Developmental Science The study of constancy and change

Developmental Science The study of constancy and change throughout the lifespan

The Field of Developmental Science § Scientific § Applied § Interdisciplinary

Theory An orderly, integrated set of statements that § describes § explains § predicts behavior

Basic Issues in Development § Continuous or discontinuous? § One course of development or many? § Relative influence of nature and nurture?

Contexts of Development Unique combinations of personal and environmental circumstances can result in different paths of change

Basic Issues Nature vs. Nurture Nature § Hereditary information § Received from parents at conception Nurture § Physical and social forces § Influences biological and psychological development

Stability and Plasticity Stability Plasticity § Persistence of § Development is individual open to lifelong differences change § Lifelong patterns § Change occurs established by based on influential early experiences

Development as a Dynamic System § Ongoing process from conception to death § Molded by network of influences: § biological § psychological § social

Lifespan Perspective Development is § lifelong § multidimensional and multidirectional § highly plastic § influenced by multiple, interacting forces © Intellistudies/Shutterstock

Periods of Development Prenatal Conception to birth Infancy and toddlerhood Birth– 2 years Early childhood 2– 6 years Middle childhood 6– 11 years Adolescence 11– 18 years Early adulthood 18– 40 years Middle adulthood 40– 65 years Late adulthood 65 years–death

Major Domains of Development Figure 1. 2

Influences on Development Multiple, interacting forces: § Age-graded § History-graded § Nonnormative © auremar/Shutterstock

Resilience § Ability to adapt effectively in the face of threats to development § Factors in resilience: § § personal characteristics warm parental relationship social support outside family community resources and opportunities © iofoto/Shutterstock

Lifespan View of Development Figure 1. 3

Scientific Beginnings Darwin Theory of evolution Hall, Gesell Normative approach Binet Mental testing movement

Early Scientific Theories § Theory of evolution § Natural selection § Survival of the fittest § Normative approach § Child study movement § Development as a maturational process § Mental testing movement § First successful intelligence test § In forefront of nature–nurture controversy

Psychoanalytic Perspective Freud and Erikson § Emphasis on individual’s unique life history § Conflicts between biological drives and social expectations © szefei/Shutterstock

Freud’s Three Parts of the Personality Id Ego § Largest portion of the mind § Source of biological needs/desires § Conscious, rational part of personality § Emerges in early infancy § Redirects id impulses in acceptable ways § The conscience Superego § Develops from ages 3 to 6 through interactions with caregivers

Freud’s Psychosexual Stages § § § © GWImages/Shutterstock Oral Anal Phallic Latency Genital

Erikson’s Psychosocial Stages Basic trust vs. mistrust Birth– 1 year Autonomy vs. shame/doubt 1– 3 years Initiative vs. guilt 3– 6 years Industry vs. inferiority 6– 11 years Identity vs. role confusion Adolescence Intimacy vs. isolation Early adulthood Generativity vs. stagnation Middle adulthood Integrity vs. despair Late adulthood

Behaviorism and Social Learning Theory Classical conditioning Stimulus–response Operant conditioning Reinforcers and punishments Social learning theory Social-cognitive approach

Behaviorism and Social Learning Theory § Contributions: § behavior modification § modeling, observational learning § Limitations: § narrow view of environmental influences § underestimates individual’s active role

Piaget’s Cognitive. Developmental Theory § Children actively construct knowledge by manipulating and exploring their world. § Mental structures adapt to better fit with environment. § Development moves through four broad stages.

Piaget’s Stages § § © Odua Images/Shutterstock Sensorimotor Preoperational Concrete operational Formal operational

Information Processing § View of the human mind as a symbol -manipulating system § Development as a continuous process § Use of rigorous research methods § Little insight into creativity or imagination

Developmental Cognitive Neuroscience § Relationship of brain changes to cognitive processing and behavior patterns § Brings together researchers from § § psychology biology neuroscience medicine § Practical applications

Ethology § Adaptive value and evolutionary history of behavior § Acquisition of adaptive behaviors: § critical period § sensitive period © Nick Biemans/Shutterstock

Evolutionary Developmental Psychology § Adaptive value of § cognitive § emotional § social competencies as they change with age § Person–environment system throughout the lifespan

Vygotsky’s Sociocultural Theory § Transmission to the next generation of a culture’s § § values beliefs customs skills § Cooperative dialogues between children and more expert members of society © Andresr/Shutterstock

Ecological Systems Theory Figure 1. 5

Ecological Systems Theory § Layers of the environment: § § © Zurijeta/Shutterstock microsystem mesosystem exosystem macrosystem § Chronosystem: temporal dimension