The Developing Person

… he allowed himself to be swayed by his conviction that human beings are not born once and for all on the

day their mothers give birth to them, but that life obliges them over and

over again to give birth to themselves.

Gabriel Garcia Marquez

Developmental Psychology Studies physical, cognitive & psychosocial changes across the life span

Two methods of conducting research◦Longitudinal research

Study the same participants over a longperiod of time Problems: expensive and possible drop-outs

◦Cross-sectional research of different ages, studied at same time Problems: may be something uniquely different

about group

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

Piaget’s Stages of Cognitive Dev.

Themes of cognitive development◦ Schemas◦ Assimilation◦ Accommodation

Sensorimotor ◦ Birth to 2 years◦ Learn to coordinate sensory experience & motor

behavior◦ Object constancy (a.k.a. object permanence)

Piaget’s Stages of Cognitive Dev. Preoperational

◦ Age: 2 to 7 years◦ Language more sophisticated but still have

trouble with mental manipulation of information◦ Can’t engage in certain mental operations

Conservation Reversible mental representations

◦ Egocentrism

Piaget’s Stages of Cognitive Dev.

Concrete Operational ◦ Age: 7 to 11 years◦ Child learns to logically reason about objects◦ Understands

Conservation (can make transitive inferences)

Formal Operational ◦ Adolescent reasons in more abstract, idealistic and logical ways

Moral Development - Piaget

Focused on moral understanding, rather than moral behavior

Three stages of moral development◦ Moral Realism (0 to 7 yrs)◦ Morality of Cooperation (7 to 11 yrs)◦ Moral Relativism (12 yrs & up)

Moral Development - Kohlberg

Preconventional◦ Punishment and obedience orientation◦ Individualism and purpose

Conventional◦ Good boy - Nice girl orientation◦ Society - maintaining orientation

Post-conventional◦ Community rights vs. personal rights◦ Universal ethical principle orientation

Attachment Theory Research

Ainsworth◦ Strange Situation◦ Examines reaction of child to three situations

Exploration Mom leaves Mom returns

Attachment styles◦ Based on history with caregiver, we develop a

tendency to relate to others in a certain manner◦ Can I count on my attachment figure to be

available and responsive when I need them?

Attachment Theory

Harlow’s monkeys◦ Wire mesh vs. cloth mothers

Bowlby◦ Orphans in London◦ Attachment

An emotional bond to one’s caregiver as an infant Three components of attachment

◦ Proximity maintenance◦ Safe haven◦ Secure base

Three Primary Attachment ‘Styles’ Secure

◦ Yes: Infants feel comfortable to explore, trust a responsive mother

◦ Adults find it easy to trust, want love, don’t fear rejection, see themselves as worthy of affection

Avoidant◦ No: Infants appear detached from unresponsive or

rejecting mother◦ Adults are aloof, emotionally distant, skeptical of others’

love, fear rejection but still want closeness Anxious-ambivalent

◦ Maybe: Infants cling to inconsistent caregiver and protest extremely when needs aren’t met

◦ Adults see themselves as misunderstood, lacking in confidence, can be clingy or needy in a relationship

Attachment Styles Attachment styles can change over time

◦ Either through self-motivated growth/deterioration or because of secure/insecure relationship partners

Pairing up◦ Most secures bond with other secures◦ Most avoidants bond with secures (a few with

anxious-ambivalent, rarely with other avoidants)◦ Most anxious-ambivalents bond with secures, a

few with avoidants (rarely with other anxious-ambivalents)

Erikson’s Stages of Development

Trust vs. mistrust◦ Birth to 1 year◦ Treatment by caregivers creates trust in a good

world Autonomy vs. shame and doubt

◦ 1 to 2 years◦ Child is allowed to make independent decisions or

is made to feel ashamed/full of doubt about own decisions

Initiative vs. guilt◦ 3 to 6 years◦ Child either develops own purpose/direction or is

made to feel guilty by overly controlling caregivers

Erikson’s Stages of Development Industry vs. inferiority

◦ 6 to 11 years◦ Child either feels competent working with others

or inferior Identity vs. role confusion

◦ Adolescence◦ Adolescent either grasps sense of identity or

becomes confused about possible future roles as adult

Intimacy vs. isolation◦ Young adulthood (ages 20 to 40)◦ Forming deep/intimate relationships with others or

becoming socially isolated

Erikson’s Stages of Development Generativity vs. self-absorption/stagnation

◦ Middle adulthood (ages 40 to 65)◦ Determining what to leave behind for future

generations or failing to grasp a sense of meaning in life

Integrity vs. despair◦ Late adulthood (ages 65 and up)◦ Feeling that life was worthwhile or feeling

despair about one’s life and fearing death