Chapter 11: Developmental Psychology

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Chapter 11 Developmental Psychology

• Dr. Mary Streit
• Suffolk Community College

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Chapter 11 - Developmental

• Key controversies in Developmental
• Nature vs. Nurture are we the result of our
  genes or the environment?
• - Critical periods and maturation
• Continuity vs. Stage Do we develop gradually or
  in rapid bursts?
• Stability vs. Change Does your personality stay
  the same or change with time?

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Chapter 11 - Developmental

• Areas of interest
• Cognitive growth how do our thoughts change as
  we age?
• Physical growth how do the physical changes we
  go through at different stages of life effect us
  psychologically?
• Emotional growth what are some of the shifts in
  our emotions that occur as we age?
• Social growth who are the different social
  groups that we interact with at different stages
  in life? How is our growth influenced by others?

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Chapter 11 - Developmental

• Research designs
• Longitudinal follows the same group of people
  over many years
• - Snowdons Minnesota Nun Study1986
  Alzheimers disease
• - Termans termites1927 Gifted children
• Cross-sectional studies people of all different
  ages at one point in time
• - cohort effects are confounds
• 3. Cross-sequential both

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Chapter 11 Developmental

• Cognitive Development.
• Jean Piaget (1896-1980). Switzerland.
  Biologist, psychologist, and philosopher.
• Stage theorist believed cognitive growth occurs
  in 4 distinct stages
• Every stage except for the last one is an
  inadequate approximation of reality.
• Development from one stage to the next is caused
  by the accumulation of errors in the child's
  understanding of the environment
• this accumulation eventually causes such a
  degree of cognitive disequilibrium that thought
  structures or schemas require reorganizing or
  changing

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Chapter 11 - Developmental

• "To present an adequate notion of learning one
  must first explain how the individual manages to
  construct and invent, not merely how he repeats
  and copies."

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Chapter 11 - Developmental

• Schema a mindset or way of thinking about
  something cognitive structures
• Examples what is your schema of Suffolk
  Community College? New Yorkers?
• Your professor? be careful now ?
• Schemas influence how we think about the world
  around us
• Many schemas are activated and used automatically
  or without any conscious thought. example
  stereotypes

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Schemas Exercise

• Read the following paragraphs and fill in the
  missing words
• The problems that confront p___ in raising ch___
  from in___ to adult life are not easy to ___.
  Both fa___ and m___ meet with many di___ in their
  concern for the pro___ from the e__ stage to
  later life. It is important that young ch___
  should have plenty of s___ and good f___ for
  healthy growth. B___ and g___ should not occupy
  the same b___ or sleep in the same r___. They
  are often afraid of the d____.

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Schema exercise Anyone get this?

• The problems that confront poultrymen in raising
  chickens from incubation to adult life are not
  easy to summarize. Both farmers and merchants
  meet with many difficulties in their concern for
  promotion from the egg stage to later life. It
  is important that young chicks should have plenty
  of sunshine and good feed for healthy growth.
  Banties and geese should not occupy the same
  barnyard or sleep in the same roost. They are
  often afraid of the dark.

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Chapter 11

• Piaget believed that we learn through a process
  he calls adaptation.
• Adaptation is learning to change or adapt our
  thinking or schemas to the environment. Piaget
  believed that the process of adaptation is
  innate.
• According to Piaget, adaptation involves two
  processes
• Assimilation
• Accommodation

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Chapter 11

• - Assimilation the process of incorporating new
  experiences into already existing schemas
• no change or learning occurs
• Accommodation the process of incorporating new
  experiences into new and different schemas
  change or learning occurs
• One trick that students have told me works well
  to remember the difference the word ass is in
  the word assimilation, and youre an ass if you
  dont change! ?

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Chapter 11

• Example if you take a child to the Zoo, and they
  look at the Zebras and say look Mommy, its a
  horsey! what are they doing? Is this
  assimilation or accommodation? Are they using
  pre-existing schemas?
• If after many months of repeatedly explaining the
  differences between horses and zebras while
  visiting the zoo, your child suddenly exclaims
  Look Mom, its a Zebra! this is an example of
  ..?? Are they using new schemas here?

