139) Developing CHAPTER OVERVIEW

[Pages:32]______

Through Developing the Life Span

CHAPTER OVERVIEW

Developmental psychologists study the life cycle, from conception to death, examining how we develop physically, mentally, and socially. Chapter 4 covers physical, cognitive, and social development over the life span and introduces two major issues in develop mental psychology: (1) whether development is best described as gradual and continuous or as a discoin tinuous sequence of stages and (2) whether the indh vidual's personality remains stable or changc.s over the life span. The issue of the relative impact of genes and experience on behavior is the subject of Chapter

Although there are not too many terms to learn in

this chapter, there are a number of important research

findings to remember. Pay particular attention to the

stage theories of Piaget, Kohlberg, and Erikson, as

well as to the discussion regarding intellectual stabili

tx dunnp d 1 t1 u

Xnting iretulix prepared

answers to the sectIon preview items should be espe

cially helpful in mastering the material in this chap

ter,

NDTE Answer guidelines fur all Chapter 4 questions beg in on rage 115.

CHAPTER REVIEW

First, skim this section, noting headings and boldface items. After von have read the section, review each ohjecth e by completing the sentences and answering the questions that tollow it, As you proceed. evaluate your performance by consulting the answers begin ning on page 115. Do not continue with the next sec tion until you understand each answer. If you need to, review or reread the section in the textbook before continuing.

Introduction (p. 139)

David Myers at times uses idioms that are unfamiliar to some readers, If you do not know the meaning of the following expression in the context in which it appears in the text, refer to page 124 for an explanation: foitrneti through Iite--froni womb to tomb.

Objective 1: State the three areas of change that developmental psychologists study, and identify the three major issues in developmental psychology.

1. Scientists who study physical, cognitive, and.

social changes throughout the life cycle are called

2. One of the major issues in developmental psv

choiogv concerns the relative importance of genes

and experience in determining behavior; this is

called the

/

issue.

3. A second developmental issue,

gradual or abrupt.

4. A third controversial issue concerns the consis tency of personality and whether development is characterized more by over time or by change.

97

98

Chapter 4 Developing Through the Life Span

Prenatal Development and the Newborn

(pp. 1 i? -144)

Objective 2: Describe the union of sperm and egg at I cepti n

1. Conception begins when a woman's releases a mature

I h len

from the man that

reac.h the egg release digestix e

that eat an av the egg's protective cm ering. 3 s

SOC fl as one sperm penetrates the egg the egg's

surtace

all other sperm

3. 1 he egg and sperm become one.

fuse and

Objective 3: Define ypote, ernbruo and fetus, and xplain hon teratogens can affect de eloprnent.

4. Ferfihized human eggs are called During the first week, the

cc ils in this cluster begin to specialize in structure and function, that is, the' begin to

The outer part of the fertil

ized egg attaches to the

nail,

forming the

. [-rom about 2 until 8 weeks of age the developing human, formed from the inner cells of the fertil

ized egg, is called a(n) I) mug the final stage of prenatal development,

the developing human is called a(n)

Objectiv ) and xpiai hon sear cr r infant sern' nd ej

9, Anmrhan r he''?

beIic'v in t e r b r

p. F in iii

Fn e some nicn

horn' sci s r c 4

tacilitatc s al

u

10. (Ciose-Lp To sta'

