October 10th- October 24th, TEST



Assignment – you are to access my web site, go to AP ASSIGNMENTS, where you will find 4 items with a 4 in front of them----for chapter 4!!

Watch and take notes on these VODS

1. Yes this assignment must be typed

2. Each item needs to be on 4 separate pieces of paper

3. Define any vocab. On the vods you had to look up

4. If you took notes while watching the vod staple those notes to the finished product

5. This is a TEST grade

4 The Mind VOD 12 - Teratogens – my site under Assignments – 1 double spaced page TYPED summary

4 PBS Baby's Brain – my site under Assignments 1 double spaced page TYPED summary

4 Seasons of Life – Read and summarize VOD #4 - Middle Adulthood (Ages 40-60)

Older adults are concerned with creating a legacy for the next generation, changes in life direction, and personal goal achievement. Focus on the challenges and stage presented in this period of life

4 VOD the Developing Child

AP Assignments – may have to copy and paste the link it was acting weird. It is also under the Zimbardo VODS Discovering Psych in this series. 26 Videos on Demand, approx. 26 minutes in length Watch VOD and answer questions BELOW



Type out the answers to Developing Child

VOD #5 – The Developing Child

Questions –

1. With regard to child/human development, compare and contrast Jean Jacques Rousseau and John Locke.

2. How did the discovery of the wild child in the 1800’s affect child development theory?

3. What does Victor’s life-long lack of speech say about child development?

4. How did John Watson, father of Behaviorism, describe infants?

5. What is an infant’s response to the taste of vanilla and smell of shrimp?

6. What is lacking in infant’s visual cortex, preventing vision?

7. Describe habituation and dis-habituation.

8. Describe Piaget’s conservation experiment.

9. Piaget, like many others, underestimated children’s development. What was his mistake?

10. What does staring, by an infant, signal?

11. What was the 3 year old able to accomplish that the younger child was not?

12. What psychological idea is this?

13. What does the visual cliff attempt to demonstrate?

14. What might be the evolutionary reasoning for babies to smile?

15. What is temperament?

16. What are some inherited temperaments?

17. Can we alter genetically predisposed temperaments?

HANDOUT There is always one moment in childhood when the door opens and lets the future in.” Graham Greene

TERMS:These terms must be written out, numbered and turned in the day of the test – It’s an all or nothing thing

1) Developmental psychology

2) Zygote

3) Embryo

4) Fetus

5) Teratogens

6) Fetal alcohol syndrome

7) Infantile Reflexes:

Rooting Reflex

Gripping Reflex

Babinski / Plantar Reflex

Stepping Reflex

Startle/Moro Reflex

Galant Reflex

8) Habituation

9) Maturation

10) Schema

11) Assimilation

12) Accommodation

13) Cognition

14) Plasticity

15) stranger anxiety

16) attachment

17) critical period

18) imprinting

19) Theory of Mind

20) Autism

21) basic trust

22) self-concept

23) Harlow

24) Bowlby

25) Ainsworth

26) Lorenz

27) adolescence

28) puberty

29) primary & secondary sex characteristics

30) menarche

31) identity

32) intimacy

33) menopause

34) Alzheimer’s Disease

35) Cross sectional study

36) Longitudinal study

37) Crystallized intelligence

38) Fluid intelligence

39) Social clock

Parenting Styles:

40) Permissive

41) Authoritarian

42) Authoritative

43) Separation Anxiety

44) Milestones of Development

Jean Piaget/ Cognitive Development

45) Object Permanency

46) Egocentrism

47) Conservation

48) James Marcia

49) Erik Erikson / Psychosocial Development

50) Kohlberg’s Stages of Moral Development

51) Dilemmas

52) Kübler-Ross

Home Work – assign as you approach subject in class

COGNITIVE DEVELOPMENT

Schemas

1. What are schemas?

1. Explain the difference between assimilation and accommodation.

Suppose that a 15-month-old toddler has learned to call her red-headed sister “Sissy.”

2. What do you think would happen if the child sees a another female child with red hair?

3. Is the child likely to call the child Sissy or a Girly or a Sissy-Girl or some other term? Add a sentence explaining why you think the child would use that term to refer the second child.

Stages of Development

4. What are some characteristics of a child in the sensorimotor stage of development?

5. What is object permanence?

6. What are some cognitive limitations of preschoolers?

7. What is egocentrism?

Measures of Mental Operations

8. What are some differences in mental operations among children in the conservation phase?

CONCEPTION TO BIRTH - This activity will help you understand the sequence of prenatal development.

Fertilization

9) Of the 200 to 400 million sperm cells released in a typical ejaculation, approximately how many do you think will reach the ovum? ____ 100 _____ 3000 _____ 100,000 _____ 1,000,000

Write 1 Paragraph Each!!

10) Germinal Phase: Briefly describe the main features of this phase of development.

11) Embryonic Phase: Briefly describe the main features of this phase of development.

12) Fetal Phase: Briefly describe the main features of this phase of development.

Summary -

13) Now that you have viewed the entire sequence of prenatal development, what do you think are the most important themes of development during these 38 weeks?

14) Identify several teratogens and their long term effects on development.

WHO AM I? This activity will help you understand Erik Erikson’s perspective on identity formation.

Paths to Identity Achievement

15) How did Erikson define identity achievement?

SIGNS OF AGING - In this activity you will explore the main aspects of physical aging.

Aging Begins in Early Adulthood

16) What distinctions do researchers find between primary and secondary aging?

Aging and Appearance

17) List four changes in appearance experienced with aging:

Sensory Changes

18) List the two senses most significantly affected by aging:

Physical Functioning

19) Name two of the changes in physical functioning experienced during aging:

Conclusion: Making the Most of Each Stage

20) How will you feel about the changes that aging brings?

21) Which of the changes will bother you the most?

Developmental Psychology: the study of the physical, cognitive, and social changes throughout the lifespan.

Lifespan =

1) Infancy

2) Childhood

3) Adolescence

4) Young Adulthood

5) Adult

6) Middle age

7) Geriatric adulthood

Fetal Development

Introductory Class Experience: Your Earliest Memory

CONCEPT: Memory is a very individual phenomenon, but some generalities can be drawn.

In this activity, you will investigate how far back your classmates can remember and look at the question of whether there is a characteristic emotion or situation related to one's earliest memory.

INSTRUCTIONS-Take a few minutes to reflect back to the earliest experience you can remember.

Estimate, as best you can, at what age this experience occurred.

Ψ Now we will share the age of your earliest memory and briefly describe the incident or scene as I jot down the age and descriptive phrase on the board.

After everyone has participated, we will categorize responses in two ways:

Ψ Age (How many can remember back to age two? How many to age three? etc.)

Ψ Type of experience remembered (fearful experience, happy experience, everyday routine, sibling rivalry, holiday, etc.). 

DISCUSSION: This is a very versatile activity and is a good way to initiate units on Developmental Psychology Memory.