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Chapter 11 - Developmental

• Piagets four development stages are the
• 1. Sensorimotor stage from birth to age 2yrs.
  children experience the world through bodily
  movement and their senses
• 2. Preoperational stage from age 2 to 7yrs.
  acquisition of symbolic thinking
• 3. Concrete operational stage from age 7 to
  11yrs. children begin to think logically about
  concrete events
• 4. Formal operational stage after age 11
  development of abstract reasoning and
  hypothetical-deductive reasoning

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Chapter 11 - Developmental

• Sensorimotor stage. birth 2yrs old
• - the child learns to incorporate thoughts with
  their senses and bodily movements
• - the child is lacking object permanence during
  this stage
• - object permanence the understanding that an
  object or person continues to exist even when it
  can no longer be seen.
• - out of sight out of existence thinking ?
• - not coincidentally, separation anxiety peaks
  during this stage 8-18mos

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Chapter 11 - Developmental

• Pre-operational stage. 2-7 yrs. old
• Animistic thinking inanimate object are
• alive.
• - Disneys Toy Story Cars
• Imagination and imaginary play explode. Some
  children have imaginary friends. Today,
  imaginary friends are seen as a sign of
  psychological health.
• Egocentric thought self-focused. Lacking in
  perspective taking. Difficulty seeing the world
  through anothers eyes. Turn-taking and sharing
  are problematic during this age due to egocentric
  thinking

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Chapter 11 - Developmental

• Pre-operational stage 2-7yrs. continued
• Intuitive thinkers do not think things through
  logically.
• Children during this stage are lacking in
  conservation a landmark skill in which a child
  is able to understand that mass is a constant
• Symbolic thought children learn that letters,
  words, and pictures are symbols for actual
  objects in the real world
• Centration can only focus on one attribute of an
  object at a time typically, the most prominent
  feature
• http//video.google.com/videoplay?docid-901486559
  2046332725qPiagethlen Piaget video

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Chapter 11 - Developmental

• Object permanence is achieved during the
  pre-operational stage
• Conservation is lacking or not present during the
  pre-operational stage

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Chapter 11 - Developmental

• Concrete operational stage. Ages 7-11yrs.
• - logical thinking
• - conservation is present
• - lacking abstract thought
• everything is taken quite literally.
• Example When Mom says to her 7 yr
• old son Give your sister a lick
• because he is eating an ice cream cone,
• what does he do? ?
• - lacking hypothetical or what if thinking

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Chapter 11 - Developmental

• 4. Formal operational stage. Ages 11
• Abstract thinking is present child is able to
  understand difficult abstract concepts such as
  love and prejudice
• Hypothetical or what if thinking is present for
  the first time. Children can think
  strategically- planning ahead.
• Games to play?? Chess is great
• for developing this skill.

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Chapter 11 Developmental

• Formal operational stage contd.
• - imaginary audience and the spotlight effect
• - unrealistic optimism and the personal fable

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Chapter 11 Matching Review

• Research design that studies the same people over
  long periods of time
• Research design that studies people of all
  different age groups at one point in time
• The belief that as we age our growth is
  determined by our genetic DNA
• A type of theorist who believes we develop skills
  and abilities gradually over time
• A type of theorist who believes we develop
  different skills and abilities rapidly or in
  bursts as we age
• generational differences in the subjects, not age

• Cross-sectional research
• Cross-sequential research
• Longitudinal research
• Cohort effect
• Stage theorist
• Continuity theorist
• Nature
• Nurture
• Stability
• Change
• Schema
• Accommodation
• Assimilation

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Chapter 11 - Review

• Cross-sectional research
• Cross-sequential research
• Longitudinal research
• Cohort effect
• Stage theorist
• Continuity theorist
• Nature
• Nurture
• Stability
• Change
• Schema
• Accommodation
• Assimilation

• A mindset or way of thinking. Cognitive
  structures.
• Changing your thinking to match new information
  in the environment
• Ignoring new information from the environment and
  keeping your old way of thinking
• The belief that we do not change as we age. In
  other words, we are basically the same person
  today that we were when we were a child.
• A confound that may occur with cross-sectional
  research where the effect seen is really due to

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Chapter 11 Matching Review

• Animistic thinking
• Hypothetical thinking
• Personal fable
• Imaginary audience
• Conservation
• Abstract thinking
• Object permanence
• Sensorimotor stage
• Preoperational stage
• Concrete operational stage
• Formal operational stage

