soc100

Contents Page

vita

Scans of Overheads for Psychology 121 Developmental Psy.

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DEVELOPMENT

- LEARNING + MATURATION

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df.--- The science that seeks to understand how and why people change, and how and why they remain the same, as they grow older.

= CHANGE (that accompanies aging)

f LIFE-SPAN PERSPECTIVE

(j) CONTINUITY VERSUS DISCONTINUITY

DEVELOPMENT IS:

· MUL TIDIRECTONAL

· MUL TICONTEXTUAL

· MULTICULTURAL

· MULTIDISCIPLINARY

· PLASTIC (capability of change) Three Domains

Biosocial domain

Co nitive domain

Psychosocial domain

Two ways to change organisms

Maturation (Nature) is name for biologically based changes i.e., Reflex, species-specific, instinct

Most forms use this approach

Advantages: • Sure

· No further development within generation (must wait for offspring)---May try to game the system by rapid reproduction

Learning eN urture)

Advantages:

• Offspring is vulnerable during slow development (much of social forms of human marriage and frymj1y if for nmtystjgn gfyenemhle gffsprjng)

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RESEARCH METHODS (Dev.)

CASE STUDY-----in-depth study of one individual (ideographic )----emphasizes both qualitative and quantitative data; archival;

CROSS-SECTIONAL ----- (normative) groups of people who differ in age but share other important features( education, IQ, SE.S, ethnicity) are compared to variable under study.

lONGITUDINAL ----(NORMATIVE) 4:he same people are studied over a long period (months,years, decades) to measure both change and stability as they age (over time). ~,effects of menopause, effects of divorce, etc.

CROSS-SEQUENTIAL .---mixed research design that combines cosss-sectional and longitudinal. Groups of people of different ages are studied over time to distinguish differences related to age from differences related to historical period. (A.k.a. cohort-sequential

or time-sequential design) . -

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~ Leaming

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,It Sociocultural

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.• Epigenetic

~ systems

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Fundamental Depiction of Emphasis on Early Relative Emphasis:

Basic Focus What People Do Years? Nature and Nurture

Psychosexual (Freud) or psychosocial (Erikson) stages

Conditioning through stimulus and response

Thinking, remembering, analyzing

Social context, expressed through people, language, customs

Genes and their expression, in individuals and species

Battle unconscious impulses and overcome . major crises

Respond to stimuli, reinforcement, and models in the environment

Seek to understand experiences, in the process forming concepts and cognitive strategies

Leam the tools, skills, and . values of society through apprenticeships

Express impulses, interests, and pattems inherited from ancestors and developed f~om childhood

Yes (especially in Freudian theory)

No (conditioning and reconditioning are lifelong)

No (new concepts and control processes are developed throughout life)

Yes (family and school acculturation are critical)

Yes (early biochemical forces alter the manifestation of genes)

More nature (biological, sexual impulses are very important, as are parent-child bQnds and memories)

More nurture (direct environment influences produce various behaviors)

More nature (person's own mental activity and motivation are key)

More nurture (interaction of mentor and learner, within cultural context, is pivotal))

Nature begins the process; nurture affects it via hormones, enzymes, toxins, and selective adaptation

GOALS OF SCIENCE

· UNDERSTANDING/EXPLANATION

· PREDICTION

· CONTROL

METHODS

· EXPERIMENT

· OBSERVATION

• CORRELATION

THESIS

it "OPPOSITE" "NULL"

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SYNTHESIS·

:> ... :' ANTI-THESIS ..

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Hypothesis

, -a research question;' a statement of a ,wteiltial enlpirical relatiooship be, wee'~

two or morevariables.- ' .

Fact--an obServation; an event of ac1im

, " . ." occurrence" (I "t A) .

" Theo ry -interpretation! explanation ·6f(inf<:TencetrOUl}facts;' ·a setof'iaeas 1ia~t\det.ermine what facts to notice, how' to orgallize how to.mterpret an(l,what probleinsto stlJdy.

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datulIl

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Fact A observa tioh

datum

-cruC'iaIJUSeftll;: ()FgaDize·/intefpret

-even incomplete tbeorie~Usefui

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--' set· view of aU phenomen~; stimuJatenew da·ta dangers in (ldopting theory too rigidly;

, t · s develo from wea' s.

