PSY 100 1st Edition Lecture 20Outline of Last Lecture XXIII. Learning: Observational (Social) LearningOutline of Current LectureXXIV. Psychological Development: Early LifeA. Jean Piaget’s Cognitive TheoryB. Social developmentC. Moral developmentCurrent LectureXXIV. Psychological Development: Early LifeHuman development is the study of our lifelong physical, mental and social development.Stage versus process theoriesStability versus changePhysical versus cognitive and social versus moralPhysical maturation involves brain and motor skills as well as puberty and maturationEarly life is a critical stage of brain and motor development. Synaptic pruning: if connections in the brain are not being used they are lostPuberty and maturation is a combination of a persons genes and environmentA. Jean Piaget’s Cognitive Theory:1. SensorimotorExperiencing the world through movement and senses (not comprehensive necessarily, more observational) and anxiety to the unknown (for example strangers)Object permanence: awareness of existence even without perception (Ex: see a cup on the table without analyzing what it is used for). People have object permanence by the end of the sensorimotor stage2. PreoperationalCognitive errors:Egocentrism: inability to see things from other’s perspectiveCentration: the tendency to focus only on one aspect of somethingTheory of mindThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.3. Concrete Operational (Age 7 to 11)Ability to perform mental tasks on concrete mental objects example: simple mathematical equations4. Formal Operational (Adolescence into early adulthood)Abstract thought: ability to reason and think about abstract ideasMetacognition: “thinking about thinking”Problem solving: logic and deductive reasoningB. Social developmentAttachment: An emotional tie with another organism (in infancy generally attachment is most present from infant to mother)Body contact aids the form of attachmentTypes of attachment: 1. Secure: rely more on whom they are attached to (especially when exploring their environment), become distressed with separation etc.2. Insecure-avoidant (or resistant): more independent from whom they are attached to than secure children3. Insecure-ambivalent: will act clingy but then reject certain interactionsParenting styles influence attachmentParenting styles: authoritarian, authoritative, detached and permissiveMovement from detached to permissive or authoritarian to authoritative depends on the interest in pleasing the childMovement from detached to authoritarian or permissive to authoritative depends on the interest in disciplining the childWe often look to our social connections when forming our personal identity.C. Moral developmentMorality: conception of right and wrongPre-conventional: judging an action based off its direct consequence to yourselfConventional: judging an action based off societies views and expectationsPost-conventional: morality is guided by sense of wrong and right independent of social expectationsErikson’s Stages of Psychosocial DevelopmentInfant - 18 months: Trust vs. mistrust18 mos – 3 years: Autonomy vs. shame & doubt3 – 5 years: Initiative vs. guilt5 – 13 years: Industry vs. inferiority13 – 21 years: Identity vs. role confusion21 – 39 years: Intimacy vs. isolation40 – 65 years: Generativity vs. stagnation65 + years: Ego integrity vs.