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HUMAN DEVELOPMENT
AP Psychology (Mr. Hinder)
Development
 The pattern of
continuity and change
that occurs throughout
the lifespan
 Three areas
 Physical processes
 Cognitive processes
 Socioemotional
processes
Physical
CognitiveSocioemotional
Development
 Nature – Biological Inheritance
 Nurture – Environmental Experiences
 Optimal experiences – Individuals take
active roles in their own development
 Early Experience versus Later Experience
Early vs Later Experiences
Early
 Some psychologists believe
that unless infants experience
warm, nurturing care in the
first year of life, they will not
develop to their full potential
 early experience doctrine rests
on the belief that each life is
an unbroken trail on which a
psychological quality can be
traced back to its origin
 later experience: liken
development in later years
to the ebb and flow of a
river.
 Later experience advocates
argue that children are
responsive to change and
that sensitive caregiving is
just as important later as it
is earlier
Cognitive
 Jean Piaget (1896-1980)
 Children actively construct their cognitive
world using…
 Schemas – concepts or frameworks that
organize information
 Assimilation – incorporate new info into existing
schemas
 Accomodation – adjust existing schemas to
incorporate new information
Piaget
Swiss psychologist
Jean Piaget (1926,
1977) spent over 50
years exploring how
a child’s thought
processes develop.
Piaget’s Stages of Cognitive Development
Stage Age (Years) Major Characteristics
Sensorimotor
Preoperational
Concrete operational
Formal operational
Birth to 2
2 to 7
7 to 12
12 on
• Infant understands world through sensory and motor
experiences
• Achieves object permanence
• Exhibits emergence of symbolic thought
• Child uses symbolic thinking in the form of words and
images to represent objects and experiences
• Symbolic thinking enables child to engage in pretend
play
• Thinking displays egocentrism, irreversibility, and
centration
• Child can think logically about concrete events
• Grasps concepts of conservation and serial ordering
• Adolescent can think more logically, abstractly, and
flexibly
• Can form hypotheses and systematically test them
Evaluating Piaget’s Theory
 Some cognitive abilities emerge earlier than
Piaget thought
 Piaget placed too much emphasis on discrete
stages and ignored individual differences
 Culture and environment also influence
development
Vygotsky’s Theory
 the culture in which we are raised significantly
affects our cognitive development
• Cognitive development occurs as a consequence of
social interactions in which children work with others
to jointly solve problems.
• Children’s cognitive abilities increase when they
encounter information that falls within their zone of
proximal development (ZPD).
• ZPD is the level at which a child can almost, but not
fully, comprehend or perform a task on his or her own.
When children receive information that falls within the
ZPD, they can increase understanding or master a new
task.
Vygotsky’s Theory
Although the
performances of the two
children initially working
at a task without aid are
similar, the second child
benefits more from aid
and thus has a larger zone
of proximal development.
Child A Child B
ZPD ZPD
Performance
Socioemotional
 Erik Erikson (1902-1994)
 Theory emphasizes lifelong development
 Eight psychosocial stages of development
 Each stage represents a developmental task
 Crisis that must be resolved
 Personal competence or weakness
Erikson
Evaluating Erikson
 Primary focus on case-study research
 Omitted important developmental tasks
 Development is a lifelong challenge
Infant Attachment
 The close emotional bond between an infant
and its caregiver
 Typically develops during first year of life
 May provide important foundation for
subsequent development
 Attachment intensifies at 6-7 months
Infant Attachment
 Harry Harlow – Infant rhesus monkeys
 What matters? Nourishment or contact
 Choose between two surrogate “mothers”
 Cold wire mother versus warm cloth mother
 Infants preferred cloth mother across situations
 Contact comfort is critical to attachment
 Harlow's Monkeys
 Harlow 2
Infant Attachment
 Mary Ainsworth – Strange Situation
 Procedure: Caregivers leave infant alone with
stranger, then return
 SecureAttachment: Use caregiver as a base
for exploration; happy when caregiver returns
 Insecure Attachment: Does not care if
caregiver gone
 AttachmentTheory
Temperament
 An individual’s behavioral style or
characteristic way of responding
 Three clusters of temperament
 Easy
 Difficult: can cry often, irregular routines
 slow-to-warm-up: low activity level
 Another perspective on temperament
 Effortful control, self-regulation, and negative
affectivity
Parenting Styles

