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Developmental psychology
Introduction
Developmental psychology is the study of how and why people change over time in the way they behave, think, and relate to others.
Developmental psychology focuses on developmental themes such as identity, attachment and adolescence.
It is important to gain an understanding of the extent to which early experience may influence later development and if there are critical periods
in development. Knowledge about the influence of biological, social and cultural factors in people’s lives is helpful not only for families but also
in childcare and education to create good opportunities for children and young people all over the world.
Controversies related to developmental psychology include the extent of the impact of early experiences and why some children seem to be more
resilient than others after stressful experiences in childhood. In recent years knowledge about resilience has been used to develop programs that
can increase resilience.
Research studies
Thomas and Chess, Kagan, Ainsworth (1970), Harlow (1958), Bandura—social learning theory of gender-role development, Bem—gender
schema theory, Piaget (1954), Baillargeon, Vygotsky, Freud, Horney, Maslow, Bowlby, Erikson (1950), Kohlberg, activity theory of aging,
Kubler-Ross, Chomsky, Baumrind—parenting styles
Learning outcomes
General framework (applicable to all topics in the option)
● To what extent do biological, cognitive and sociocultural factors influence human development? (Synthesize studies from below.)
● Evaluate psychological research (that is, theories and/or studies) relevant to developmental psychology. (Synthesize studies from
below.)
Cognitive development
● Evaluate theories of cognitive development (for example, Piaget: http://www.simplypsychology.org/piaget.html, Bruner:
http://www.simplypsychology.org/bruner.html, Vygotsky: http://www.simplypsychology.org/vygotsky.html, Baillargeon:
http://internal.psychology.illinois.edu/infantlab/articles/baillargeon_devos1991.pdf.pdf, brain development theories: See text “Lifespan
Development’s The Adolescent Brain: A Work in Progress”).
● Discuss how social and environmental variables (for example, parenting, educational environment, poverty, diet) may affect cognitive
development. (Harlow’s monkeys: http://www.simplypsychology.org/attachment.html#harlow and Curtiss’ Genie case study:
http://www.neiu.edu/~circill/bofman/ling450/linguistic.pdf, Rosenzweig and Bennett: see text and
http://neur2201.unsw.wikispaces.net/file/view/plasticity.pdf/156591175/plasticity.pdf, Bandura’s Bobo Doll Study:
http://www.simplypsychology.org/bobo-doll.html)
Social development
● Examine attachment (http://www.simplypsychology.org/attachment.html) in childhood and its role in the subsequent formation of
relationships. (for example, Bowlby: http://www.simplypsychology.org/bowlby.html, Ainsworth:
http://www.simplypsychology.org/mary-ainsworth.html, cultural considerations: http://www.simplypsychology.org/cultureattachment.html)
● Discuss potential effects of deprivation or trauma in childhood on later development. (Bowlby:
http://www.simplypsychology.org/bowlby.html, Curtiss’ Genie case study: http://www.simplypsychology.org/privation.html)
● Define resilience. (Werner study: http://www.pathwaysrtc.pdx.edu/pdf/fpS0504.pdf and http://www.psychologytoday.com/blog/mediaspotlight/201305/learning-be-resilient)
● Discuss strategies to build resilience. (Abededarian Early Intervention Project:
http://en.wikipedia.org/wiki/Abecedarian_Early_Intervention_Project, Big Brothers Big Sisters research:
http://en.wikipedia.org/wiki/Big_Brothers_Big_Sisters_of_America, Werner study: http://www.pathwaysrtc.pdx.edu/pdf/fpS0504.pdf,
http://www.psychologytoday.com/blog/media-spotlight/201305/learning-be-resilient)
Identity development
● Discuss the formation and development of gender roles. See “Gender and Sexuality” chapter, in particular “Gender-Role Development”
section. (Bandura and Fagot: social learning theory, http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&uid=1991-15054-001,
Bem: gender schema theory and studies in text)
● Explain cultural variations in gender roles.
● Describe adolescence. See text’s “Lifespan Development: Adolescence” section.
● Discuss the relationship between physical change and development of identity during adolescence. See “Lifespan Development: Early
Versus Late Maturation” section and this link: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2927128/.
● Examine psychological research into adolescence (for example, Erikson’s identity crisis, Marcia). (Erikson’s identity versus role
confusion stage: http://www.simplypsychology.org/Erik-Erikson.html and see text “Lifespan Development: Identity Formation:
Erikson’s Theory of Psychosocial Development,” Kohlberg’s conventional stage: http://www.simplypsychology.org/kohlberg.html, see
Freud’s latency to genital psychosexual stages, and brain development theories: see text “Lifespan Development’s The Adolescent
Brain: A Work in Progress”, see text: Lifespan Development “Conflict Between Adolescents and Their Parents” section).