Psyc 222 Developmental Psychology II

Psyc 222Developmental Psychology II

Dean Owen, Ph.D., LPCCDean Owen, Ph.D., LPCC

Spring 2011Spring 2011

Unit 1a: Unit 1a:

Adolescent Physical and Cognitive Adolescent Physical and Cognitive DevelopmentDevelopment

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Recall Piaget’s Theory of Cognitive Development

Sensori-motorStage

Concrete operationalStage

PreoperationalStage

Formal OperationalStage

Birth – 2 yearsBirth – 2 years

2 years – 7 years2 years – 7 years

7 years – 12 years7 years – 12 years

12 years +12 years +

Jean Piaget’s

Theory of Cognitive Development

Sensorimotor stageSensorimotor stage (Infancy, Birth – 2 years ). In this period (which has 6 (Infancy, Birth – 2 years ). In this period (which has 6 stages), intelligence is demonstrated through motor activity without the use stages), intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because its of symbols. Knowledge of the world is limited (but developing) because its based on physical interactions / experiences. Children acquire object based on physical interactions / experiences. Children acquire object permanence at about 7 months of age (memory). Physical development permanence at about 7 months of age (memory). Physical development (mobility) allows the child to begin developing new intellectual abilities. (mobility) allows the child to begin developing new intellectual abilities. Some symbolic (language) abilities are developed at the end of this stage. Some symbolic (language) abilities are developed at the end of this stage.

Jean Piaget’s


Pre-operational stagePre-operational stage (Age 2- 7, Toddler and Early Childhood). In this (Age 2- 7, Toddler and Early Childhood). In this period (which has two substages), intelligence is demonstrated through the period (which has two substages), intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a nonlogical, nonreversable manner. developed, but thinking is done in a nonlogical, nonreversable manner. Egocentric thinking predominates Egocentric thinking predominates

Jean Piaget’s


Concrete operational stageConcrete operational stage (Ages 7-12, Elementary and early (Ages 7-12, Elementary and early adolescence). In this stage (characterized by 7 types of conservation: adolescence). In this stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is number, length, liquid, mass, weight, area, volume), intelligence is demonstrated through logical and systematic manipulation of symbols demonstrated through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes. that are reversible). Egocentric thought diminishes.

12 years +12 years +

Jean Piaget’s


Formal operational stageFormal operational stage (Ages 12+, Adolescence and adulthood). In this (Ages 12+, Adolescence and adulthood). In this stage, intelligence is demonstrated through the logical use of symbols stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally countries obtain formal operations; many people do not think formally during adulthood. during adulthood.

Formal Operational StageFormal Operational Stage

Source: Renner, J., Stafford, D., Lawson, A., McKinnon, J., Friot, E., & Kellogg, D. (1976). Source: Renner, J., Stafford, D., Lawson, A., McKinnon, J., Friot, E., & Kellogg, D. (1976).

Pre-operational stage taskPre-operational stage task

EgocentrismEgocentrism

Concrete operational stage taskConcrete operational stage task

Conservation of numberConservation of number


Conservation of lengthConservation of length


Conservation of volumeConservation of volume


Conservation of massConservation of mass


Conservation of areaConservation of area

Formal operational stage taskFormal operational stage task

““If Edith is taller than Susan, If Edith is taller than Susan, and Edith is shorter than and Edith is shorter than Lily, who is the shortest of Lily, who is the shortest of the three?” the three?”

SusanSusan

Brief quiz on Cognitive Brief quiz on Cognitive Development….Development….

1. The ability to think abstractly and systematically solve problems emerges during the:

a) Concrete Operational Stage

b) Sensori-motor Stage

c) Formal Operational Stage

d) Preoperational Stage


2. Jean Piaget was a:

a) Child psychologist

b) Developmental psychologist

c) Biologist

d) Genetic Epistemologist


3. According to Piaget, children in the concrete operational stage have difficulty with:

a) Perspective-taking

b) Deductive logic

c) Inductive logic

d) Conservation


4. Jane has learned to feed herself with a spoon. When her mother gives her a fork, she immediately begins to feed herself. Jane has __________ the fork into her schema for utensils.

a) Accommodated

b) Appropriated

c) Assimilated

d) Initiated


5. A schema is a:

a) Category of knowledge that allows us to interpret and understand the world.

b) Process of taking in new information.

c) Process of balancing old knowledge and new information.

d) None of the above.


