PSY 110 1st Edition Lecture 12 Outline of Last Lecture I. IntelligenceOutline of Current Lecture II. Theories of DevelopmentIII. Prenatal Development and InfancyCurrent Lecture Theories of DevelopmentDevelopmental Psychology: The study of how humans grow, develop, and change throughout the life span- Covers physical, cognitive, and psychosocial domains- Development is seen as continuous or as taking place in stagesPiaget’s Theory of Cognitive Development:- Essence of cognitive development is the refinement of schemeso Schemes: plans of action to be used in similar circumstances, based on previous experiences- Assimilation: Process for incorporating new objects, events, experiences, and information into existing schemesEX) little girl has a golden retriever (calls it a doggy), she sees a german shepherd and calls it a doggy, as well- Accommodation: Modifying existing schemes and creating new ones to incorporate new experiences and informationEX) little girl has a golden retriever, sees Piaget’s 4 Stages of Cognitive Development:Sensorimotor Stage (1st stage)o Birth to 2 yearsThese 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.o Infants gain understanding of the world through senses and motor activitieso Infants act on objects and events that are directly perceived Thoughts initially confined to the presento Development of object permanence The realization that objects continue to exist when they can no longer be perceivedPreoperational Stage (2nd stage)o Ages 2-7o Children acquire symbolic function Understanding that one thing can stand for anothero Children exhibit egocentrism Belief that everyone sees what they see and thinks what they thinko They believe that the characteristics of an object change when the object changes formEX) children get upset when given a broken cookie because it’s “not the same” as a full cookieConcrete Operational Stage (3rd stage)o 7-11 or 12 yearso Children acquire the concept of conservation Quantity of matter stays the same despite rearrangement or change in appearanceo Begin to understand reversibility Any change in shape, position, or order of matter can be reversed mentallyo Child still may have trouble with logical reasoningFormal Operational Stage (4th stage)o 11 or 12 years and beyondo Children can think about past, present, and future as well as abstract concepts/hypothetical situationso Children acquire the capacity for hypothetico-deductive thinking Ability to apply logical thought to abstract and hypothetical situationso Better at understanding complexities involved in philosophy and politicso Adolescent Egocentrism Imaginary Audience: belief that they are or will be the center of attention or subject to social criticismEX) “Everyone is looking at me” Personal Fable: exaggerated sense of personal uniqueness and indestructibilityEX) May be basis for adolescent risk taking**In certain locations, certain stages may be reached before or after average age rangeAlternatives to Piaget’s TheoryNeo-Piagetian Approach:o Believe that age-related differences in performance are a function of changes in the use of working memory Younger children process information more slowly- Info less likely to make it to long-term storage- Cannot compare original and transformation Older children are better able to integrate all aspectsVygotsky’s Sociocultural Approach:- Felt Piaget’s theory placed too much emphasis on forces within a child- Children acquire info about the world through social interaction and language- Private Speech: talking to oneselfo Key component in cognitive development and important to problem-solving- Scaffolding/Zone of Proximal Development: instruction where an adult adjusts the amount of guidance to match a child’s present level of abilityKohlberg’s Theory of Moral Development:- Proposed a stage theory of moral development- Presented moral dilemmas to participantso Analyzed the moral reasoning in their choices- Classified moral reasoningo three levels, two stages at each levelo progress through levels and stages in fixed ordero each level has a prerequisite stage of cognitive development- Level 1: Preconventional Levelo Moral reasoning is determined by the physical consequence of behavioro An act is good or bad depending on the physical consequence (whether it’s punished or rewarded)- Level 2: Conventional Levelo A child internalizes standards of others and judges right and wrong according to those standards- Level 3: Postconventional Levelo Moral conduct is under internal controlo Highest level and mark of “true morality”Erikson’s Theory of Psychosocial Development- Psychosocial Stageso Encompasses the entire life spano Each stage is defined by a conflict that must be resolved for healthy personality development to occur- Most research has focused on trust in infants, identity formation in adolescents, and generativityin middle-aged adultsErikson’s Stages:Trust vs. Mistrusto Birth to 1 yro Infants learn to trust or mistrust depending on degree and regularity of care, love, and affection provided by parent(s) or caregiver(s)Autonomy vs. Shame and Doubto 1-3 yearso Children learn to express their will and independence, to exercise some control, and to make choiceso If not, they experience shame and doubtInitiative vs. Guilto 3-6 yearso Children begin to initiate activities, plan and undertake tasks, and enjoy developing motor and other abilitieso If not allowed to initiate or if made to feel stupid and considered a nuisance, they may develop a sense of guiltIndustry vs. Inferiorityo 6 years to pubertyo Children develop industriousness and feel pride in accomplishing tasks, making things, and doing thingso If not encouraged or if rebuffed by parents and teachers, they may develop a sense of inferiorityIdentity vs. Role Confusiono Adolescenceo Adolescents must make the transition from childhood to adulthood, establish an identity, develop a sense of self, and consider a future occupational identityo Otherwise, role of confusion will occurIntimacy vs. Isolationo Young Adulthoodo Young adults must develop intimacy (the ability to share with, care for, and commit themselves to another person)o Avoiding intimacy brings a sense of isolation and lonelinessGenerativity vs. Stagnationo Middle Adulthoodo Middle-aged