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G.stanley hall

-Conflict with parents
-mood disruptions
-risky behavior

Margaret Mead

-Easy Transition
-Not harsh and difficult but an easy move

Erikson

-Identity vs. Role Confusion

James Marcia

-Identity diffusion: sense of having no choices unwilling to commit
-Identity Foreclosure: Willing to commit to some things and conform to expectations of others
-Identity Moratorium: Crisis and Ready for choices, but not sure
-Identity Achievement: Commitment to an identity and resolved crisis

Future Trends

Adolescence lasting longer 1st marriage men=31 women=28

Adulthood: Physical and Cognitive Development

-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
Cognitive Changes
-Cognition (slowing of neural processes)
-Alzheimer's (a progressive and irreversible brain damage)
-Crystallized intelligence (One's accumulated knowledge and verbal skills and tends to increase with age)
-Five Stages of Grief (Kubler-Ross)
Denial
Anger
Bargaining
Depression
Acceptance

Question:

1. Does the case of Oxana support Nature or Nurture? Give at least two examples to support your view
-This supports nurture because she was not born as a dog she was born as a human, but she has taken on the personality of a dog because that is the environment she was raised in.
-Atar said that the way someone is considered human is by language and someone who has empathy for others which are genetic traits
2. Which language theory is supported by this view: B.F. Skinner or Noam Chomsky? What items from this case support this theory?
-This theory supports the language theory of B.F skinner because Jeane unfortunately not being able to develop  normal language development because she missed the critical period. Jeane's study showed that because she missed that critical period she will not be able to develop the normal functioning language linguistics that Chomsky believed was innate.

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-Pre-conventional level: Morality of self-interests or gain concrete awards
-conventional level: Morality of law and social rules to gain approval or avoid disapproval
-Post conventional level: Morality of abstract principles to affirm agreed-upon rights and personal ethical principles
-Harlow's Surrogate Mother Experiments (comfort vs. Nourishment)

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as moral development progresses, the focus of concern moves from the sed to the wider social world

Postconventional level: Morality of abstract principles to affirm agreed-upon right and personal ethical principles
Conventional level: Morality of la and social rules to gain approval or avoid disapproval
Preconventional level: Morality of self-interests to avoid punishment or gain concrete rewards
Infancy and Childhood: Sociocultural Development

Why do children play?

self-teaching by trial and error
Symbolic representation (preoperation)
Interaction with physical world
-overcome egocentrism
-learning through first-hand experience
culture and education
-delaying immediate gratification
-practice self-regulation-learn to think about own world
Lev Vygotsky:
-social development + cognitive development
-learning-development is enhanced with new task
-Scaffolding or Cognitive Apprenticeship

primary method of communication between children and adults

powerful tool of intellectual adaptation

Language Development

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

-An optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development

Chomsky: Language Acquisition Device: Born with internal mechanism

Whorf: Linguistic Relativity Hypothesis: Language determines how we think, Language influences how we think

Imprinting (Lorenz): the process by which certain animals form attachment during certain critical periods very early in life

Mary Ainsworth attachment styles
Stranger Anxiety: fear of strangers beginning around 8 months
-an emotional tie found in young children

secure vs. insecure attachment

anxious-resistant insecure attachment

rage at mom when she returns

avoidant insecure attachment

may not notice mom is gone

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Adolescence: Social Development and emerging adulthood
Erik Erikson contended that each stage of life has its own psychosocial task.
(have in notes)
Forming an identity
-adolescents try out different "selves" in different situations.
identity: The resolution is a self-definition that unifies the various selves into a consistent and comfortable sense of who one is.
Social identity: For both adolescents and adults, group identities are often formed by how we differ from those around us.
-some adolescents forge their identity early by adopting their parents values and expectations
-many college seniors have achieved a clearer identity and a more positive self-concept than they had as first year students.
Intimacy: the ability to form emotionally close relationships
-Erikson concluded that that adolescents identity stage is followed in young adulthood by capacity for intimacy
-an intimate relationship may or may not be sexual (and a sexual relationship may or may not be intimate)
Parent and Peer Relationships
-as adolescents in western cultures seek to form their own identities they tend to pull away from their parents and peer influence increases
-adolescents adopt their peers ways of dressing, acting and communicating
-parents have more influence in religion, politics, and college and career choices
Emerging Adulthood
-the period from age 18 to the mid-twenties, when many young people are not yet fully independent, but critics note that this stage is found mostly in western cultures
-the transition from adolescence to adulthood is now taking longer
-shortly after sexual maturity, young people would assume adult responsibilities and status.(a public rite of passage: initiation of work, marriage and then children)

