1、Development Across the Lifespan,Chapter 7,Chapter 7 Learning Objective Menu,LO 7.1 Special research methods used to study development LO 7.2 Relationship between heredity and environmental factors LO 7.3 Chromosomes, genes and DNA LO 7.4 How twins develop during pregnancy LO 7.5 How conjoined twins

2、adjust to being connected LO 7.6 Germinal, embryonic, and fetal periods of pregnancy LO 7.7 Physical changes in infancy and childhood LO 7.8 Facts and myths concerning infant immunizations LO 7.9 Three ways of looking at cognitive development LO 7.10 How language develops LO 7.11 How infants and chi

3、ldren develop personalities and form relationships LO 7.12 Eriksons first four stages of psychosocial development LO 7.13 Changes in puberty LO 7.14 How adolescents develop formal operation and moral thinking LO 7.15 Adolescents search for identity LO 7.16 Physical and cognitive changes during adult

4、hood and aging LO 7.17 Work, relationships, parenting, aging, and death LO 7.18 Theories of why aging occurs LO 7.19 Stages of death and dying LO 7.20 How attention-deficit/hyperactivity disorder affects adults,Developmental Research Designs,Human development - the scientific study of the changes th

5、at occur in people as they age from conception until death. Longitudinal design - research design in which one participant or group of participants is studied over a long period of time. Cross-sectional design - research design in which several different age groups of participants are studied at one

6、 particular point in time. Cross-sequential design - research design in which participants are first studied by means of a crosssectional design but also followed and assessed for a period of no more than six years.,LO 7.1 Special research methods used to study development,Menu,Menu,LO 7.1 Special r

7、esearch methods used to study development,Menu,LO 7.1 Special research methods used to study development,Longitudinal Design,Tested at 1 year (Time 1),Again at 4 years (Time 2),Again at 7 years (Time 3),Longitudinal Design,Tested at 1 year (Time 1),Again at 4 years (Time 2),Again at 7 years (Time 3)

8、,Compare,Compare,Cross-Sectional Design,1-year-olds,4-year-olds,7-year-olds,Compare,Compare,Same Time,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 enviro

9、nment on personality, physical growth, intellectual growth, and social interactions. Behavioral genetics focuses on nature vs. nurture.,LO 7.2 Relationship between heredity and environmental factors,Menu,Genetics and Development,Genetics - the science of inherited traits. DNA (deoxyribonucleic acid)

10、 - special molecule that contains the genetic material of the organism. Gene - section of DNA having the same arrangement 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 tr

11、ait when paired with an identical gene.,LO 7.3 Chromosomes, genes and DNA,Menu,Menu,LO 7.,Menu,LO 7.3 Chromosomes, genes and DNA,Menu,LO 7.3 Chromosomes, genes and DNA,Mendel BoxB=Brown eyes b=Blue eyes,Menu,LO 7.3 Chromosomes, genes and DNA,Mendel BoxB=Brown eyes b=Blue eyes,LO 7.3 Chromosomes, gen

12、es and DNA,Menu,Mendel BoxB=Brown eyes b=Blue eyes,LO 7.3 Chromosomes, genes and DNA,Menu,Mendel BoxB=Brown eyes b=Blue eyes,LO 7.3 Chromosomes, genes and DNA,Menu,75% have brown eyes.25% have blue eyes.,),LO 7.3 Chromosomes, genes and DNA,Menu,Genetics and Development,Chromosome - tightly wound str

13、and of genetic material or DNA. Chromosome disorders include Down syndrome, Klinefelters syndrome, and Turners syndrome, whereas genetic disorders include PKU, cystic fibrosis, sickle cell anemia, and Tay-Sachs disease.,LO 7.3 Chromosomes, genes and DNA,Menu,Genetics and Development,Conception - the

14、 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.,LO 7.3 Chromosomes, genes and DNA,Menu,Conception and

15、 Twins,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, occurring when two eggs each get fertilized by two different sperm, resulting in two zygotes in t