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Ap psych human development

  • 2. Development  The pattern of continuity and change that occurs throughout the lifespan  Three areas  Physical processes  Cognitive processes  Socioemotional processes Physical CognitiveSocioemotional
  • 3. Development  Nature – Biological Inheritance  Nurture – Environmental Experiences  Optimal experiences – Individuals take active roles in their own development  Early Experience versus Later Experience
  • 4. Early vs Later Experiences Early  Some psychologists believe that unless infants experience warm, nurturing care in the first year of life, they will not develop to their full potential  early experience doctrine rests on the belief that each life is an unbroken trail on which a psychological quality can be traced back to its origin  later experience: liken development in later years to the ebb and flow of a river.  Later experience advocates argue that children are responsive to change and that sensitive caregiving is just as important later as it is earlier
  • 5. Cognitive  Jean Piaget (1896-1980)  Children actively construct their cognitive world using…  Schemas – concepts or frameworks that organize information  Assimilation – incorporate new info into existing schemas  Accomodation – adjust existing schemas to incorporate new information
  • 6. Piaget Swiss psychologist Jean Piaget (1926, 1977) spent over 50 years exploring how a child’s thought processes develop. Piaget’s Stages of Cognitive Development Stage Age (Years) Major Characteristics Sensorimotor Preoperational Concrete operational Formal operational Birth to 2 2 to 7 7 to 12 12 on • Infant understands world through sensory and motor experiences • Achieves object permanence • Exhibits emergence of symbolic thought • Child uses symbolic thinking in the form of words and images to represent objects and experiences • Symbolic thinking enables child to engage in pretend play • Thinking displays egocentrism, irreversibility, and centration • Child can think logically about concrete events • Grasps concepts of conservation and serial ordering • Adolescent can think more logically, abstractly, and flexibly • Can form hypotheses and systematically test them
  • 7. Evaluating Piaget’s Theory  Some cognitive abilities emerge earlier than Piaget thought  Piaget placed too much emphasis on discrete stages and ignored individual differences  Culture and environment also influence development
  • 8. Vygotsky’s Theory  the culture in which we are raised significantly affects our cognitive development • Cognitive development occurs as a consequence of social interactions in which children work with others to jointly solve problems. • Children’s cognitive abilities increase when they encounter information that falls within their zone of proximal development (ZPD). • ZPD is the level at which a child can almost, but not fully, comprehend or perform a task on his or her own. When children receive information that falls within the ZPD, they can increase understanding or master a new task.
  • 9. Vygotsky’s Theory Although the performances of the two children initially working at a task without aid are similar, the second child benefits more from aid and thus has a larger zone of proximal development. Child A Child B ZPD ZPD Performance
  • 10. Socioemotional  Erik Erikson (1902-1994)  Theory emphasizes lifelong development  Eight psychosocial stages of development  Each stage represents a developmental task  Crisis that must be resolved  Personal competence or weakness
  • 12. Evaluating Erikson  Primary focus on case-study research  Omitted important developmental tasks  Development is a lifelong challenge
  • 13. Infant Attachment  The close emotional bond between an infant and its caregiver  Typically develops during first year of life  May provide important foundation for subsequent development  Attachment intensifies at 6-7 months
  • 14. Infant Attachment  Harry Harlow – Infant rhesus monkeys  What matters? Nourishment or contact  Choose between two surrogate “mothers”  Cold wire mother versus warm cloth mother  Infants preferred cloth mother across situations  Contact comfort is critical to attachment  Harlow's Monkeys  Harlow 2
  • 15. Infant Attachment  Mary Ainsworth – Strange Situation  Procedure: Caregivers leave infant alone with stranger, then return  SecureAttachment: Use caregiver as a base for exploration; happy when caregiver returns  Insecure Attachment: Does not care if caregiver gone  AttachmentTheory
  • 16. Temperament  An individual’s behavioral style or characteristic way of responding  Three clusters of temperament  Easy  Difficult: can cry often, irregular routines  slow-to-warm-up: low activity level  Another perspective on temperament  Effortful control, self-regulation, and negative affectivity