6. Piaget's stages are criticized by some due to:

a) His theory was based on an unrepresentative sample of children.

b) Not all people reach the formal operational stage or use formal operational thought consistently.

c) His theory underestimates children's abilities.

d) All of the above.

Brief quiz on Cognitive Development….Brief quiz on Cognitive Development….

7. Jane's mother has two crackers, both of equal size. She breaks one of the crackers up into four pieces. Jane says she wants the one with the most and immediately chooses the four pieces, even though the two amounts are equal. Jane's choice illustrates Piaget's concept of:

a) Accommodation

b) Egocentrism

c) False belief

d) Conservation


8. Piaget believed that children in the preoperational stage have difficulty taking the perspective of another person. This is known as:

a) Reversibility

b) Egocentrism

c) Meta-cognition

d) Constructivism


9. Piaget assumed that children are __________ in constructing understanding of the world.

a) Passive

b) Active

c) Neutral

d) Bystanders


The final stage of cognitive development characterized by the capacity for abstract, systematic and scientific thought.……


Two features of formal operational thought:

1. Hypothetico-Deductive reasoning.

2. Propositional Thought


Hypothetico-Deductive Reasoning

ProblemProblem

HypothesisHypothesis

SolutionSolution


Propositional Thought

This is abstract thinking…

Being able to make judgments

without reference to physical objects

or real world circumstances.

Does formal operational thought emerge for all adults??

Do individuals in primitive tribal cultures develop formal operational Do individuals in primitive tribal cultures develop formal operational thought…..thought…..

Stories of Aboriginal Australians and British Researchers…..Stories of Aboriginal Australians and British Researchers…..


This suggests that perhaps, contrary to Piaget’s theory, thought This suggests that perhaps, contrary to Piaget’s theory, thought processes may be a function of exposure and cultural need…without processes may be a function of exposure and cultural need…without the drive or need to perform, those skills fail to develop in favor of the drive or need to perform, those skills fail to develop in favor of other, more functional skills.other, more functional skills.

In some societies +/- 5 cm is close enough! For ours it may be In some societies +/- 5 cm is close enough! For ours it may be necessary to measure things in milimicrons……necessary to measure things in milimicrons……


What would happen if there were no paper in the world?

How would the world be different if Germany and Japan had won World War II?

What would people look like if gravity were 1/10 as much as it is.

Information Processing and Adolescent Cognitive Development.

Mechanisms

Attention: More focused and better adapted to changing situations

Inhibition: Internal control improves allowing individuals to ignore irrelevant stimuli and of well learned responses if inappropriate…improves attention and reasoning.

Problem solving strategies: Improve significantly and are more effective, with gains in storage ability, representational ability and retrieval.

Knowledge: Body of existing knowledge is increased…reducing the near for strategies. (Rote memorization)

Metacognition: (Awareness of thought)…Improves and provides insights into effective strategies for acquiring information and problem solving.

Information Processing and Adolescent Cognitive Development.

Mechanisms

Cognitive self-regulation: improved self-monitoring, evaluation, and redirection of thought.

Speed of thinking and processing capacity increases. The volume of information that can be processed increases significantly as well as efficiency of processing allowing for more complex forms of thought.

Results of adolescent cognitive changes.

Self-Consciousness and Self-focusing

Increased Metacognition + physical & psychological changes =

MeMe

MeMeMeMe

MeMeMeMe


Imaginary Audience: The belief that they are the focus of the attention and concern of others…..I can’t possibly go to school wearing that!! Everyone will laugh at me!!

