Invitation To Psychology Carol Wade and Carol Tavris

Invitation To Psychology Carol Wade and Carol Tavris Power. Point Presentation by H. Lynn Bradman Metropolitan Community College-Omaha Wade and Tavris © 2005 Prentice Hall 1

Development Over the Life Span Chapter 3 Wade and Tavris © 2005 Prentice Hall 2

Development Over the Life Span • • From Conception to the First Year Cognitive Development Gender Development How Much Do Parents Matter? Adolescence Adulthood Are Adults Prisoners of Childhood? Wade and Tavris © 2005 Prentice Hall 3

From Conception to the First Year Prenatal Development The Infant’s World Attachment Wade and Tavris © 2005 Prentice Hall 4

Agents That Cross The Placenta • • • German measles X-rays, other radiation, toxic chemicals Sexually transmitted diseases Metabolic effects of cigarette smoking Alcohol Drugs Wade and Tavris © 2005 Prentice Hall 5

The Infant’s World “The baby, assailed by eyes, ears, nose, skin, and entrails at once, feels that all is one great blooming, buzzing confusion…” William James The Principles of Psychology, 1890 Wade and Tavris © 2005 Prentice Hall 6

Newborn Reflexes • • Rooting Sucking Swallowing Moro (“startle”) Babinski Grasp Stepping Wade and Tavris © 2005 Prentice Hall 7

Attachment • Attachment: A deep emotional bond that an infant develops with its primary caretaker • Contact Comfort: In primates, the innate pleasure derived from close physical contact; it is the basis of the infant’s first attachment. Wade and Tavris © 2005 Prentice Hall 8

Styles of Attachment • Strange Situation Test: A parent-infant “separation and reunion” procedure that is staged in a laboratory to test the security of a child’s attachment • Secure Attachment: A parent-infant relationship in which the baby is secure when the parent is present, distressed by separation, and delighted by reunion • Insecure Attachment: A parent-infant relationship in which the baby clings to the parent, cries at separation, and reacts with anger or apathy to reunion. Wade and Tavris © 2005 Prentice Hall 9

Cognitive Development • Language • Thinking • Moral Reasoning Wade and Tavris © 2005 Prentice Hall 10

Language • Telegraphic Speech: A child’s first word combinations, which omit (as a telegram did) unnecessary words. • Language Acquisition Device: According to many psychologists, an innate mental module that allows young children to develop language if they are exposed to an adequate sampling of conversation. Wade and Tavris © 2005 Prentice Hall 11

Cognitive Development: Piaget’s Theory • Cognitive development consists of mental adaptations to new observations and experiences. • Adaptation takes two forms: – Assimilation: Absorbing new information into existing cognitive structures. – Accommodation: Modifying existing cognitive structures in response to experience and new information. Wade and Tavris © 2005 Prentice Hall 12

Piaget’s Stages of Development • • Sensorimotor Preoperational Concrete Operational Formal Operational Wade and Tavris © 2005 Prentice Hall 13

“Conservation of Liquid” Task Wade and Tavris © 2005 Prentice Hall 14

Conservation of Substance and Number • Conservation of Substance – Two identical balls of clay – One is deformed – “Do the two pieces have the same amount of clay? ” • Conservation of Number – Two identical rows of blocks – One row is rearranged – “Do the two rows have the same number of blocks? Wade and Tavris © 2005 Prentice Hall 15

Evaluating Piaget’s Theory • Stage changes are neither as clear-cut nor as sweeping as Piaget believed. • Children sometimes understand more than Piaget believed. • Preschoolers are not as egocentric as Piaget thought. • Cognitive development depends on the child’s education and culture • Piaget overestimated the cognitive skills of many adults. Wade and Tavris © 2005 Prentice Hall 16

The Infant as Intuitive Physicist • Infants look longer at objects that seem to violate physical laws than those that do not – Surprise indicates that their expectations were violated – They must know what is physically plausible for this to occur Wade and Tavris © 2005 Prentice Hall 17

Moral Development Wade and Tavris © 2005 Prentice Hall 18

Moral Reasoning: Kohlberg’s Theory • Preconventional Level – Punishment and obedience – Instrumental relativism • Conventional Level – Good boy-nice girl – Society-maintaining • Postconventional Level – Social contract – Universal ethical principles Wade and Tavris © 2005 Prentice Hall 19

