developmental psychology
DESCRIPTION
Developmental Psychology. Theories and Theorists. Social Development. Up until about a year, infants do not mind strange people (maybe because everyone is strange to them). At about 6mths – 1yr, infants develop stranger anxiety . STRANGER ANXIETY is the fear of strangers. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/1.jpg)
DEVELOPMENTAL PSYCHOLOGY
Theories and Theorists
![Page 2: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/2.jpg)
Up until about a year, infants do not mind strange people (maybe because everyone is strange to them).
At about 6mths – 1yr, infants develop stranger anxiety.
STRANGER ANXIETY is the fear of strangers.
Infants form schemas for familiar faces and cannot assimilate a new face.
SOCIAL DEVELOPMENT
![Page 3: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/3.jpg)
ATTACHMENTPlaced in a strange situation, 70% show secure attachment.They explore their environment happily in the presence of their mothers but distressed when mom leaves.The other 30% show insecure attachment. These children cling to their mothers or caregivers and are less likely to explore the environment.
![Page 4: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/4.jpg)
ORIGINS OF ATTACHMENT Harry showed that monkeys
needed touch to form attachment.
Harlow (1971) showed that infants bond with surrogate mothers because of bodily contact and not because of nourishment.
Those who are deprived of touch have trouble forming attachment when they are older.
![Page 5: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/5.jpg)
TYPES OF ATTACHMENT Mary Ainsworth’s Strange
Situation. Three types of
attachment:• Secure• Anxious / Avoidant• Anxious / Resistant
![Page 6: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/6.jpg)
Description
Parents impose rules and expect obedience.
Parents submit to children’s demands.
Parents are demanding but responsive to their children.
PARENTING STYLES – (BAUMRIND)
AuthoritarianParents
Permissive
ParentsAuthoritative
Parents
![Page 7: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/7.jpg)
SIGMUND FREUD We all have a libido (sexual
drive). Our libido travels to different
areas of our body throughout our development.
If we become preoccupied with any one area, Freud said we have become fixated on it.
Together Freud called these stages our Psychosexual Stages of Development.
![Page 8: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/8.jpg)
ORAL STAGE (0-2) Babies seek pleasure
through out mouths. Fixated people overeat,
smoke or have a childhood dependence on things.
![Page 9: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/9.jpg)
ANAL STAGE (2-4) Develops during toilet training Libido is focused on
controlling waste and expelling waste
A person fixated may become overly controlling (retentive) or out of control (expulsive)
![Page 10: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/10.jpg)
PHALLIC STAGE (4-7) Children 1st recognize gender
Causes conflict in families with the Oedipus and Electra Complexes
Fixation can cause later problems in relationships
![Page 11: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/11.jpg)
LATENCY STAGE (7-11) Libido is hidden Cooties stage Freud believed that
fixation in this stage could lead to sexual issues
![Page 12: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/12.jpg)
GENITAL STAGE (12 - RIP) Libido is focused on their genitals
Freud thought fixation in this stage is normal
![Page 13: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/13.jpg)
ERIK ERIKSON—SOCIAL DEVELOPMENT A neo-Freudian Personality is influenced by
our experiences with others Created Stages of
Psychosocial Development where each stage centers on a social conflict
![Page 14: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/14.jpg)
TRUST V. MISTRUST (0-1) The trust or mistrust they develop can carry on
with the child for the rest of their lives
AUTONOMY V. SHAME & DOUBT (1-3) All about control Control bodies (toilet training) Control people (temper tantrums,
saying NO) They either learn control or will they
doubt themselves
![Page 15: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/15.jpg)
![Page 16: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/16.jpg)
![Page 17: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/17.jpg)
INITIATIVE V. GUILT (3-6) Favourite question - WHY? Want to understand the world and ask questions Curiosity is encouraged or scolded
INDUSTRY V. INFERIORITY (6-12) Start School – evaluated by school and peers Feeling good and bad about accomplishments Can lead to inferiority complex
![Page 18: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/18.jpg)
![Page 19: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/19.jpg)
IDENTITY V. ROLE CONFUSION (12-19) Teenage years – try different roles Ask - Who am I? What group do I fit in? May develop an identity crisis
INTIMACY V. ISOLATION (20-25) Balance work and relationships. Must prioritize Struggle to form close relationships and gain
capacity for intimate love…or, feel isolation
![Page 20: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/20.jpg)
GENERATIVITY V. STAGNATION (26-64) Re-evaluating goals / purpose / happiness Mid – life crisis
INTEGRITY V. DESPAIR (65- ?) Reflect on life Contemplate meaningfulness,
Successes, failures, regrets
![Page 21: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/21.jpg)
Stage age Experience + Experience -Trust v. Mistrust B - 1 Parent care: physical
/psychological needsLack of care uncertain parental love
Autonomy v. shame, doubt
2 yrs Encouragement, clear discipline
Criticism, overprotective discipline
Initiative v. guilt 3-5 Encouragement of child’s interests, parental pride
Criticism of child’s failures
Industry v. inferiority
6-12 Guidance and praise of academic/social development
Too high/low expectations to success in school
Identity v. diffusion Adol. Strong role models to promote self-esteem and life goals
no role models, social demands cause inner turmoil
Intimacy v. isolation Young adult
Healthy identity – concern for others – caring relationships
Focus on the self over others fear of being hurt by bad rel.
