Lecture Notes 2017

Chapter 8
development across the life span
psychology
fourth edition
Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White
2015, 2012, 2009 by Pearson Education, Inc. All rights reserved.
Learning Objective Menu
8.1 What are some of the special research designs used to study development?
8.2 What is the relationship between heredity and environmental factors in determining
development?
8.3 How do chromosomes, genes, and DNA determine a persons characteristics or
disorders?
8.4 What happens during conception and prenatal development and what are some
prenatal hazards?
8.5 What kind of physical changes take place in infancy and childhood?
8.6 What are two ways of looking at cognitive development, how does language develop,
and what is autism spectrum disorder?
8.7 How do infants and children develop personalities and form relationships with others,
and what are Eriksons stages of psychosocial development for children?
8.8 What are the physical, cognitive, and personality changes that occur in adolescence,
including concepts of morality and Eriksons search for identity?
8.9 How do men and women differ in thinking, social behavior, and personality?
8.10 What are the physical, cognitive, and personality changes that occur during adulthood
and aging, including Eriksons last three psychosocial stages, and patterns of
parenting?
8.11 How do psychologists explain why aging occurs, and what are the stages of death and
dying?
8.12 What are some cross-cultural differences in views of death and dying?

AP Learning Objectives
XII. Developmental Psychology
Discuss the interaction of nature and nurture in the determination of
behavior.
Explain the process of conception and gestation, including factors
that influence fetal development.
Discuss the maturation of motor skills.
Explain the maturation of cognitive abilities.
Identify key contributors in developmental psychology.
Synthesize how biologic, cognitive, and cultural factors converge to
facilitate acquisition, development, and use of language.
Describe the influence of temperament and other social factors on
attachment and appropriate socialization.

AP Learning Objectives Continued
XII. Developmental Psychology (continued)
Discuss maturational challenges in adolescence, including related
family conflicts.
Identify key contributors in the psychology of motivation and
emotion.
Compare and contrast models of moral development.
Describe how sex and gender influence socialization and other
aspects of development.
Predict the physical and cognitive changes that emerge as people
age, including steps that can be taken to maximize function.
Characterize the development of decision related to intimacy as
people mature.
Explain how parenting styles influence development.

Warm Up
It is with children that we have
the best chance of studying the
1. Observe- What do you development of logical knowledge,
observe in the quote? mathematical knowledge, physical
2. Reflect- What does the knowledge, and so forth
quote make you reflect - Jean Piaget
on?
3. Question- What
questions do you have?

What is human development?
Human development: the scientific study
of the changes that occur in people as
they age from conception until death

Developmental Research Designs
LO 8.1 Special Research Methods Used to Study Development
To study human development,

psychologist use the following study
styles:
1. Longitudinal design: research design in
which one participant or group of
participants is studied over a long period
of time
cohort effect: impact on development when a group of
people share common time period or life experience

Longitudinal Design
Compare Compare
Tested at 1 year Again at 4 years Again at 7 years

(Time 1) (Time 2) (Time 3)
Same Participants
Different Times Different Times Different Times

Developmental Research Designs
2. Cross-sectional design: research design in

which several different age groups of
participants are studied at one particular
point in time
3. Cross-sequential design: research design
in which participants are first studied by
means of a cross-sectional design but also
followed and assessed for a period of no
more than six years
Nature versus Nurture
LO 8.2 The Relationship between Heredity and Environmental Factors AP: Nature Versus Nurture
Nature: the influence of our inherited

characteristics on our personality, physical
growth, intellectual growth, and social
interactions
Nurture: the influence of the environment on
personality, physical growth, intellectual
growth, and social interactions
Behavioral genetics: focuses on nature vs.
nurture
Genetics and Development
LO 8.3 Chromosomes, Genes, DNA, and Multiple Births AP: Nature Versus Nurture
Genetics: the science of inherited traits

behavioral genetics
DNA (deoxyribonucleic acid): special
molecule that contains the genetic
material of the organism

Figure 8.1 DNA Molecule
In this model of a DNA molecule, the two strands making up the sides of the twisted ladder are
composed of sugars and phosphates. The rungs of the ladder that link the two strands are amines.
Amines contain the genetic codes for building the proteins that make up organic life.