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Infancy and childhood: Social Development
stranger anxiety: the fear of strangers that infants commonly display, beginning by about 8 months of age.
-The brain, mind, and social-emotional behavior develop together
Origins of attachment
attachment: powerful survival impulse that keeps infants close to their caregivers
-infants become attached to those who satisfied their need for nourishment
familiarity
-one key to attachment is
familiarity which usual forms during a critical period which is an optimal period when certain events must take place to facilitate proper development (for baby chickens this falls under immediately after hatching)
Konrad Lorenz explored rigid attachment process called imprinting
Attachment Differences: Temperament and Parenting
-60% of infants display secure attachments
-other infants avoid attachments or show insecure attachment either by anxiety or avoidance of trusting relationships
Mary ainsworth found that sensitive, responsive mothers those who noticed what their babies were doing and responded appropriately had infants who exhibited secure attachment
-Insensitive, unresponsive mothers who attended to their babies when they felt like doing so but ignored them at other times often had infants who were insecurely attached
temperament: a person's characteristic emotional reactivity and intensity

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Infancy and childhood: cognitive development
Jean Piaget studied children cognitive development
-a child's mind is not a miniature model of adults, children reason differently than adults.
-the driving force behind our intellectual progression is an unceasing struggle to make sense of our experiences
schemas: concept or mental molds into which we pour our experiences
first we..
Assimilate: new experiences, we interpret them in terms of our current understandings
Ex: if toddler has a dog, they might call all four-legged animals "dog"
accommodate: adapting our current understandings to incorporate new information
Piaget's Theory and Current Thinking
-cognitive development consisted of four major stages sensorimotor, preoperational, concrete operational, and formal operation
Sensorimotor: birth to 2 years babies take in the world through their senses and actions through looking, hearing, touching, mouthing, and grasping
Object permanence: babies lack this awareness that objects continue to exist when not perceived
Preoperational stage: age 6 or 7, too young to perform mental operations children lack the concept of conservation
conservation: the principle that quantity remains the same despite changes in shape
Egocentrism: preschool children have difficulty  perceiving things from another's point of view (not the same as egotistical. Egocentrism means you can't take someone else's point of view while egotistical means you're pretty full of yourself)
Theory of the mind: People's ideas about their own and others mental state about their feelings, perceptions, and thoughts, and the behaviors these might predict. the ability to take another perspective develops.
Concrete operational stage: 7-11, Understanding   that change in form does not mean change in quantity, children gain the mental operations that enable them to think logically about concrete events
Formal Operational stage: age 12-adulthood, many children become capable of thinking more they can ponder hypothetical prepositions and deduce consequences If this, then that
ASD (autism spectrum disorder) is marked by social deficiencies and repetitive behaviors
Genetic influences contribute to ASD, as does the male hormone testosterone

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Piaget's stages of cognitive development 

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Piaget's stages of cognitive development 