We have already covered research methods and basic statistics;

Ψ Let’s illustration measures of central tendencies, correlations, etc.

Ψ And….draw research hypotheses on what type of experiences are significant enough to remember.

What are the three areas of change that developmental psychologists study?

Developmental psychologists study:

1. Physical (growth and development of skills)

2. Mental( intellect and cognitive skills)

3. and social (relationships and connections to others)

changes throughout the life cycle.

What are three major issues in developmental psychology?

Three issues pervade this study:

(1) the relative impact of genes / NATURE EXPERIENCE on behavior

(2) whether development is best described as gradual and continuous or as a sequence of separate stages, and

(3) whether personality traits remain stable or change over the life span.

THREE BIG ISSUES

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Prenatal development

We don't often discuss prenatal physical development in psychology courses, but I think that's really inexcusable.

So – here we go………

How does human conception occur?

• A total of 200 million or more sperm deposited during intercourse approach the egg 85,000 times their own size.

• The few that make it to the egg release digestive enzymes that eat away the egg’s protective coating, allowing a sperm to penetrate.

• The egg’s surface blocks out all others and within a half day, the egg nucleus and the sperm nucleus fuse.

Copy and paste vid links



Zam Zar Dev Video



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Conception:

Female releases egg / OVA (HAVE 500 at birth)and meets with up to 2 million sperm (male begins producing at puberty) released during intercourse.

After sexual intercourse, sperm travels through the cervix and uterus and into the Fallopian tubes.

Conception usually takes place in the outer third of the Fallopian tube.

A single sperm penetrates that egg (up to 100 try) and a joining of the genetic information occurs.

This resulting single cell is called a zygote; < ½ of all fertilized eggs become a zygote.

Cells then differentiate to become intestine and brains, etc.

10 days, attach to uterine wall for next 37 weeks = embryo

9 weeks = fetus

Define zygote, embryo, and fetus, and explain how teratogens can affect development.

Fewer than half of fertilized eggs, called zygotes, survive.

In the first week, cell division produces a zygote of some 100 cells, which are already beginning to differentiate, to specialize in structure and function.

About 10 days after conception, the zygote’s outer part attaches to the uterine wall and becomes the placenta through which nourishment passes. The inner cells become the embryo.

FETAL STAGE= By 9 weeks after conception, the embryo looks unmistakably human and is now a fetus.

During the sixth month, internal organs such as the stomach have become sufficiently formed and functional to allow a prematurely born fetus a chance of survival.

At each prenatal stage, genetic and environmental factors affect development.

Along with nutrients, teratogens ingested by the mother can reach the developing child and place it at risk.

If the mother drinks heavily, the effects may be visible as fetal alcohol syndrome (FAS).

AT each prenatal stage, genetic and environmental factors, germs and virus’s, can slip through the placenta and affect development.

This is called TERATOGENS.

Teratogens is a medical term from the Greek, literally meaning monster

Teratogen - A drug or other substance capable of interfering with the development of a fetus, causing birth defects.

Drinking during pregnancy can lead to a range of physical, learning, and behavioral effects in the developing brain, the most serious of which is a collection of symptoms known as fetal alcohol syndrome (FAS). Children with FAS may have distinct facial features .

FAS infants also are markedly smaller than average.

Their brains have less volume (i.e., microencephaly). And they have fewer numbers of brain cells (i.e., neurons) or fewer neurons that are able to function correctly, leading to long–term problems in learning and behavior.

It is during this critical period of differentiation (most of the first trimester or three-month period) that the growing fetus is most susceptible to damage from external sources (teratogens) including viral infections such as rubella, x-rays and other radiation, and poor nutrition.



Copy and paste link and scroll down on page to show class the development …it is amazing and the Carnegie Scale portrays this well

Activity – handout below has a lot of info. Have kids partner up and create a graphic organizer that condenses the info

I want them to appreciate all the detail but be test-ably responsible for the major stuff

Here we ask ONCE AGAIN>>>>>>THREE BIG ISSUES

FOCUS QUESTION:

Continuity/Stages: Is development a gradual continuous process like riding an escalator, or does it proceed through a sequence of separate stages, like climbing a staircase?

Stability/Change: Do our early personality traits persist through life, or do they change significantly as we age?

Nature/Nurture: How do our genetic inheritance (our nature) and our experience in our environment (the nurture we receive) affect our development?

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Describe some abilities of the newborn, and explain how researchers use habituation to assess infant sensory and cognitive abilities.

Newborns are surprisingly competent.

They are born with sensory equipment and reflexes that facilitate their interacting with adults and securing nourishment.

Touched on its cheek, a baby opens its mouth and searches for a nipple (the rooting reflex).

Newborns turn their heads in the direction of human voices and gaze longer at a drawing of a facelike image than at a bull’s-eye pattern.

They prefer to look at objects 8 to 12 inches away, the approximate distance between a nursing infant’s eyes and the mother’s.

Within days of birth, the newborn distinguishes its mother’s odor, and at 3 weeks, the newborn prefers its mother’s voice.

A simple form of learning called habituation, a decrease in responding with repeated stimulation, enables researchers to assess what infants see and remember.

Studies using the habituation phenomenon indicate that infants can discriminate colors, shapes, and sounds and can understand some basic concepts of numbers and physics.

Great infant reflex clip



Infantile reflexives

Rooting Reflex: The rooting reflex is most evident when an infant's cheek is stroked. The baby responds by turning his or her head in the direction of the touch and opening their mouth for feeding.

Gripping Reflex: Babies will grasp anything that is placed in their palm. The strength of this grip is strong, and most babies can support their entire weight in their grip.

Babinski/Plantar Reflex: When the inner sole of a baby’s foot is stroked, the infant will respond by curling his or her toes. When the outer sole of a baby’s foot is stroked, the infant will respond by spreading out their toes.

Stepping Reflex: When an infant is held upright with his or her feet placed on a surface, he or she will lift their legs as if they are marching or stepping.

Sucking Reflex: The sucking reflex is initiated when something touches the roof of an infants mouth. Infants have a strong sucking reflex which helps to ensure they can latch onto a bottle or breast. The sucking reflex is very strong in some infants and they may need to suck on a pacifier for comfort.

Startle/Moro Reflex: Infants will respond to sudden sounds or movements by throwing their arms and legs out, and throwing their heads back. Most infants will usually cry when startled and proceed to pull their limbs back into their bodies.

Galant Reflex: The galant reflex is shown when an infants middle or lower back is stroked next to the spinal cord. The baby will respond by curving his or her body toward the side which is being stroked.

INFANCY & CHILDHOOD Present at birth:

Reflexes: sucking, grasping, & rooting reflex (a baby's tendency when touched on the cheek, to open it's mouth and search for a nipple).

Infancy is usually considered the first 2 1/2 years of life. 

The first two months of infancy is called the neonatal period. 

