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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.