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Theories of Adolescents

Stanley Hall
"storm and stress"
--3 key aspects:
~Conflict with parents
~mood disruptions
~risky behaviors
*not everyone goes through this*

Margaret Mead
"easy transition"
Not harsh and difficulty but an easy move

Erikson
-identity vs role confusion

James Marcia
interviewed college students about how occupational choices, religious and political beliefs, and values reflect identity
~Identity Diffusion: sense of having no choices; unwilling to commit
~Identity Foreclosure: willing to commit to some things; confrom to expecatiton of others
~Identity Moratorium: crisis; ready for choices, but not sure
~Identity Achievement: commitment to an identity; resolved crisis

Future Trends

-adolescence lasting longer
-1st marriages
men=31
women=28
-sexual maturity comes earlier
-physical changes peak in 20's-slow decline
-menopause
---the time of natural cessation of menstruation
-slowed reactions
-women outlive men by 3 years worldwide

*Dementia: loss of brain function; affects memory, thinking, language..
*Cognition
-slowing of neural processes
*Alzheimer's
-a progressive and irreversible brain disorder
*Crystallized Intelligence:
-one's accumulated knowledge and verbal skills
*Fluid Intelligence:
-ones ability to reason speedily and abstractly
-tend to decrease during late adulthood

Kubler-Ross' 5 stages of grief:
1. Denial
2. Anger
3. Bargaining
4. Depression
5. Acceptance

Questions:
1. Does the case of Oxana support Nature or Nurture? Give at least 2 examples to support your view.
Nurture because she was raised in a cruel manner such that she was left in the basement with the dogs. Staying with the dogs, she started to take on the same characteristics.
2. Which language theory is supported by this view: B.F. Skinner or Noam Chomsky? What items from this case support this theory?

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4 Parenting Styles
Demandingness
Responsiveness                     Low                                                High
Low                                    uninvolved                                    authoritarian
High                                    permissive                                    authoritative

Authoritarian: "dictator parents"; expect them to follow all rules
Permissive: "spoiled children"; parents follow all children's desires
Authoritative: give & take; balanced
Uninvolved: leads to lack of attention; neglected children

Adolensence: Social Development
Priamry sex characteristics:
-body structures that make sexual reproduction possible

David Elking
-imaginary audience
("everyone's looking at me")
-personal fable
("I'm invisible")

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Moral Development: Kohlberg

Ladder Theory:
[As moral development progresses, the focus of concern moves from the self to the wider social world]

3) Postconventional Level: morality of abstract principles to affirm agreed-upon rights and personal ethical principles
2) Conventional Level: morality of law and social rules to gain approval or avoid disapproval
1) Preconventional Level: morality of self interest to avoid punishment or gain concrete rewards

6 stages (see image below):

Model of Moral Development of Women
women were unable to progress beyond stage 3

Infancy & Childhood: Sociocultural Development
*Why do children play?
-self-teaching by trial and error
-symbolic representation
*Piaget says...interaction with physical world
-overcome egocentrism
-learning through first-hand experience
*Vygotsky says...culture and education
-delaying immediate gratification
-practice self-regulation-- learn to think about own world

Lev Vytgotsky: social development theory
social interaction + cogntive developemt
learning -->development is enhanced with new tasks
Scaffolding or cognitive apprenticeship model
-zone of proximal development (ZPD) hepl with other s
*consciousness is the product of socialization

ZPD Chart:
http://www.simplypsychology.org/ZPD.jpg

Vygotsky's view of langauge:

primary method of communication b/t adults and children
-powerful tool of intellectual adaptation
-private speech vs. inner speech

Critical periods: windows of opportunity for learning a language; as early as 6 years old

Chomsky: Language Acquisition Device
-born with internal mechanism

Whorf: linguistic Relativity Hypothesis
-language determines how we think

*Critical Period: optimal period shortly after birth when an organism is exposed to certain stimuli or experiences which produce proper development

*Imprinting (Lerenz): process by which certain animals form attachments during a critical period very early in life

*Temperament: easy, difficult, or slow to warm up a child

*Stranger anxiety & attachment
-fear of strangers beginning around 8 mo
-an emotional tie found in younger children

*ainsworth: attachment style
-secure vs. insecure attachment
-anxious-resistant insecure attachment
---rage at mom when she returns
-avoidant insecure attachment
----may not notice mother is gone

