” containing the food supply.the food supply.

• Disproving Freud

• Harry and Margaret Harlow thought physical contact was important to child development.

• They conducted an experiment that used infant monkeys who had been separated from their mothers at birth.

• The monkeys had the choice between a wire monkey that provided milk (a cupboard), and a cloth covered monkey that provided only stimulation from the soft cloth it was made out of.

Harlow’s Monkeys

• http://www.youtube.com/watch?v=OrNBEhzjg8I

• Monkeys raised by artificial mothers were terror-stricken when placed in strange situations without their surrogate mothers.

• Infants need more than food, they need Infants need more than food, they need contact comfort too. contact comfort too.

• A lack of close, loving relationships in A lack of close, loving relationships in infancy even effects physical growth. infancy even effects physical growth.

• A study of children in emotionally A study of children in emotionally detached family environments showed detached family environments showed slower growth and bone development.slower growth and bone development.

• When removed from such a situation When removed from such a situation they may grow again. If, however they they may grow again. If, however they are placed back in the poor are placed back in the poor environment, their growth is stunted environment, their growth is stunted once again. once again.

•This phenomenon is known as This phenomenon is known as psychological dwarfism.psychological dwarfism.

• MaturationMaturation

• Maturation is the process by which an Maturation is the process by which an organism grows and develops over time, organism grows and develops over time, both physically and mentally.both physically and mentally.

• Studies have shown that, when raised Studies have shown that, when raised under adequate environment, maturation under adequate environment, maturation follows a predictable pattern.follows a predictable pattern.

• Piaget’s TheoryPiaget’s Theory

• Swiss psychologist Jean Swiss psychologist Jean Piaget developed a theory Piaget developed a theory about cognitive about cognitive development. development.

• Carefully observed the Carefully observed the behavior of his own three behavior of his own three children and otherschildren and others

• Piaget’s model led to a Piaget’s model led to a discontinuity viewdiscontinuity view of of development development

• Discontinuity view- the Discontinuity view- the perspective that perspective that development proceeds in development proceeds in an uneven (discontinuous) an uneven (discontinuous) fashion. fashion.

• Assimilation and AccomodationAssimilation and Accomodation• Assimilation-Assimilation- process that modifies new process that modifies new

information to fit with existing schemas or information to fit with existing schemas or with what is already known.with what is already known.

•Babies suck on anything put in front Babies suck on anything put in front of them as if it was a bottle.of them as if it was a bottle.

• Accommodation-Accommodation- process of restructuring process of restructuring or modifying schemas to incorporate new or modifying schemas to incorporate new information.information.

•When a child learns that a butterfly is When a child learns that a butterfly is not a “bird.”not a “bird.”

•Assimilation makes new information Assimilation makes new information fit our existing view of the world, fit our existing view of the world, accommodation changes our views to accommodation changes our views to fit new information.fit new information.

• Piaget’s theory was based on three key ideas:Piaget’s theory was based on three key ideas:• 1. Schemas1. Schemas• 2. Assimilation and accommodation2. Assimilation and accommodation• 3. Stages of cognitive development3. Stages of cognitive development• SchemasSchemas• Schemas are mental structures that guide thinking.Schemas are mental structures that guide thinking.• According to Piaget, they are also the building According to Piaget, they are also the building

blocks of development. blocks of development.

• Schemas form and change as we develop Schemas form and change as we develop and organize our knowledge to deal with and organize our knowledge to deal with new experiences and predict future events.new experiences and predict future events.

• Activity: Write down as many four legged Activity: Write down as many four legged animals that you cananimals that you can

• Now, circle the animals on your list that are Now, circle the animals on your list that are friendlyfriendly

• Piaget’s Stages of Cognitive DevelopmentPiaget’s Stages of Cognitive Development• According to Piaget, the way a child thinks According to Piaget, the way a child thinks

about the world progresses through four about the world progresses through four revolutionary stagesrevolutionary stages

• Stage 1: Sensorimotor StageStage 1: Sensorimotor Stage • (Birth to age 2) (Birth to age 2) • children mostly give reflexive responses children mostly give reflexive responses

with very little thinking involved.with very little thinking involved.– Stranger Anxiety, or fear of strangers, is Stranger Anxiety, or fear of strangers, is

very common during this periodvery common during this period– A major step in thinking happens in year A major step in thinking happens in year

two, the ability to make mental images two, the ability to make mental images of objects, called mental representation.of objects, called mental representation.•This is the beginning of problem This is the beginning of problem solvingsolving

• Another key feature of this stage is Another key feature of this stage is object object permanencepermanence, or the knowledge that , or the knowledge that objects exist independently of one’s own objects exist independently of one’s own actions or awareness.actions or awareness.

