Myers

1
Myers PSYCHOLOGY (7th Ed)

• Chapter 4
• The Developing Person
• James A. McCubbin, PhD
• Clemson University
• Worth Publishers

2

• Developmental Psychology
• Branch of psych. that studies physical,
  cognitive social change throughout the life
  span
• Considers the 3 big developmental ?s
• A) nature/nurture? B) stability/change?
  
• C) continuity/stages?

3
Prenatal Development and the Newborn
Conception As sperm enters, a barrier forms
Life is sexually transmitted
4
Prenatal Development the Newborn

• Zygote fertilized egg less than ½ survive!
• enters a 2 wk period of rapid cell division
• embryo after it attaches
• Embryo the developing human organism from 2
  weeks thru 2nd month
• Fetus developing human organism from 9 wks
  after conception ? birth

5
Prenatal Devel. Newborns

• 40 days 45 days 2 months
  4 months

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Prenatal Devel. the Newborn

• Teratogens (monsters??) agents, such as
  chemicals viruses
• reaches embryo or fetus during prenatal devel.
  cause harm
• Sci. still trying to determine how much harm
  smoking in preg. male violent crimes?
• Can be drugs, diseases, radioactivity, or
  chemicals
• Fetal Alcohol Syndrome (FAS) physical
  cognitive abnormalities in kids caused by heavy
  drinking during pregnancy (1/750)
• (See t-138, Judges quote)
• symptoms include mis-proportioned head
• The leading cause of retardation ?

7
Fetal Alcohol Syndrome
8
Prenatal Development and the Newborn

• Rooting Reflex
• tendency to open mouth, search for nipple when
  touched on the cheek aids survival
• Requires tongue, swallow, breathe coordination
• In Notes Explain each reflexes as we go over
  it
• a) grasping
• b) Moro (startle)
• c) Babinski
• (Digi. Med. Arch. 1 )

9

• Newborn Preferences
• human voices faces
• face-like images Which below do they prefer?
• smell sound of mother (see 138)

10
Prenatal Development the Newborn

• Habituation (boredom?)
• Decreasing responsiveness w/ repeated stimulation
• Novel (new) stimulus gets more attention,
  stronger response
• Indicates memory familiarityusing senses to
  gain knowledge experience
• (Note Stimulus something that causes a reaction

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Prenatal Development and the Newborn
Once habituated to old stimulus, newborns
preferred gazing at a new one (New experience)
12
Infancy Childhood Physical Devel.

• Maturation
• biological growth processes that enable orderly
  (in particular order) changes in behavior
• Programmed is like a genetic blueprint
• relatively uninfluenced by experiencejust
  happens b/c it is timewired in

13
Infancy Childhood Physical Development

• 3 month-old baby learns kicking moves a mobile--
  can retain that learning for a month
  (Rovee-Collier, 1989, 1997). EFFICACY! I can
  have effect!
• This helps them to learn that they can affect
  their world

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• Neural sequence of develop.
• Birth have most brain cells youll ever have
• 0 2 growth spurt (wiring) allowing us to
  walk, talk, remember stuff
• 3-6 networks sprout rapidly in frontal lobe
  allows rational planning (If I do this, this will
  happen)
• Into puberty pathways for language agility
  developing, polishing up
• After puberty pruning process trims out
  unused, strengthen those being used
• Prior to 3yrs., cant remember much at all b/c
  havent connections for it
• Known as Infantile amnesia

15
Infancy Childhood Cognitive Development

• Schema Jean Piagets word for a concept or
  framework we use to organize interpret info
• -mental molds into which we pour our
  experiences (neural netwks.?)
• EX catsvs. dogs love motherhood,
  etc.
• Piaget said 2 ways we deal w/ new experiences
• Assimilation vs. Accommodation
• Assimilation interpreting ones new experience
  in terms of ones existing schemas
• --we have a set of ideas about 1 thing EX
  a doggie
• -dogs have 4 legs, are furry, have a tail
• -so a cat a doggiepony BIG doggie
• Accommodation ?

16
Infancy Childhood Cognitive Development

• Accommodation adapting (adjusting) our current
  understandings (schemas) to incorporate new info
• EX we learn the cat is not a doggiebut a
  new categoryor schemaa cat or kitty
• Cognition All the mental activities associated
  w/ thinking, knowing, remembering,
  communicating
• -as kids have more experiences in their
  world, they adjust existing schemas accommodate
  to bring in new schemas they use these to
  develop
• Meta-cognition What we know about HOW we know
• Piaget Cognition goes thru 4 major developmental
  stages

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Piagets 4 Stages of Cognitive Develop.
(see p. 144) KNOW these!!
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Infancy Childhood Cognitive Devel.