• The ability to understand that an object
  continues to exist even when it can no longer be
  seen
• The ability to understand that mass is a constant
• The first stage in Piagets theory
• Thinking that is self-centered or self-focused
• The belief that inanimate objects like stuffed
  animals are alive
• A type of thinking where the person believes
  he/she is invincible or invulnerable

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Chapter 11 - Review

• Thinking about ideas or concepts that are not
  concrete physical objects that you can touch
• Being able to think and plan about possible
  events in the future
• The stage during which a child understands that
  objects continue to exist even when they can no
  longer be seen
• The stage during which a child understands that
  mass is a constant
• Thinking that everyone around you is paying much
  closer attention to every detail about you than
  they really are
• The stage during which a child can think
  abstractly

• Animistic thinking
• Hypothetical thinking
• Personal fable
• Imaginary audience
• Conservation
• Abstract thinking
• Object permanence
• Sensorimotor stage
• Preoperational stage
• Concrete operational stage
• Formal operational stage

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Chapter 11 - Developmental

• Psychosocial development.
• Erik Erikson. 1902-1994
• - German psychoanalyst who emphasized the ego
• Stressed the importance of social relationships
  on human development
• Stage theorist believed in 8 stages of
  psychosocial development
• Conflict or crisis at each stage occurs
• Either a strength or weakness will emerge at each
  stage as a result of this conflict
• Coined the phrase identity crisis

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Chapter 11 - Developmental

• Stage One from birth 1yr. trust vs. mistrust
  
• - breastfeeding meet the childs needs
• Stage Two 1-3 years autonomy vs. doubt
• - toileting never shame the child
• Stage Three 3-6 years initiative vs. guilt
• - encourage and support the child in their
  interests
• Stage Four 6-12 years industry vs.
  inferiority
• - practice, practice, practice
• Word to the wise know these stages from memory
  for the exam! ?

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Chapter 11 - Developmental

• Stage Five 12-18 years identity vs. role
  confusion
• - tolerate experimentation of different roles
• Stage Six 18-40 years intimacy vs.isolation
• - participate in groups, clubs, hobbies, etc.
• Stage Seven40-65 yrs generativity vs
  stagnation
• - have children, volunteer
• Stage Eight 65 years integrity vs.despair
• - make wise choices along the way

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Chapter 11 - Developmental

• Favorable outcomes at each stage are sometimes
  known as "virtues"
• The virtues in the order of the stages in which
  they may be acquired are
• hope
• will
• purpose
• confidence
• fidelity
• love
• care
• wisdom

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Chapter 11 - Developmental

• Parenting Styles. Diana Baumrind 1927 -
• - Born in New York City
• - studied at Hunter and Berkley College
• - known during the McCarthy era for her
  outspoken
• beliefs in communism
• Baumrind believes there are two major dimensions
  to parenting
• Responsiveness the extent to which parents
  intentionally foster individuality,
  self-regulation, and self-assertion by being
  attuned, supportive, and acquiescent to
  childrens special needs and demands".
• 2. Demandingness refers to "the demands parents
  make on children to become integrated into the
  family, supervision, disciplinary efforts
  willingness to confront the child who disobeys
• There are 4 different parenting styles based on
  these dimensions.

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Chapter 11 - Parenting

• The permissive indulgent parent attempts to
  behave in a non-punitive, accepting and
  affirmative manner towards the child's impulses,
  desires, and actions.
• The parent consults with the child about policy
  decisions and rules
• makes few demands for household responsibility
  and orderly behavior
• allows the child to regulate their own activities
  as much as possible, avoids the exercise of
  control

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Chapter 11 - Developmental

• attempts to use reason and manipulation, but not
  overt power to accomplish ends
• Tries to give the child everything they could
  ever want
• Rules are not consistently enforced

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• The authoritarian parent attempts to shape,
  control, and evaluate the behavior and attitudes
  of the child in accordance with a set standard of
  conduct
• Values obedience as a virtue and favors punitive,
  forceful measures to curb self-will.
• Because I told you so, thats why! Does not
  encourage verbal give and take, believes that the
  child should accept the parents word for what is
  right.
• Models aggression when angry

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Chapter 11 - Developmental

• Corporal punishment and
• fear are used frequently
• Believes in keeping the child
• in their place, in restricting their autonomy,
  and in assigning household responsibilities in
  order to develop respect for work.
• Children are to be seen and not heard
• Spare the rod, spoil the child

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Chapter 11 - Developmental

• 3. The authoritative parent attempts to direct
  the child's activities but in a rational,
  issue-oriented manner.
• the parent encourages verbal give and take
• explains the reasons for the rules
• exerts firm control but does not hem the child in
  with restrictions. balance is key
• affirms the child's present qualities, but also
  sets standards for future conduct.

