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Chapter 9 Text Assignment
Please type your name at the top of the document. Please type your answers in Red and save
your completed document on your computer. Then, submit the completed assignment as per the
instructions outlined on Canvas.
The intent of the text assignment is to provide you an opportunity to process the information
from the chapter on a deeper level such that you can better understand and remember the
material for your upcoming exam. Therefore, it is to your advantage to include as much detail as
is necessary to truly master the material in preparation for the exam. In line with that objective, I
would like you to construct answer each of the following questions:
1. What is developmental psychology?
2. What is the difference between continuous and discontinuous development?
3. What two major types of research designs are used in developmental psychology and how do
cohort effects apply?
4. Describe fetal development from fertilization to birth, including the developmental process
for the baby, related information for the mother, and the dangers of teratogens to the baby’s
development.
5. Describe puberty including key terms that apply.
6. Describe climacteric and any relevant key terms.
7. Describe the process of aging and why it occurs.
8. Based on Piaget’s theory of Cognitive Development compare and contrast how a 7 year old
may think about the world differently than that of her 12 year old sister. (You will need to
know the stages and the corresponding abilities, as well as all related key terms for the
exam.)
Life Span Development
Chapters 9
Developmental Psychology
• Interdisciplinary
• Womb to Tomb
• Developmental Domains
– Physical: Changes in the body brain, senses, motor
skills, and health
– Cognitive: Learning, memory, attention, language,
thinking, and reasoning
– Psychosocial/Socioemotional: emotions, personality,
and social relationships
Two Types of Research Designs
• Cohort Effects
Developmental Progression
• Lifespan development
• Normative Development
– Comparative research done across peers of the
same age group
– Identify developmental milestones and establish
normative ages at which skills and abilities
generally emerge
– Universal development occurs within all
individuals across cultures
– Not all milestones are universal and some may
have cross cultural variations
The Great Debates
• Continuous vs. Discontinuous (Stages)
• Nature vs. Nurture
– Tabula Rasa vs. Natural Maturation
– Full Experience vs. Critical Periods
• Genie (Page 229)
– Interactionist Perspective – Biopsychosocial Model
• The Role of Gender
• The Role of Culture - Individualistic vs. Collectivist
• Stability vs. Change
Fertilization
• Ovum released monthly at menstruation
– Receptive for 24 hours after ovulation
– Emits chemical signals like GPS to Sperm
• Intercourse
– Sperm live almost a week in cervix and uterus
– Few hour journey to fallopian tube to meet ovum
– Several hundred million sperm ejected, but only 200
to 300 find ovum as target
• Fertilization
– One sperm burrows into ovum
– Ovum wall changes and shuts out other sperm
– Sperm and Ovum meld into one cell and begin
process of myosis
– Usually takes place in fallopian tube
– Now called a zygote
Germinal
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•
•
•
•
•
•
Cell mass not fully
attached to uterine wall
First cell division
within 36 hours
Cell divides every 12
to 15 hours
3 day trip down
fallopian tube to uterus
When it hits the uterus
it becomes a blastocyst
by shedding outer wall
and differentiates into
layers to prepare for
implantation
Blastocyst develops
tentacles that burrow
into wall
Placenta forms at
landing site to provide
nutrients to baby
Embryonic
•
•
•
•
•
•
•
•
•
•
•
•
Six weeks long
Ends about 8 weeks
after fertilization
Most fast paced period
of development
All major organs
constructed at
embryonic stage
3rd week after
fertilization circulatory
systems develops and
heart starts to beat
Rudiments of nervous
system appear
21 to 24 days after
fertilization neural tube
develops that will later
become the brain and
spinal cord
26 day arm buds
28 day legs
37 day feet
41 day elbows, wrist
curves, precursor of
fingers
Week 8 size of thumb
with all internal organs
in place
Fetal
•
•
•
•
•
•
9 – 12 weeks
eyebrows, fingernails,
and hair follicles
Most time is spent
allowing neurons to
migrate, interconnect,
and myelinate
Weight gain
6 months fetus shows
consciousness, hears,
avoids light, and can
breathe
Age of viability – 22
weeks
25 weeks 50% survival
rate
Principles of Prenatal Development
• Proximal Distal Sequence
– Development is from the inside out
• Cephalocaudal Sequence
– Development occurs from head to tail