• Children in this first stage lack the Children in this first stage lack the concept of object permanenceconcept of object permanence

• Stage 2: Preoperational Stage Stage 2: Preoperational Stage • (2 to 6 or 7 yeas of age) (2 to 6 or 7 yeas of age) • A stage marked by well-developed mental A stage marked by well-developed mental

representation and the use of language.representation and the use of language.– Despite these increased abilities, Despite these increased abilities,

however, children still cannot solve however, children still cannot solve problems requiring logical thought.problems requiring logical thought.

– Child gains the understanding of Object Child gains the understanding of Object PermanencePermanence

• Other key features of the preoperational Other key features of the preoperational stage:stage:

• Egocentrism:Egocentrism: A self centered focus that A self centered focus that causes children to see the world only in their causes children to see the world only in their own terms. Children have difficulty seeing own terms. Children have difficulty seeing other people’s points of viewother people’s points of view

• Animistic thinking:Animistic thinking: Believing inanimate Believing inanimate objects have life and mental processes. objects have life and mental processes. (“Bad table”)(“Bad table”)

• Centration:Centration: An inability to understand an An inability to understand an event because the child focuses their event because the child focuses their attention too narrowly. They “center” on attention too narrowly. They “center” on only one bit of information at a timeonly one bit of information at a time

• Example: A child may want a “big glass” of juice, Example: A child may want a “big glass” of juice, preferring a tall narrow container to a short wide preferring a tall narrow container to a short wide one. (Assumption is that the tall glass holds one. (Assumption is that the tall glass holds more)more)

• Irreversibility:Irreversibility: An inability to think through a An inability to think through a series of events or steps and then reverse course.series of events or steps and then reverse course.

• Stage 3 Concrete Operational Stage Stage 3 Concrete Operational Stage • (7 to 11 years)(7 to 11 years)• Child develops the abilities of irreversibility, Child develops the abilities of irreversibility,

conservation and mental operations.conservation and mental operations.– Conservation:Conservation: Understanding that the Understanding that the

properties of an object or substance do not properties of an object or substance do not change when appearances change, but nothing change when appearances change, but nothing is added or taken away.is added or taken away.

– Mental operations:Mental operations: The ability to solve The ability to solve problems by manipulating images in one’s own problems by manipulating images in one’s own mind.mind.

• Stage 4 Stage 4 Formal Operational StageFormal Operational Stage• In this final stage, Piaget says people In this final stage, Piaget says people

begin to think about issues like being begin to think about issues like being more accepted by peers, and abstract more accepted by peers, and abstract issues like love, fairness and our reason issues like love, fairness and our reason for existence.for existence.

• Consists of 4 unique structural Consists of 4 unique structural properties:properties:

• 1. Hypothetical reasoning1. Hypothetical reasoning• 2. Analogical/Abstract reasoning2. Analogical/Abstract reasoning• 3. Deductive reasoning3. Deductive reasoning• 4. Reflective abilities4. Reflective abilities

Typical Age Range

Description of Stage

Developmental Phenomena

Birth to nearly 2 years SensorimotorExperiencing the world through senses and actions (looking, touching, mouthing)

•Object permanence•Stranger anxiety

About 2 to 6 years

About 7 to 11 years

About 12 through adulthood

PreoperationalRepresenting things with words and images but lacking logical reasoning

•Pretend play•Egocentrism•Language development

Concrete operationalThinking logically about concrete events; grasping concrete analogies and performing arithmetical operations

•Conservation •Mathematical transformations

Formal operationalAbstract reasoning

•Abstract logic•Potential for moral reasoning

Piaget’s Stages of Cognitive Piaget’s Stages of Cognitive DevelopmentDevelopment

• Personality Structure

• Freud saw human personality as an iceberg with three parts:

• Ego • Superego• Id • In this model, the

superego and the id were antagonist parts, regulated by the ego.

Id

Superego

Ego Conscious mind

Unconscious mind

• The Id• In Freud’s model, the id is the primitive,

unconscious reservoir that houses the basic motives, drives and instinctive desires that determine our personalities. – Always acts on impulse and seeks

immediate pleasure– The only part of the personality present

at birth

• The Superego• The superego is the “police” of

personality and is responsible for morals and values learned from society.