LO 8.3 Chromosomes, Genes, and DNA AP: Nature Versus Nurture
Gene: section of DNA having a certain

pattern of chemical elements,
dominant: referring to a gene that actively
controls the expression of a trait
recessive: referring to a gene that only
influences the expression of a trait when
paired with an identical gene
Heredity transmitted to every cell

Figure 8.2 Dominant and Recessive Genes and PKU
This figure shows the variation of parents carrying one or two recessive genes and the result of this in their offspring.
(a) If only one parent carries the PKU gene, their children might be carriers, but will not have PKU.

Figure 8.2 (continued) Dominant and Recessive Genes and PKU
This figure shows the variation of parents carrying one or two recessive genes and the result of this in their offspring.
(b) Only if both parents are carriers of PKU will a child have the 1 in 4 possibility of having PKU.

LO 8.3 Chromosomes, Genes, and DNA AP: Nature Versus Nurture
Genetic disorders include PKU (ID, delays, neuro issues,

fair skin, microcephaly), cystic fibrosis (mucus), sickle
cell anemia, and Tay-Sachs disease (affects brain and
spinal chord, results in death)
Chromosome: tightly wound strand of genetic material or
DNA
Chromosome disorders include Down syndrome (extra
copy of chromosome 21, delays, physical) , Klinefelters
syndrome (males, extra X chromosome typically noticed
at puberty), and Turners syndrome (females, missing X
chromosome or defect, delays, broad neck)

LO 8.3 Chromosomes, Genes, and DNA AP: Conception and Gestation
Conception: the moment at which a

female becomes pregnant
Ovum: the female sex cell, or egg
Fertilization: the union of the ovum and
sperm
Zygote: cell resulting from the uniting of
the ovum and sperm; divides into many
cells, eventually forming the baby
Conception and Twins
LO 8.3 Chromosomes, Genes, and DNA AP: Conception and Gestation
Monozygotic twins: identical twins

formed when one zygote splits into two
separate masses of cells, each of which
develops into a separate embryo
Dizygotic twins: often called fraternal twins
occur when two eggs get fertilized by two
different sperm, resulting in the development
of two zygotes in the uterus at the same time

Figure 8.3 Monozygotic and Dizygotic Twins
Because identical twins come from one fertilized egg (zygote), they are called monozygotic. Fraternal twins, who come
from two different fertilized eggs, are called dizygotic.

Periods of Pregnancy
LO 8.4 Germinal, Embryonic, and Fetal Periods of Pregnancy AP: Conception and Gestation
Germinal period: first two weeks after

fertilization, during which the zygote
moves down to the uterus and begins to
implant in the lining
embryo is the name for the developing
organism from two weeks to eight weeks after
fertilization

Embryonic period: the period from two to

eight weeks after fertilization, during which
the major organs (heart, brain) and
structures (spine) of the organism develop
critical periods: times during which certain
environmental influences can have an impact
on the development of the infant
teratogen: any factor that can cause a birth
defect

Teratogens
Chemical agents that can
harm the prenatal
environment.
Alcohol (FAS)
Other STDs can harm the
baby..
HIV
Herpes
Genital Warts
Fetal period: the time from about eight

weeks after conception until the birth of
the child
fetus: name for the developing organism from
eight weeks after fertilization to the birth of the
baby

Growth during Fetal stage
Formation of brain, testes/ovaries
Smile and frown, circulatory system
Muscles and bones start to form, capable of
physical movement
Hiccups at 20 weeks
Senses develop- fetus can hear 20-24 weeks
Body fat, brain cells multiply at brisk pace
Respiratory and digestive systems mature

Growth during Fetal stage
threshold of viability- age which a fetus can
survive premature birth
23 weeks- 10%-20% probability of survival
26 weeks- 75% probability of survival

Physical Development in Infancy and Childhood
LO 8.5 Physical Changes in Infancy and Childhood AP: Maturation of Motor Skills
Infants are born with reflexes that help

them survive
grasping
Moro (startle)
rooting
stepping
sucking

Physical Development in Infancy and Childhood
LO 8.5 Physical Changes in Infancy and Childhood
The senses, except for vision, are fairly

well developed at birth
Brain development
synaptic pruning: unused synaptic
connections and nerve cells are cleared away
to make way for functioning connections and
cells

Developing Brain
The developing brain overproduces neurons.
Peaking around 28 billion at 7 months, these
neurons are pruned to 23 billion at birth. The
greatest neuronal spurt is in the frontal lobe
enabling the individual to think rationally.