16、he uterus at the same time.,LO 7.4 How twins develop during pregancy,Menu,Menu,LO 7.4 How twins develop during pregancy,Conjoined Twins,Conjoined twins Abby and Britty Hensel are relatively healthy, well adjusted, and participate fully in many normal activities for young people of their age.,LO 7.5

17、How conjoined twins adjust to being connected,Menu,Periods of Pregnancy,Germinal period - first two weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining embryo name for the developing organism from two weeks to eight weeks after fertilizatio

18、n. Embryonic period - the period from two to eight weeks after fertilization, during which the major organs and structures 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

19、can cause a birth defect.,LO 7.6 Germinal, embryonic, and fetal periods of pregnancy,Menu,Menu,LO 7.6 Germinal, embryonic, and fetal periods of pregnancy,Menu,LO 7.6 Germinal, embryonic, and fetal periods of pregnancy,Periods of Pregnancy,Fetal period - the time from about eight weeks after concepti

20、on until the birth of the child. Fetus - name for the developing organism from eight weeks after fertilization to the birth of the baby.,LO 7.6 Germinal, embryonic, and fetal periods of pregnancy,Menu,Menu,LO 7.6 Germinal, embryonic, and fetal periods of pregnancy,Physical Development in Infancy and

21、 Childhood,Four critical areas of adjustment for the newborn are: Respiration Digestion Circulation Temperature regulation Infants are born with reflexes that help the infant survive: sucking, rooting, Moro (startle), grasping, and Babinski. The senses, except for vision, are fairly well developed a

22、t birth. Gross and fine motor skills develop at a fast pace during infancy and early childhood.,LO 7.7 Physical changes in infancy and childhood,Menu,Menu,LO 7.7 Physical changes in infancy and childhood,Menu,LO 7.7 Physical changes in infancy and childhood,Menu,LO 7.7 Physical changes in infancy an

23、d childhood,Immunizations,Immunizations are far less dangerous than the diseases they are designed to prevent and are one of the most effective weapons in the fight against infectious diseases.,LO 7.8 Facts and myths concerning infant immunizations,Menu,Cognitive Development,Cognitive development -

24、the development of thinking, problem solving, and memory scheme (plural schemas) a mental concept formed through experiences with objects and events.,LO 7.9 Three ways of looking at cognitive development,Menu,Piagets Stage Theory,Sensorimotor stage - Piagets first stage of cognitive development in w

25、hich 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.,LO 7.9 Three ways of looking at cognitive development,Menu,Piagets Stage Theory,Preoperational stage - Piagets second

26、 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

27、 ignoring other relevant features. 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.,LO 7.9 Three ways o

28、f looking at cognitive development,Menu,Menu,LO 7.9 Three ways of looking at cognitive development,Piagets Stage Theory,Concrete operations stage - third stage of cognitive development in which the school-age child becomes capable of logical thought processes but is not yet capable of abstract think

29、ing. Formal operations - Piagets last stage of cognitive development in which the adolescent becomes capable of abstract thinking.,LO 7.9 Three ways of looking at cognitive development,Menu,Menu,LO 7.9 Three ways of looking at cognitive development,Vygotskys Theory,Scaffolding - process in which a m

30、ore skilled learner gives help to a less skilled learner, reducing the amount of help as the less skilled learner becomes more capable. Zone of proximal development (ZPD) - Vygotskys concept of the difference between what a child can do alone and what that child can do with the help of a teacher.,LO

31、 7.9 Three ways of looking at cognitive development,Menu,Information Processing Theory,Metamemory process by which children improve in their memory capacity as they age, learn to use control strategies to improve memory performance, and gain a better understanding of how their own memories work.,LO

32、7.9 Three ways of looking at cognitive development,Menu,Stages of Language Development,Cooing Babbling One-word speech (holophrases) Telegraphic speech Language acquisition device - governs the learning of language during infancy and early childhood.,LO 7.10 How language develops,Menu,Temperament,Te

