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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