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1/25: I can apply Erikson's theory to my reunion activity

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1/25: I can apply Erikson's theory to my reunion activity

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Social Development: Parent & Child Relationships
Basic Trust: (Erik Erikson)
-a sense that the world is predictable and trustworthy
-major task with each stage of life
-responsive caregivers
Self-Concept:
-a sense of one's identity and personal worth

[Piaget: how YOU think
Erikson: how EVERYONE AROUND you affects you]

Left: (+) a-ok
Right : (-) crisis

Psychosocial Development: Erikson

Age: Infancy (1st year)
Stage: Trust vs. Mistrust
Description: If needs are dependable met, infants develop a sense of basic trust

Age: Toddler (2nd year)
Stage: Autonomy vs shame and doubt
Description: Toddler learn to exercise will and do things for themselves, or they doubt their abilities (Ex. Potty Training: "Yes, I can go to the big boy bathroom"; or "Oh I wet the bed, Mom and Dad are furious; have to wear pull-ups again")

Age: Preschooler (3-5 years)
Stage: Initiative vs guilt
Description of Task: Preschoolers learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independent

Age: Elementary (6 years-puberty)
Stage: Competence vs. Inferiority
Description of Task: Children learn the pleasure of applying themselves to tasks, or they feel inferior

Age: Adolescence
Stage: Identity vs. role confusion
teens work at refining a sense of self by testing roles and then integrating them to forma single identity, or they become confused about who they are

Age: Young Adult-40
Stage: Intimacy vs. Isolation
Description: Young adults struggle and try to form close relationships to gain the capacity for love or feel socially isolated

Age: Middle Adult (40-60)
Stage: Generativity vs stagnation
Description: The middle aged discover a sense of contributing to the world, usually through family and work, or they may feel a lack or purpose

Age: Late Adult (60 & up)
Stage: Integrity vs. Despair
Description: When reflecting on his or her life, the older adult may feel a sense of satisfaction or failure

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Mental functioning depends on 2 biological processes:
-Assimilation: interpreting ones new experiences in terms of existing schemas
-Accommodation: adapting one's current understandings (schemas) to incorporate new information

Piaget's stages of cognitive development:

--Sensorimotor Stage: experiencing the world through senses and actions (birth to 2 years)
-developmental phenomena; object permanence; stranger anxiety

--Preoperational: representing things with words & images but lacking logical reason (2-6 years)
-pretend play; egocentrism; language development

--Concrete Operational: thinking about concrete events; grasping concrete analogies & performing arithmetical operations (7-11 years)
-conservation; mathematical transformations

--Formal Operational: abstract reasoning (12-adulthood)
-abstract logic; potential for moral reasoning

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1/23: I can understand developmental research designs

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1/23: I can understand developmental research designs

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AT WHAT AGE DO WE FIRST:

-Laugh: 2 months
-Pedal a tricycle: 2 years
-Sit without support: 5-6 months
-Feel ashamed: 2 years
-Walk unassisted: 11 months-1 year
-Stand on one food for 10 seconds: 4 1/2 years
-Recognize & smile at mother or father: 4-5 months
-Kick a ball forward: 20 months
-Think about things that cannot be seen: 12 months
-Make 2-word sentences: 20-22 months (about 2 years)

Station Activity:
Birthday Cards: 2-90 years
1A: 90
1B: 2
2A: 75
2B: 40
3A: 8
3B: 10
4A: 12-13
4B: 40
5A: 15
5B: 35
6A: 11
6B: 65
7A: 50
7B: 16

Naturalisitc observation:
correlational studies: relationship bt 2 variable
case studies

Types of Developmental Research:
Cross sectional research: research done on many subjects of different ages at the same time
Pro: Less time-taking,  inexpensive, avoids high attrition rate
Con: different ages groups are not alike, cohort-western non western- differences are confounded,
Longitudinal research: research done on one group of subjects over many years
Pro: OPPOSITES ; expensive, potential for high attrition rate
Con:

Newborn Reflexes:
-Rooting
-Swallowing
-Sucking
-Babinski
-Stepping
-"Moro"- startle
-Grasping

Infancy & childhood: cognitive development

Cognition: thinking; knowing, remembering, and communicating
Schema: concept or framework that organizes and interprets information