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Birth to nearly 2 years (Sensorimotor) object permanence and stranger anxiety
about 2-6 (Preoperational) pretend play, egocentrism, language development
about 7-11 (Concrete operational) Conservation, mathematical transformations
about 12- adulthood (Formal Operational) Abstract logic, potential for moral reasoning
Infancy and childhood: cognitive development-sensorimotor:
Egocentrism: the inability of the preoperational child to take another's point of view
Theory of mind: Ideas about your own and other's mental states feelings, perception, and thoughts and the behavior these might predict
conservation: the principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects
Social Development: parent and child relations
Basic trust (Erik Erikson):
-a sense that the world is predictable and trustworthy
-major task with each stage of life
-responsive caregivers
-8 stages of man psychosocial development
Left is A-ok
vs.
Right is CRISIS
Self Concept: a sense of one's identity and personal worth
Psychosocial development: Erikson
Infancy(1st year):
-trust vs. mistrust
-infants develop basic trust if they are given that sense of belonging
Toddler (2nd year):
-Autonomy vs. shame
-toddlers learn to exercise and do things for themselves or they learn to doubt their abilities
(potty training)
Preschooler (3-5 years):
-Initiative vs guilt
-Preschoolers learn to initiate tasks and carry out plan or they feel guilty about efforts to be independent
Elementary (6 years-puberty):
-Competence vs.Inferiority
-Children learn to do tasks or they feel a sense of inferiority
Adolescence (teens into 20s)
-Identity vs.role confusion
-teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are
Young adult (20s-early 40s)
-Generativity vs.Stagnation
-The middle-aged discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose.
Late Adult (late 60s and up)
-Integrity vs.despair
-When reflecting on his or her life, the older adult may feel a sense of satisfaction or failure.

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Infancy and childhood: Physical Development
-During infancy a baby grows from a newborn to a toddler, then during childhood from a toddler to a teenager
-Maturation: the orderly sequence of biological growth decrees many of our commonalities.
-Maturation to developmental psychologists is a biological sequence
Brain Development:
-from ages 3-6 the most rapid growth was in your frontal lobe, which enable rational planning
-Fiber pathways supporting language and agility proliferate into puberty.
-A use-it-or-lose it pruning process shuts down unused links and strengthens others
Motor Development
-Motor development enables physical coordination
-babies roll over before they sit unsupported
-the back-to-sleep position puts babies to sleep on their backs to reduce the risk of smothering crib death which has been associated with somewhat later crawling but not with later walking
Brain Maturation and Infant memory
-infantile amnesia occurs in the memory of some preschoolers who experienced an emergency fire evacuation caused by a burning popcorn maker. Seven years later they were able to recall the alarm and what caused it.
-What the conscious mind does not know and cannot express in words, the nervous system somehow remembers
review
-The brain's nerve cells are sculpted by heredity and experience. Their interconnections multiply rapidly after birth, a process that continues until puberty, when a pruning process begins shutting down unused connections
-Complex motor skills-sitting, standing, walking, develop in a predictable sequence, though the timing of that sequence is a function of individual maturation and culture.
-we have no conscious memories of events occurring before age 3 1/2, in part because major brain areas have not yet matured.

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Cross-section research: research done on many subjects of different ages at the same time
Longitudinal research: research done on one group of subjects over many years
Prenatal development and the newborn
Newborn reflexes:
-rooting
-swalling
-sucking
-babinski
-stepping
-moro- "Startle"
-grasping
Cognitive Development
Cognition: all the mental activities associated with thinking, knowing, remembering and communicating
Schemea: a concept or framework that organizes and interprets information
Mental function depends on...
Assimilation: interpreting one's new experience in terms of one existing schemas (cowboy boots)
Accommodation: adapting one's current understandings (schemas) to incorporate new information

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4A. 10-15
4B . 40
7B. 16
7A. 50
6B. 65
6A. 11
5A. 15
5B. 35
1A. 90
1B. 2
2A. 75
2B. 40
3A. 8
3B. 10

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Understand developmental research designs 

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Understand developmental research designs 

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-laugh (2 months)
-pedal a tricycle (2 years)
-sit without support (5-6 months)
-feel ashamed (2 years)
-walk unassisted (1 year)
-stand on one foot for 10 seconds (4 1/2 years)
-recognize and smile at mother or father (4-5 months)
-kick a ball forward (20 months)
-think about things that cannot be seen (1 year)
-make two-work sentances (20-22 months)