• The superego develops as the child forms an internal set of rules based on external experiences– The inner voice of shoulds and should

nots– Often conflicts with the id because the

id wants what feels good and the superego wants what is right and moral

• The Ego• Regulating the conflict between the id and

the superego is the job of the ego- the conscious, rational part of the mind.

• The ego must figure out a way to satisfy one’s desires, while not violating one’s moral code.

•When this balance becomes upset, conflicted thoughts and behaviors that signify a mental disorder may be the result

• Psychosexual Stages• Freud believed that our early experiences

stayed with us and affected us throughout our development, especially with regards to sex.

• Should something happen in the early years, people will have problems to overcome later in life specifically dealing with sexuality:

• Oedipus Complex: boy in love with their mother

• Identification: boys love their mom/identify with their dad

• Penis envy: girls desire to have a penis-attracted to males

• Fixation: occurs when development is stopped at a particular stage

Freud’s Psychosexual Stages

Stage Focus

Oral Pleasure centers on the mouth--(0-18 months) sucking, biting, chewing

Anal Pleasure focuses on bowel and bladder (18-36 months) elimination; coping with demands for control

Phallic Pleasure zone is the genitals; coping with (3-6 years) incestuous sexual feelings

Latency Dormant sexual feelings(6 to puberty)

Genital Maturation of sexual interests(puberty on)

• Erikson’s Theory of Psychosocial Development

• Erik Erikson saw human development as a sequence of psychosocial stages, defined by common problems that emerge throughout life.

• Erikson identified 8 stages, with each bringing a new challenge. To move onto the next stage of life, the problem of the previous stage must successfully be coped with.

Erikson’s Stages of Psychosocial Development

Approx.age Stage Description of Task

Infancy Trust vs. mistrust If needs are dependably met, infants(1st year) develop a sense of basic trust.

Toddler Autonomy vs. shame Toddlers learn to exercise will and (2nd year) and doubt do things for themselves, or they

doubt their abilities.

Preschooler Initiative vs. guilt Preschoolers learn to initiate tasks(3-5 years) and carry out plans, or they feel

guilty about efforts to be independent.

Elementary Competence vs. Children learn the pleasure of applying(6 years- inferiority themselves to tasks, or they feel puberty) inferior.

Approx.age Stage Description of Task

Adolescence Identity vs. role Teenagers work at refining a sense of self by(teens into confusion testing roles and then integrating them to 20’s) form a single identity, or they become

confused about who they are.

Young Adult Intimacy vs. Young adults struggle to form close(20’s to early isolation relationships and to gain the capacity for40’s) intimate love, or they feel socially isolated.

Middle Adult Generativity vs. The middle-aged discover a sense of contri-(40’s to 60’s) stagnation buting to the world, usually through family

and work, or they may feel a lack of purpose.

Late Adult Integrity vs.When reflecting on his or her life, the older(late 60’s and despair adult may feel a sense of satisfaction orup) failure.

• Erikson and FreudErikson and Freud

• Like Freud and many others, Erik Like Freud and many others, Erik Erikson maintained that personality Erikson maintained that personality develops in a predetermined order. develops in a predetermined order. Instead of focusing on sexual Instead of focusing on sexual development, however, he was development, however, he was interested in how children socialize interested in how children socialize and how this affects their sense of self.and how this affects their sense of self.

• He saw personality as developing He saw personality as developing throughout the lifetime and looked at throughout the lifetime and looked at identity crises as the focal point for identity crises as the focal point for each stage of human development.each stage of human development.

• Erikson Summarized

• His model was a lifespan model of development, taking in 5 stages up to the age of 18 years and three in adulthood.– There is still plenty of room for

continued growth and development throughout one’s life.

• According to the theory, successful completion of each stage results in a healthy personality and successful interactions with others.

• Failure to complete a stage can result in a reduced ability to complete further stages and resulting in an unhealthy personality and sense of self.– Stages can be resolved successfully at a

later time.

• Criticisms of Erikson• Critics of Erikson said his “research” was

based on clinical observations and lacked rigorous scientific method.

• Also, critics said it did not do enough to adequately capture the problems faced by girls and women.– Can you think of “problems” females face that

do not have a place in Erikson’s stages?

• Social and Emotion Development• Part of the health and happiness of humans

derives from having healthy, happy, intimate relationships with people.

