Unit IX. Development1 IX. Developmental Psychology.

Unit IX. DevelopmentUnit IX. Development 11

IX. Developmental IX. Developmental PsychologyPsychology


The Last StageThe Last Stage


IX. Developmental IX. Developmental PsychologyPsychology

College Board - “Acorn Book” College Board - “Acorn Book” Course DescriptionCourse Description 7-9%7-9%


Summary OutlineSummary Outline

A. Life Span ApproachA. Life Span Approach B. Research MethodsB. Research Methods C. Heredity-Environment IssuesC. Heredity-Environment Issues D. Developmental TheoriesD. Developmental Theories E. Dimensions of DevelopmentE. Dimensions of Development F. Sex Roles, Sex DifferencesF. Sex Roles, Sex Differences


A. Life Span ApproachA. Life Span Approach Studying Development Throughout Life Studying Development Throughout Life Prenatal DevelopmentPrenatal Development Infancy and ChildhoodInfancy and Childhood AdolescenceAdolescence AdulthoodAdulthood

Marriage, Parenthood, Work, AgingMarriage, Parenthood, Work, Aging Continuity vs. StagesContinuity vs. Stages Stability vs. ChangeStability vs. Change

DevelopmentDevelopment

““You pushy, manipulative, tyrannical scum . . . .”You pushy, manipulative, tyrannical scum . . . .”

Scratch that. “Dear Mon and Dad . . . Scratch that. “Dear Mon and Dad . . .



B. Research MethodsB. Research Methods Longitudinal StudiesLongitudinal Studies Cross-sectional StudiesCross-sectional Studies

ActivityActivity Define the above terms.Define the above terms. Describe examples of each.Describe examples of each. Advantages of each.Advantages of each. Weaknesses of each.Weaknesses of each.


C. Heredity-Environment C. Heredity-Environment IssuesIssues

Nature vs. NurtureNature vs. Nurture Maturation vs. LearningMaturation vs. Learning

ActivityActivity Define and give examples of each of the Define and give examples of each of the

above.above. Compare and contrast each pair.Compare and contrast each pair.

GeneticGeneticss

Jimmy. Sixth generation pain in the ass.Jimmy. Sixth generation pain in the ass.



D. Developmental TheoriesD. Developmental Theories

Freud – Psychosexual StagesFreud – Psychosexual Stages Piaget – Cognitive StagesPiaget – Cognitive Stages Vigotsky - Sociocultural ApproachVigotsky - Sociocultural Approach Erikson – Psychosocial StagesErikson – Psychosocial Stages Kohlberg – Moral DevelopmentKohlberg – Moral Development

PiagetPiaget



E. Dimensions of E. Dimensions of DevelopmentDevelopment

1. Physical1. Physical 2. Cognitive2. Cognitive 3. Social3. Social 4. Moral4. Moral

Kohlberg – Preconventional Morality, Kohlberg – Preconventional Morality, Conventional Morality, Postconventional Conventional Morality, Postconventional MoralityMorality

Carol Gilligan – Orientation toward caring Carol Gilligan – Orientation toward caring relationships in women relationships in women

ChildhoChildhoodod

““I’d trade. I’d trade. But peanut But peanut butter butter sticks to my sticks to my tongue tongue stud.”stud.”


Childhood MoralityChildhood Morality

““I’ve got I’ve got to write to write out a out a hundred hundred times. “I times. “I must not must not blow up blow up the the school.”school.”


Adult Adult MoralityMorality

““If you want justice, it’s two hundred dollars If you want justice, it’s two hundred dollars an hour. Obstruction of justice runs a bit an hour. Obstruction of justice runs a bit more.”more.”



Developmental Norms (Gesell)Developmental Norms (Gesell) Cultural VariationsCultural Variations Temperament (Kagan)Temperament (Kagan) Parenting Styles (Baumrind)Parenting Styles (Baumrind) Attachment (Harlow) (Ainsworth)Attachment (Harlow) (Ainsworth)

AttachmenAttachmentt

Harry Harlow Harry Harlow

explored two explored two hypotheses:hypotheses:1.1.attachment occurs attachment occurs because mothers because mothers feed their babiesfeed their babies

2.2.Attachment is Attachment is based on the warm, based on the warm, comforting contactcomforting contact


Secure/Insecure AttachmentSecure/Insecure AttachmentMary AinsworthMary Ainsworth

"Attachment may be defined as an affectional tie "Attachment may be defined as an affectional tie that one person or animal forms between himself that one person or animal forms between himself and another specific one - a tie that binds them and another specific one - a tie that binds them together in space and endures over time."together in space and endures over time."

Infants show attachment through Infants show attachment through "proximity seeking behaviors" "proximity seeking behaviors" and "contact maintaining behaviors."and "contact maintaining behaviors."

Parents show attachment through Parents show attachment through "keeping a watchful eye" "keeping a watchful eye" and responding affectionately and sensitively to and responding affectionately and sensitively to

the infant's vocalizations, expressions, and the infant's vocalizations, expressions, and gestures.gestures.


Secure AttachmentSecure Attachment: : infant derives comfort and confidence, infant derives comfort and confidence,

as evidenced by attempts to be close to as evidenced by attempts to be close to the caregiver and by readiness to the caregiver and by readiness to explore the environment.explore the environment.

Insecure AttachmentInsecure Attachment: : characterized by fear, anger, or seeming characterized by fear, anger, or seeming

indifference to the caregiver.indifference to the caregiver.