• Mass to Specific
– Gross to Fine, Large to Small
Teratogens
• Any substance that crosses the placental barrier that can harm the baby
• Can affect developing brain throughout pregnancy
• Damage is unpredictable depending upon fetus and maternal
vulnerabilities
• Varied metabolization within mothers
• Varying genetic vulnerability between babies
• Do not know threshold for teratogens
• Sensitive periods
• Time at which the baby is most vulnerable to a specific teratogenic
effect
• Most likely to cause structural damage during embryonic stage
• Developmental disorders are increased when exposed to teratogens
during second and third trimesters
Smoking
• 1 out of 9 pregnant women smoke
• Even six cigarettes a day can cause
damage
• Consequences:
•
•
•
•
Underweight babies
Premature babies
Infant Mortality
Increased risk of cognitive and
behavioral problems
Alcohol
• Fetal Alcohol Syndrome
•
•
•
•
•
•
Below average birth weight
Small cranium
Facial abnormalities
Developmental disorders
MR, seizures, hyperactivity
Highest risk – binge drinking, > 4 drinks
per day
• Minor case is fetal alcohol spectrum
disorder
• Alcohol crosses placenta and effects
stress response system
• > five drinks per week raises risk of still
birth
• 1% of U.S. babies
Early Childhood
Brain Development
• Growth
• By age 2 – 75% of adult brain
• Neurons
•
•
•
•
Axons
Dendrites
Synapse
Myelin Sheath
• Myelination
• Corresponds to physical functioning
• Continues to early 20s
Brain Development
• Synaptic and Dendritic Connections
• Synaptic Pruning
Motor Development
• Reflexes
• Sucking, Rooting, Grasping
• Voluntary Movement
Sensory Development
•
•
•
•
•
Touch
• Extra Sensitive
• Pain Receptors
Smell
• Fully Developed at Birth
• Breastmilk
Hearing
• In utero, ossicles harden into bones
• Hearing and Fetal learning
• Mother’s voice, stories, music
Vision
• Poorly Developed
• Six months - 20/100
• 2 Years – Normal adult vision
Perception
• Looking Chamber
• Habituation
• Preferences
• Complex to simple
• Faces to Non Faces
Adolescence
• Puberty
• Growth Spurt
• Menarche
• Spermarche
Adulthood
• Menopause
• Social Pressures
• Male Climacteric
• Primary Aging (Gradual Declines)
• Programmed Theory
• Damage Theory
• Secondary Aging
• Disease, Disuse, Neglect
• 110 to 120 years
Psychosexual Theory of Development
• Sigmund Freud
• Personality develops during early childhood in a
discontinuous fashion
• Theory proposes erogenous zones, or pleasure
centers that drive development at any given age
Psychosexual Theory of Development
Erik Erikson
Psychosocial
Theory of Development
• Lifespan Development
• Stage Theory
• Psychosocial Crisis experienced at each stage of life
• Resolution based on social interactions
• No fixation, but development in future stages is
influenced by resolution of previous stage
Psychosocial Theory of Development
Cognitive Development
• Jean Piaget:
• Innate process of mental growth
• Qualitative changes over time
• Stages of Cognitive Development
Schema
Assimilation
Accommodation
Piaget’s Theory of
Cognitive Development
Sensorimotor
• 0 - 2 years of age
• Learning through senses and motor activity
• Accomplishments:
• Early Language Development
• Object Permanence
Preoperational
•
•
•
•
4 – 7 years of age
Operations = Mental Processes
Preoperational = Cannot Reverse Mental Processes
Characteristics:
• Language Explosion
• Egocentricism
• Animism
Concrete Operational
• 7 – 11
• Perform operations on concrete objects or concepts
• Accomplishments:
• Conservation
• Understanding that certain physical attributes remain
unchanged when outward appearance is altered
Formal Operations
• 11+
• Can apply operations on concrete and abstract concepts
• Accomplishments:
• Hypothetical thinking
• Systematic Formulation
• Testing Concepts
• Logical Arguments
• Limitations:
• Imaginary Audience
• Personal Fable
• “You wouldn’t understand.”
• Uniqueness, Invulnerability, and Immortality
Criticisms of Piaget
• Underestimated Cultural Influences
• All Kpelle men are rice farmers. Mr. Smith is not a rice farmer. Is he
a Kpelle man?
• I don’t know the man. I have not laid eyes on the man myself.
• Cultural Value: Personal Knowledge
• Underestimated Abilities (Ages)
Meltzoff & Moore (1977, 1985, 1994)
Baillargeon (2000, 2008)
Heinz Dilemma
In Europe, a woman was near death from a special
kind of cancer. There was one drug that 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
him. He paid $200 for the radium and charges $2,000
for a small dose. The sick woman’s husband, Heinz
went to everyone he knew to borrow the money to buy
the drug. He could only gather $1,000. He went to the
druggist, and told his story, but the druggist declined to
sell the drug for a discounted price.