At this point, life is mostly a matter of satisfying one's basic needs:  Enough milk (preferably mom's), staying warm and dry, and, of course, pooping. 

Lots and lots of pooping. 

More seriously, the infant needs to be protected from harm and infection, the latter being the greatest threat at this time of life.

In a way, the neonate (newborn) is a fetus out of his or her element. 

A great deal of neurological development especially is still going on. 

Since the neurons are still reproducing and growing their axons, the neonate's nervous system retains a considerable amount of plasticity, meaning that there is relatively little specialization of function and a great deal of knowledge acquisition and neural growth. 

DUE TO PLASTICITY - If damage were to occur to a part of the brain, for example, another part of the brain could still take over.

Infants can see at birth, but they are very nearsighted and can't coordinate their eye movements. 

Hearing, on the other hand, is already at work in the womb, by about the 20th week. 

Smell and taste are sharp at birth, and babies have a preference for sweets, which, not coincidentally, includes breast milk.

We can also see certain instinctual patterns: 

Infants seem to orient towards faces and voices, especially female ones, and seem to recognize their mother's voice and smell.



Visual cliff experiments suggest that infants perceive depth by the time they learn to crawl.

One example of an experiment looked at babies responses to various faces, as represented by masks, similar to the ones pictured here:

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The surprising finding was that the babies seemed pretty happy with all the faces -- even the "scary" one -- except the one consisting of one eye.

It would seem that the presence of two eyes is a key feature for infants!

Habituation: the longer an infant gazes at an object the more prone it is to lose interest

Decrease in responsiveness via continued stimulation

Milestones of (Physical) Motor Development

|Age |Gross Motor Skills |Fine Motor Skills |

| |Locomotor Skills |Nonlocomotor Skills |Manipulative Skills |

|1 month |Stepping Reflex |Lifts head slightly |Holds object if placed in hand |

| | |Follows slowly moving objects with eyes | |

|2-3 months |  |Lifts head up to 90 degrees when lying on stomach |Begins to "swipe" at objects in sight |

|4-6 months |Rolls over |Holds head erect in sitting position |Reaches for and grasps objects |

| |Sits with some support | | |

| |Moves on hands and knees ("creeps") | | |

|7-9 months |Sits without support |  |Transfers objects from one hand to the other|

| |Crawls | | |

|10-12 months |Pulls him/herself to standing |Squats and stoops |Some signs of hand preference |

| |Walks while grasping furniture | |Grasps a spoon across palm but has poor aim |

| |("cruising") | |of food to mouth |

| |Then, walks without help | | |

|13-18 months |Walks backward and sideways |Rolls ball to adult |Stacks two blocks |

| |Runs (14-20 mos) | |Puts objects into small containers and dumps|

| | | |them |

handout

1. Cephalocaudal development (head to tail)

2. Proximodistal development (from the center line outward)

3-6 years old most brain development occurs in the frontal cortex / rational planning

Association areas, language, thinking, memory, are last

Motor Development

As NS and muscle development continues, more complicated acts follow

They are logical: sit before stand

Biological maturation sets the dates these motor acts, walking, potty training, etc. will occur

Memory:

Earliest 3.5 years

Often 4-5 y o

Because memory organization is “in a different language” < 4 years old.

Trying to remember age 2 events is like reading Russian!

Describe some developmental changes in a child’s brain, and explain why maturation accounts for many of our similarities.

Within the brain, nerve cells form before birth.

After birth, the neural networks that enable us to walk, talk, and remember have a wild growth spurt. From ages 3 to 6, growth occurs most rapidly in the frontal lobes which enable rational planning.

The association areas of the cortex, which are linked to thinking, memory, and language, are the last brain areas to develop.

Maturation, the biological growth processes that enable orderly changes in behavior, sets the basic course of development and experience adjusts it.

Maturation accounts for commonalities, from standing before walking, to using nouns before adjectives.

Explain why we have few memories of experiences during our first three years of life.

The average age of earliest conscious memory is 3.5 years.

Memories of our preschool years are few because we organize our memories differently after age 3 or 4.

As the brain cortex matures, toddlers gain a sense of self and their long-term storage increases.

In addition, infants’ preverbal memories do not easily translate into their later language.

Experiments do, however, show that infants can retain learning over time.

Notes:  Freud’s Theory of Personality

MAIN IDEAS:

Importance of the unconscious mind in determining our behavior. 

Freud would say we don’t really know ourselves - evidence: Dreams and Freudian slips.

Our childhood experiences are forgotten or repressed, but have a powerful effect on our adult personalities. 

   Ex. Demanding parent’s behavior causes child to have low self esteem which leads to unhappiness as an adult.

Freud viewed the human personality as an energy system.

The energy came from:

1) Life instincts (erotic/pleasurable desires)

2) Death instincts (destructiveness, aggression)

Freudian Psychoanalytic Personality Structure

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Id:  (Want to do) Inborn, instinctual, biological urges. 

           Pleasure Principle.

Ego:  (Can do) Forms in 2nd or third year. 

           Reality Principle.

Superego:  (Should do) Your conscience, source of guilt. 

           Moral Principle.

One of the most important figures in Psychological understanding of Childhood Development is

Jean Piaget.

Piaget is actually a Genetic Epistemologist - a branch of philosophy that investigates the origin, nature, methods, and limits of human knowledge

His theories of cognitive development is a "stage theory" in that in each stage of development, children are faced with challenging situations which must deal with and overcome through increased mental abilities.

Jean Piaget (Cognitive Development)

Cognition: refers to all mental activities associated with thinking, knowing, remembering, and communicating.

Schemas mental models that incorporate characteristics of people, places, objects, etc., that the child uses to complete a series of actions.

A schema describes both the mental and physical actions involved in understanding and knowing.

Schemas are categories of knowledge that help us to interpret and understand the world.

In Piaget’s view, a schema includes both a category of knowledge and the process of obtaining that knowledge.

For example, a child may have a schema about a type of animal, such as a dog.

If the child’s sole experience has been with small dogs, a child might believe that all dogs are small, furry, and have four legs.

Suppose then that the child encounters a very large dog.

The child will take in this new information, modifying the previously existing schema to include this new information.

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These schemas are adaptable to our lives...as we age and change so do the schemas by two processes:

Assimilation - incorporate new information with previous schemas.

Having a schema for dogs, a child may call all 4 legged animals dogs

Assimilation – The process of taking in new information into our previously existing schema’s is known as assimilation.

The process is somewhat subjective, because we tend to modify experience or information somewhat to fit in with our preexisting beliefs.

In the example above, seeing a dog and labeling it “dog” is an example of assimilating the animal into the child’s dog schema.

“Oh, some dogs are brown, some are tall, some are big, some are small, some are white…this is assimilation.”

Accommodation/adjust - alter an existing schema to compensate for new information.

“Oh, not all 4 legged animals are dogs, some are cats, hamsters, etc.”

