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Human Development
Developmental psychology is the branch of psychology that studies physical, cognitive, and social changes throughout the life span
Development - The sequence of age-related changes that occur as a person progresses from conception to death
Physical processes (Maturation)
Cognitive processes (thoughts, language, intelligence
Socioemotional processes (relationships, emotions, personality)
Lifelong development
Development is lifelong and at each age we are faced with different issues and challenges
What is the ideal age to be?
What is the worst age to be and why?
How old do you feel?
When does old age begin?
Psychological age
Psychological age may be just as important as real age when trying to understand peoples behavior and such things as their buying decisions
Sex differences on the question on the age they considered to be old
Important Questions
Is development in stages or it more of a continuous change?
Are these changes due to genetic or environmental influences? Is it all in our chromosomes?
How stable are our personalities, and our physical and mental abilities?
Stage vs. Continuous
A stage is a developmental period during which characteristic patterns are exhibited and certain capacities become established
Key Components
progress through stages in order
progress through stages related to age
major discontinuities in development
Examples:
Erikson theory of personality development
Piagets Cognitive Development theory
Role of Learning and Maturation - All development is due to maturation and/or learning
Learning is the relatively permanent change in thought or behavior that occurs through experience
Maturation is development that reflects the gradual unfolding of ones genetic blueprint.
Relatively permanent change in an individual that occurs strictly as a result of the biological processes of getting older.
Nature and Nurture debate - Fundamental question in psychology
To what extent is behavior due to maturation or nature and to what extent is behavior due to learning or nurture
Nature refers to biological, specifically genetic, influence on development
Nurture refers to the role of learning through experiences with the environment
Interaction
While today we believe that development is an interaction of nature and nurture
Your height is strongly influenced by genetics but nutrition still has a significant effect.
One may be more important for certain types of development,
Different theories emphasize nature or nurture.
Cognitive Development- Transitions in our patterns of thinking, including reasoning, remembering, and problem solving
Cognitive Development -Jean Piaget (1896-1980)
Piaget believed that the driving force behind cognitive development is our biological development amidst experiences with the environment.
Our cognitive development is shaped by the errors we make.
Schemas - Concepts or frameworks that organize information
Assimilation and Accommodation
The process of assimilation involves incorporating new experiences into our current understanding (schema).
The process of adjusting a schema and modifying it is called accommodation.
Piagets stage theory
Sensorimotor Stage
In the sensorimotor stage, babies take in the world by looking, hearing, touching, mouthing, and grasping.
Developing the ability to coordinate their sensory input with their motor output
Graduate appearance of object permanence
Object Permanence - When a child recognizes that objects continue to exist even when they are no longer visible.
Children younger than 6 months of age do not grasp object permanence, i.e., objects that are out of sight are also out of mind.
Sensorimotor Stage: Criticisms
Piaget believed children in the sensorimotor stage could not think they do not have any abstract concepts or ideas
However, recent research shows that children in the sensorimotor stage can think and count
Preoperational Stage
Piaget suggested that from 2 years old to about 6-7 years old, children are in the preoperational stagetoo young to perform mental operations.
Beginning development of symbolic thought
Conservation - Awareness that physical quantities remain constant in spite of changes in their shape or appearance
Egocentrism
Piaget concluded that preschool children are egocentric or they cannot perceive things from anothers point of view.
Preoperational Stage: Criticism
DeLoache (1987) showed that children as young as 3 years of age are able to use metal operations.
When shown a model of a dogs hiding place behind the couch, a 2-year-old could not locate the stuffed dog in an actual room, but the 3-year-old did.
Concrete Operational Stage
With concrete materials, 6- to 7-year-olds grasp conservation problems and mentally pour liquids back and forth into glasses of different shapes conserving their quantities.
Children in this stage are also able to transform mathematical functions.
Children in the concrete operational stage are able to focus on more than one feature of a problem simultaneously, a process called decentration.
Formal Operational Stage
Around age 11, our reasoning ability expands to abstract thinking.
We can now use symbols and imagined realities to systematically reason
More systematic in problem solving
Evaluating Piagets Theory
Major contribution in understanding cognitive development
Piagets stage theory has been influential globally, validating a number of ideas regarding growth and development in many cultures and societies
We still view children as active, constructive thinkers
Some cognitive abilities emerge earlier than Piaget thought
Piaget placed too much emphasis on discrete stages and ignored individual differences
Underestimated the influence of culture and the environment on cognitive development
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