Slide Number 1Principles of .8 Periods of Development6 Principles of .Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Tabula Rasa?Slide Number 13Slide Number 14 Strange SituationStrange SituationMajor Theoretical Perspectives on Human Development (we’ll focus most on **)‏Why so many models & theories? a theoryFreud's Development (1896-1980): Social Cognitive DevelopmentPiaget: Cognitive Structures Develop through 3 .Slide Number 23Slide Number 24Slide Number 25Slide Number 26Slide Number 27Slide Number 28Slide Number 29Slide Number 30Slide Number 31Slide Number 32We're ALL aging!6 of DevelopmentSlide Number 35Slide Number 36Slide Number 37DevelopmentPSYC 241: Intro to Human DevelopmentPSYC 341: InfancyPSYC 343: Child DevelopmentPSYC 345: Adulthood & Aging• WVU is often recognized as the birthplace of life span development.Nature and NurtureStability and ChangeContinuity-DiscontinuityExtent to which development is influenced by biology and by environmentDegree to which early traits and characteristics persist through life or changeExtent development involves gradual, cumulative change (continuity) or distinct stages (discontinuity)Principles of .8 Periods of Development6 Principles of .• 1. Development is lifelong• 2. Development involves both gain & loss• 3. Importance and frequency of biological & cultural influences shift .• 4. Development involves changing allocation of .• 5. Development shows plasticity• 6. Influence of History and .Prenatal development• 9 months .fertilization3 months6 weeksPrenatal development• –cell formed at conception forms a few hundred cells in several layers•–2 –8 weeks gestation organs develop, heart, brain, arms, sex organs, etc. etc.•– remaining 7 months. Starts when bone cells appear– Month 2: 1½”, 1oz– Month 3: major complete –bones start– Month 4: 6”, 6oz –fetal start– Month 6: ’ long– Month 7: may survive– Month 9: 20” 7lbs.Common .• Poor diet• Alcohol ‐Fetal alcohol syndrome• .• Heroin, cocaine•measles (rubella) • AIDS•and other STIs• Even tetracycline – common –can produce tooth discolorationBrain .• As we grow older our brains get bigger• Brains also get ‘’ –more interconnectionsUnique to humansDevelopment• reflex es• Permanent, e. g.,– Breathing– Eye‐blink• Lost later, e.g.,– –lost by six months– Grasping –lost by four monthsreflexesin Motor DevelopmentTabula Rasa?• Tabula rasa is the view that neonates have no experiences, and thus, .• How can researchers test a newborn's ability?– / gaze time–responses (e.g., heart rate, respiration)Visual in Newborns• Infants spend more time looking at patterns than .• Infants spend the most time looking at a drawing of a human .• Is this just for complexity or an adaptation?– Infants were shown a blank shape, a face, or scrambled facial features.• The face and scrambled face have same complexity.– Infants looked LONGER at the face.Hearing & Memory before .• Women read one of 3 stories to their fetuses daily in last 6 weeks of pregnancy– Cat in the Hat; Dog on a Log (same rhythm as Cat, but different phonemes); Song of Hiawatha• 3 days after birth, babies given 3 that when sucked, would play a tape of own mother reading each of the 3 stories (Note: baby only heard ONE in utero).• Babies sucked LONGER & HARDER on the nipple associated with the story they heard before birth –they& !Strange SituationStrange Situationhttp://www.davidsonfilms.com/Major Theoretical Perspectives on Human Development(we’ll focus most on **) • Psychodynamic• , Erikson**• Learning• Watson, Skinner, Bandura• Cognitive• **, Kohlberg• & Systems • Bronfenbrenner, Lawton & Nahemow• Lifespan• Baltes**Why so many models & theories?• and new research• Disciplinary perspectives• We’re doing an overview…you should readabout these theories more carefully• BUT NOT ALL OR MODELS ARE EQUALLY GOODa theoryFreud's Development(1896-1980): Social Cognitive Development• Organismic Stage theory• 0 - 2 years – .• 2 - 7 years – pre-operational• 7 - 11 years –operational• 11 - 15 years –operational• http://www.davidsonfilms.com/• Piaget assumed that development was mostly biological, so only used a few children (his own) when developing his theory. Although in some areas, Piaget was wrong, his theory had tremendous VALUE because it sparked a lot of other researchPiaget: Cognitive Structures Develop through 3 .Evaluating Piaget’s Theory• Criticisms– Piaget children’s abilities– Problems with theories– Universality• Vygotsk ey’s theorydevelopment –Piaget’s theory• realism –5 –10 years. Egocentrism & adherence to rules•of cooperation‐ after 10 years. Children learn that rules are social con ventionsLearning Objective 4developmentKohlberg’s theory• Level– Morality judged in terms of reward and punishment• Level– Morality judged in terms of social order and approval• Level– Morality judged in terms of abstract principles, like equality and .Kohlberg’s Levels of Reasoning • Most year olds are reasoning at the preconventional level.• Most year olds are reasoning at the conventional level.• Few participants show reasoning indicative of the level.Criticisms of Kohlberg’s Theory• Bias– Some cultural differences are not reflected in this theory. • Bias– Empirical support for this claim is .• Connection between moral reasoning and moral is often indirect.Adolescence ‐ .• .– The period of life from puberty to adulthood, corresponding roughly to the ages of .• .– The onset of adolescence, as evidenced by rapid growth, rising levels of sex hormones, and sexual maturity– Cognitive development: Piaget's Formal Operations– http://www.davidsonfilms.com/Adolescent .• The proportion of time spent with the family decreases almost % per year• This decline was not found for time spent alone with parents• Crisis– An adolescent’s struggle to establish a personal identity, or .Learning Objective 8Adolescenceand Personal Development• Peer Influences Deepen, corresponding to Piaget's