Criticisms of Kohlberg’s Theory • Tends to overlook educational and cultural influences – Some cultural differences not reflected in this theory • Moral reasoning is often inconsistent across situations • Connection between moral reasoning and moral behavior is often indirect Wade and Tavris © 2005 Prentice Hall 20

Gender Development Influences on Gender Development Gender Over the Life Span Wade and Tavris © 2005 Prentice Hall 21

Gender Development • Biological Factors • Cognitive Factors • Learning Factors Wade and Tavris © 2005 Prentice Hall 22

Influences on Gender Development • Gender Identity: The fundamental sense of being male or female; it is independent of whether the person conforms to social and cultural rules of gender. • Gender Typing: Process by which children learn the abilities, interests, personality traits, and behaviors associated with being masculine or feminine in their culture. Wade and Tavris © 2005 Prentice Hall 23

How Much Do Parents Matter? The Power of Parents Limits on Parental Influence Wade and Tavris © 2005 Prentice Hall 24

The Power of Parents • Power Assertion: A method of child rearing in which the parent uses punishment and authority to correct the child’s misbehavior. • Induction: A method of child rearing in which the parent appeals to the child’s own resources, abilities, sense of responsibility, and feelings for others in correcting the child’s misbehavior. Wade and Tavris © 2005 Prentice Hall 25

Limits on Parental Influence • Temperaments • Peers Wade and Tavris © 2005 Prentice Hall 26

Adolescence The Physiology of Adolescence The Psychology of Adolescence Wade and Tavris © 2005 Prentice Hall 27

The Physiology of Adolescence • Adolescence: The period of life from puberty to adulthood • Puberty: The age at which a person becomes capable of sexual reproduction. • Menarche: A girl’s first menstrual period • Spermarche: A boy’s first ejaculation Wade and Tavris © 2005 Prentice Hall 28

The Psychology of Adolescence • Turmoil and Adjustment • Separation and Connection Wade and Tavris © 2005 Prentice Hall 29

Adulthood Stages and Ages The Transitions of Life Old Age Wade and Tavris © 2005 Prentice Hall 30

Erikson’s Eight Stages - I • Trust vs. Mistrust – Infancy (0 -1 year) • Autonomy vs. Shame and doubt – Toddler (1 -2 years) • Initiative vs. Guilt – Preschool (3 -5 years) • Industry vs. Inferiority – Elementary School (6 -12 years) Wade and Tavris © 2005 Prentice Hall 31

Erikson’s Eight Stages - II • Identity vs. Role confusion – Adolescence (13 -19 years) • Intimacy vs. Isolation – Young adulthood (20 -40 years) • Generativity vs. Stagnation – Middle adulthood (40 -65 years) • Integrity vs. Despair – Late adulthood (65 and older) Wade and Tavris © 2005 Prentice Hall 32

The Transitions of Life • Starting Out • The Middle Years – Menopause: The cessation of menstruation and the production of ova; it is usually a gradual process lasting up to several years. Wade and Tavris © 2005 Prentice Hall 33

Old Age • Fluid Intelligence: The capacity for deductive reasoning and the ability to use new information to solve problems; it is relatively independent of education and tends to decline in old age. • Crystallized Intelligence: Cognitive skills and specific knowledge of information acquired over a lifetime; it depends heavily on education and tends to remain stable over the lifetime. Wade and Tavris © 2005 Prentice Hall 34

Intellectual Changes Over the Lifespan • Some intellectual abilities dwindle with age. • Numerical and verbal abilities remain relatively steady over the years. Wade and Tavris © 2005 Prentice Hall 35

Are Adults Prisoners of Childhood? Wade and Tavris © 2005 Prentice Hall 36

Challenging Our Assumptions • Recovery from war: Only 20% of WWII war orphans had problems after being adopted and moving to the U. S. Most of these eventually established happy lives. • Recovery from abusive or alcoholic parents: Their children are at risk for developing these problems, but the majority do not. • Recovery from sexual abuse: More emotional and behavioral symptoms, but most adjust and recover. Wade and Tavris © 2005 Prentice Hall 37