SHDH 2039

Fundamental
Psychology for
Health Studies
Lecture 3
Human Development I
Lesson Plan
(A) Introduction
(B)Cognitive
(C)Moral
(D)Personality
(E)Gender
(F)Conclusion
 (A) Introduction
1) Perspectives in studying “development”
– Age period
• Infancy, childhood, adolescence, adulthood
– Developmental aspects
• Physical, cognitive, moral, social, emotional, personality,
language, etc.

2) Basic Concepts
– Development
• The sequence of age-related
changes from conception
to death
norms
– Developmental _____________
• The typical age at which individuals display specific patterns
of behavior and abilities

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 (A) Introduction
3) Issues of Development
Nurture
– Nature (Heredity) vs. __________
(Environment)
– Maturation– refers to the physical
changes as a result of the gradual
unfolding of one’s genetic blueprints
• Experience & Learning

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 (A) Introduction
3) Issues of Development
– Continuous vs. Discontinuous
• Stage theories - developmental period
with specific patterns of behaviors /
capabilities

Assumptions
• Develop in a particular order
• Progress related to age
• Fundamental and qualitative
differences between stages

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Lesson Plan
(A) Introduction
(B)Cognitive
(C)Moral
(D)Personality
(E)Gender
(F)Conclusion
(B) Cognitive Development
1) Cognitive Development
- transitions in youngsters’ patterns of
thinking, including reasoning,
remembering, and problem solving

2) Jean Piaget’s Stage Theory of

Cognitive Development (1920s-
1980s)
– Operation
• mental routine for separating,
combining, and transforming
information in a logical manner
– 4 stages of cognitive development

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 Jean Piaget’s Stage Theory of Cognitive Development

Stages Age Characteristics

1. Sensorimotor Birth – • Infants use its senses and motor abilities to
2 interact with & learn about objects in their
environments
• From lack of to the development of object
permanence –
“out of sight, out of mind”
2. Pre- 2–7 • Children learn to use symbols, such as words or
operational mental images, to solve simple problems and can
remember or talk about things that are not present
• Egocentrism - seeing and thinking of the world
only from own point of view and having limited
ability to share other’s perspective
• Animism - a belief of all things are alive
• Irreversibility
•Centration 8
(B) Object Permanence

• “out of sight, out of

mind”
• the realization that
objects still exist even
when it is not in sight
• emerges at around
8 -12
__________ months
according to Piaget’s
theory
Examples
http://www.youtube.com/watch?v=BFUInSY2CeY&feature=related (0:11)
http://www.youtube.com/watch?v=KGBA8rUry0c&feature=related (0.28)

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(C) Egocentrism

When asked to select the

photograph that shows the
mountains as the adult sees
them, preschool children
often select the photograph
that shows how the mountain
looks to them, demonstrating
egocentrism

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 Irreversibility
__________________
the inability of the young child
to mentally reverse an action

Centration
the tendency of a young child to
focus only on one feature of an
object while ignoring other
relevant features.
http://www.youtube.com/watch?v=hWALm9b-
xxg&feature=related

Lack of conservation

do not understand that matter can

change in appearance without
changing in quantity
1617_S1_CCN2039_Development I 11
Stages Age Characteristics

3. Concrete 7 – 12 • Children can perform a number of logical mental

operational operations applied to real /tangible objects or
actual events
• Conservation - An awareness of physical
quantities remain constant even changes in
appearance
• Hierarchical Classification – understand levels
of classification
• Reversible thinking

4. Formal 12 + • Individuals start to gain mastery of logical mental

operational operations on abstract ideas
•systematic and reasonable hypothesis testing,
& hypothetical thinking

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 (B) Cognitive Development
Jean Piaget’s Stage Theory
Stage 4
Stage 3 Formal
Stage 2 Concrete Operational
Operational Period
Stage 1 Preoperational Period
Period
Sensorimotor
Period Mental operations Mental operations
Coordination of Development applied to applied to
sensory input of Symbolic concrete events; abstract ideas;
and motor thought marked mastery of logical, systematic
responses; by irreversibility, conservation, thinking
development Centration, and hierarchical
of object egocentrism classification
permanence

Birth Thru 2 Thru 7 Years 7 Thru 11 Years Age 11 Thru

2 Years Adulthood

CCN1017 1516 S2 Development 13

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Lesson Plan
(A) Introduction
(B)Cognitive
(C)Moral
(D)Personality
(E)Gender
(F)Conclusion
(C) Moral development
1) Kohlberg’s Stage theory built on
Piaget’s theory and research
– individuals progress through an
orderly stages of moral
development
– studied responses of subjects
presented with ethical dilemmas
moral reasoning as
– focus on _________________
opposed to action/behavior

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(C) Moral development ( 道德發
展)
Drug prices: where the free
market and public interest
collide.
Drug prices have taken center stage since
Turing Pharmaceuticals raised the price of its
off-patent parasite-fighting drug Daraprim by
over 5,000%, but the issue has been lingering
for far longer than Turing has even existed…

Turing’s move also isn’t new. Other

companies have also taken older, off-patent
drugs and significantly raised their prices.
Another example is Valeant Pharmaceuticals,
which acquired two commonly used heart
drugs, Isuprel and Nitropress, earlier this year
and subsequently raised the prices by 525%
and 212%, respectively.

Source: http://fortune.com/2015/09/29/turing-
daraprim-drug-prices-peter-bach/
https://thestandnews.com/international

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(C) Moral development
2) Moral dilemmas (Class discussion)
• In Europe, a woman was near death from a
special kind of cancer. There was one drug that
the doctors thought might save her. It was a
form of radium that a druggist in the same town
had recently discovered. The drug was
expensive to make, but the druggist was
charging ten times what the drug cost him to
make. He paid $400 for the radium and
charged $4,000 for a small dose of the drug.
The sick woman's husband, Heinz, went to everyone he knew to borrow
the money and tried every legal means, but he could only get together
about $2,000, which is half of what it cost. He told the druggist that his
wife was dying, and asked him to sell it cheaper or let him pay later. But
the druggist said, "No, I discovered the drug and I'm going to make money
from it." So, having tried every legal means, Heinz gets desperate and
considers breaking into the man's store to steal the drug for his wife.

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(C) Moral development
• 3) Kohlberg’s Stage theory
• Level 1 – Preconventional morality one’s decisions
about right and wrong are governed by the external
consequences of the behavior
– Level 2 – Conventional morality
– an action is “right” or “wrong” because it maintains or
society’s norms of
disrupts the social order or ______________________
behavior
– Level 3 – Postconventional morality
• moral actions are governed by self-chosen codes of
ethics and that may be in disagreement with accepted
social norms. However, the chosen ethics are still based
on universal principles of justice.

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(D) Moral development

Kohlberg’s Stage theory

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 (C) If you were Heinz, would you steal the
drug? Why or why not?

•If you were Heinz, would you steal the drug?

Some examples:
-Stage 1: no, because I would have to go to jail
-Stage 2: yes, I would be happy to save wife, even if I have to go to
jail
-Stage 3: yes, because that’s the job of a good husband
-Stage 4: no, because law and order should be followed
-Stage 5: Yes, life is more important than law
- Stage 6: Yes, but after stealing it, give the drug to the person
who needs it most.

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 Preconventional
reasoning declines
as children mature,
conventional
reasoning increases
during middle
childhood, and
postconventional
reasoning begins to
emerge during
Source: Weiten, 2010 adolescence.
(Fig. 10.12)

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**Assigned Readings – Pastorino & Doyle-Portillo (Ch. 9
pp.387-393; 395-396)

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