menta rcs a r

form of learr p cc

which involi e

nip nit rcpclted sI

proc clu e

r

I

can di rimi he

ic n ii ith nutrients, a range of harmful sub

st. ccs km wn as

can pass

```h the placenta.

Infancy and Childhood -.

noderate consumption ot akohol during prep

it o' do no kr'or inc

n

(usually does not

thin

d

aft `ct can affect) the fetal brain, If a mothet

on x in

Ii

an

f

drinks heai iti, her baby i5 at risk for the birth

to pam I 2-t- Pin L

`1'

dt'tet and mental retardation that

Inr.'t

acc npan

`Li

11

t

`1

sF',

tic

`1

,L ijt' "Lii'' C

Objective 5 l)ecribc some developmental changes in a child brain, d explain n hv matur ition ac unts t ra i o u simila itles

1. the dcxelouingb am

m ci undur nroducc' neuron,. with the number

peak- ing at

V

tuhat At age?c

birth the human i rx ous system

`is hs not) fully mature

2 Betu ecr and years of ge the brain is deveh onineV most ranidix in the lobes, u hich unable

V

3 After puberty, a process of shuts do i n some neural connections and strengthens othc rs

4. Biological gron th orocesses that enable orderly change in behar ior are called

Objectie 6: )utli L four events in the motor devel opmcnt seouence from birth to toddlerhood, and es aluate the effects )f maturation and experience on that sequence.

-- .

i, nf-ants pass the mIlestones Of

develV opmentV at a,iV t-tVerentV rates, but the basic

o stages is fi\ed I hey sit

before they

and n alk before

V

6. (h- enes p]av

V

-

,

oie ifl motor Oevciopnient.

(V rna-for V miV nor)

7 LntiV] th necessars n1 a usr cu and neural matura

or o Ic e

dr t n r piV d develop-

enccVha a

-

etect 01

,

V

V

ocOavIor.

Objective Explain `s ht is e has e few mernorie of e rienc s during ur irst three sears of life,

8 )ur arli st mci ones ge ierall do not occur betorc age

V

flN

[1 ICc V

V

000 nVI neon ca

Infancy and Childhood

99

10, Memories of the preschool years are ery few

because infants'

memories do

not easily translate into their later

,

Objective

8:

State

Piaget's

understanding

of

how

tue

mind develops, and discuss the importance of ascimi

lation and accommodation in this process.

11. the first researcher to shon that the thought processes of adults and hildren are very diiV tVerent was

12. To organize and interpret his or her experiences, the developing child constructs cognitive concepts called

13. The interpretation of new experiences in terms of

existing ideas is called

I he

adaptation of existmV g ideas to fit new experiences

is called

Objective 9: Outline Piaget's four main stages of cog nitive development, and comment on how children's thinking changes during these four stages.

14. The term for all the mental activities associated with thin ki iig, remembering, communicating, and knoxvin is

15. In Piaget's first stage of development, the

stage children experience the

world through their motor and sensori interac

with

tions

objects.

This

stage

occurs between

-

infancy and nearly age V

V

-

16. The awareness that things continue to exist us en

nhcn the are remus ed thom s iess is called

an areness begins to des elop at about

months of age.

VV

17. Developmental researchers have found that

Piaget and his followers

(os erestiV mated ii nderestim a ted) young

children's competence. For instance, babies have

an understanding of

,as

kinn `A vnn demonstrated.

01 1 ukthc IfeSpat

Th. itL `rJ.r., to P.?get dunng the preschool years

r3 `? 1 .a,.

. children are

tI

tage

I.

tscfisibstmce

`in `ri c .`n en iv n the - aape ot ts con

--.:"a r . t .r?.'. i-'.i ailed

?.r' t . lOt" e 4t r: .it prest "toolers

ii'ac ne `tot det eloped

20. c . . Li `t.lr:s t4 'n 3 c h. e ditfitulb pcrcen ing thmt's it `till c!t'tliei persi"n". point of VILIW. "ills

` n . .i'.'c

2

`rc

ab ` otakc.anothcrsper

ii

th t hi ` `-acqumng a

Betss cciii . and 4, children cone a' ied'i ` t"fl $hers rna5 hold

v

nd

c n `hat self produced

h.ugh tan.rete

22. K `o'. Ur i llic disorder characteneed bi deft-

ie:'t

and

n md mipa cd

is

This disorder is related to

4l of Dr.in areas that erahle

to others. I he' high tunction

"ft -tth ordc. stallel