Remember: They focus on the face

Accommodation – Another part of adaptation involves changing or altering our existing schemas in light of new information, a process known as accommodation.

Accommodation involves altering existing schemas, or ideas, as a result of new information or new experiences.

New schemas may also be developed during this process.

Piaget's Stages of Cognitive Development (see Handout)

Cognition: refers to all mental activities associated with thinking, knowing, remembering, and communicating.

Piaget believed that children went through spurts of cognitive growth followed by refinement

Today, we know development is NOT clear cut, but gradual

NOT Clearly Cut Defined Stages

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4 stages:

A. Sensorimotor Stage: (birth to 2 yrs) stage during which infants know the world through their senses and motor activities.

Characterized by:

Object Permanence: the awareness that things continue to exist even when they cannot be perceived.

Why they love Peek a Boo at about age 6+ months

Stranger Anxiety: the fear of strangers that infants commonly display, beginning by about 8 months of age.

B. Preoperational Stage: (2/preschool -7 yrs) stage during which a child learns to use language but does not yet comprehend concrete logic.

Conservation: IE: ½ cup of milk in a tall glass = same amount in a wide glass

Child is not competent to perform the operation of measurement

Conservation: principle that mass, volume and number remain the same regardless of form

       

Egocentrism: the inability of the preoperational child to take another person's perspective or point of view.

Three y o child is invisible when he covers his eyes

Stands in front of the TV and assumes you can see what he sees

NOT INTENSIONALLY SELFISH!!!!!!!!!!!

Do you have a brother?

Yes

Does your brother have a brother?

No

Theory of Mind: peoples ideas about their own and other peoples' mental states.

Ability to “read” intentions Metacognition

“What will get me what I want?”

“What made Mom angry?”

Child’s ability to comfort and empathize = Theory of Mind

C. Concrete Operational Stage: (7-11 yrs) stage during which children gain the mental operations that allow them to logically about concrete events.

Concrete – events actually Conservation Experienced

Conservation: the principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects is grasped.

4+2 = 6 and 2+4 = 6

Reversibility is the understanding that mathematical operations can be undone (if you

add it, then you can subtract the sum)

- ability to group items according to identifying characteristics (cats & dogs)

D. Formal Operational Stage: (begins about 12 yrs) stage during which people begin to think logically about abstract / un-experienced events and develop the capacity for moral reasoning.

Concrete – events actually Conservation Experienced

Versus Formal Operations - abstract, theoretical, events perceptualized and symbolic

We often call this hypothetical thinking.

By age 7 a child can act and think with words rather than actions

NO hands will work!!

Lev Vygotsky, Russian, no longer thinking aloud

Children talk to themselves to control their behavior

Parents can scaffold, give children the words to label their cognitions, feelings

Concrete Operations:

By six or seven, most children develop the ability to conserve number, length, and liquid volume.  Conservation refers to the idea that a quantity remains the same despite changes in appearance. 

If you show a child four marbles in a row, then spread them out, the preoperational child will focus on the spread, and tend to believe that there are now more marbles than before.

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Or if you have two five inch sticks laid parallel to each other, then move one of them a little, she may believe that the moved stick is now longer than the other.

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The concrete operations child, on the other hand, will know that there are still four marbles, and that the stick doesn’t change length even though it now extends beyond the other. 

Criticism: stage theory

Discuss psychologists’ current views on Piaget’s theory of cognitive development.

Recent research shows that young children are more capable and their development more continuous than Piaget believed.

The cognitive abilities that emerge at each stage have begun developing at earlier ages. Today’s researchers also see formal logic as a smaller part of cognition than Piaget did.

Nonetheless, studies support his idea that human cognition unfolds basically in the sequence he proposed.

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Continuity/Stages: Is development a gradual continuous process like riding an escalator, or does it proceed through a sequence of separate stages, like climbing a staircase?

Some Problems with Piaget's Theory

a) Piaget may have underestimated the cognitive abilities of children (especially when very young)

Object permanence may occur earlier; children also may be less egocentric (or at least be able to understand another persons perspective

b) What about individual differences?

What about when a child displays behaviors from several different stages?

Ever seen an infant do something incredible and sophisticated cognitively?

c) This theory is a true stage theory, which may be inappropriate.

His estimates for passing through each stage are based on age.

However, it is possible that children advance through stages in response to environmental factors, not just age.

For example, children may begin to walk, on average, between ages 1-2 years, but the old adage "he/she will walk when ready,” may be correct.

A child may be capable of walking at 1 year old, but not receive proper motivation or environmental factors to go ahead and actually begin walking.

Social Development Theory:

We are “Social Animals.”

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The most important psychological task for the infant is called attachment, meaning the establishment of a tight bond with mom, dad, and other significant people.

Attachment: an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.

Since our infants can't walk, they make effective use of their parents' instincts to be attracted to babies, by cooing, gurgling, smiling, and generally acting cute.

Attachment is normally established by 8 months or so:

Define stranger anxiety.

Stranger anxiety is the fear of unfamiliar faces that infants commonly display, beginning by about 8 months of age (soon after object permanence emerges).

They greet strangers by crying and reaching for their familiar caregivers.

At this age children have schemas for familiar faces and become distressed when they cannot assimilate new faces into these remembered schemas.

Signs of attachment include separation anxiety, which is common between 6 and 18 months old

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And stranger anxiety, which is common between 8 months and 24 months.

It was assumed that infants would attach to those who feed them, this is not so.

Social Development Theories

There is a great deal of research on the social development of children.

John Bowbly proposed one of the earliest theories of social development.

Bowlby believed that early relationships with caregivers play a major role in child development and continue to influence social relationships throughout life.

Attachment theory is a theory (or group of theories) about the psychological tendency to seek closeness to another person, to feel secure when that person is present, and to feel anxious when that person is absent.

Attachment:

Contact

Familiarity -

********** Harlow and Bolby, Lorenz and Ainsworth*********

Harry and Margaret HARLOW:

*In his study with baby monkeys and cloth or wire "mothers", Harlow found that body contact not nourishment was most important in the formation of attachment in the baby monkeys.

Physical touch is crucial to attachment:

FTT Syndrome: in orphanages in troubled countries, where there may be a significant shortage of caregivers, the infants are often deprived of much physical contact with the nurses. 

Even when all their other needs are being met, the infants tend to become withdrawn and sickly and even die. 

As the baby book says, babies need to be held and cuddled and loved.

Evolutionary Psychology:

Attachment has strong evolutionary roots that help the species survive

Konrad Lorenz

imprinting

critical period

Bowlby

John Bowlby - Attachment Theory

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Attachment is a special emotional relationship that involves an exchange of comfort, care, and pleasure.

The roots of research on attachment began with Freud’s theories about love, but another researcher is usually credited as the father of attachment theory.