Generativity v. isolation.
Adult - hood
Make good personal decisions, success, enjoy work, concern for growth others
Self-centered, lack of concern for others
Integrity v. dispair Old age
Self-confident, having led a complete life - satisfaction
Depression, lacking fulfillment, sense of failure
![Page 22: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/22.jpg)
Erikson's psychosocial crisis stages(syntonic v dystonic)
Freudian psycho- sexual stages
life stage / relationships / issues basic virtue and second named strength (potential positive outcomes from each crisis)
maladaptation / malignancy(potential negative outcome - one or the other - from unhelpful experience during each crisis)
1. Trust v Mistrust
Oral infant / mother / feeding and being comforted, teething, sleeping
Hope and Drive Sensory Distortion / Withdrawal
2. Autonomy v Shame & Doubt
Anal toddler / parents / bodily functions, toilet training, muscular control, walking
Willpower and Self-Control
Impulsivity / Compulsion
3. Initiative v Guilt
Phallic preschool / family / exploration and discovery, adventure and play
Purpose and Direction
Ruthlessness / Inhibition
4. Industry v Inferiority
Latency schoolchild / school, teachers, friends, neighbourhood /achievement and accomplishment
Competence and Method
Narrow Virtuosity / Inertia
5. Identity v Role Confusion
Puberty and Genitality
adolescent / peers, groups, influences / resolving identity and direction, becoming a grown-up
Fidelity and Devotion
Fanaticism / Repudiation
6. Intimacy v Isolation
(Genitality) young adult / lovers, friends, work connections / intimate relationships, work and social life
Love and Affiliation
Promiscuity / Exclusivity
7. Generativity v Stagnation
n/a mid-adult / children, community / 'giving back', helping, contributing
Care and Production
Overextension / Rejectivity
8. Integrity v Despair
n/a late adult / society, the world, life / meaning and purpose, life achievements
Wisdom and Renunciation
Presumption / Disdain
![Page 23: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/23.jpg)
JEAN PIAGET – COGNITIVE DEVELOPMENT Cognitive development - information
processing, concepts, and perceptual skill. The construction of thought processes (remembering, problem solving, and decision-making), from childhood through adolescence to adulthood
4 Stages / Levels
![Page 24: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/24.jpg)
IMPORTANT TERMS FIRST!!! Schema – Ways we interpret the world
around us (picture in our heads) Assimilation – incorporating new
experiences into existing schemas. Eg, meeting someone new
Accomodation – Changing an existing schema to adopt new info. Eg, Campion
![Page 25: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/25.jpg)
SENSORIMOTOR STAGE (0-2) Experience world through senses Developing object permanence Understands some symbols and language
PRE-OPERATIONAL STAGE (2-6) Develops language, symbol use, memory and
imagination Nonlogical thinking Ego-centric Does not understand conservation
![Page 26: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/26.jpg)
CONSERVATION
![Page 27: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/27.jpg)
CONSERVATION
![Page 28: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/28.jpg)
CONSERVATION
![Page 29: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/29.jpg)
TYPES OF CONSERVATION TASKS
![Page 30: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/30.jpg)
CONCRETE OPERATIONAL STAGE (7-11) Develops logic Understands symbol use Demonstrates conservation
FORMAL OPERATIONAL STAGE (12- ADULT) Develops abstract reasoning Hypothesis testing Trial and error Metacognition Not all adults reach this stage
![Page 31: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/31.jpg)
KOHLBERG & GILLIGAN – MORAL DEVELOPMENT Moral development - the process
through which children develop proper attitudes and behaviours toward other people in society, based on social and cultural norms, rules, and laws.
Gilligan
Kohlberg
![Page 32: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/32.jpg)
Heinz Steals the DrugIn Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that? (Kohlberg, 1963, p. 19)
![Page 33: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/33.jpg)
LEVEL STAGES1. Pre-Conventional
Decisions based on rewards and punishments
1.Follow rules to avoid punishment2.Follow rules for personal benefit
2. Conventional
Desire to please others
3.Do good because it is expected of you by others4. Follow rules because society expects you to follow standards.
3. Post-Conventional
Belief in morality because it’s the right thing to do
5. Follow rules for benefit of all6.Follow rules because of conscience
![Page 34: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/34.jpg)
CRITICISMS OF KOHLBERGCarol Gilligan
pointed out that Kohlberg only tested boys.
Boys tend to have more absolute value of morality.
Girls tend top look at situational factors.
![Page 35: Developmental Psychology](https://reader036.vdocuments.us/reader036/viewer/2022081513/568166d8550346895ddaf54a/html5/thumbnails/35.jpg)