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Unit 5 Review
The Most Memorable Slides
Erikson, Piaget, Kohlberg
Piaget
Preoperational
Stage
Concrete
Operations
Stage
Erikson
Despair
Industry
Initiative
Autonomy
Trust
Sensorimotor
Role Confusion
Integrity
Guilt
PostConventional
Isolation
Mistrust
Shame/Doubt
Inferiority
Intimacy
Conventional
Generativity
Identity
Formal
Operations
Kohlberg
Stagnation
PreConventional
Developmental Psychology: The study of progressive
changes in behavior and abilities from birth to death
Heredity (Nature): 50%
Transmission of physical and
psychological characteristics from
parents to their children through
genes
Environment (“Nurture”): 50%
VS.
All external conditions that affect a
person and perhaps his/her development
Genes:
Dominant: The gene’s feature will appear each time the
gene is present
Recessive: The gene’s feature will appear only if it is
paired with another recessive gene
Table of Contents
Exit
Physical Development - Prenatal
• Zygote stage:
– Conception to week 2
• Moves to embryonic stage when multi-cell ball attaches to uterine
wall
• Embryonic stage:
– End of wk 2 to wk 8
• Genes are in the background directing progress
• Boys become boys when testosterone is secreted, producing male
sex organs
• Fetal stage:
– End of wk 8 to birth
• Movement felt by mom by 4th month
• By 7th most everything is developed
– Focus is on growth!
Critical Periods in Pregnancy
• Critical Periods
– Times of increased sensitivity to environmental
influences
• Events that occur during critical periods permanently alter the course of
development
– Fetal development critical periods
• Certain periods of pregnancy, when a risk of its termination is the highest.
– 2nd-3rd weeks of pregnancy, when a woman may be unaware of a
new life, developing in her organism
– 8-12 weeks of pregnancy. During this period placenta starts
developing, and a general reason of termination in these terms - are
hormonal disorders.
– First 3 months, fetus is most susceptible to birth defects caused by
contracted diseases by mom (measles, chicken pox, shingles, etc…)
» Heart defects, hearing loss, delayed cognition
Prenatal Problems
• Congenital Problem:
– A problem or defect that
occurs during prenatal
development; “birth
defect”
• Genetic Disorder:
– Problem caused by
inherited characteristics
from parents; e.g., cystic
fibrosis
Teratogens
• Anything capable of causing birth defects
(e.g., narcotics, radiation, cigarette smoke,
lead, and cocaine)
– Fetal Alcohol Syndrome (FAS): Caused by repeated
heavy alcohol consumption during pregnancy.
Infants:
• Have low birth weight, a small head, body defects, and
facial malformations
• Cognitive delays and underdevelopment
• Lack Cupid’s Bow, the bow-shaped portion of the upper
lip (look in the mirror to see)
Fetal Alcohol Syndrome
http://www.youtube.com/watch?v=M9XV4f4u
epY&feature=related
Birthing Effects on Mom
Fact: The time period after birth can also be a critical one for mothers as well as the child
Maternity Blues
- Physical and mental adjustment
period after pregnancy that results
in a minor bout of depression
-50-80% of women
- Usually lasts between 1-2 weeks
http://www.youtube.com/watch?v=
yH3WMQO-ooU
Take note on how these women
felt after their pregnancy about
themselves and towards their
children
VS
Postpartum
Depression
- Severe bout of depression that
can happen immediately after
birth, weeks after birth, or in the
event of a still birth or miscarriage.
-13% of women
- Can lasts for months
- Caused primarily by hormonal
changes and imbalances
Maturation
• Definition:
– Physical growth and development of the body, brain, and
nervous system
• Rate between children varies but order is almost universal!
• Increased muscular control occurs in patterns; order
of maturation is almost universal
– Cephalocaudal:
• From head to toe
– Proximodistal:
• From center of the body to the extremities
Table of Contents
Readiness:
-- A condition that exists when maturation has advanced enough to allow the
rapid acquisition of a particular skill.