John Bowlby devoted extensive research to the concept of attachment, describing it as a “…lasting psychological connectedness between human beings".

Bowlby shared the psychoanalytic view that early experiences in childhood have an important influence on development and behavior later in life.

Our early attachment styles are established in childhood through the infant/caregiver relationship.

In addition to this, Bowlby believed that attachment had an evolutionary component; it aids in survival.

Preattachment phase (birth to 6 weeks)

Attachment-in-the-making phase (6 weeks to 6-8 months)

Clear-cut attachment phase (6-8 months to 18-24 months)

Reciprocal relationship phase (over 18-24 months)

Ainsworth studies this research

Imprinting: As described by Konrad Lorenz, the process by which certain animals (not humans) form attachments during a critical period early in life. 

It is mainly seen in birds (i.e., a newly hatched chick will follow the first moving object it sees).

Humans do not imprint but they do form fondness based on attachment

Critical Period: an optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development.

Ainsworth: While in England, Mary Ainsworth joined the research team at Tavistock Clinic investigating the effects of materal separation on child development.

Comparison of disrupted mother-child bonds to normal mother-child relationship showed that a child's lack of a mother figure leads to "adverse development effects."

In 1954, she left Tavistock Clinic to do research in Africa, where she carried out her longitudinal field study of mother-infant interaction.

She and her colleagues developed the Strange Situation Procedure (way infants relate to their caregivers), which is a widely used, well researched and validated, method of assessing an infant's pattern and style of attachment to a caregiver.

Ainsworth’s “Strange Situation" Assessment

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During the 1970’s, researcher Mary Ainsworth further expanded upon Bowlby’s groundbreaking work in her now-famous “Strange Situation” study.

The study involved observing children between the ages of 12 to 18 months responding to a situation in which they were briefly left alone and then reunited with their mother.

Based on these observations, Ainsworth concluded that there were three major styles of attachment:

Secure Attachment –

In mothers presence they play comfortably.

When she leaves they are distressed.

When she returns they seek contact with her.

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Insecure Attachment –

Less likely to explore their environment

cling to mother

Leaves, cries

may seem indifferent on her return

and avoidant-insecure attachment.

Numerous studies have supported Ainsworth’s conclusions and additional research has revealed that these early attachment styles can help predict behaviors later in life.

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Why do children react differently? Mother’s emotional state: relaxed, attentive mothers have secure children

Nature v Nurture /

The question is:

Is child attachment style the result of parenting due to early experiences with relationships

OR

Is attachment style the result of temperament—one’s characteristic reactivity?

How do you separate the two/NATURE V. NURTURE?

Dutch Researcher van de Bloom randomly assigned 100 6-9 month old temperamentally difficult babies to either an experimental condition (mothers received training to their sensitive babies)

OR

Control Group (they did not receive training)

At 12 months: 68% of the trained / experimental group were more securely attached………… Nurture can alter child attachment.

Most studies focus on mother care and MATERNAL DEPRIVATION.

Lately, studies indicate “father-love” is equally important producing more well adjusted, successful children

Cross-sectional research involves studying a variety of ages at a given point at the same time:

Globally, Child separation anxiety peaks at 13 months and then relaxes allowing us to widen our experiences

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Assess the impact of parental neglect, family disruption, and day care on attachment patterns and development.

Infants who experience abuse or extreme neglect often become withdrawn, frightened, even speechless.

Severe and prolonged abuse places children at increased risk for health problems (FTT), psychological disorders, substance abuse, and criminality.

Both monkeys and infants who are temporarily deprived of attachment may become upset, and before long, withdrawn and even despairing.

However, if placed in a more positive and stable environment, infants generally recover from the distress of separation.

Children who are prevented from forming attachments by age 2 may be at risk for attachment problems.

Early research uncovered no negative impact of maternal employment on the child’s development.

More recent research has investigated the effects of differing quality of day care on different types and ages of children.

Children who have spent the most time in day care seem to have slightly advanced thinking and language skills

but

also have an increased rate of aggressiveness and defiance.

But the child’s temperament, the mother’s sensitivity, and the family’s economic and educational level matter more than time spent in day care.

Erik Erikson and his wife, Joan, studied children from a social / attachment point of view in Longitudinal research follows the same group of subjects for many years

Securely attached children approach life with:

a basic trust

sense that the and their world is predictable

and is due to responsive parents

He also theorized that we approach adult relationships the same way:

Secure and trusting

Insecure, anxious attachment

Avoidance of attachment

IF SECURE ATTACHMENT NURTURES SOCIAL COMPETANCY, WHAT HAPPENS WHEN CIRCUMSTANCES PREVENT A CHILD FROM FORMING ATTACHMENTS?

Abusive parents report abuse as children – 30% of the abused grow up to abuse their own children (rate = 4 times higher than the nat’l rate)

Convicted murders report child abuse

Is today’s victim tomorrow’s ABUSER?

Most abusers were abused themselves; most abusers do not become abusive!!

Almost five children die everyday as a result of child abuse.

More than three out of four are under the age of 4.

It is estimated that between 60-85% of child fatalities due to maltreatment are not recorded as such on death certificates.

90% of child sexual abuse victims know the perpetrator in some way; 68% are abused by family members.

Child abuse occurs at every socioeconomic level, across ethnic and cultural lines, within all religions and at all levels of education.

31% percent of women in prison in the United States were abused as children.

Over 60% of people in drug rehabilitation centers report being abused or neglected as a child.

About 30% of abused and neglected children will later abuse their own children, continuing the horrible cycle of abuse.

About 80% of 21 year olds that were abused as children met criteria for at least one psychological disorder.

The estimated annual cost of child abuse and neglect in the United States for 2007 is $104 billion.

Most abused children are resilient….think of the Holocaust victims

If abuse is restricted to early childhood, delinquency is sharply reduced

Psychiatric researchers seem to think it is likely that child abuse is one of the causal factors in schizophrenia (especially for people biologically or genetically predisposed) - though as yet there is no definitive proof for this.

In rats and hamster, we see changes in serotonin levels…brain neurotransmitter responsible for aggression / depression

Similar findings are found with abused children

What about the other familial risk factors: crime ridden neighborhood, divorce, substance abuse in the home, etc.

We return to twin studies:

Sexually abused twin at higher risk for depression, alcohol abuse(coping)

DISRUPTION OF ATTACHMENT:

Obviously, monkeys and human babies alike suffer upset when removed from their mothers

Consistent isolation from mother = withdrawal

If placed, or replaced, into their loving, nurturing environment, recovery is greatest < 16 months of age

Over age 2, at risk for attachment disorders

???????????? What does this say about: problems with short term foster care and removals?

DAY CARE:IF QUALITY:

Increased cognitive skills

Increased aggressiveness and defiance

Cortisol levels / stress increased in day care

If Mothers transition from welfare to work, children do not suffer….other causal factors?