Maturation
The development of the brain unfolds based on
genetic instructions, causing various bodily and
mental functions to occur in sequence
standing before walking, babbling before
talkingthis is called maturation.
Maturation sets the basic course of

development, while experience adjusts it.

33
Development

Cognitive Development
LO 8.6 Cognitive and Linguistic Development AP: Maturation of Cognitive Abilities/Identify Key Contributors
Cognitive development: the development

of thinking, problem solving, and memory
Jean Piaget: developed a four-stage

theory of cognitive development based on
observation of infants and children

Assimilation and Accommodation
The process of
assimilation involves
incorporating new
experiences into our
current understanding
Bill Anderson/ Photo Researchers, Inc.

(schema). The process of
adjusting a schema and
modifying it is called
accommodation.
Jean Piaget with a subject

36
Piagets Theory and Current
Thinking
Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White 37

Piagets Stage Theory
LO 8.6 Cognitive and Linguistic Development AP: Maturation of Cognitive Abilities
Sensorimotor stage: Piagets first stage of

cognitive development, in which the infant
uses its senses and motor abilities to interact
with objects in the environment
object permanence: the knowledge that an object
exists even when it is not in sight

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.
1. Children understand the basic laws of

physics. They are amazed at how a ball can
stop in midair or disappear.
39
Sensorimotor Stage: Criticisms
2. Children can also count. Wynn (1992, 2000)

showed that children stared longer at the wrong
number of objects than the right ones.

Preoperational stage: Piagets second

stage of cognitive development, in which
the preschool child learns to use language
as a means of exploring the world
egocentrism: the inability to see the world
through anyone elses eyes
centration: in Piagets theory, the tendency of a
young child to focus only on one feature of an
object while ignoring other relevant features

Preoperational Stage (contd)

conservation: in Piagets theory, the ability to
understand that simply changing the
appearance of an object does not change the
objects nature
irreversibility: in Piagets theory, the inability of
the young child to mentally reverse an action

Preoperational Stage (contd)

Animism: when a person has the belief that
everything that exists has some kind of
consciousness. An example of this is that children
often believe that a car won't start because it is
tired or sick.A reason for this characteristic of the
stage, is that the Pre-operational child often
assumes that everyone and everything is like
them. Therefore since the child can feel pain, and
has emotions, so must everything else.

Figure 8.7 Conservation Experiment
A typical conservation task consists of pouring equal amounts of water into two glasses of the same size and shape.
When the water from one of these glasses is poured into a taller, narrower glass, children who cannot yet conserve
tend to focus (centrate) on the height of the water in the second glass, assuming that the second glass now has more
water than the first one. In the second example, pennies are laid out in two equal lines. When the pennies in the top
line are spaced out, the child who cannot yet conserve will centrate on the top line and assume that there are actually
more pennies in that line.

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.

45
Concrete operations stage: third stage of

cognitive development, in which the
school-aged child becomes capable of
logical thought processes but is not yet
capable of abstract thinking

Formal operations: Piagets last stage of

cognitive development, in which the
adolescent becomes capable of abstract
thinking

Formal Operational Stage
Rudiments of such thinking begin earlier (age 7)
than what Piaget suggested, since 7-year-olds
can solve the problem below (Suppes, 1982).
If John is in school, Mary is in school. John is in

school. What can you say about Mary?

48
Are We Born Good?
60 Minutes: Infant Lab

Vygotskys Theory
Scaffolding: process in which a more

skilled learner gives help to a less skilled
learner, then reduces the amount of help
as the less skilled learner becomes more
capable

Vygotskys Theory
Zone of proximal development (ZPD): the

difference between what a child can do
alone and what that child can do with the
help of a teacher
private speech: Vygotsky viewed this as a way
for a child to think out loud and advance
cognitively

Language Development
LO 8.6 Cognitive and Linguistic Development AP: Language Acquisition, Development, and Use
Language development allows children to:

think in words rather than images
ask questions
communicate their needs
form concepts
Child-directed speech: children attend to
higher-pitched, repetitious, sing-song
speech

Stages of Language Development
LO 8.6 Cognitive and Linguistic Development AP: Language Acquisition, Development, and Use
Cooing
Babbling
One-Word Speech (Holophrases)
Telegraphic Speech
Whole sentences