-- Forcing a child to learn a particular skill too early will often times result in
failure and frustration
Abilities at Birth
Grasping Reflex: If an object is placed
in the infant’s palm, she’ll grasp it
automatically (all reflexes are
automatic responses; i.e., they come
from nature, not nurture)
Sucking Reflex: Touch an object or
nipple to the infant’s mouth and
she’ll make rhythmic sucking
movements
Rooting Reflex: Lightly touch the
infant’s cheek and he’ll turn
toward the object and attempt
to nurse; helps infant find
nipple or food
Moro Reflex: If a baby’s position is abruptly
changed or if he is startled by a loud noise, he
will make a hugging motion
Emotional Development
• Only two emotions we are born with is excitement and distress
– Basic Emotions: Anger, fear, joy; appear to be unlearned
• Excitement is shown through cooing
• Distress is shown through crying
Temperament and Environment
• Temperament:
– The physical “core” of
personality; includes
sensitivity, irritability,
distractibility, and typical
mood
• Easy Children: 40 %; relaxed
and agreeable
• Difficult Children: 10 %; moody,
intense, easily angered
• Slow-to-Warm-Up Children: 15
%; restrained, unexpressive,
shy
• Remaining Children: Do not fit
into any specific category
Table of Contents
Exit
Contact Comfort
(Harlow):
Pleasant and reassuring
feeling babies get from
touching something
warm and soft, especially
their mother
The Key to a secure
attachment
Fig. 3.12 An infant monkey clings to a clothcovered surrogate mother. Baby monkeys
becomes attached to the cloth “contactcomfort” mother but not to a similar wire
mother. This is true even when the wire mother
provides food. Contact comfort may also
underlie the tendency of children to become
attached to inanimate objects, such as blankets
or stuffed toys. However, a study of 2- to 3year-old “blanket-attached” children found that
they were no more insecure than others
(Passman, 1987). (So, maybe Linus is okay
after all.)
http://www.youtube.com/watch?v=KlfOecrr6
kI
http://www.youtube.com/watch?v=fg9QCeA4FJs
&feature=related
Mary Ainsworth and Attachment:
Human Imprinting
• Separation (Stranger) Anxiety:
– Appears at 8 months
– Crying and signs of fear when a child is left alone or is with a
stranger
The Strange Situation Study
Ainsworth Conclusion
Secure
Attachment
70%
Caregiver who is
emotionally available,
sensitive, and
supportive
InsecureAvoidant
20%
Caregiver who is rejecting
or neglectful
InsecureAmbivalent
10%
Caregiver who is
inconsistent
Parenting Styles
Authoritarian Parents
Enforce rigid rules and
demand strict obedience to
authority.
Authoritative Parents
Provide firm and
consistent guidance
combined with love and
affection.
Overly Permissive
Parents
Give little guidance. Allow
too much freedom, or don’t
hold children accountable
for their actions.
Effects of Parenting Styles
Authoritarian Parents
Children tend to be self-absorbed
as adults and have higher rates of
drug abuse and violence
Overly Permissive
Parents
Children tend to be dependent
and immature and frequently
misbehave
Autoritative Parents
Children tend to be
competent, self-controlled,
independent, and assertive
Discipline Styles
Authoritarian
• Power Assertion
– Using physical punishment or a
show of force, e.g., removing toys
or privileges
Permissive
• Withdrawal of Love:
– Withholding affection
Authoritative
• Management Techniques:
Combine praise, recognition,
approval, rules, and reasoning
Parenting Styles and the Future
Power Assertion
-- Reserved Children
Withdrawal of Love
-- Skewed view on love
Management Techniques
-- Ability to manage difficult
situations
-- Fearful of expressing
opinion
-- Closed off
-- Underdeveloped brains
--Difficulty in maintaining
relationships
-- Inability to let anyone close
-- Socially adaptable
-- Higher grades in school
-- Overly independent
-- Responsive to criticism
-- underdeveloped brains
-- Inability to control emotions
properly
-- Rebellious
-- 1/3 become abusers
themselves
-- Statistical leader in major
depressive disorders
-- Manages personal problems
in productive manners
Erik Erikson
-Developmental Psychologist
(1902-1994)
-Psychosocial Development
•8 stages
•Crisis at each Stage
-How we resolve the crisis will
create 1 of 2 personality traits
Erik Erikson’s Eight Stages of
Psychosocial Dilemmas
• Stage One: Trust Versus Mistrust (Birth-1): Children are
completely dependent on others
– Trust: Established when babies given adequate warmth, touching,
love, and physical care
– Mistrust: Caused by inadequate or unpredictable care and by cold,
indifferent, and rejecting parents
• Stage Two: Autonomy Versus Shame and Doubt (1-3)
– Autonomy: Doing things for themselves
– Overprotective or ridiculing parents may cause children to doubt
abilities and feel shameful about their actions
Table of Contents
Exit
Erik Erikson’s Eight Stages of
Psychosocial Dilemmas (cont.)
• Stage Three: Initiative Versus Guilt (3-5)
– Initiative: Parents reinforce via giving children freedom
to play, use imagination, and ask questions
– Guilt: May occur if parents criticize, prevent play, or
discourage a child’s questions
• Stage Four: Industry Versus Inferiority (6-12)
– Industry: Occurs when child is praised for productive
activities
– Inferiority: Occurs if child’s efforts are regarded as messy
or inadequate
Table of Contents
Exit
Erik Erikson’s Eight Stages of
Psychosocial Dilemmas (cont.)