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Chapter 11 - Developmental

• uses reason, power, and shaping by reinforcement
  to achieve objectives
• does not base decisions on group consensus or the
  individual child's desires.
• Consistently enforces the rules

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Chapter 11 - Developmental

• The Uninvolved parent neglectful.
• Does not know where the child is at all times
• Often is involved in drugs and alcohol
• More likely to be a single parent with several
  children
• 1-800-342-3720

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Chapter 11 - Developmental

• More frequently found among lower income levels
• More likely to be working several jobs
• Parent is often too tired, stressed, or busy
  working to be involved in parenting
• Its 10pm, do you know where your children are?

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Chapter 11 - Developmental

• See if you can put the 4 parenting styles into
  the 2x2 grid that Baumrind proposed. Use the
  two dimensions of responsiveness R and
  demandingness D.

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Chapter 11 - Developmental

• Why does authoritative parenting work?
• Control that appears fair and reasonable (i.e.
  not arbitrary) to the child is far more likely to
  be complied with and internalized.
• Nurturing parents provide models of caring
  concern as well as confident, self-controlled
  behavior. A child's modeling of these parents
  provides emotional regulation skills, emotional
  understanding, and social understanding.

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Chapter 11 - Developmental

• Parents who combine warmth and rational and
  reasonable control are likely to be more
  effective reinforcing agents. They praise
  children for striving to meet their expectations
  and making good use of disapproval, which works
  best when applied by an adult who has been warm
  and caring.
• Authoritative parents make demands that fit with
  children's ability to take responsibility for
  their own behavior. Children subsequently learn
  that they are competent individuals who can do
  things successfully for themselves.

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Chapter 11- Developmental

• Child Qualities Parenting Styles
• Authoritative Parenting
• lively and happy disposition
• self-confident about ability to master tasks.
• well developed emotion regulation
• developed social skills
• less rigid about gender-typed traits

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Chapter 11 - Developmental

• Child Qualities Parenting Styles
• Permissive Parenting
• poor emotion regulation (under regulated)
• rebellious and defiant when desires are
  challenged.
• low persistence to challenging tasks
• antisocial behaviors

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Chapter 11 - Developmental

• Child Qualities Parenting Styles
• Authoritarian Parenting
• anxious, withdrawn, and unhappy disposition
• Low self-esteem and prone to depression
• poor reactions to frustration (girls likely to
  give up and boys become hostile)
• do well in school (studies may show authoritative
  parenting is comparable)
• not likely to engage in antisocial activities
  (exp drug and alcohol abuse, vandalism, gangs)

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Chapter 11 Review

• Parenting style characterized as high on
  responsiveness and high on demandingness
• Erikson stage during which a child is bottle or
  breastfeed
• Erikson stage where the conflict is between
  giving back to the next generation and complete
  self-absorption
• Erikson stage where the conflict is between
  finding love and belonging with others or being
  alone
• Erikson stage where the teenager is trying on
  different hats in order to figure out who they
  truly are

• Permissive
• Authoritative
• Authoritarian
• Neglectful
• Trust vs. mistrust
• Autonomy vs. shame and doubt
• Initiative vs. guilt
• Industry vs. inferiority
• Identity vs. role confusion
• Intimacy vs. isolation
• Generativity vs. stagnation
• Ego integrity vs. despair

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Chapter 11 - Review

• Erikson stage where the child is learning to
  practice, practice, practice in order to overcome
  an area of weakness
• Erikson stage where the child is learning to
  potty train and be in control
• Erikson stage where the child is learning to
  pursue his/her own interests
• Parenting style characterized as being overly
  strict, valuing obedience, and using corporal
  punishment
• Parenting style characterized as being lenient,
  loving, inconsistent when enforcing the rules,
  and giving the child a say in designing the rules

• Permissive
• Authoritative
• Authoritarian
• Neglectful
• Trust vs. mistrust
• Autonomy vs. shame and doubt
• Initiative vs. guilt
• Industry vs. inferiority
• Identity vs. role confusion
• Intimacy vs. isolation
• Generativity vs. stagnation
• Ego integrity vs. despair