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AP PSYCHOLOGY
Development
Modules 45-54
Pages 460-550
What is development?
Physical development?
Cognitive/thought development?
Social development?
Moral development?
Major Issues

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Nature vs. Nurture – are we more affected by
heredity or environment?
Continuity vs. discontinuity – is
developmental change gradual, or do we
progress through distinct stages?
Prenatal Development and
the Newborn

Developmental Psychology

a branch of psychology that studies physical, cognitive and
social change throughout the life span
Prenatal Development and
the Newborn
Congratulations!! Out of 300,000,000
entering the race, YOU WON!
Prenatal Development &
the Newborn – 3 stages

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Zygote
 the fertilized egg
 enters a 2 week period of rapid cell division
 develops into an embryo.
Embryo
 the developing human organism from 2 weeks
through 2nd month. Teratogens most dangerous.
Fetus
 the developing human organism from 9 weeks
after conception to birth.
Prenatal Development and
the Newborn
40 days
45 days
2 months
4 months
The age of viability
after about 6 months – the age at which the fetus can
sustain life if it was delivered prematurely. Any
premies in here?
Prenatal Development and
the Newborn

Teratogens

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agents, such as chemicals and viruses, smoke, alcohol
etc. that can reach the embryo or fetus during prenatal
development and cause harm
Fetal Alcohol Syndrome (FAS)


physical and cognitive abnormalities in children
caused by a pregnant woman’s heavy drinking
symptoms include misproportioned head
Primitive Reflexes
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Compared to other animals, we don’t know much – Baby scared laugh
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Giraffe :
Rooting Reflex
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Lemons are not nipples
Tendency to close hand around items.
Babinski Reflex
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tendency to open mouth, and search for nipple when
touched on the cheek
Grasp Reflex

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http://www.youtube.com/watch?v=IFcFqjEp9co&feature=related&safety_mode=true&persist_safety_mode=1
Toes flare out when bottom of foot is stroked.
http://www.youtube.com/watch?v=gyVLD0hl0XY&feature=related
Vid Primary Reflexes
Preferences

human voices and faces

facelike images-->
smell and sound of mother

Infancy and Childhood:
Physical Development

Maturation


biological growth
processes that enable
orderly changes in
behavior
relatively
uninfluenced by
experience
At birth
3 months
15 months
Cortical Neurons
Physical Development

There is a regular sequence of achievements
that begins with:
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
Holding head erect
Rolling over
Crawling
Sitting up
Standing up
Taking a step or two
Walking
Baby learning to sit up
Baby first steps

The age at which the baby masters each of these skills
varies, but the sequence rarely does.
Infancy and Childhood:
Physical Development

Babies only 3 months old
can learn that kicking
moves a mobile--and can
retain that learning for a
month.


This progression is also found in intellectual
development. For example, first the baby
coos, then babbles, then utters a first word or
two. Then develops a simple vocabulary. One
word sentences, then more. Babies can learn
to talk from 10 months to 20 months or later.
First words
Brain Development



While in your mothers womb, your body was
forming nerve cells at the rate of about one
quarter million per minute.
At birth, we have all of the brain cells we will
ever have, but they’re not developed.
What is your earliest memory? You probably
can’t remember anything before your 3rd or 4th
birthday.
Cognitive Development


Cognition, again, refers to all the mental
activities associated with thinking, knowing
and remembering.
Jean Piaget

Swiss psychologist who was the first to:
1.
2.
3.
Study the ways infants and children see and
understand the world.
Suggest that these ways are profoundly different from
those of adults.
Offer a theoretical account of the mental growth
process from infancy to adulthood.
Infancy and Childhood:
Cognitive Development

Schema
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http://www.youtube.com/watch?v=WAQur-Y_BJY&feature=related
Saved
a concept or framework that
organizes and interprets information
Assimilation

interpreting one’s new experience in
terms of one’s existing schemas.
Infancy and Childhood:
Cognitive Development

Accommodation

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adapting one’s current understandings
(schemas) to incorporate new
information
Cognition

All the mental activities associated
with thinking, knowing,
remembering, and communicating
Piaget’s Stages of Cognitive
Development
Typical Age
Range
Description
of Stage
Developmental
Phenomena
Birth to nearly 2 years
Sensorimotor
Experiencing the world through
senses and actions (looking,
touching, mouthing)
•Object permanence
8 months
•Stranger anxiety
About 2 to 6 years
Preoperational
Representing things
with words and images
but lacking logical reasoning
Concrete operational
Thinking logically about concrete
events; grasping concrete analogies
and performing arithmetical operations
About 7 to 11 years
About 12 through
adulthood
Formal operational
Abstract reasoning
•Pretend play
•Egocentrism
•Language development
•http://www.youtube.com/watch?v=OinqFgsIbh0
•Conservation
•Mathematical
transformations
•http://www.youtube.com/watch?
v=GLj0IZFLKvg&feature=related
•Abstract logic
•Potential for
moral reasoning
•http://www.youtube.com/watch?
Infancy and Childhood:
Cognitive Development