• Stage Five (Adolescence): Identity Versus Role
Confusion
– Identity: For adolescents; problems answering, “Who am
I?”
– Role Confusion: Occurs when adolescents are unsure of
where they are going and who they are
• Stage Six (Young adulthood): Intimacy Versus
Isolation
– Intimacy: Ability to care about others and to share
experiences with them
– Isolation: Feeling alone and uncared for in life
Table of Contents
Exit
Erik Erikson’s Eight Stages of
Psychosocial Dilemmas (cont.)
• Stage Seven (Middle adulthood): Generativity Versus
Stagnation
– Generativity: Interest in guiding the next generation
– Stagnation: When one is only concerned with one’s own needs and
comforts
• Stage Eight (Late adulthood): Integrity Versus Despair
– Integrity: Self-respect; developed when people have lived richly and
responsibly
– Despair: Occurs when previous life events are viewed with regret;
experiences heartache and remorse.
Table of Contents
Exit
Piaget
• A proponent of the belief that
intelligence develops
qualitatively with age, as well
as quantitatively
• Genetic Epistemology
– Intellect develops in gradual
stages, much as the body does
• Hence the term ‘genetic’ does not
refer to our genes’ influence on
our intelligence but rather as a
reference to development
Based on the question of how children think and how thought
processes change with age
Jean Piaget and Cognitive
Development
• Piaget believed that all children passed through a set series of stages
during their cognitive development
– A Child’s intellect will grow in 2 ways
Assimilation: Application of
existing mental patterns to new
situations
Ex: A child who loves his toy
hammer uses it to pound on
things. When his parents buy him
a toy saw, the child’s first instinct is
to use it to pound on things
Accommodation: Existing ideas
are changed to accommodate
new information or experiences
EX: When the child realizes the
toy saw is not for pounding but
rather for cutting, the child
has accommodated
the new information
Assimilation
+ Accommodation
Schemas
Piaget’s Stages of Cognitive Dev.
• Stage:
– Sensorimotor
• Birth to 2 years
• Learn to coordinate sensory experience & motor
behavior
– The child explores the world surrounding them using it’s
senses
» Initially sucking/grasping reflex and moving onto reaching
for objects out of reach
– Major Development
• Object Permanence (15-18 mo)
Piaget’s Stages of Cognitive Dev.
• Stage
– Preoperational
• Age: 2 to 7 years
• Language more sophisticated but still have trouble with mental manipulation of
information
• Toddler can understand the use of symbols and language. This is an example of
symbolic thinking.
I.E
pretend play
• Can’t engage in certain mental operations
– Unable to understand Reversible mental representations
– Major Development
• Animism
– child understands ‘bad table’, believes inanimate objects have feelings as they do.
• Egocentrism
– Can only see the world from their own point of view
http://www.youtube.com/watch?v=OinqFgsIbh0
&feature=related
Jean Piaget and the Third Stage of
Cognitive Development
• Stage
– Concrete Operational Stage
• (7-11Years):
• Children become able to use concepts of time, space, volume,
and number BUT in ways that remain simplified and concrete,
not abstract
– Things are what they seem, but no more
– Major Development
• Conservation:
– Mass, weight, and volume remain unchanged when the shape of objects
changes
• Reversibility of Thought:
– Relationships involving equality or identity can be reversed
http://www.youtube.com/watch?v=GLj0IZFLKvg
http://www.youtube.com/watch?v=gA04
ew6Oi9M&feature=related
Table of Contents
Exit
Jean Piaget and the Last Stage of
Cognitive Development
• Stage
– Formal Operations Stage
• (11 Years and Up):
• Thinking now includes abstract, theoretical, and
hypothetical ideas
– Major Development
• Abstract Ideas:
– Concepts and examples removed from specific examples and
concrete situations
• Hypothetical Possibilities:
– Suppositions, guesses, or projections
http://www.youtube.com/watch?v=zjJd
cXA1KH8
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Exit
LAWRENCE KOHLBERG
1927-1987
Post
conventional
Conventional
Morality
Preconventional
Morality
20%
Adolescents/Adults
Children
Posed hypothetical “moral dilemmas” to
people of all ages and analyzed response
and reasoning behind response
Each level is composed of 2 stages
Kohlberg Levels
• Preconventional Level
– At this level judgment is based solely on a person's own
needs and perceptions
• Conventional Level
– The expectations of society and society's laws are taken
into account in a decision about a moral dilemma.
• Post Conventional Level
– Judgements are based on abstract, more personal
principles that aren't necessarily defined by society's
laws.