HypersensitivityHypersensitivity


Personal Fable: Certain that others are observing and thinking about them, adolescents acquire the belief that they are special and unique.

No one can No one can understand how understand how what it’s like to what it’s like to

be me…be me…


Idealism and Criticism

The ability of adolescents to think of alternatives The ability of adolescents to think of alternatives allows them to think of different or alternative allows them to think of different or alternative worlds…religious, moral, political worlds that are worlds…religious, moral, political worlds that are ideal….it also make them more likely to become ideal….it also make them more likely to become critical of what is…..they tend to think of what critical of what is…..they tend to think of what could be rather than what is…..could be rather than what is…..


Decision Making Skills

Adolescents have more difficulty in arriving at Adolescents have more difficulty in arriving at decisions in a systematic fashion….and still lack decisions in a systematic fashion….and still lack experience and fundamental knowledge about experience and fundamental knowledge about likely outcomes or results of decisions. They also likely outcomes or results of decisions. They also face many new situations involving competing face many new situations involving competing goals or objectives….They tend to choose short-goals or objectives….They tend to choose short-term goals instead of long-term goals….Freud term goals instead of long-term goals….Freud would say that their “EGO” was relatively weak. would say that their “EGO” was relatively weak.


Gender Differences in Mental Abilities.

Females tend to score slightly better than males in Females tend to score slightly better than males in tests of verbal ability and perform better in reading tests of verbal ability and perform better in reading and writing……perhaps because of earlier and writing……perhaps because of earlier development of the left cerebral cortex and greater development of the left cerebral cortex and greater maternal verbal stimulation…..Language arts may maternal verbal stimulation…..Language arts may also be stereotyped as more feminine and are more also be stereotyped as more feminine and are more encouraged and supported throughout school.encouraged and supported throughout school.

These differences are small !!!These differences are small !!!



Males tend to perform better than females in Males tend to perform better than females in complex mathematical reasoning perhaps as the complex mathematical reasoning perhaps as the result of somewhat better spatial skills abilities…result of somewhat better spatial skills abilities…thinking of objects in a three dimensional thinking of objects in a three dimensional space……Math and science may also be space……Math and science may also be stereotyped as more masculine disciplines…stereotyped as more masculine disciplines…

These differences are small !!!These differences are small !!!



William ShakespearWilliam Shakespear F-16 fighter PilotF-16 fighter Pilot

CCoolloorrssThinking about who you are….Thinking about who you are….

TransitionsTransitionsWhat Adolescence is all about.What Adolescence is all about.

What transitions can identify??What transitions can identify??

CCoolloorrssScoring: Count the number of Rs, Ys, Gs, and Bs you circled on the survey.

My most frequently circled letter was

My least frequently circledLetter was

RB

CCoolloorrssStyle Strengths Weaknesses Fears

Red Confident

Ambitious

Hurt’s feelings

Impatient

Being taken advantage of

Yellow People oriented, flexible, loves to talk

Time problems, lack enough facts, doesn’t listen

Social disapproval

Blue Loyal

Good Listener

Calm

Low profile

Passive

Slow to change

Insecure

environment

Green Precise

Diplomatic

Procrastinates

Overly sensitive

Too-detail oriented

Imperfection

CCoolloorrssStrengths To be more effective

R/B Strengths: Red/blues are go getters who want to be where the action is-and usually are. They are innovative, direct and sometimes aggressive. They have an intense desire to be winners and have no time for nonsense or the status quo.

To be more effective: Red/Blues need to learn patience when others drag their feet or when "needless" rules and regulations get in the way of progress. They need to relax and slow down to lessen stress and adverse reactions from others.

R/G Strengths: Red/Greens are direct and persistent and they pull no punches. They can be counted on to get the job done. They don't ask questions and don't worry about details. They may not win the "nice guy" award but their success earns them admiration and respect.

To be more effective: Red/Greens need to temper their greatest asset - forcefulness - to keep it from becoming a liability. They need to guard against the temptation of allowing "the ends to justify the means."