Infancy’s major social achievement is attachment

Childhood’s major social achievement is development of a self-concept – sense of one’s identity and worth

Think of the child who is fascinated by her own hand or foot….does she know that she is attached to her foot?

Self recognition can be measured by recognition of the self in a mirror

18 month olds had a dot placed in their noses. They would wipe it off in the mirror as their self-concept schema did not include a dot on their nose.

School age self concept includes skills

8-10 – self concept is stable

Does parenting affect self concept?

Trace the onset and development of children’s self-concept.

Self-concept, a sense of one’s identity and personal worth, develops gradually.

At about 15 to 18 months, infants will recognize themselves in a mirror.

By school age, children start to describe themselves in terms of their gender, group memberships, and psychological traits. They also compare themselves with other children.

By age 8 or 10, children’s self-images are quite stable.

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Parenting Styles

Permissive Parenting Style – [pic]

Parents who submit to their children's desires, make few demands, and use little punishment.

Parents defer to children’s wishes, few rules are made or reinforced

Result = Poor emotion regulation (under regulated)

Rebellious and defiant when desires are challenged.

low persistence to challenging tasks

antisocial behaviors

Not a great deal of self discipline

The permissive parent attempts to behave in a nonpunitive, acceptant and affirmative manner towards the child's impulses, desires, and actions.

The Parent consults with the child about policy decisions and gives explanations for family rules.

The Parent makes few demands for household responsibility and orderly behavior.

The Parent presents herself to the child as a resource for him to use as he wishes, not as an ideal for him to emulate, nor as an active agent responsible for shaping or altering his ongoing or future behavior.

The Parent allows the child to regulate his own activities as much as possible, avoids the exercise of control, and does not encourage him to obey externally defined standards.

The Parent attempts to use reason and manipulation, but not overt power to accomplish her ends

Authoritarian / Dictorial Parenting Style–

Parenting style whereby parents are rigid with obedience

Parents who impose rules and expect unquestioned obedience.

Results: not good at making decisions, don’t know how to think

Anxious, withdrawn, and unhappy disposition

Poor reactions to frustration (girls are particularly likely to give up and boys become especially hostile)

do well in school (studies may show authoritative parenting is comparable)

not likely to engage in antisocial activities (for example - drug and alcohol abuse, vandalism, gangs)

The authoritarian parent attempts to shape, control, and evaluate the behavior and attitudes of the child in accordance with a set standard of conduct, usually an absolute standard, theologically motivated and formulated by a higher authority.

The parent values obedience as a virtue and favors punitive, forceful measures to curb self-will at points where the child's actions or beliefs conflict with what she thinks is right conduct.

The Parent believes in keeping the child in his place, , in restricting his autonomy, and in assigning household responsibilities in order to inculcate respect for work.

The Parent regards the preservation of order and traditional structure as a highly valued end in itself.

The Parent does not encourage verbal give and take, believing that the child should accept her word for what is right

Authoritative Parenting

Parents seek input from children and are somewhat flexible

Parents who are both demanding and responsive.

They exert control not only by setting rules and enforcing them but also by explaining the reasons and, especially with older children, encouraging open discussion and allowing exceptions to the rules when appropriate.

lively and happy disposition

self-confident about ability to master tasks.

well developed emotion regulation

developed social skills

less rigid about gender-typed traits (exp: sensitivity in boys and independence in girls)

The authoritative parent attempts to direct the child's activities but in a rational, issue-oriented manner.

The parent encourages verbal give and take, shares with the child the reasoning behind her policy, and solicits his objections when he refuses to conform.

Both autonomous self-will and disciplined conformity are valued

The parent values both expressive and instrumental attributes, both autonomous self-will and disciplined conformity] ... Therefore The parent exerts firm control at points of parent-child divergence, but does not hem the child in with restrictions.

The parent enforces her own perspective as an adult, but recognizes the child's individual interests and special ways.

The authoritative parent affirms the child's present qualities, but also sets standards for future conduct.

The parent uses reason, power, and shaping by regime and reinforcement to achieve her objectives, and does not base her decisions on group consensus or the individual child's desires. [... but also does not regard herself as infallible, or divinely inspired.]

Results – self reliant, friendly and self confident / Stable future relationships, well adjusted and psychologically healthily

Background Information: Why does authoritative parenting work?

Control that appears fair and reasonable (i.e. not arbitrary) to the child is far more likely to be complied with and internalized.

Nurturing parents who are secure in the standards they hold for their children provide models of caring concern as well as confident, self-controlled behavior.

A child's modeling of these parents provides emotion regulation skills, emotional understanding, and social understanding.

Parents who combine warmth and rational and reasonable control are likely to be more effective reinforcing agents.

They praise children for striving to meet their expectations and making good use of disapproval, which works best when applied by an adult who has been warm and caring.

Authoritative parents make demands that fit with children's ability to take responsibility for their own behavior.

Children subsequently learn that they are competent individuals who can do things successfully for themselves.

This fosters high self-esteem, cognitive development, and emotional maturity.

BUT, correlation is not causation!!!!!!!!!!!!!!!!!!!!!!!!!

The correlation / relationship between parenting style and child outcome may have other reasons!!

Does the child’s temperament affect the parenting style?

Twin studies support his notion.

Sure it does, factor my rearing of Alex and Derek!!

Alex, sometimes permissive due to her uptight temperament

Derek, more authoritarian due to “off the chain” behavior

OR…….do competent parents share the competent gene with their offspring?

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ADOLESCENCE – period between childhood and adulthood

Sexual maturity through independent adult status

A period of storm and stress

Physical Development

Puberty: the period of sexual maturation, during which a person becomes capable of reproducing.

Surge of hormones

Moods

Rapid growth, 11 girls and 13 boys

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Initiation of puberty:

Girls, 11 / breast

Menarche: the first menstrual period, by 14

Boys / ejaculation / by 14

Sequence is predictable

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Brain:

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Brain cells increase

Selective pruning of unused neurons…unused we lose

Frontal Lobe development of myelin(fatty tissue that speeds neurotransmission)

Frontal lobe development lags behind limbic maturation…explain impulsiveness and poor frontal lobe judgment

REVIEW /

PIAGET / Formal Operational Stage: (begins about 12 yrs) stage during which people begin to think logically about abstract / un-experienced events and develop the capacity for moral reasoning.

Concrete – events actually Conservation Experienced

Versus Formal Operations - abstract, theoretical, events perceptualized and symbolic

We often call this hypothetical thinking.

Cognitive Development: An important aspect of cognitive development in teens is the ability to form moral judgments. 

KOHLBERG acknowledged Piaget’s theory with regards to children’s morality and it’s connection to cognitive development

Kohlberg focused on moral reasoning – thinking that defines right and wrong

Kohlberg outlined the Stages of (3) Moral Development (Handout)

(Remember: Stage theory is in steps and unvarying)

Like a Ladder:

Preconventional level < 9

The morality of self-interest. 