23 ins,. I.., . `tntn dicon propoce. that autism `-pi. %`nz at. \` trenw 3 %jfl, ` ``ii"! - to this thton'. grls tend `ti be i&t rebcftithanbovsat

d lrs.&s

r'c ft

,ms )undc tand

;, L?n--

Ia.s

24.

-t ?

-.`"

hndin2s, re%earthers have

`t r In ` icrc. atth biliti loper

t , thinx

and to t'ke another s

Jv'vt'lops `at"'iptI cracluaIl `dunng

25. Russian psi choh'gist

noted that h age

child ``ii s t op hint' ` lOLId

andinsteidrc oi

.%l parc. nt

ret

itords, thei ptt'i `dt actr ding to this then. `-4

upon .i1ikb `hi chnI can

build higher-in 4 thrnkiv .

26 Piigetbclic.seit 4 idre icsu t Ii abilities n?eded o om nd a cm t transformations and on',eri ation hi `trout i't%irs of ace. t this tuv-- they enter the sta'c.

27 In Piaget s final stage. mc. stage. TCctst)flfl'J expand-.

from the purely concrete to encompass thinking l'iaget behuied

mostchildrenbq ntocntc. this., F a

Objective 10: Discuss ps. thnlogi'.ts' current ite's s on Piaget's theory of cognitive development

Fxplam bnefh how cnter?cnry a cant wv Piaget s theory.

Objectivell Define ia:' "

28. Soon after emer..,es .tltl 1 id en

become mobile. a nt'it rear, .alh'd

cmerge 29. tisf'a er c a,

Objective 12: Discuss the etfects of nourishment, body contact, and tamiliarib on infant social a ttarhment.

30. 1 he dex elopment of a `-trong emotional bond hetxxeen infant and parent is called

Infancy and Childhood 101

Discuss the impact of responsire parenting on infant attachment,

31. 1-larlon `s studic s of monke s hai e shon n that motller-infant attachment does not depend on the nunher prox iding nourishment as much as it does n her prox iding the comfort of Another kex to attachment is

32. human attachment mi olves one person provid--

mg another with a uhen distressed and a

which to explore, 33. In some animals, attachment will occur only dur-

ing a restricted time called a

Konrad I oreni disc ox ered that young birds n ould follon almost any object if it were the first mm Ing thing they observed. fhis phenomenon is called

34, 1 luman infants

(do/do not)

hex c a precise critical period for becoming

attached.

Objective 13: Contrast secure and insecure attachment, and disuiss the roles of parents and infants in the development of attachment and an infant's feel ings of basic trust.

35. Placed n a research setting called the ,children

ci tix o patterns of attadinent: aft x hment or attachmei t,

( ontrast the espoase of secured and insecureli attm led nfan ts to trange situations.

36. \ father's love and acceptance for hi-j children are (comparable to/less impor

tant than) a mother's lo e in predicting their children's health and xx eli being.

37. Separation anxiety peaks in intants around months, then (gradually declines/remains

constant for about a ear). This is true of children (in North America through

out the world).

38. According to Frikson, securely attached infants approach life with a sense of

Objective 14: Assess the impact ot parental neglect. family disruption, and day care on attachment pat terns and development.

39. 1 larlon found that x hen monket s reared in so cial isolation are placcd with othcr monkeys, thc reacted with either tear or

30. Most abused children (do `do not later become abusive parents.

41, Although mo t child n who ,

g indcr

adx ersiti are

and become

normal adults, card abuse and excesix expo

-

sure to

ma} alter the development of the brain' chemical

2

1 I p p Ihrougl the Life Span

42, is

as no in a morn poiti e and stable em P

i,L5'i)t olost infants

r

a no tacos c'ri mom disruptions in

int,,t

lii cr noise

(dx

105 1101) constitute a

..a a'

der eiopment. I liglu

Pc'

care rOOs'sN 01 `sarm, supportive

P adniN in an enr ironment that is

and

vl a i uportant than time

P

lit mcmg a child s derelop

r

with their children is the appioach taken hr pa rents.

49. Studies have shown that there tends to he a corrm

lation betu eon high self-estc m on the part of the

child and the

str Ic of parent

mg. This mag he because this parenti ig sty Ic

gives cl'uldi en the greatest sc nse ot

Ot er their ih es.