Temperament
LO 8.7 Developing Personalities, Forming Relationships, and Eriksons First Four Stages of Psychosocial Development
AP: Temperament, Attachment, and Socialization
Temperament: behavioral characteristics

that are fairly well established at birth
easy: regular, adaptable, and happy
difficult: irregular, nonadaptable, and irritable
slow to warm up: need to adjust gradually to
change

Attachment
Attachment: the emotional bond between

an infant and the primary caregiver
secure: willing to explore; upset when mother
departs, but easily soothed upon her return
avoidant: unattached; explores without
touching base

Attachment
Attachment (contd)
ambivalent: insecurely attached; upset when
mother leaves and then angry with mother
upon her return
disorganized-disoriented: insecurely attached
and sometimes abused or neglected; child
seems fearful, dazed, and depressed

Attachment
AP: Temperament, Attachment, and Socialization/Identify Key Contributors
Harlow monkey experiment

In this experiment The wire surrogate
mother provides the food for this infant
rhesus monkey. But the infant spends all its
time with the soft, cloth-covered surrogate.
According to Harlow, this demonstrates the
importance of contact comfort in attachment.
https://www.youtube.com/watch?v=OrNBEhzjg
8I

Attachment
Konrad Lorenz
Imprinting: how infant animals attach
themselves to or follow the first animal/person
they see immediately after birth
https://www.youtube.com/watch?v=2UIU9XH-
mUI

Self-Concept
Self-concept is the image you have of

yourself
based on your interactions with the important
people in your life.

Eriksons Stages of Development
Erik Erikson- focus on social development

in 8 stages

Puberty and Adolescence
LO 8.8 Changes of Adolescence, Concepts of Morality, and Eriksons Search for Identity
AP: Maturational Changes in Adolescence
Adolescence: the period of life from about

age thirteen to the early twenties, during
which a young person is no longer
physically a child but is not yet an
independent, self-supporting adult
Puberty: the physical changes that occur in
the body as sexual development reaches
its peak
period of about four years
Sexual Development & Identity
AP: Maturational Changes in Adolescence/Identify Key Contributors
Alfred Kinsey
Sexual orientation is a continuum, not an
either/or situation
The Kinsey Study

Egocentric Thinking
Formal operations may begin to emerge

Piagets final stage
thinking of hypothetical situations
egocentric thought remains

Egocentric Thinking
Personal fable: young people believe

themselves to be unique and protected
from harm
Imaginary audience: young people believe
that other people are just as concerned
about the adolescents thoughts and
characteristics as they themselves are

Kohlbergs Levels of Morality
AP: Maturational Changes in Adolescence/Models of Moral Development
1. Preconventional morality: behavior is governed

by the consequences of the behavior
2. Conventional morality: behavior is governed by
conforming to societys norms of behavior
3. Postconventional morality: behavior is governed
by moral principles that have been decided on by
the individual
may be in disagreement with accepted social norms

Moral Thinking
1. Preconventional Morality:
Before age 9, children show
morality to avoid punishment
or gain reward.
2. Conventional Morality: By
early adolescence, social rules
and laws are upheld for their
own sake.
3. Postconventional Morality:
Affirms peoples agreed-upon
rights or follows personally
perceived ethical principles.
Carol Gilligan and Moral Development
Carol Gilligan
Criticized Kohlbergs theory because he only focused
on boys (white, privileged)
Kohlberg said womens morality is less fully
developed than mens
Gilligan said that boys have a more absolute
perspective on morality
Girls tend to look at the situation and relationship of
the people involved before making a decision

Carol Gilligan and Moral Development
Which theory do you agree with? What makes you say that?

Gender Differences
LO 8.9 How Men and Women Differ in Thinking, Social Behavior, and Personality
AP: How Sex and Gender Affect Socialization
Cognitive differences
Differences in male and female test scores on verbal
abilities, math skills, and spatial skills is probably due
to psychological and social issues rather than
biological causes
Social and personality differences
Perceived differences are often the result of
stereotyped thinking about the sexes
report versus relate communication styles
Men listen with the left hemisphere of the brain; women listen
with both

Eriksons Fifth Stage
Identity versus role confusion: fifth stage

of personality development
the adolescent must find a consistent sense
of self
Parentteen conflict


Physical Changes and Aging
LO 8.10 Physical and Cognitive Changes during Adulthood and Aging
Adulthood begins in the early twenties and

ends with old age and death
divided into young adulthood, middle
adulthood, and late adulthood
emerging adulthood, time from late
adolescence through the 20s