Children obey either to avoid punishment or to obtain rewards.

Stage 1, characterized by avoidance of punishment

Stage 2, characterized by a desire to further one’s own interests.

Conventional level – early adolescence

Upholding the laws and social rules simply because they are laws and rules.

Or obey rules to obtain social approval and avoid social disapproval.

Stage 3, characterized by living up to the expectations of others.

Stage 4, characterized by a sense of conscience and “doing one’s duty”

Postconventional level

Affirmation of people's agreed upon rights or following what one personally perceives as basic ethical principles.

Stage 5, characterized by an understanding that values and rules are relative but generally need to be upheld.

Stage 6, characterized by universal ethical principles

Critique of Kohlberg:

Continuity/Stages: Is development a gradual continuous process like riding an escalator, or does it proceed through a sequence of separate stages, like climbing a staircase?

1. Development may be more gradual and less sequential than Kohlberg’s stages imply.

2. Gilligan and others have criticized the theory for undervaluing traditional female traits,

which focus on interpersonal issues.

Review:

Developmental theorists:

Freud – Psycho Sexual Theories

Piaget – Cognitive Development and 4 stages: Sensorimotor

Preconventional

Concrete Operations

Formal Operational

Kohlberg: Cognitive / Moral Reasoning:

Preconventional

Conventional

Postconventional

Erikson: 8 Stages of psychosocial development

Social Development – Erikson

Psychosocial Development – Crisis that needs resolution

Identity: one's sense of self

According to Erikson, the adolescent's task is to solidify a sense of self by testing and integrating various roles.

Growing awareness of one’s own mental processes develops—Metacognition

Metacognition refers to thinking about cognition (memory, perception, calculation, association, etc.) itself or to the thinking/reasoning about own thinking.

Metacognition involves two types of knowledge: explicit, conscious, factual knowledge; and implicit/unconscious knowledge.

Intimacy:

According to Erikson, the ability to form close, loving relationships

A primary developmental task in late adolescence and early adulthood.

Critique of Erikson

THREE BIG ISSUES

1. Continuity/Stages: Is development a gradual continuous process like riding an escalator, or does it proceed through a sequence of separate stages, like climbing a staircase?

A. There is no agreed-upon set of measures for the various stages.

B. The stages imply a rigidity of development that may not exist.

C. The theory may not reflect differences in personality development between men and women.

THREE BIG ISSUES

1. Continuity/Stages: Is development a gradual continuous process like riding an escalator, or does it proceed through a sequence of separate stages, like climbing a staircase?

2. Stability/Change: Do our early personality traits persist through life, or do they change significantly as we age?

3. Nature/Nurture: How do our genetic inheritance (our nature) and our experience in our environment (the nurture we receive) affect our development?

Adulthood

A. Physical changes

1. Abilities peak and begin a gradual (1% a year) decline.

2. Women undergo menopause, with its hormonal and reproductive changes.

Menopause: the time of natural cessation of menstruation and decline in the woman's ability to reproduce.

Men decrease in sperm count only…gradual decline in testosterone and speed of ejaculation

B. Social changes center around issues as:

1. Mate selection

2. Parenting

3. Career selection

C. Cognitive changes vary significantly with some people showing declines and others not.

1. Reaction time seems to decline.

2. Some adults show a decline in memory.

Assign HW

ADULTHOOD & AGING

Some adults suffer a loss of brain cells

Up to age 95, the rate of mental degeneration doubles every 5 years

Dementia: brain disintegration caused by:

Brains tumors

Alcoholism

Small strokes

Strokes: The most common cause of psychological problems among older people is strokes. 

Most strokes are blood clots that get stuck in the small blood vessels (capillaries) in the brain that supply neurons with oxygen and other necessities. 

When this happens, many neurons die for lack of oxygen. 

If this happens often enough, the person may develop what is called multi-infarct dementia. 

They may become confused and disoriented; some may take to wandering off and getting lost;  some have difficulty forming new memories; many develop emotional problems such as anxiety and depression. Strokes: The most common cause of psychological problems among older people is strokes. 

Most strokes are blood clots that get stuck in the small blood vessels (capillaries) in the brain that supply neurons with oxygen and other necessities. 

When this happens, many neurons die for lack of oxygen. 

If this happens often enough, the person may develop what is called multi-infarct dementia. 

They may become confused and disoriented; some may take to wandering off and getting lost; some have difficulty forming new memories; many develop emotional problems such as anxiety and depression.

Alzheimer's disease: a progressive, irreversible, and fatal brain disorder characterized by gradual deterioration of memory, reasoning, language, and physical functioning.

Alzheimer’s disease, a disorder of pivotal importance to older adults, strikes 8 to 15 percent of people over the age of 65

Strikes 3% of the world population

Not normal ‘forgetting.’ We forget where we put our car keys…we don’t forget where we live.

First memory then reasoning declines

Within 5-20 years, emotionally flat

Finally mentally vacant

Alzheimer’s disease is one of the most feared mental disorders because of its gradual, yet relentless, attack on memory.

Memory loss, however, is not the only impairment.

Symptoms extend to other cognitive deficits in language, object recognition, and executive functioning.

3 Behavioral symptoms—such as psychosis, agitation, depression, and wandering—are common and impose tremendous strain on caregivers.

Diagnosis is challenging because of the lack of biological markers, insidious onset, and need to exclude other causes of dementia....

The diagnosis of Alzheimer’s disease not only requires the presence of memory impairment but also another cognitive deficit, such as language disturbance or disturbance in executive functioning.

The diagnosis also calls for impairments in social and occupational functioning that represent a significant functional decline (DSM-IV).

A further challenge in the identification of Alzheimer’s disease is the widespread societal view of “senility” as a natural developmental stage.

Early symptoms of cognitive decline may be excused away or ignored by family members and the patient, making early detection and treatment difficult.

The clinical diagnosis of Alzheimer’s disease relies on an accurate history of the patient’s symptoms and rate of decline.

Family members or other informants are usually helpful, but their ability to provide useful information sometimes is hampered by denial or lack of knowledge about signs and symptoms of the disorder....

There may be genetic factors involved in Alzheimer's, and it can run in families. 

A reduction in the amounts of acetylcholine in the brain seems to play a part. 

On the other hand, there are several things that appear to delay (but not cure) Alzheimer's, including:

certain GENES

more education

the use of NSAID'

estrogen replacement therapy, and vitamin E.  

Biology:

Loss of brain cells

Deterioration of neurons that produce neurotransmitter acetylcholine

Thus, memory and thinking suffer

Use of the brain as well as increased physical activity reduce Alzheimer’s

******** Aging Adulthood points to an ability to recognize but a decline in recall.

Aging and Intelligence

Cross Sectional versus Longitudinal Studies

Cross Sectional – different ages compared per intelligence

Wechsler advised that intelligence declines with age

Longitudinal: retesting the same people over period of time

Expected to see a decrease in intelligence after age 30…per the cross sectional studies

However, found that until much later in life, intelligence remains intact

So, what was the problem?