P xpiain wiir the correlation betu cen autnorttat;r e parenting and social competence Ions not necessarily ret cal causc and effect

Ohectmxe 15; race the onset and development of U `ic 5 scit-non `pt,

c I a I mm ement of childhood is

N

clopic ofa

,which

n raost children hr age

45. \ i ``i s sc P image goner ally becomes stable

hr cc s en the ages of

and

is hen hildren begin to describe

is I ger der group memberS

a!

I lop

`oh! cc m ml Lb uacteristics of children who have a in sit Sc %et;nlage.

Adolescence (pp 16T 175)

If you do not know the meanbig of ant of the following words, phrases, or expressions in the context in which they appear in the text, refer to pages 126 127 for an explanation; jsiws dicidends out of si/nc' intellectual szonmzf charac ter the psychological muscles for no itrolliag impulses monzl ladd p tliro a a switch' folk cheap' slack; psunhocociol task knde fheii IL/noon!: emotional ties uat'i pareotc locseu; gop !noi'poing.

C 5 hfrw e 16; 1 c. Nc tUrn parentlng Uvies, and

`r

py

q' an m s for the link between

1

pa

leo npctence.

16 1

!y

so ru and expect obedience

I 4T ,, SU

arc nt;.ig.

1 Cc ta's denaands ot their children

d to

`Ito I c t children's desires are

parents

c

iag s d irds after disc ussion

Objective 17: Define adoles cute.

1. Adolescence is defined as the transition period

hc'tsveen

and

2. The "storm and stress" s ion ot adoinsce ice is

redited tc

)ne )f tI first

\merican psvchologi ts to dc scr'be do c xc

Objective 18: Identits the n'aor pbs ical changes during adolescence.

3. Adolescence begins ss ith the hnre )t dot eloping

sexual maturits knoi ii as

A

tr o gear aeriol if r 1 id i hy ide Icfri ut

begins in girls at al )ut tile gc of

Adolescence 103

and in boy s at ab )ut the age of [his growth spurt is marked

by thc dc c lop r `nt ol the reproduc tir e organs and extc mal geni aha, or

characteristics, as nell ashy the duveiopnn'nt of trai P such as pubic hair and enlarged hrcats mu fenvales and facial hair in nxales It c e nc regroductn e tr mits are known as

charac ,tic.

4. The first menstrual p.criod is called In box s, the first ejaculation

is called

5, I'he pubertal m ing

(tim ng sequence) of is mc rc predic table than their

(timing sequence)

6. hios'. who mature (earix ,Iat' tend to he more popular, self" assured, and independent; they also are at increased risk for

T'or girls

(early/late) matura

tion can he stressful, especiahix when their bodies

are out of sync with their

This reminds us that

and

interact

7. The adolescent hra' m undergoes a selective of unused connections Also,

teens' occasinna (impulsiveness and risky behax iers may he due. in part. to the fact that

dcx ci r t in t r biain's ss b `hnxd that of thc

10. Piaget's final stage of cognitive dcv elopment is the stage ot Ihe adolcsce tin this stigc is capable of thio king logically ab( nt a' xx eli as concrete proposi tions, Ehis enables them to detect in others' reasoning and to spot by pocrisv

Objective 20: Discuss moral dcx elopmcnt troir th perspectives ot moral thinking, moral feeling, and moral action.

11. The theorist xx ho proposed that nx1rai thought progresses through stages is lhese stage arc divided into three basic levels. and

12. Tn the preconventional stages or moralitx, charac'

teristic of children, the emphasis is 00 obeying

rules in order to avoid

or gain

13. C onv entional morality usualh emerges by earh

The emphasis is on gaining

social

or upholding the social

14. Indh iduals vsho base moral judgments on their own perceptions of basic ethical principles arc said by Kohlberg to employ moralitx.

-

Summarize the criticisms of Kohiherg's theorx of moral dcx elopment.

Objective 19: i 5".rnhe rhc Lhangt-' n reasoning abili ties that Pagrt tailed tornal onerations.

8. dolesccr is dcxc cpmg abiht' to reason gives

then rc s `xc of

axvare

ness and

judgment

9. [.Ini mug tat' "ark tecn cars, reasoning is often a ad' ilescents otten feel

tht'ii e\f'urit'nr Os unque.

15. The idea that moral teelings pre edc mor i rc soning is expressed in the explanation of morahtx Research studies rising --npp u t the idc a that nir,ra l

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