Women experience a physical decline in the

reproductive system called the climacteric
ends at about age fifty with menopause: the
cessation of ovulation and menstrual cycles and
the end of a womans reproductive capability
Andropause: gradual changes in the sexual
hormones and reproductive system of males

LO 8.10 Physical and Cognitive Changes during Adulthood and Aging AP: Physical and Cognitive Changes in Aging
Increase in health problems

Decrease in reaction time
Challenges in memory most likely caused
by stress and high volumes of information
to maintain

Eriksons Last Three Stages
AP: Physical and Cognitive Changes in Aging
LO 8.10 Physical and Cognitive Changes during Adulthood and Aging Intimacy and Aging
Intimacy versus isolation : an emotional

and psychological closeness that is based
on the ability to trust, share, and care,
while still maintaining a sense of self

Generativity versus stagnation : providing

guidance to ones children or the next
generation, or contributing to the well-
being of the next generation through
career or volunteering

Ego integrity versus despair : sense of

wholeness that comes from having lived a
full life and the ability to let go of regrets;
the final completion of the ego


Theories of Aging
LO 8.11 Theories of Why Aging Occurs and Stages of Death and Dying AP: Physical and Cognitive Changes in Aging
Cellular clock theory: based on the idea

that cells only have so many times that
they can reproduce
once that limit is reached, damaged cells
begin to accumulate
Wear-and-tear theory: as time goes by,
repeated use and abuse of the bodys
tissues cause it to be unable to repair all
the damage
Theories of Aging
Free radical theory: oxygen molecules

with an unstable electron move around the
cell, damaging cell structures as they go
Activity theory: theory of adjustment to
aging that assumes older people are
happier if they remain active in some way,
such as volunteering or developing a
hobby

Stages of Death and Dying
Denial
Anger
Bargaining
Depression
Acceptance

1. Denial and Isolation: The first reaction to learning of terminal illness or
death of a cherished loved one is to deny the reality of the situation. It is
a normal reaction to rationalize overwhelming emotions. It is a defense
mechanism that buffers the immediate shock. We block out the words
and hide from the facts. This is a temporary response that carries us
through the first wave of pain.
2. Anger: As the masking effects of denial and isolation begin to wear,

reality and its pain re-emerge. We are not ready. The intense emotion is
deflected from our vulnerable core, redirected and expressed instead as
anger. The anger may be aimed at inanimate objects, complete
strangers, friends or family. Anger may be directed at our dying or
deceased loved one. Rationally, we know the person is not to be blamed.
Emotionally, however, we may resent the person for causing us pain or
for leaving us. We feel guilty for being angry, and this makes us more
angry.

3. Bargaining: The normal reaction to feelings of helplessness and
vulnerability is often a need to regain control
If only we had sought medical attention sooner
If only we got a second opinion from another doctor
If only we had tried to be a better person toward them
Secretly, we may make a deal with God or our higher power in an attempt
to postpone the inevitable. This is a weaker line of defense to protect us
from the painful reality.
4. Depression: Two types of depression are associated with mourning.

The first one is a reaction to practical implications relating to the loss.
Sadness and regret predominate this type of depression. We worry about
the costs and burial. We worry that, in our grief, we have spent less time
with others that depend on us. This phase may be eased by simple
clarification and reassurance. We may need a bit of helpful cooperation
and a few kind words. The second type of depression is more subtle and,
in a sense, perhaps more private. It is our quiet preparation to separate
and to bid our loved one farewell. Sometimes all we really need is a hug.

5. Acceptance: Reaching this stage of mourning is a gift not afforded to everyone. Death
may be sudden and unexpected or we may never see beyond our anger or denial. It is not
necessarily a mark of bravery to resist the inevitable and to deny ourselves the opportunity
to make our peace. This phase is marked by withdrawal and calm. This is not a period of
happiness and must be distinguished from depression.
Loved ones that are terminally ill or aging appear to go through a final period of withdrawal.
This is by no means a suggestion that they are aware of their own impending death or
such, only that physical decline may be sufficient to produce a similar response. Their
behavior implies that it is natural to reach a stage at which social interaction is limited. The
dignity and grace shown by our dying loved ones may well be their last gift to us.
Coping with loss is a ultimately a deeply personal and singular experience nobody can
help you go through it more easily or understand all the emotions that youre going through.
But others can be there for you and help comfort you through this process. The best thing
you can do is to allow yourself to feel the grief as it comes over you. Resisting it only will
prolong the natural process of healing.

