Ch01.pptx Human Development

7/29/2019 Ch01.pptx Human Development

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Invitation to the Life Spanby Kathleen Stassen Berger

Chapter 1 The Science of

Development


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Defining Development

Development

systematic changes

and continuities inthe individual that

occurs between

conception to deathor from womb to

tomb.


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Systemic changes:

orderly, patterned and

enduring. Continuities: ways in

which we remain the

same or continue to

reflect our past

selves.


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Systemic changes and continuities fall

under three broad domains: Physical Development: The growth of the body

and its organs, the functioning of physiological

systems, physical signs of aging, changes in

motor abilities, and so on.

Cognitive development. Changes andcontinuities in perception, language, learning,

memory, problem solving and other mental

processes.

*Memory, problem solving skills and attentionspan change

*IQ does not change with age.


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Psychosocial

development. Changes

and carryover in personal

and interpersonal aspectsof development, such as

motives, emotions,

personality traits,

interpersonal skills andrelationships, and roles

played in the family and

in the larger society.


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*Traditionally, development was believed to

follow the gainthen stabilitythen loss pattern.

Many people picture tremendous positive

gains in capacity from infancy to youngadulthood, little change during early

adulthood and middle age, and loss of

capacities in the later years.

*Development does not always follow thegainthen stabilitythen loss pattern.


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Causes of Development

I am the master of my fate, the captain of

my soul. William Ernest Henley


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The Nature-Nurture Debate

Nature refers to the influence of geneswhich we inherit.

Nurture refers to environmental

influences, such as: health and diet of the embryos mother

family

school

community

society


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Maturation refers to thebiological

unfolding of the individual according to

species-typical biological inheritance and

an individual persons biologicalinheritance with respect to the aging

process.

Learningthe process through which ourexperiences produce changes in our

feelings, thoughts, and behaviors.


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Although a certain degree of physical

maturation is necessary before a grade-

school child can become reasonably profi

cient at dribbling a basketball, carefulinstruction and many, many hours of

practice are essential if this child is ever

to approximate the ball-handling skillsof a professional basketball player.


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Types of Development

Normative Development:

developmental changes that

characterize most or all

members of a species;

typical patterns ofdevelopment.

ideographic development:

individual variations in therate, extent, or direction of

development.


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DEVELOPMENTAL

PSYCHOLOGY the scientific study of age-related

changes throughout the human life

span. A discipline of scientific inquiry,

developmental psychology recognizeshumans of all societies and cultures as

beings who are in process, or constantly

growing and changing. This disciplineidentifies the biological, psychological, and

social aspects that interact to influence the

growing human life-span process.


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ISSSUES CONCERNING

DEVELOPMENTAL PSYCHOLOGY

Continuity VS Discontinuity

Development is solely and evenly

continuous, or whether it is marked by

age-specific period

Continuity: development as a relatively

smooth process with small steps, without

sharp or distinct stages, through which an

individual must pass.


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When grade school children gradually gain

weight from year to year.

Discontinuous: describe development as

a series of discrete stages, each of which

is characterized by at least one task that

an individual must accomplish beforeprogressing to the next stage.

When an adolescent boy rapidly shoots up 6

inches in height, gains a bass voice, andgrows a beard, the change seems

discontinuous.


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Second aspect ofContinuity VS

Discontinuity

Quantitative changes are changes in degree

and indicate continuity: a person gains more

wrinkles, grows taller, knows more vocabulary

words, or interacts with friends less frequently.

Qualitative changes are changes in kind andsuggest discontinuity. They are changes that

make the individual fundamentally different in

some way. The transformations of a caterpillar

into a butterfly rather than just a bigger caterpillar,of a nonverbal infant into a speaking toddler, and

of a prepubertal child into a sexually mature

adolescent are examples of qualitative changes.


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Nature VS Nurture Concern over the relative degree to which

heredity and learning affect functioning.

