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DEVELOPMENT &
LEARNING
DOMAI N THREE
DEVELOPMENT
DEFINITION
• Developmental Psychology is the study of how people
grow and change throughout the life span, from birth to
death.
• Includes physical, social, and cognitive development.
REASONS TO STUDY DEVELOPMENT
1. To see how childhood experiences effect adulthood
2. To discover causes of developmental problems
3. To explore how heredity and environment influence
development
• Nature: some development is triggered by genetics
• Nurture: family can have a positive and a negative
influence on development
4. To see if development is gradual or in defined stages
INFANCY & CHILDHOOD
PRE-BIRTH
• First 8 weeks—embryo
• Develops fingers, toes, eyes, ears,
nose, mouth, heart, and
circulatory system
• 8 weeks to birth—fetus
• Develops organs and body
systems
• A newborn weighs a billion or more
times what it weighed at
conception!
INFANCY
• Birth to two years
• Have reflexes at birth
(grasping, breathing, rooting,
moro/startle)
• Hearing is better at birth than
vision
• Have a parental attachment
by 4 months
HARRY HARLOW
• Used monkeys to study
the issues of attachment,
separation anxiety, and
contact comfort
• Harlow's Explanation
CHILDHOOD
• Age two to adolescence
• Self-esteem declines during
elementary school
• Make judgments based on
what society’s views of
what is right or wrong
CHILD ABUSE AND NEGLECT
• Which is more common?
• neglect
• Influencing Factors
• Stress
• Family History
• Acceptance of Violence
• Substance Abuse
ADOLESCENCE
PHASES OF ADOLESCENCE
• Early Adolescence
• Ages 11 to 14
• Middle Adolescence
• Ages 15 to 18
• Late Adolescence
• Ages 18 to 21
PHYSICAL DEVELOPMENT
• The adolescent growth
spurt
• Lasts 2 to 3 years
• Begins first for girls
• Leads to the awkward
look of early teens
• Boys that mature early are
looked at as leaders and
are popular
• Adolescence begins with
the onset of puberty
• Girls that mature early are
often teased and have
lower self-esteem
SOCIAL DEVELOPMENT
• There is a shift during
adolescence from relying
on parents to relying more
on friends for emotional
support
• Parents can still have
some influence over
morals, education, and
career goals
• Friendships
• Clique: a group of 4 to 5
close friends
• Crowd: a group of
acquaintances that isn’t
as close
IDENTITY FORMATION
• Some adolescents suffer an
identity crisis: a turning point
in redefining one’s values
and life decisions
• Girls focus on relationships,
boys focus on goals and
achievements
CHALLENGES OF ADOLESCENCE
• Eating Disorders
• Substance Exploration
and Abuse
• Sexuality
• Juvenile Delinquency
• Avoiding Problems
ADULTHOOD
PHASES OF ADULTHOOD
• Young Adulthood
• Ages 20 to 40
• Middle Adulthood
• Ages 40 to 65
• Late Adulthood
• Begins at age 65
YOUNG ADULTHOOD
• Key goals for this phase: becoming independent and
establishing relationships
• The Age 30 Transition: verify that decisions on career,
marriage, and children are the correct choices
MARRIAGE
• Erik Erikson thinks those
without intimate
relationships will be lonely
and isolated
• 20% of Americans do
not marry
• Men are marrying around
age 29, women marry
around age 27
• Most Americans marry for
love
• Influences on choice:
parents, ethnicity,
education, religion, social
class, geography
DIVORCE
• About half of all American
marriages end in divorce
• About one-third of all
children live in a singleparent home
• Future marriages usually
end up in divorce too
• Why is divorce more
common today?
• It’s easy to obtain
• Women are economically
able
• No stigma
MIDDLE ADULTHOOD
• Key goals for this phase: build upon the foundation
established in early adulthood in regards to careers,
marriage, and family
MIDDLE ADULTHOOD ISSUES
• Transition
• Changing perspectives
because they’ve reached
mid-life
• May include a mid-life crisis
• Middlescence: create a
new identity just as in
adolescence
• Sandwich Generation
• Care for children and aging
parents
• Empty-Nest Syndrome
• What happens when the
children all move out?
• Menopause
• Women reach the end of the
menstruation, lose hormone
production, and have mood
swings
• Men also have a
“menopause” with a decrease
in hormone production
LATE ADULTHOOD
• Key goals for this phase: dealing with physical,
emotional, cognitive, and financial changes
ISSUES FOR THIS PHASE
• Changes
• Why do we age?
• Wrinkles
• Programmed Theories:
genetics determine how
• Decline in senses
we’ll
age
• Memory loss (usually forget
• Cellular Damage
names)
Theories:
our
cells
• Dementia or Alzheimer’s
become injured by
• Retirement
trauma and/or toxins
• Grandparenthood
• Living Arrangements
HOW TO AGE SUCCESSFULLY
• Accept your age
• Plan ahead for financial
stability
• Be positive
• Find appropriate hobbies
• Look for challenges
DEATH AND DYING
• Stages of Dying
• Denial
• Anger
• Bargaining
• Depression
• Acceptance
• The Funeral
• Type depends on
religion and culture
• Creates a symbolic
separation
• Bereavement
• How we mourn a
person’s death
CHOICES WITH DEATH
• Hospice: a facility that prepares a person and his/her
family for an impending death
• No visiting hours
• Care is in a home-like facility or in the patient’s home
• There isn’t any planning for “treatment”
• Euthanasia: also called assisted suicide; helps a patient
choose when he/she will die
• Living Will: a legal document that forbids any life support
for a patient
LEARNING
CLASSICAL CONDITIONING
• Definition: a simple form of learning in which a
stimulus (a trigger) produces a response (a
desired reaction)
IVAN PAVLOV’S RESEARCH
1. Taught a dog to salivate / drool at the
sound of a bell.
2. Dogs (and people) produce saliva to
digest food. When we smell or see food,
we often begin producing saliva.
3. Pavlov rang a bell (the stimulus) when he
fed the dog. Since the dog saw the food,
he began to drool.
4. After a while, the bell alone made the
dog drool (the response).
TASTE AVERSION
• We also learn to dislike certain foods.
• If we become ill after eating something (perhaps it was
spoiled), we often won’t want to eat that item again.
OPERANT CONDITIONING
• Definition: learning from the
consequences of our
actions
• If we like the consequences
we will repeat the behavior,
if we don’t we are more
likely to avoid the behavior
again
REINFORCEMENT
• Used to increase the chance that the behavior will
happen again.
• Can be positive (we are given something we like
following a certain behavior).
• Can be negative (we are given something we do not
like following a certain behavior).
• Introduced by BF Skinner
COGNITIVE FACTORS IN LEARNING
• Remember—cognitive is what’s taking place in our
minds; our thoughts
• Latent Learning: remains hidden until it is needed.
• Observational Learning: we imitate others; there is
thought (and concern) that we receive learning from
the media.