PSY 101 1st Edition Lecture 16Outline of Last Lecture I. Language and CommunicationOutline of Current Lecture II. Human Development part 1a. Developmental Psychology b. Research Methods i. Definition of Cross- Sectional1. Definition of cohort effect ii. Definition of Longitudinalc. Physical Development d. Prenatal Development e. Sizes in prenatal developmental f. Teratogens g. Brain Development i. Definition of synaptic pruning h. Motor Development i. Perceptual Development j. Babies falling off Cliffs k. Language Development l. Innate Mathematical Understanding?m. Cognitive Development i. Definition of schema ii. Definition of Assimilation iii. Definition Accommodation iv. Definition of Sensorimotor v. Definition of Preoperational vi. Definition of Concrete Operational vii. Definition of Formal Operational Current Lecture Human Development part 1o Developmental Psychology  Scientific study of biological, cognitive, social, and personality development across the lifespan  Borrows from other fields These 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. Womb to the Tomb - Starts from conception and ends at death o Research Methods  Cross-sectional - Participants at different age - One point in time - Watch out for cohort effects - Cohort affect o Categorical differences between different generations  Longitudinal- Same participants - Multiple points of time - Difficult to implement over time o Physical development Development lasts throughout the lifespan  Emphasis on the early stages  Different stages - Prenatal o Conception to birth- Infancy o Birth to 2 years - Childhood o 2 to 12 years - Adolescenceo 12 to 18 years - Emerging Adulthood o Brand new stage o 18 to 30 years- Young adulthoodo 30 to 40 years - Middle Adulthoodo 40 to 65 years - Late adulthoodo 65 years and over  Infants undergo dramatic physical changes - Double weight by 5 months!- Grow up to 10 inches in first year!  Reflexes:- Simple, unlearned, stereotypical responses - Essential to survival, occur automatically - Feeding, withdraws reflexes o Rootingo Sucking o Prenatal Development  3 stages - Germinal o 0-2 weeks - Embryonic o 3-8 weeks - Fetal o 9 weeks o Sizes in prenatal development The average newborn about 7 pounds and is about 20 inches o Teratogens Environmental Agents such drugs and viruses, diseases, and physical conditions that impair - Fetal Alcohol syndrome - Clef palletso Brian development  Rapid growth occurs during the first months of life: 25% at birth, 50% at 6 months, 90% by age 6 At 12 months, the infant has produced many trillions of synapses (twice as many as an adult brain.)- Synaptic pruning – reduction in the number of seldom-used neuros to allow those that are being used frequency to be maintained efficiently - Brain plasticity is very evident in infancy and early childhood but plasticity is limited in certain ways by genetic programing o Motor development  Two contributors to motor development - Physical - Brain  Ages of acquisition vary… But, the stages are invariant!- Suggests an unfolding of generic “code”  Environmental is also involved - Language o Perceptual development  Newborns are lazy jerks - Sleep 16 hours a day  Vision - Days – tracking - 3 months – color discrimination- 4 months – distant vision  Audition - Reflexive orientating immediately - Days – preferences for mother’s voice o Babies falling off cliffs  As they learn to crawl, they begin to perceive depth o Language development  Perceptions:- Phonemes - Infants detects all at birth - Only those in their native language by 12 months  Development: - Baby talk- Babbling o Starts around 6 months - Holophrase o Around 12 months - Telegraphic speech o 18 to 24 months  Critical period- A time when learning certain skills is most easily accomplished  If children aren’t exposed, language is very difficult/ impossible to learn.o Innate Mathematic understanding? Research indicates that babies have logarithmic understanding of quantities and numbers o Cognitive Development  Jean Piaget - Worked on intelligence testing in French children - Intrigued by children’s mistakes - Wrong answers reflected consistent processes  Developed a theory of cognitive development  Schema- Mental structures for organization of information  Assimilation- Inclusion of new event into existing schema  Accommodation - Modification of schema  Sensorimotor - Newborn – 2 years - Learning about self and environment through motor/reflex actions- Begin to coordinate the senses (e.g., looking at what they tough)- Fascination with limbs, acting on the environment- No object permanence or mental representation  Preoperational - 2 – 7 years - Uses symbols and language to represent objects - Egocenricism – others view the world as I do!- Animism – attributing life to objects - Artificalism – environmental events are human inventions- No concepts of conservation - Objects morals Concrete operational- 7 – 12 years - Decentric – focuses on multiple dimensions of a problem - Subjective morals - Reversibility – actions can be undone - Abstract thinking, rationality  Formal operational - Cognitive maturity - Abstract, logical thought, and reasoning - Theoretical