Kohlber’s Theory of
Moral Development
Kohlberg’s Moral Development
• Lawrence Kohlberg (1964, 1984)
• Model of Moral Development
• Reasoning was more important than right or wrong
• Stages of moral development are universal and invariant
• Stages of Moral Development
• Preconventional (Self-Centered)
• Rewards, punishments, exchange of favors
• Stage 1 (Punishment-Obedience)
• Stage 2 (Instrumental-Exchange)
• Conventional (Other-Centered)
• Compliance, societal rules and value
• Stage 3 (Good-Child)
• Stage 4 (Law and Order)
• Postconventional (Abstract Principles)
• Personal standards of right and wrong, universal
morality
• Stage 5 (Social-Contract)
• Stage 6 (Universal Ethics)
Attachment
• Konrad Lorenz (1935)
– Goslings
– Imprinting
• Harry Harlow (1958)
– Monkeys
– Contact Comfort
Attachment Theory
• John Bowlby (1969, 1973, 1980)
– Primary attachment figure is essential
– Attachment Response is evolutionary
• Internal State
• Dangers in External World
–
–
–
–
Emerges in first year of life
Social Referencing
Internal Working Model
Proximity seeking behavior occurs at any age
Mary Ainsworth, Strange Situation
(1967,1978)
Attachment Styles
• Mary Ainsworth (1967,1978)
– Strange Situation
• Attachment Styles
– Securely Attached
– Insecurely Attached
• Avoidant
• Anxious Ambivalent
• Disorganized
Self Concept
• Red Dot Experiment (Amsterdam, 1972)
• Toddlers begin to develop
understanding of self at 18 months
of age
• Sharing becomes challenging at 24 months
• By 4 children display a great deal of
autonomy and independence
• Development of a positive self-concept is
important to healthy development.
• Children with a positive self-concept tend
to be more confident, do better in school,
act more independently, and are more
willing to try new activities (Maccoby,
1980; Ferrer & Fugate, 2003).
Diana Baumrind’s
Parenting Styles
Temperment
• Precursor to personality
• Innate traits that influence how one thinks, behaves, and reacts with the
environment.
• Easy vs. Difficult
• Children with easy temperaments demonstrate positive emotions, adapt well to
change, and are capable of regulating their emotions.
• Conversely, children with difficult temperaments demonstrate negative emotions
and have difficulty adapting to change and regulating their emotions.
• Difficult children are much more likely to challenge parents, teachers, and other
caregivers (Thomas, 1984).
• Therefore, it’s possible that easy children (i.e., social, adaptable, and easy to
soothe) tend to elicit warm and responsive parenting, while demanding, irritable,
withdrawn children evoke irritation in their parents or cause their parents to
withdraw (Sanson & Rothbart, 1995).
Cognitive Development
• Theory of Mind
• Cognitive Empathy
• Develops in toddlerhood
• Increases in adolescence
Gender Development
• Sex
• Biology
• Gender
• Sociocultural Meanings
• Gender Roles
• Behavioral Expectations
• Gender Schemas
• Modeling
• Rewards and Punishments
• Androgyny
Gender Development
Holland’s
Personality Job-Fit Theory
Death and Dying
• Understanding Death
• Permanence
• Universality
• Nonfunctionality
• Elisabeth Kubler Ross
• Stages of Death
1.
2.
3.
4.
5.
Denial
Anger
Bargaining
Depression
Acceptance
• Thanatology – Study of death and dying
• Right to Die
• Hospice Movement
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Assignment Details
PSYCH 101 - General Psychology #3801 - Fall 2021
Description
Please watch the following videos demonstrating Piagetian tasks
to demonstrate cognitive development:
Kala conservation
Cole conservation
Points Possible: 10 Points
Learning Objectives:
• Compare and contrast theories as they relate to specific
areas of psychology including learning, memory,
personality, social interactions, cognitive processes,
motivation and emotion, psychopathology, and other
related psychological constructs.
• Examine and describe the components of contemporary
behavioral, social learning,
cognitive, psychodynamic, psychobiological and
sociocultural perspectives.
Instructions:
Individual Post: After watching the videos above create an entry
whereby you compare and contrast the cognitive development
of Cole and Kala. Based on the lecture videos and the
Conservation demonstration videos, what types of skills do each
of the children respectively have? Please discuss at least two
separate skills or cognitive tasks, and post two images from
the internet that represent those skills along with an explanation
of the skill, and an assessment of the ability of both Cole and
Kala with regard to that specific task.
For example:
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