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· E 0 (r~AC+ -VI"?') ;., ,

.. TO. D . METHOD = selENe

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EXPERIMENT --- lnost Powerflll metho(t;

Ma·llipu.la tion Randollliza tiou Control

P1.lrposive manipulation- of itKJepeooellt variable(s) to Dleasure the effect Oil depedent vaiable(s) while c'ontrolling ,extraneOllS vat:ia~es

IV . DV{EV)\

Only-met.hod t.1~t allows'for ca1.lSe-effect

sta tenlents~ Hard to. do;' artiticality / generalizabl OBSERVATioN (Natural and 'Participant)

llllstructured data co1lectioo where'.olle simply observes phe11omena( natural) or pa~ticipa tes.

Easy to do; error Ibias/ cOl1tr:ol, .

OBSERVATION (LAB);- systemat.ic/ structllret.l data conectiOJl (Often'uses objective recortisTV,Vi~eo, audio, one~way mirrors~ More contr CORRE·LATION - A measure'.of the extent to which two ,rariahles are related: mat,hematical study; no cause--effect;wat-cl .• intervellillg var.

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I 0 . S -e~ to p _ ellOlOena; .a.rdt.o

make reliable/valid; eror/bias .

VEY (Q.uestionn · es/inter~ws) -;;-;~I!<;ted

ct on f n _ bje t wt1etel>y

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PRENATAL MILESTONES

germinal

Conception--7multicellular--7inner vs. outer cells Travel down fallopian tube

Implantation-about one week, burrowing into uterus

& beginning of placenta

Embryonic

Neural fold--7Neural tube (begins 22 day) in fourth week-head formation, heart

fifth week-arm/leg buds; "monkey tail" appears after 5 weeks-extremity formation

8 weeks, weight = 1/30 oz.( 1 gram) height = 1 inch

Fetal

3^rd month---sex organs (began in sixth weekindifferent gonad) sex organs complete in 12^th week

3^rd month-all body parts

wt. = 3 oz. Ht. = 3"

4^th month - sixth month---heart, excretory, digestive dev.

Rapid brain growth; fingernails,townails, teeth, Hair dev.

Age of Viability (22 weeks) fetus can survive outside

womb with medical assistance. 28 weeks = brain 'explosion" wt. = 3 pounds months 7,8,9 = final development

TERATOGENS = agents/conditions that damage (e.g., diseases, viruses, drugs, chemical, stressors, malnutrition, etc.

Behavioral teratogens = teratogens that harm brain and, thus, future intellectual/emotional dev.

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THEORY

Df.-generalization/inference from data

TYPES OF THEORIES

· DEVELOPMENTAL THEORY--- a systematic set of principles/generalizations that explains development, gnerates hypotheses, and provides framework for future research.

· GRAND THEORIES--- comprehensive theories that have inspired/directed thinking about development for decad~s

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· MINITHEORIES--.:. th8"orie~that explain some

specific area of devlopment but t~at,9re not as general/comprehensive a, g~~d"theories ..

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· EMERGENT THEORIES":~-Jelatively_ new comprehensive' theories' «'30' years ythat bring together information from many disciplines but not yet coherent/comprehensive.

GRAND THEORIES

1 . Psychoanalytic e Freud

e. Erikson

· ,., .- Fr • .,~ •• *

2. Learning Theory.

e classical conditioning-Pavlov / . e operant conditioning-Skinner

e social learning---

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EMERGENT THEORIES

1. SOCIOCULTURAL THEORY--explains development in social/cultural terms---crosscultural-cultural variations/beliefs-

guided participation (Vygotsky) S.c. •.•. ,

emphasizes role of interaction with ~ \II

mentor/tutor/parent I

3. EPIGENETIC.·SYSTEMS-(biosocial)

dynamic interaction between genes

nvir nm nt. Before/after

genes- 1.-

ethology-selective adaptation--· ~ "-41.,

systems of development ,

ECLECTIC PERSPCTIVE = combination approach

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. 'FREUD'

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. '''.' ...• BA~IC'DRIVES' = EROS (Life/sexuality/sensual)

. THANATOS (Death) .':'. ~

.'. Basic structure = conscious precofJsious-

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unc.onsclous

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." .•. 3 parts of personality : .. ~ .... -0.,

Id(it) c' -7 . Pleasure' Principle ~~

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Ego (1)-7 Reality Principle' __t

Super-Ego (over-I) -7 Moral principte:'(ego i:deal)._~

. Introjection -.~.

