PSY 2013 1st Edition Lecture 10Outline of Current Lecture I. What is Developmental Psychology?A. Types of StudiesB. TemperamentC. MaturationD. Developmental NormsII. Areas of DevelopmentA. Physical DevelopmentB. Cognitive DevelopmentC. Piaget’s Stages (Cognitive Development)Current LectureI. What is Developmental Psychology?- All about how kids develop, the stages they go through, and how to identify the stages.- Goal: to see how children change as they age; it does reach into adulthood (but we won’t cover that part)A. Types of Studies- Longitudinal – taking a group of people, give them the same tests at different times in their liveso A major drawback to this method is the amount of time it takes. When people start a long-term study, some will drop out (known as attrition).- Cross-sectional – look at many people of different age groupso The drawback to this is cohort effects. This is basically generation gaps. Teenagers today are not exactly the same as teenagers in the 1980s, for example.- A way to avoid these drawbacks is to test many groups over a long time period (combining both).B. Temperament- This is a person’s innate personality.C. Maturation- This is a child’s gradual unfolding of their genetic code.- No matter how much a child learns about doing something, there are some things that cannot be done untilThese 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.D. Developmental Norms- There are some things that commonly occur at certain times in development (i.e.holding head up, crawling, etc.)II. Areas of DevelopmentA. Physical Development- There are some things we can do that are in our genetic code. Example:When a baby learns to stand, it takes steps without being instructed. If you put something in a newborn’s hand, they will hold on to it without being taught how.B. Cognitive development- Cognition – our ability to think, learn, adapt, etc. Includes memory, decision making, problem solving, nearly any kind of brain activity.- Jean Piaget – believed children learned through schemas (we have templates of the world)- How do we obtain schemas? “What is that?o Example: Mom brings home something with four legs, a tail, and brown fur. Child asks “What is that?” Mom says “Doggie.” A schema has been formed. Then he goes to to the neighbor’s house and sees something with four legs, a tail, and white fur. He says “Doggie”. Mom says yes.He has assimilated the two schemas into one broader schema. They go to another neighbor’s house and sees something with four legs, a tail, and fur. Child says “doggie”. Mom says “No that’s a kitty.” Child creates a new schema for things that are like Doggie but say Meow.o Assimilation – taking new things and combining them with schemaso Accommodation – change the way schemas work to deal with new experienceso We always try to use schemas when we see something new.C. Piaget’s Stages (Cognitive Development)- Sensorimotor stage (birth-2 years)o Newborns lack object permanence – the idea that something exists even when you can’t see itExample:If you jingle keys in front of a 6 month old’s face then hide them, they won’t look for them. If you do this to a 2-year-old, they will look for the keys. Children under the age of 2 do not think.o They have no schemas, so they observe with all their senses.- Preoperational Stage (2yrs-6/7yrs)o The time in which they cannot perform mental operationso Conservation/concentration Conservation – mass stays the same no matter how it is broken ex graham crackers, short/tall glass Concentration - o Egocentrism – twins punch each other. They don’t understand that other people have emotions of their own. Box on table exampleo Theory of mind – when we understand people do have their own thoughts/emotions. It is said that memories are not formed prior to this- Concrete Operational Stage (7yrs-11/12yrs)o Able to perform basic math, spelling, etc. BUT everything has to have something physical behind it. - Formal Operational Stage (12yrs+)o Able to think about abstract things and form their own