• To go beyond the egocentric problem of young children, we must develop a theory of mind

• Awareness that others may have beliefs, thoughts, desires and emotions different from one’s own.

• Why would theory of mind be important to development and socialization?

• Parenting• Most styles of parenting fall into one of four

distinct styles that psychologists have found all around the world.

• Authoritative• Authoritarian• Permissive • Uninvolved

• Daycare: Bad or Good?• Day cares are growing in size and number

in our country. There has also been a growing feeling that daycares might have averse effects on children.

• Research has shown that most children thrive in day care, especially socially. However, a poor-quality daycare experience can influence children to be aggressive, depressed or otherwise maladjusted.

• Leisure Time• U.S. children have more free time than

children in any other country.• In non-industrialized societies, children

average 6 hours of a day working at some sort of chores or labor.

• The typical American child spends less than ½ hour doing chores.

• Copy the chart on page 383 into your notes (Parenting Styles)

• Results of Parenting• Does the type of parent you are

matter?• Research suggests that children or

parents who were authoritative tend to be confident, self-reliant, enthusiastic and overall happier.

• Children with authoritarian parents tend to be anxious and insecure while those with permissive parents tend to be immature, impulsive, dependant and demanding.

• A good portion of American children’s time is spent watching TV, talking on the phone, surfing the internet, or “hanging out.”

• Many children spend the majority of their free time in structured activities like clubs or sports teams.

• Are our children spending their time productively?

• Gender Differences• It is clear that gender differences exist in

children. The sexes tend to segregate themselves, which is a pattern that holds true across cultures.

• Girls tend to organize themselves in small, cooperative groups. Boys often form larger groups that have a hierarchical structure.

• Explanations for Differences• Evolutionary psychologists believe these

gender differences have an innate basis, which may be related, in part to gender differences in testosterone levels.

• Social-cognitive psychologists believe children also learn gender roles and gender related behaviors such as aggressiveness, competitiveness or cooperation.

• Differences Between Then and Now• While most psychologists support Erikson’s

thoughts on adult development, they realize that young adults today face different situations than they have in the past.

• Today, many young adults live together before they are married. While this may be better in the long run, individuals may struggle with identity issues at the same time they are trying to deal with intimacy issues.

• Psychology Beyond Adulthood

• Until the last few years, there was little psychological research done on young adults, and almost none on people past their mid 20s.

• Within the next 10 years, the biggest part of our population will be made up of baby boomers who are living longer and encountering more issues physically and psychologically than any group before them.

Aging Boomers

•Challenges Facing Adults• The transition from adolescence to The transition from adolescence to

young adulthood is marked by young adulthood is marked by decisions about advanced decisions about advanced education, career and intimate education, career and intimate relationships.relationships.

• Freud thought adult development Freud thought adult development is driven by two basic needs: love is driven by two basic needs: love and work. Abraham Maslow and work. Abraham Maslow described these needs as love and described these needs as love and belongingness.belongingness.– Other psychologists: social acceptance, Other psychologists: social acceptance,

achievement and power as the basic achievement and power as the basic needs of adult developmentneeds of adult development..

• Challenges of Midlife• Erikson singled out generativity, as the big

challenge facing middle aged adults. • Generativity is the process of making a

commitment beyond oneself to family, work, society or future generations.

• This is a crucial challenge of adults in their 30s, 40s and 50s.

• The good news is that most people do not actually undergo a true midlife crisis or upheaval.

• Erikson’s Last Stage• The last stage of Erikson’s model deals with

elderly people. • The big challenge in this stage is ego-

integrity vs. despair. • Erikson describes this as the challenge to

have a life we can look back on and have no regrets about and to enjoy a sense of wholeness.

• In the End• Death is inevitable. It is something we will

all go through. But, do we go through it the same way?

• According to Elisabeth Kubler-Ross, we do, in five stages. While we each experience the stages differently, we will all go through the following:

– Denial– Anger – Bargaining – Depression – Acceptance

• The Stages• Denial- Refusing to believe the individual

is sick.• Anger- Displays anger that individual is

sick.• Bargaining- Making a deal, in return for a

cure, they will fulfill a promise.• Depression- General depression affecting

sleeping and eating patterns.• Acceptance- The realization that death is

inevitable.• http://www.youtube.com/watch?

v=G_Z3lmidmrY• http://www.learner.org/series/

discoveringpsychology/18/e18expand.html