Cross Sectional study 30 and 70 year olds who were from different eras with different intelligence levels

Controversy continues as longitudinal studies have their own problems

Those who survive longest may be smarter

Intelligence is not a single trait

Speed tests disadvantage elderly…slower advantageous

What kind of intellectual intelligence are we measuring?

Crystallized intelligence – one’s accumulated intelligence as reflected in vocab and analogies increases to old age

Fluid Intelligence – one’s ability to reason speedily and abstractly, as when solving novel problems, decreases up to age 75, then more rapidly…especially after 85

Adulthood and Aging Social Development per Erikson

ERIKSON: In his classic developmental model, Erik Erikson characterized the final stage of human development as a tension between “ego integrity and despair” (Erikson, 1950).

Erikson saw the period beginning at age 65 years as highly variable.

Ideally, individuals at this stage witness the flowering of seeds planted earlier in the prior seven stages of development.

When they achieve a sense of integrity in life, they garner pride from their children, students and protégés, and past accomplishments.

With contentment comes a greater tolerance and acceptance of the decline that naturally accompanies the aging process.

Failure to achieve a satisfying degree of ego integrity can be accompanied by despair.

Generativity vs Stagnation (ADUKLTHOOD): According to Erikson, people in middle age discover a sense of contributing to the world, usually through family or work, or they may feel a lack of purpose.

Integrity vs Despair: when reflecting on his or her life, the older adult may feel a sense of satisfaction or failure.

Verbal ability remains intact until very late in life: therefore, writers, philosophers and historians excel late in life whereas mathematicians and scientists in their 20-30’s

Decline of the Senses with Age

                     Vision                                      Smell                                       Audition

Memory and Age

(Recall vs. Recognition)

Intelligence and Age

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Verbal and Non-Verbal IQ & Age

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Retirement often is viewed as the most important life event prior to death.

Retirement frequently is associated with negative myths and stereotypes

Cohen points out, however, that most people fare well in retirement.

They have the opportunity to explore new interests, activities, and relationships due to retirement’s liberating qualities.

In the Retirement/Liberation phase, new feelings of freedom, courage, and confidence are experienced.

Those at risk for faring poorly are individuals who typically do not want to retire, who are compelled to retire because of poor health, or who experience a significant decline in their standard of living (Cohen, 1988).

In short, the liberating experience of having more time and an increased sense of freedom can be the springboard for creativity in later life.

Creative achievement by older people can change the course of an individual, family, community, or culture.

Facing the End of Life

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What are Kubler-Ross’s five stages of dying?

denial

anger

bargaining

depression

acceptance

1. Denial and Isolation:

Used by almost all patients in some form.

It is a usually temporary shock response to bad news.

Isolation arises from people, even family members, avoiding the dying person.

People can slip back into this stage when there are new developments or the person feels they can no longer cope.

2. Anger:

Different ways of expression

Anger at God: "Why me?" Feeling that others are more deserving.

Envy of others: Other people don't seem to care, they are enjoying life while the dying person experiences pain. Others aren't dying.

Projected on environment: Anger towards doctors, nurses, and families.

3. Bargaining:

A brief stage, hard to study because it is often between patient and God.

If God didn't respond to anger, maybe being "good" will work.

Attempts to postpone: "If only I could live to see . . ."

4. Depression:

Mourning for losses

Reactive depression (past losses): loss of job, hobbies, mobility.

Preparatory depression (losses yet to come): dependence on family, etc.

5. Acceptance:

This is not a "happy" stage, it is usually void of feelings.

It takes a while to reach this stage and a person who fights until the end will not reach it.

It consists of basically giving up and realizing that death is inevitable.

Hope is an important aspect of all stages. A person's hope can help them through difficult times.

Criticisms of Kubler-Ross

There exists no real evidence that stages are present in coping with death: Kastenbaum offers this as his first criticism of the stage theory.

Using the term "stages" implies a set order of set conditions.

Any patient could experience the stages in a different order, or could experience emotions not even mentioned in the Kubler-Ross stages.

More specifically, there is no evidence that people coping with their impending death move through all of stages one through five

Her method of personal interview was a good start to her research process, but it needed to be followed up by another form of data gathering TO INCREASE VALIDITY.

Some flaws are the fact that the information gathered by the interviewer may vary depending on the relationship between the researcher and the patient. Also, what a patient feels and what a patients reveals in an interview may be two different things.

The Stage Theory tends to prescribe rather than describe:

The theory has become very well-known, and it is common for positive value to be placed on the attainment of each new stage.

Patients may rush themselves, or may be pressured by family members, to move through the stages on some imaginary schedule.

A person's whole life may be over-looked in favor of the stages they are supposed to be going through: As we near death it is easy to focus on the last months or weeks of life rather than to celebrate a person's life as a whole.

Good things about the model:

If Kubler-Ross did nothing else, she really had an impact on society and got us thinking about coping with death.

We're realizing that we do need help understanding and caring for the needs of those in their final weeks and days.

We are lacking in any real research to help us to deal with issues surrounding dying.

Half of the problems with the Kubler-Ross model are in society's interpretation and misuse of her research, and also in society's failure to follow-up her study with more research and data.

Pages 193-194 very important!!!!!!!!!!!!!!!!!!!!!!!!

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At a GLANCE / PRENATAL DEVELOPMENT KNOW IT!!

Zygote (10 days) ---Embryo (6 wks) ---Fetus (2 - 37 mos)

Zygote: the fertilized egg; it enters a 2-week period of rapid cell division and develops into an embryo.

Embryo: the developing person from about 2 weeks following conception through the 2nd month.

Fetus: the developing person from 9 weeks after conception to birth.

Neonate: A newborn infant.

Teratogens: chemicals or viruses that can reach the embryo or fetus during prenatal development and cause harm.

Fetal Alcohol Syndrome (FAS): physical and cognitive abnormalities in children caused by a pregnant woman's drinking.

Major terms:

Maturation: biological growth processes that enable orderly changes in behavior, relative uninfluenced by the environment.

Cognition: refers to all mental activities associated with thinking, knowing, remembering, and communicating.

Schema: according to Piaget, a concept or framework that organizes and interprets information.  The lens through which we see and interpret the world around us.

Assimilation: Interpreting one's new experiences in terms of one's existing schemas.

Accommodation: changing or adapting one's current schemas to incorporate new information and experiences.

AUTISM – disorder characterized by deficient communication, SOCIAL INTERACTION, UNDERSTANDING OTHERS STATE OF MIND

Said to be “Mind Blind.”

Can’t appreciate other’s point of view

That other’s may perceive differently

Mind reading someone’s face is difficult thus the social problems

To soft

Just right

To hard

Post Conventional Level / highest

Conventional Level

Preconventional Level

NOW

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