33、mperament - the 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.,LO 7.11 How infants and children develop personalities / form relationsh

34、ips,Menu,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; explore without “touching base.” Ambivalent - insecurely attached; upset when mother leaves

35、 and then angry with mother upon her return. Disorganized-disoriented insecurely attached and sometimes abused or neglected; seemed fearful, dazed, and depressed.,LO 7.11 How infants and children develop personalities / form relationships,Menu,Menu,LO 7.11 How infants and children develop personalit

36、ies / form relationships,Eriksons First Four Stages,Trust versus mistrust - first stage of personality development in which the infants basic sense of trust or mistrust develops as a result of consistent or inconsistent care. Autonomy versus shame and doubt - second stage of personality development

37、in which the toddler strives for physical independence.,LO 7.12 Eriksons first four stages of psychosocial development,Menu,Eriksons First Four Stages,Initiative versus guilt - third stage of personality development in which the preschool-aged child strives for emotional and psychological independen

38、ce and attemps to satisfy curiosity about the world. Industry versus inferiority - fourth stage of personality development in which the adolescent strives for a sense of competence and self-esteem.,LO 7.12 Eriksons first four stages of psychosocial development,Menu,Menu,LO 7.12 Eriksons first four s

39、tages of psychosocial development,Gender Role Development,Gender- the behavior associated with being male or female. Gender identity - perception of ones gender and the behavior that is associated with that gender.,LO 7.12 Eriksons first four stages of psychosocial development,Menu,Puberty and Adole

40、scence,Adolescence - the period of life from about age 13 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 a

41、bout four years.,LO 7.13 Changes in puberty,Menu,Menu,LO 7.13 Changes in puberty,Egocentric Thinking,Personal fable - type of thought common to adolescents in which young people believe themselves to be unique and protected from harm. Imaginary audience - type of thought common to adolescents in whi

42、ch young people believe that other people are just as concerned about the adolescents thoughts and characteristics as they themselves are.,LO 7.14 How adolescents develop formal operation and moral thinking,Menu,Development of Morality,Preconventional morality - first level of Kohlbergs stages of mo

43、ral development in which the childs behavior is governed by the consequences of the behavior. Conventional morality - second level of Kohlbergs stages of moral development in which the childs behavior is governed by conforming to the societys norms of behavior. Postconventional morality - third leve

44、l of Kohlbergs stages of moral development in which the persons behavior is governed by moral principles that have been decided on by the individual and which may be in disagreement with accepted social norms.,LO 7.14 How adolescents develop formal operation and moral thinking,Menu,Menu,LO 7.14 How

45、adolescents develop formal operation and moral thinking,Menu,LO 7.14 How adolescents develop formal operation and moral thinking,Menu,LO 7.14 How adolescents develop formal operation and moral thinking,Eriksons Fifth Stage,Identity versus role confusion - fifth stage of personality development in wh

46、ich the adolescent must find a consistent sense of self.,LO 7.15 Adolescents search for identity,Menu,Physical Changes and Aging,Adulthood begins in the early twenties and ends with death in old age. Divided into young adulthood, middle adulthood, and late adulthood. Women experience a physical decl

47、ine in the reproductive system called the climacteric, ending at about age 50 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. Increase in health pro

48、blems, decrease in reaction time, and stability in intelligence and memory.,LO 7.16 Physical and cognitive changes during adulthood and aging,Menu,Menu,LO 7.16 Physical and cognitive changes during adulthood and aging,Jeanne Calment of Arles, France, was the oldest living human ever recorded. Biolog

49、ists see 120 as the upper limit of the human life span. In February 1997, six months before her death, Calment celebrated her 122nd birthday.,Menu,LO 7.16 Physical and cognitive changes during adulthood and aging,Menu,LO 7.16 Physical and cognitive changes during adulthood and aging,Menu,LO 7.16 Physical and cognitive changes during adulthood and aging,Eriksons Last Three Stages,Intimacy - an emotio