R/Y Strengths: Red/Yellows demonstrate a quiet confidence in themselves and their abilities. They are strongly self motivated, especially toward their own goals. They may have difficulty communicating, but their firm. low-key approach does produce results.

To be more effective: Red/Yellows need to take themselves less seriously and rely on their managers to help then channel their energy toward more harmonious relationships. They need to spend more time becoming acquainted with colleagues and others on a personal basis.


Y/B Strengths: Yellow Blues have natural ability in all aspects of the job. They sell ideas or services with emotion and word pictures. They are well organized and have a competitive spirit. They get along with most everyone and welcome changes.

To be more effective: Yellow/Blues need to consciously deal with their high energy level and need for change to control discontentment, restlessness, impulsiveness, and fault-finding. They need a variety of tasks and help with more routine tasks.

Y/G Strengths: Yellow/Greens are emotional and love people. They are highly articulate and effervescent and they know how to motivate others. They are not interested in details, paperwork, and other minor nuisances.

To be more effective: Yellow/Greens need to use good time management principles and to be better organized. They need self-discipline to avoid missed appointments, being late, and errors due to carelessness.

Y/R Strengths: Yellow/Reds love people and are gregarious but not pushy. They have a sincere interest in others and their needs, but do not like confrontation or criticism. they are sharp dressers and compliment others for the way they are dressed.

To be more effective: Yellow/Reds need to temper their love for people with more concern for the task. They need to be more assertive and more persistent and need to use principles of good time management.


B/G Strengths: Blue/Greens are productive day in and day out, especially in a stable environment where there is no fear of constant change. They are warm and friendly and have a firm desire to change

To be more effective: Blue Greens need to be more flexible to take advantage of unexpected opportunities. They need to pay more attention to details and to guard against a tendency to lose their cool.

B/R Strengths: Blue/Reds are skilled in "winning friends and influencing people". They avoid conflict, but handle complaints efficiently and courteously. They are good listeners and are generally well organized.

To be more effective: Blue/Reds need to be more forceful in dealing with dominant others. They need to project more enthusiasm. They need prior conditioning to adjust to changes. They have strong family and other non work ties.

B/Y Strengths: Blue/Yellows are steady performers who "plan their work and work their plan." They are thorough, persistent, calm, and collected. They are logical and analytical, and although friendly, they prefer a low-profile.

To be more effective: Blue/Yellows need to demonstrate the same interest in people they do in 'Product." They need to focus more on others and their needs and project more confidence and enthusiasm.


G/B Strengths: Green/Blues excel in applied creativity. They are systematic change agents who move quickly but only after having all of the facts. They are quiet and forceful, and their knowledgeable, determined, and low-key approach is often effective in relating to others.

To be more effective: Green/Blues need to learn that others may see them as aloof because of their depth of thought. They may seem too critical because they have little tolerance for carelessness or nonsense. They can improve their image by being less serious about themselves and by being more patient with others.

G/R Strengths: Green/Reds are very skilled at using logic. They are reserved and prefer to work with facts and data. They are gracious with people, but avoid conflict of an emotional or subjective nature.

To be more effective: Green/Reds need to be more assertive and rely less on logic in dealing with aggressive people. They can reduce internal stress by worrying less about things they cannot control.

G/Y Strengths: Green/Yellows are deep thinkers who will exert great energy to ensure things are done exactly right. They are conscientious and will master any task they take on. The work long hours and don't ask for help.

To be more effective: Green/Yellows need to keep attention to detail from making them lose sight of the big picture and getting them bogged down in time-consuming activities. They need to set realistic time limits and accept less-than-perfect results.

Questions or comments ??Questions or comments ??

References

Renner, J., Stafford, D., Lawson, A., McKinnon, J., Friot, E., & Kellogg, D. (1976). Research, teaching, and learning with the Piaget model. Norman, OK: University of Oklahoma Press.

Psyc 222 Developmental Psychology II

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