Attachment is measured by a method Attachment is measured by a method called called Strange SituationStrange Situation, in which the , in which the child is observed in a well-equipped child is observed in a well-equipped playroom with mother and/or a stranger, playroom with mother and/or a stranger, or alone.or alone.

Securely attached childrenSecurely attached children show a confidence in exploring the room and a need show a confidence in exploring the room and a need

to maintain contact with the caregiver. When the to maintain contact with the caregiver. When the caregiver leaves they tend to show some distress caregiver leaves they tend to show some distress and on the caregivers return they tend to reestablish and on the caregivers return they tend to reestablish positive contact.positive contact.

Unit Unit IX. DevelopmentIX. Development 2020

Insecurely attached childrenInsecurely attached children are are one of three types:one of three types: a. anxious and resistant a. anxious and resistant

(cling to caregiver, high distress on departure, (cling to caregiver, high distress on departure, refuse to be comforted on return).refuse to be comforted on return).

b. avoidant b. avoidant (little interaction with caregiver, tend to (little interaction with caregiver, tend to

ignore departure and return).ignore departure and return). c. disoriented or disorganized c. disoriented or disorganized

(inconsistent behavior toward caregiver such (inconsistent behavior toward caregiver such as avoidance after seeking closeness).as avoidance after seeking closeness).


Importance of Importance of attachmentattachment::

Longitudinal studies suggest that Longitudinal studies suggest that securely attachedsecurely attached children are children are more likely to:more likely to: a. be competent in social and cognitive a. be competent in social and cognitive

skillsskills b. be sought out as friends and chosen b. be sought out as friends and chosen

as leadersas leaders c. interact with teachers in friendly and c. interact with teachers in friendly and

appropriate ways, seeking help when appropriate ways, seeking help when needed.needed.


Longitudinal studies suggest that Longitudinal studies suggest that insecurely attachedinsecurely attached children are children are more likely to:more likely to: a. be overly dependent on teachers, a. be overly dependent on teachers,

demanding attention unnecessarily and demanding attention unnecessarily and clinging instead of playing with other clinging instead of playing with other children or exploring their environmentchildren or exploring their environment

b. be aggressive (if boys)b. be aggressive (if boys) c. be overly dependent (if girls)c. be overly dependent (if girls)


Parenting StylesParenting StylesDiana BaumrindDiana Baumrind

What kinds of parenting help children: (a) to What kinds of parenting help children: (a) to develop a positive sense of themselves; (b) to develop a positive sense of themselves; (b) to interact positively with others; and (c) to be interact positively with others; and (c) to be competent at school. competent at school.

In Diana Baumrind’s researchIn Diana Baumrind’s research (1967,1971), (1967,1971), she: (a) observed children in nursery school, she: (a) observed children in nursery school, rating them on self-control, independence, rating them on self-control, independence, self-confidence, etc.; (b) interviewed parents; self-confidence, etc.; (b) interviewed parents; and (c) observed parent-child interaction (both and (c) observed parent-child interaction (both at home and in the laboratory).at home and in the laboratory).


She identified She identified four featuresfour features of parentingof parenting

NurturanceNurturance or warmth toward or warmth toward childrenchildren

Efforts to Efforts to controlcontrol through use of through use of rewards and punishmentsrewards and punishments

CommunicationCommunication with children with children Maturity demandsMaturity demands – (expectations – (expectations

for age-appropriate behavior)for age-appropriate behavior)


and delineated and delineated three basic three basic patternspatterns of parenting. of parenting.

Authoritarian ParentsAuthoritarian Parents are relatively strict, punitive, and unsympathetic. They are relatively strict, punitive, and unsympathetic. They

value obedience and try to shape their children’s behavior value obedience and try to shape their children’s behavior to meet a set standard and to curb the children’s wills.to meet a set standard and to curb the children’s wills.

PermissivePermissive are more affectionate with their children and give them are more affectionate with their children and give them

lax discipline and a great deal of freedom.lax discipline and a great deal of freedom.

AuthoritativeAuthoritative fall between these two extremes. They reason with their fall between these two extremes. They reason with their

children, encouraging give-and-take, setting limits but children, encouraging give-and-take, setting limits but also encouraging independencealso encouraging independence


Her general conclusions Her general conclusions were that: were that:

Children ofChildren of Authoritarian ParentsAuthoritarian Parents

tend to be obedient but unhappytend to be obedient but unhappy Permissive ParentsPermissive Parents

tend to be lacking in self-controltend to be lacking in self-control Authoritative ParentsAuthoritative Parents

tend to be more likely to be successful, tend to be more likely to be successful, happy with themselves, and generous happy with themselves, and generous with otherswith others


TemperamentTemperament

Jason is cute Jason is cute as a bug, but as a bug, but he sure is he sure is one one thickheaded thickheaded little little sucker.”sucker.”


GendGenderer

““To the women that invented fire!”To the women that invented fire!”



F. Sex Roles, Sex F. Sex Roles, Sex DifferencesDifferences

Gender DifferencesGender Differences BiologicalBiological CognitiveCognitive Social Behavior and PersonalitySocial Behavior and Personality

Biological Origins of Gender Biological Origins of Gender DifferencesDifferences

Environmental Origins of Gender Environmental Origins of Gender DifferencesDifferences

Gender Stereotypes Gender Stereotypes

Unit IX. Development1 IX. Developmental Psychology.

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