Nature: normal children achieve the

same developmental milestones at

similar times because of maturationalforces, that major changes in

functioning in late adulthood are

biologically based, and that differencesamong children or adults are largely

because of differences in genetic makeup

and physiology.


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Nurture: emphasize on the environment

the range of influences outside the person.

Human development can take many formsdepending on the individuals experiences

over a lifetime.

Physical environment such as: Crowding

Pollution

Social environment:

Learning experiences

Child rearing methods

Societal changes

Cultural context


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Goodness VS Badness of Human

Nature

Are people inherently good, inherently

bad, or neither (tabula rasa), or both?


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Activity VS Passivity

The activitypassivity issue focuses on whether

people are active in their own development orpassively shaped by forces outside

themselves.

Activity: humans are curious, active creatureswho orchestrate their own development by

exploring the world around them and shaping

their environment.

Passivity: humans are passive beings shaped

largely by forces beyond their controlnot only

by environmental influences but also by strong

biological forces too.


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Universality VS Context

Specificity

To what extent are developmental

changes are common to all humans

(universal) or different from person to

person (context specific)?


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THE BIOPSYCHOSOCIAL

PERSPECTIVE OF

DEVELOPMENTAL PSYCHOLOGY

The interaction of biological,

psychological, and social aspects ofdevelopmental psychology form the

essence of the holistic biopsychosocial

perspective. The biopsychosocialperspective attributes complex

phenomena or events to multiple causes.


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Theories of Human

Development

DEVELOPMENTAL

THEORIES: These

are assumptions

that try to explain

the how human

developmentoccurs.

1. Psychoanalytic

Theory

2. LearningTheories

3. Cognitive

developmentaltheories


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School refusalor school phobia is a reluctanceor refusal to go to school, affects from 1% to as

many as 5% of school-age children, and is mostcommon among 5- to 7-year-olds.

It can have a number of different causes, and it

can involve considerable anxiety and emotional

distress for the child.

How might we explain a 6-year-olds school

refusal or a 15-year-olds unwanted

pregnancy from a developmental perspective?What are your theories? What explanations

might the leading theories of human

development offer?


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Theories of Human

DevelopmentPsychoanalytic Theory

A theory of human development that holds

that irrational, unconscious drives and

motives, often originating in childhood,

underlie human behavior.

Psychoanalytic theory originated with

Sigmund Freud (1856 1939)


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Theories of Human

DevelopmentEricksons Stages

Erik Erikson (19021994)

Described eight developmental stages,each characterized by a challenging

developmental

crisis.

His first five stages build on Freuds

theory; but, he also described three adult

stages.


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Theories of Human

DevelopmentBehaviorism

A theory of human development that studiesobservable behavior. Behaviorism is also called

learning theory, because it describes the lawsand processes by which behavior is learned.

Conditioning-According to behaviorism, theprocesses by which responses become linked to

particular stimuli and learning takes place.


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Theories of Human

DevelopmentClassical conditioning - Ivan Pavlov(1849-1936)

(also called respondent conditioning), a process

in which a person or animallearns to associatea neutral stimulus with a meaningful stimulus,

gradually reacting to the neutral stimulus with

the same response as to the meaningful one.


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Operant conditioning - B.F. Skinner(19041990)

(also called instrumental conditioning)a learning

process in which a particular action is followed

either by something desired (which makes the

person or animal more likely to repeat theaction) or by something unwanted (which makes

the action less likely to be repeated).


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Reinforcement

defined as a consequence that follows an

operant response that increase (or

attempts to increase) the likelihood of

that response occurring in the future.
http://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/opresponse.htmlhttp://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/opresponse.html


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Positive Reinforcement In an attempt to increase the likelihood

of a behavior occurring in the future, anoperant response is followed by the

presentation of an appetitive

stimulus. If you stroke a cat's fur in a manner

that is pleasing to the cat it will purr.

The cat's purring may act as a positivereinforcer, causing you to stroke the

cat's fur in the same manner in the

future.