THEORY C)F INFANTILE SEXUALITY .

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Oral dependent:· Oral ag.gressive· :~

Anal retentive

Anal explosive/expulsive Oedipal (castration'anxiety_)'

Electra. (penis envy) ~

. ··Lat6'lcy 6-puberty Hidden (repression) '. . ~

" Genital puberty +. (live oWl fixations) ...... ' <_ .. - .. ~. " ......... .

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.f·iJ-asic conflicts -:- Oedipal.' .Electra . (

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• Broad group; 'more numerous

• - More emphasis on social, rational & spti~~~l!lal! -causes than just sexual/aggressive causes .. ' . '. Retain Freudian personality structures (JJoE',.S) . . • Delete infantile sexuality theory

• Need: 1. Devel()pmentaf model

2. basic conflict to replace oed'r:pall'electra

J U N G CollectiveU nconscious

, ,c' . Archetypes (protoypes )(role models) . _ _

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: .' .... Introversion "s. Extraversion .... - ' .. -. '. . '-.

"'ADLER the search for power

Social psychology

Inferiorirty VS. superiority co.mple,x

"'HORNEY feminist psy. Child psychology , .~ _ ERIKSON full developm'ental model

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, ,Fixation No age norms beyond child.

SULLIVAN ties to humanism & social psy.

. '. _ :: :._, _ ' . - I nterpersonal/transpersonal _ , .._

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• Cognitive/social learning theory (S -C? -:-R} . ~i-

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· Environmental determinism (environment is: complexity)(sim~l"e but .elegant)A·"~ ""

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e Classi'cal conditiomng (8 "- R) "

• Operant conditboning (R - S)

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CONTIGEN'CY

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PIAGET'S THEORY OF' COGNITIVE DEVELOPMENT INTElliGENCE (c. 01~ .,.,~.,)

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ASSIMilATION ACCOMODATION

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EQUiliBRATION (equilibrium/balance)

Piaget is stage theorist Each stage has an achievement that causes movement to

next stage not just quantative change but qualititative change "not just know more but know better'

STAGES

AGE PROCESSES

1.

Pre-Operational

Concrete Operations

0-2 yrs. Coordination of senses with

Motor "Logic of Action" Achievement= obLeci Permenance

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2 - 7 Iconic (sign) to symbolic

Thought; increase Ian uage Decreased egocentrism;

No order; centra Ion

7 -11 Order; one-demensional

classify; identity; reversibility; LOGIC OF OBJECTS achievement = conservation

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11 + Abstract thought; full logic &

_____ Q.perat_iQ_n ••.•• s ______________ ~t_o_-_________________ ...•

Objects or word; multidimensional; permutation; abstract classification; theory;

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First two years: Biosocial dev.

Brain development/structure

Explosion in brain growth-5X increase in dendritic density=15k newfr connection per neuron with 100 million neurons

· Transient exuberance= term used for this phenomena of rapid brain growth in first two years.

· Early stimulation and good nutrition are crucial

· Stimulating environment literally changes the architecture of the brain (eg. Myleination requires experience with lighted areas.)

· Lobal specialization is present and deepens.

MOTOR SKILLS

Developmental biodynamics-maturation of ability to move through, and with, the environment by grasping, crawling, running, throwing.

Reflexes = evolutionary echoes of instinctual pastinvoluntary, hard-wired, simple physical responses to stimuli---no instincts.

· Sucking

· Rooting

· Swallowing

· Crying

· Spitting up

· Breathing

· Body temperature-shiver/cry/leg-tuck for cold Push away for hot

FIRST TWO YEARS; BIOSOCIAL

Gross motor skills emerge from reflexes. Swimming

reflex-7wiggling-7inching forward(by 5 mos.)-7belly crawl )by 6 mos. )-7torsolifting/creeping