Module 11.ppt

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Thinking About Psychology

The Science of Mind and Behavior 3e

Charles T. Blair-Broeker & Randal M. Ernst

PowerPoint Presentation Slides by Kent Korek

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Prenatal and Childhood

Development

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Module Overview

• _{The Beginnings of Life}

• _{Physical Development in Infancy and Childhood} • _{Cognitive Development in Infancy and Childhood} • _{Social Development in Infancy and Childhood}

• _{Three Key Developmental Issues}

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The Beginnings of Life

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The Beginnings of Life:

Prenatal Development

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Prenatal Development

• Prenatal defined as “before birth”

• Prenatal stage begins at conception and ends with the birth of the

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Zygote

• _{A fertilized egg.}

• The first two weeks are a period of rapid cell division.

• Cells start to differentiate and specialize

• Around the tenth day, the zygote attaches to the uterine wall

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Genes

• _{The biochemical units of heredity that}

make up the chromosomes.

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Embryo

• _{A developing human organism from}

about 2 weeks after fertilization until the end of the eighth week.

• Most of the major organs are formed during this time.

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Fetus

• _{A developing human}

organism from nine

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Placenta

• A cushion of cells in the mother by which the fetus receives oxygen and nutrition

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Teratogens

• _{Substances that cross the placental}

barrier and prevent the fetus from developing normally.

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Fetal Alcohol Syndrome (FAS)

• _{Physical and cognitive abnormalities}

that appear in children whose

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The Beginnings of Life:

The Newborn

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Reflex

• an automatic, unlearned response

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Rooting Reflex

• _{A baby’s tendency, when touched on the}

cheek,

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Temperament

• _{A person’s characteristic emotional}

excitability.

• A child might be:

– An “easy” or “difficult” baby

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Physical Development in

Infancy and Childhood

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Infant, Toddler, Child

• Infant: First year

• Toddler: From about 1 year to 3 years of age

• Child: Span

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Physical Development in

Infancy and Childhood:

The Developing Brain

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Maturation

• _{Biological growth processes that enable}

orderly changes in behavior.

• Some changes are genetic

• Some changes are due to the environment • The most neurological growth is seen

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Physical Development in

Motor Development

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Motor Development

• Includes all physical skills and muscular coordination

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Cognitive Development in

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Developmental Psychology

• _{A subfield of}

psychology that studies physical,

cognitive, and social changes throughout the life span.

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Jean Piaget (pee-ah-ZHAY)

• _{Pioneer in the study of developmental}

psychology who introduced a stage theory of cognitive development that led to a

better understanding of children’s thought processes.

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Cognition

• _{All the mental activities associated}

with thinking, knowing, and remembering.

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Schemas

• _{Concepts or mental frameworks that}

people use to organize and interpret information.

• Sometimes called schemes

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Assimilation

• _{Interpreting a new experience within}

the context of existing schemas.

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Accommodation

• _{Adapting current schemas to}

incorporate new information.

• The new experience is so novel the

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Cognitive Development in

Sensorimotor Stage

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Sensorimotor Stage

• _{In Piaget’s theory, the stage}

• _{(from birth to about 2 years of age)} • _{during which infants learn about the}

world through sensory impressions and motor activities.

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Object Permanence

• _{The awareness that things continue to}

exist even when you cannot see or hear them.

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Object Permanence Study

• One month old babies allowed to suck on two pacifiers

• Infants later shown the pacifiers looked primarily at the one they were given

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Object Permanence Study

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Object Permanence Study

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Cognitive Development in

Preoperational Stage

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Preoperational Stage

• _{In Piaget’s theory, the stage}

• _{(from about age 2 to age 6 or 7 years}

of age)

• _{during which a child learns to use}

language

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Egocentrism

• _{In Piaget’s theory, the inability of the}

preoperational child to take another person’s point of view or

• _{to understand that}

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Cognitive Development in

Concrete Operational

Stage

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Concrete Operational Stage

• _{In Piaget’s theory, the stage of}

cognitive development

• _{(from about age 6 to 11 years of age)} • _{during which children gain the}

mental skills that let them think logically about concrete events.

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Conservation

• _{The principle (which Piaget believe to}

be a part of concrete operational reasoning)

• _{that properties such as mass, volume}

and number remain the same

• _{despite changes in the forms of}

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Cognitive Development in

Formal Operational Stage

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Formal Operational Stage

• _{In Piaget’s theory, the stage of}

cognitive development

• _{(beginning about age 12)}

• _{during which people begin to think}

logically about abstract concepts and form strategies about things they may not have experienced.

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Cognitive Development in

Assessing Piaget

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Assessing Piaget’s Theory

• Piaget underestimated the child’s ability at various ages.

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Social Development in

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Stranger Anxiety

• _{The fear of strangers that infants}

commonly display,

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Social Development in

Attachment

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Attachment

• _{The emotional tie with another person}

shown by seeking closeness to the caregiver and showing distress on separation.

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Harry Harlow

• Did research with infant monkeys on how body contact relates to attachment • The monkeys had to chose between a

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Harry Harlow

• The monkeys

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Familiarity

• Sense of contentment with that which is already known

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Konrad Lorenz

• _{Researcher who focused on critical}

attachment periods in baby birds,

• _{a concept he called imprinting.}

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Imprinting

• _{The process by which}

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Critical Period

• _{The optimal period}

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Responsiveness

• Responsive parents are aware of what their children are doing.

• Unresponsive parents ignore their

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Effects of Attachment

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Securely or Insecurely Attached

• Securely attached – children will

explore their environment when primary caregiver is present

• Insecurely attached – children will appear distressed and cry when

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Effects of Attachment

• Secure attachment predicts social competence.

• Deprivation of attachment is linked to negative outcome.

• A responsive environment helps most infants recover from attachment

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Parenting Patterns

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Parental Patterns

• Baumrind’s three main parenting styles – Authoritarian parenting

– Permissive parenting

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Authoritarian Parenting

• _{A style of parenting marked by}

imposing rules and expecting obedience

• Low in warmth

• Discipline is strict and sometimes physical.

• Communication high from parent to child and low from child to parent

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Permissive Parenting

• _{A style of parenting marked by}

submitting to children’s desires, making few demands, and using little

punishment

• High in warmth but rarely discipline

• Communication is low from parent to child but high from child to parent.

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Authoritative Parenting

• _{A style of parenting marked by making}

demands on the child, being responsive, setting and enforcing rules, and

discussing the reason behind the rules.

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Three Key Developmental

Issues

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Continuity and Stages

• How much of behavior is continuous

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Stability and Change

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Nature and Nurture

• How much of our behavior is due to

nature and how much is due to nurture? • How do nature and nurture interact in

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Teacher Information

• Types of Files

– This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.

• Animation

– Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.

• Adding slides to this presentation

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Teacher Information

• Domain Coding

– Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA

National Standards.

• Scientific Inquiry Domain • Biopsychology Domain

• Development and Learning Domain • Social Context Domain

• Cognition Domain

• Individual Variation Domain

• Applications of Psychological Science Domain

• Key Terms and Definitions in Red

– To emphasize their importance, all key terms from the text and their

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Teacher Information

• Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user

directly to the beginning of that subsection. This allows teachers quick access to each subsection.

• Continuity slides - Throughout this presentations there are slides,

usually of graphics or tables, that build on one another. These are included for three purposes.

• By presenting information in small chunks, students will find it easier to process and remember the concepts.

• By continually changing slides, students will stay interested in the presentation.

• To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.

• Please feel free to contact me at [email protected] with any questions, concerns, suggestions, etc. regarding these presentations.

Kent Korek

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Name of Concept

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Name of Concept