Object Permanence

the awareness that things continue to exist even
when not perceived
http://www.youtube.com/watch?v=nwXd7WyWNHY No object permancence
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http://www.youtube.com/watch?v=fJW6KUIdG0s&feature=related Object permanence
Infancy and Childhood:
Cognitive Development

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Some researchers argue that Piaget seriously
underestimated the intellectual capacities of infants.
Baby Mathematics

Shown a numerically impossible outcome, infants stare
longer
4. Possible outcome:
Screen drops, revealing
one object.
1. Objects placed
in case.
2. Screen comes 3. Object is removed.
up.
4. Impossible outcome:
Screen drops, revealing
Infancy and Childhood:
Cognitive Development

Conservation

the principle that properties such as mass, volume,
and number remain the same despite changes in
the forms of objects
Infancy and Childhood:
Cognitive Development

Egocentrism
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Theory of Mind
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the inability of the preoperational child to take
another’s point of view
people’s ideas about their own and others’ mental
states- about their feelings, perceptions, and
thoughts and the behavior these might predict
Check out first part of Mind Games Part 3
Autism

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http://www.youtube.com/watch?v=1VA6Q3vTC_o See Early warning signs autism
a disorder that appears in childhood
Marked by deficient communication, social
interaction and understanding of others’ states of
mind.
Social Development

Stranger Anxiety
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fear of strangers that infants commonly display
beginning by about 8 months of age
Attachment
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an emotional tie with another person
shown in young children by their seeking closeness
to the caregiver and displaying distress on
separation
Social Development and
Attachment


Freud believed that the terror of infants at
their mother’s absence is based on the
expectation that they would go unfed. His
view became known as the cupboard theory.
John Bowlby’s theory of attachment.

Babies show interest in people not only because
they are the one’s that feed them. Infants are born
with social needs.
Social Development

Harlow’s Surrogate
Mother Experiments

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Monkeys preferred
contact with the
comfortable cloth
mother, even while
feeding from the
nourishing wire mother.
Harry Harlows landmark
experiment.
Two videos on Harlow
Social Development

Critical Period
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an optimal period shortly after birth when an
organism’s exposure to certain stimuli or
experiences produces proper development.
Imprinting
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the process by which certain animals form
attachments during a critical period very
early in life.
Imprinting and
Konrad Lorenz
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Birds – as soon as ducklings can walk (12
hours after hatching) it will approach and
follow virtually any moving stimulus.
Generally becomes the ducklings mother.
During early months of life, infants will accept
substitute mothers.
Check Konrad Lorenz and Duck and Dog
Separation Anxiety
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At about 6 – 8 months, children learn who
“mother” is and cry and fuss when she departs.
This is called separation anxiety.
The Strange Situation – Mary Ainsworth
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A child brought to a strange room full of toys and
is allowed to play with them while the mother is
present. A stranger then walks in.
http://www.youtube.com/watch?v=QTsewNrHUHU or saved
Strange Situation Mary Ainsworth
Strange Situation cont’d
The mother then leaves the child with the
stanger, then returns:
1. Securely attached – play with toys,
show some distress when mother leaves,
great enthusiasm upon return.
2. Anxious/resistant – don’t explore toys
when mother is present, panicky when she
leaves, ambivalent during reunion (run to be
picked up and angrily tries to get down).
3. Anxious/avoidant – distant and aloof
from outset, little distress when mother
leaves, ignore her upon return.
* About 65% were securely attached.
Social Development

Monkeys raised
by artificial
mothers were
terror-stricken
when placed in
strange situations
without their
surrogate
mothers.
Social Development

Basic Trust (Erik Erikson)
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a sense that the world is predictable and
trustworthy
said to be formed during infancy by
appropriate experiences with responsive
caregivers
Self-Concept
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a sense of one’s identity and personal worth
Questions on Attachment
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What about attachment to father? Only 1 in 10
court cases award custody to father.
What about day care?
What about domestic conflict and divorce?
What about no attachment/orphans?
Freud says that personality is fixed by the first
few years of life.
Other researchers say that the past affects the
present, but does not determine it.
Childhood Socialization