N ti R i f t
http://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/opresponse.htmlhttp://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/reinforcement.htmlhttp://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/reinforcement.htmlhttp://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/reinforcement.htmlhttp://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/reinforcement.htmlhttp://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/opresponse.html


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Negative Reinforcement

In an attempt to increase the likelihood of

a behavior occurring in the future, anoperant response is followed by the

removal of an aversive stimulus.

When a child says "please" and "thankyou" to his/her mother, the child may not

have to engage in his/her dreaded chore

of setting the table. Therefore, not having

to set the table will act as a negative

reinforcerand increase the likelihood of

the child saying "please" and "thank you"

in the future.
http://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/opresponse.htmlhttp://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/reinforcement.htmlhttp://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/reinforcement.htmlhttp://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/reinforcement.htmlhttp://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/reinforcement.htmlhttp://www.psychology.uiowa.edu/Faculty/Wasserman/Glossary/opresponse.html


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Punishment

defined as a consequence that follows an

operant response that decreases (or

attempts to decrease) the likelihood of

that response occurring in the future.
http://www.psychology.uiowa.edu/Faculty/wasserman/Glossary/opresponse.htmlhttp://www.psychology.uiowa.edu/Faculty/wasserman/Glossary/opresponse.html


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Positive Punishment

In an attempt to decrease the likelihood of

a behavior occurring in the future, an

operant response is followed by the

presentation of an aversive stimulus.

If you stroke a cat's fur in a manner that the cat

finds unpleasant, the cat may attempt to bite

you. Therefore, the presentation of the cat's bitewill act as a positive punisherand decrease the

likelihood that you will stroke the cat in that

same manner in the future.
http://www.psychology.uiowa.edu/Faculty/wasserman/Glossary/opresponse.htmlhttp://www.psychology.uiowa.edu/Faculty/wasserman/Glossary/punishment.htmlhttp://www.psychology.uiowa.edu/Faculty/wasserman/Glossary/punishment.htmlhttp://www.psychology.uiowa.edu/Faculty/wasserman/Glossary/opresponse.html


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Negative Punishment In an attempt to decrease the likelihood of

a behavior occurring in the future, anoperant response is followed by the

removal of an appetitive stimulus.
http://www.psychology.uiowa.edu/Faculty/wasserman/Glossary/opresponse.htmlhttp://www.psychology.uiowa.edu/Faculty/wasserman/Glossary/opresponse.html


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When a child "talks back" to his/her

mother, the child may lose the privilege of

watching her favorite television program.

Therefore, the loss of viewing privilegeswill act as a negative punisherand

decrease the likelihood of the child talking

back in the future.
http://www.psychology.uiowa.edu/Faculty/wasserman/Glossary/punishment.htmlhttp://www.psychology.uiowa.edu/Faculty/wasserman/Glossary/punishment.html


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Social Learning Theory -Albert Bandura (b.1925)

An extension of behaviorism that emphasizesthe influence that other people have over a

persons behavior.

Modeling- people learn by observing other

people and then copying them.

Self-efficacy- (how effective people think they

are when it comes to changing themselves or

altering their social context.

Th i f H


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Theories of Human

DevelopmentCognitive Theory

Thoughts and expectations profoundly affect

action.

Focuses on changes in how people think overtime.

Jean Piaget (18961980)


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Th i f H


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Theories of Human

Development Assimilation, in which new experiences

are interpreted to fit into, or assimilate

with, old ideas

Ex. Boy & clown

Accommodation, in whichold ideas are

restructured to include, or accommodate,

new experiences

Ex. Bald man & boy

Th i f H


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Theories of Human

DevelopmentSystems Theory

Change in one part of a person, family, or society

affects every aspect of development

Ecological systems approach- Urie

Bronfenbrenner (19172005)

The person should be considered in all thecontexts and interactions that constitute a life.

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Ch01.pptx Human Development