PSYC 1000 Lecture 13 Outline of Last Lecture I. Autism Spectrum Disordersa. Problemsb. Spectrum Disordersc. TeachingII. Concrete operational stageIII. Stages of developmenta. Birth-2b. 2-7c. 7-11d. 12-adulthoodIV. Stranger anxietya. Children are more able to notice when strangers do not fit. They do not yet have the ability to assimilate those facesb. Evolutionary psychologist would note that a child is learning to walk at this age. Some of the children who walked toward unfamiliar creatures might have died before having a chance to pass on genesV. Attachmenta. Origins of Attachmentb. “Strange situations” test:c. Reactions to Separation and Reuniond. DaycareOutline of Current Lecture I. Physical Developmenta. Lifespan perspective b. Adolescencec. Puberty d. Effects of Early Physical Maturation:e. Brain DevelopmentII. Cognitive Developmenta. Jean Piagetb. Egocentrismc. Adolescents are in the formal operational staged. Moral ReasoningThese 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.Current LectureModule 11: AdolescenceIII. Physical Developmenta. Lifespan perspective i. refers to the idea that development is a lifelong process.b. Adolescencei. the transition period from childhood to adulthoodii. the period of development ranging from puberty to independencec. Puberty i. is the time of sexual maturation (becoming physically able to reproduce).ii. During puberty, increased sex hormones lead to:iii. primary and secondary sex characteristics.iv. some changes in mood and behavior.d. Effects of Early Physical Maturation:i. Boys who become strong/athletic earlyii. become more popular and confidentiii. Are at greater risk of substance abuse, delinquency, premature sexual activity.iv. Girls whose bodies mature early may associate with older teens or be teased or taunted. e. Brain Developmenti. During puberty, the brain stops automatically adding new connections, and starts pruning away the neurons and synapses that aren’t being used (Use them or lose them!)ii. The frontal lobes are still forming during this time, still becoming more efficient at conducting signals.iii. The adolescent brain is at its peak of learning ability but not fully able to inhibit impulses (good accelerator, bad brakes). IV. Cognitive Developmenta. Jean Piagetb. Egocentrismi. Personal fable1. Individual is invincible or perceives him or herself2. Bad things happen to others but not me ie. Drugs alcoholii. Imaginary audiencec. Adolescents are in the formal operational stagei. think about how reality compares to ideals.ii. think hypothetically about different choices and their consequences.iii. critique the reasoning of others.iv. debate justice, meaning of life, and human nature.d. Moral Reasoningi. Adolescents see justice & fairness in terms of merit and equity instead of in terms of everyone getting equal treatment.ii. Adolescents may strive to advocate for ideals and political causes.iii. Adolescents think about God, meaning, and purpose in deeper terms than in childhood.iv. Lawrence Kohlberg1. Preconventional morality (up to age 9): “Follow the rules because if you don’t, you’ll get in trouble; if you do, you might get a treat.”2. Conventional morality (early adolescence): “Follow the rules because we get along better if everyone does the right thing.”3. Postconventional morality (later adolescence and adulthood): “Sometimes rules need to be set aside to pursue higher