Which one of the following makes sense to
you?
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Reinforcement Theory – children are socialized
by pain and pleasure.
Social Learning Theory – observational learning
is the most powerful tool for socialization.
Cognitive Development Theory – an
understanding of interpersonal conduct and
thought. Similar to obs. learning but more
emphasis on the thought process.
Social Development: Child-Rearing
Practices – Diana Baumrind
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Authoritarian
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Permissive
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parents impose rules and expect obedience
“Don’t interrupt.” “Why? Because I said so.”
submit to children’s desires, make few demands,
use little punishment,
Authoritative or Authoritative Reciprocal
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both demanding and responsive
set rules, but explain reasons and encourage open
discussion.
– Things I’ve learned from my children.
Adolescence

Adolescence
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the transition period from childhood to
adulthood
extending from puberty to independence
Puberty
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the period of sexual maturation
when a person becomes capable of
reproduction
Kohlberg’s Moral Ladder
pg. 161
Postconventional
level
Morality of abstract
principles: to affirm
agreed-upon rights and
personal ethical principles
Conventional
level
Morality of law and
social rules: to gain
approval or avoid
disapproval
Preconventional
level
Morality of self-interest:
to avoid punishment
or gain concrete rewards

As moral
development
progresses, the
focus of concern
moves from the
self to the wider
social world.
ChildsWorld Part 3 10 :00 in and,
Sophies choice
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http://www.youtube.com/watch?v=KczxsvVvqGE
Questions on Morality
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How many of you have ever cheated on a test?
How many of you have ever stolen anything?
ANYTHING!!?
Have you ever hit a car and not left a note?
If you were hanging in the house of the person you
were dating, and they left the house for a second –
you noticed their journal – would you read it?
Dark Knight Morality Vid
Moral Dilemmas
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The overcrowded lifeboat.
Fat man and impending doom.
The callous passerby.
A poisonous cup of coffee.
Scientific American Frontiers Tough Choices Alda Vid.
http://vsx.onstreammedia.com/vsx/pbssaf/search/PBSPlayer?a
ssetId=68624&ccstart=0&pt=0&preview=
Erikson’s Stages of Psychosocial
Development pg. 163
Approximate
age
Stage
Description of Task
Infancy
(1st year)
Trust vs. mistrust
If needs are dependably met, infants
develop a sense of basic trust.
Toddler
(2nd year)
Autonomy vs. shame Toddlers learn to exercise will and
and doubt
do things for themselves, or they
doubt their abilities.
Preschooler
(3-5 years)
Initiative vs. guilt
Preschoolers learn to initiate tasks
and carry out plans, or they feel
guilty about efforts to be independent.
Elementary
(6 yearspuberty)
Competence vs.
inferiority
Children learn the pleasure of applying
themselves to tasks, or they feel
inferior.
Erikson’s Stages of Psychosocial
Development
Approximate
age
Stage
Description of Task
Adolescence
(teens into
20’s)
Identity vs. role
confusion
Teenagers work at refining a sense of self by
testing roles and then integrating them to
form a single identity, or they become
confused about who they are.
Young Adult
(20’s to early
40’s)
Intimacy vs.
isolation
Young adults struggle to form close relationships and to gain the capacity for intimate
love, or they feel socially isolated.
Middle Adult
(40’s to 60’s)
Generativity vs.
stagnation
The middle-aged discover a sense of contributing to the world, usually through family
and work, or they may feel a lack of purpose.
Late Adult
(late 60’s and
up)
Integrity vs.
despair
When reflecting on his or her life, the older
adult may feel a sense of satisfaction or
failure.
Adolescence: Social
Development

Identity
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one’s sense of self
the adolescent’s task is to solidify a sense
of self by testing and integrating various
roles
Intimacy
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the ability to form close, loving
relationships
a primary developmental task in late
adolescence and early adulthood
Adulthood: Physical
Development

Menopause
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the time of natural cessation of menstruation
also refers to the biological changes a woman
experiences as her ability to reproduce declines

Alzheimer’s Disease
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http://www.youtube.com/watch?v=NWJ09iI3cc4&feature=channel
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Or, Two vids on Alzheimers
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http://www.youtube.com/watch?v=9Wv9jrk-gXc
a progressive and irreversible brain disorder
characterized by a gradual deterioration of memory,
reasoning, language, and finally, physical
functioning
Adulthood: Cognitive
Development

Crystallized Intelligence
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one’s accumulated knowledge and verbal skills
tends to increase with age
Fluid Intelligence

ones ability to reason speedily and abstractly
tends to decrease during late adulthood

Life by the numbers TLC Human Body