Cross-Cultural Views on Death
LO 8.12 Some Cross-Cultural Differences in Views of Death and Dying
Cultures are diverse in their views on

death and dying
Hindus
Northern Cheyenne
Navajo

Temperament
Temperament: behavioral characteristics

that are fairly well established at birth
easy: regular, adaptable, and happy
difficult: irregular, nonadaptable, and irritable
slow to warm up: need to adjust gradually to
change

Kohlbergs Levels of Morality
AP: Maturational Changes in Adolescence/Models of Moral Development
1. Preconventional morality: behavior is governed

by the consequences of the behavior
2. Conventional morality: behavior is governed by
conforming to societys norms of behavior
3. Postconventional morality: behavior is governed
by moral principles that have been decided on by
the individual
may be in disagreement with accepted social norms

Stages of Death and Dying
Denial
Anger
Bargaining
Depression
Acceptance

PIAGETS THEORY OF
DEVELOPMENT

ERIKSONS THEORY OF
DEVELOPMENT

Stages of Grief

Wrapping up development over the life span
VYGOTSKY, ATTACHMENT,
IMPRINTING
Vygotskys Theory
Scaffolding: process in which a more

skilled learner gives help to a less skilled
learner, then reduces the amount of help
as the less skilled learner becomes more
capable

Vygotskys Theory
Zone of proximal development (ZPD): the

difference between what a child can do
alone and what that child can do with the
help of a teacher
private speech: Vygotsky viewed this as a way
for a child to think out loud and advance
cognitively

Attachment
Attachment: the emotional bond between

an infant and the primary caregiver
secure: willing to explore; upset when mother
departs, but easily soothed upon her return
avoidant: unattached; explores without
touching base

Attachment
Attachment (contd)
ambivalent: insecurely attached; upset when
mother leaves and then angry with mother
upon her return
disorganized-disoriented: insecurely attached
and sometimes abused or neglected; child
seems fearful, dazed, and depressed

Attachment
Harlow monkey experiment

In this experiment The wire surrogate
mother provides the food for this infant
rhesus monkey. But the infant spends all its
time with the soft, cloth-covered surrogate.
According to Harlow, this demonstrates the
importance of contact comfort in attachment.
https://www.youtube.com/watch?v=OrNBEhzjg
8I

Attachment
Konrad Lorenz
Imprinting: how infant animals attach
themselves to or follow the first animal/person
they see immediately after birth
https://www.youtube.com/watch?v=2UIU9XH-
mUI

Heinz Dilemma
1. Should Heinz have stolen the drug?
2. Would it change anything if Heinz did
not love his wife?
3. What if the person dying was a
stranger, would it make any difference?
4. Should the police arrest the chemist for
murder if the woman died?

Extra credit vocab list


Lecture Notes 2017

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lecture Notes 2017

Uploaded by

Copyright:

Available Formats

Chapter 8

development across the life span

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

To study human development,

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Tested at 1 year Again at 4 years Again at 7 years

Different Times Different Times Different Times

2. Cross-sectional design: research design in

Nature: the influence of our inherited

Genetics: the science of inherited traits

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Gene: section of DNA having a certain

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Genetic disorders include PKU (ID, delays, neuro issues,

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Conception: the moment at which a

Monozygotic twins: identical twins

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Germinal period: first two weeks after

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Embryonic period: the period from two to

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Fetal period: the time from about eight

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Infants are born with reflexes that help

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

The senses, except for vision, are fairly

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Maturation sets the basic course of

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Cognitive development: the development

Jean Piaget: developed a four-stage

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Bill Anderson/ Photo Researchers, Inc.

Jean Piaget with a subject

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White 37

Sensorimotor stage: Piagets first stage of

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Piaget believed children in the sensorimotor

However, recent research shows that children in

1. Children understand the basic laws of

2. Children can also count. Wynn (1992, 2000)

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White 40

Preoperational stage: Piagets second

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Preoperational Stage (contd)

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Preoperational Stage (contd)

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White

DeLoache (1987) showed that children as young

Psychology, Fourth Edition, AP Edition Saundra K. Ciccarelli J. Noland White