• Sensori-motor stage (birth- 2 yrs.) Object
  Permanence Awareness that things continue to
  exist even when not perceived (able to see,
  hear, etc.)
• Games Peek-a-boo? Wheres the bunny?
• Develop this during Piagets sensorimotor stage
  what ages do not? Most are getting by what age?
  (start p. 144)
• Difference betwn. Piagets view present day
  view?
• -How does this show continuity vs. stages?
  (top 145)

19
Infancy Childhood Cognitive Devel.

• Baby Math Shown a numerically impossible
  outcome, infants stare longer (Wynn, 92)
• --Explain the 2 EXs of baby logic on p. 145
• -How do psy. measure how kids notice something
  different or odd? (i.e., what is the operational
  definition?)

20
Infancy Childhood Cognitive Devel.

• Preoperational stage (2-6)
• Conservation the principle that properties such
  as mass, volume, and number remain the same
  despite
• changes in the forms of objects
• EX Tall thin glass vs. short fat glass same
  amt.? Pla-doh
• They dont have at beginningget toward end of
  stage
• Egocentrism the inability of the preoperational
  child to
• take anothers point of view EX TV viewing?
  My brother?
• Abusive parents often dont realize this they
  tend to see this as ornery behavior

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Infancy Childhood Cognitive Devel.

• Theory of Mind A not B
• (Note still in pre-operational stage)
• Just beginning to form this
• Peoples ideas about their own
• others mental states..
• about their feelings, perceptions
• Also thoughts the behavior
• these might predict
• ? Still tend to be egocentric, but improving on
  this
• ? Gaining empathy learning thoughts feelings
• When you show the kid these pictures
• tell the story, how will they respond? ?

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Theory of Mind Autism

• Autism Disorder that appears in childhood
  marked by deficiencies in communication, social
  interaction understanding of others states of
  mind
• Extremely egocentric little
• or no theory of mind formed
• Cant read emotions in others
• Cant see that others do not know what they know
  
• EX fig. 4.10 text (147)
• B/C of communication
• limits, deaf kids may have
• problems w/ theory of mind also

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Aspergers Syndrome is a specific form of
high-functioning autism Syndrome
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• ME!

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• ?A
• ?B

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Cognitive Development Reflecting on Piagets
Theory

• Influential theory
• Development is more continuity rather than stages
  as Piaget believed
• Larger emphasis on social factors
• Vygotsky
• Zone of proximal development

27

• Work of Lev Vygotsky (1896-1934) has become the
  foundation of much research and theory in
  cognitive development over the past several
  decades, particularly of what has become known as
  Social Development Theory.
• Vygotsky's theories stress the fundamental role
  of social interaction in the development of
  cognition Vygotsky, 1978), as he believed
  strongly that community plays a central role in
  the process of "making meaning."

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• Vygotsky

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• Pre-op learning to think in symbols EXs?
• -Again a steady, continuous process
  (continuity)
• -Private speech Pre-op kids talking to
  themselves to think things out
• -allows them to process cognition
• How can this help w/ math? (c-148)
• Concrete operations stage (7-11) now understand
  conservation (see joke)
• -Understand things we have experience w/
• -Beginning to understand math transformations
  
• 8412so what is 12 4? Then4 x 6 24, 24
  div.by 6 ?
• Formal operations stage (12 ) beginning
  abstract thought
• -can theorize plan various possibilities
• (If this is true, then )
• BUTagain, Piaget underestimated abilities
  (t-149)

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• Piaget Father of cognitive psych.
• ? What he got right wrong (p.149Reflecting)
  
• What hegot right
• ..missed
• Who can use this info?
• How can they use this today?

31
Inf. Ch-hd. Social Develop. (150)

• Stranger Anxiety
• fear of strangers infants commonly display
• begins about 8 mos.
• Purpose keep child close to care-giverwhy could
  this be important at this age?
• is cross-cultural, sowhat does that indicate?
• Attachment
• Strong emotional tie w/ another person
• We attach to ppl w/ which we are comfortable,
  familiar who are responsive to needs
• young kids show by seeking closeness to the
  caregiver showing distress on separation
• home-base a secure base (safe haven)
• is it just those who give food? Or is it more?

32
Social Development

• H. Harlows Surrogate
• Mother Experiments
• (Harlow vid.)
• Preferred contact w/ comfortable cloth mother,
  even though feed from the nourishing wire mother
• Humans tend to attach to those soft, warm, who
  rock, pat, feed (contact comfort)
• a secure base
• As we grow, attachment changes from parents to
  peers to partners

33
Social Development

• Monkeys raised by artificial mothers were
  terror-stricken when
• placed in strange situations without their
  surrogate mothers.
• Note ethics no longer allow such studies
• ATTACHMENT secure attachment is important for
  later relationships
• Involves trust expecting responsiveness (t-153)

34
Social Development

• Critical Period
• best period shortly after birth when an
  organisms exposure to certain stimuli or
  experiences produces proper development
  (EX lang. Genie)
• window of opportunityif this is missed, will
  not develop that aspecteither at allor not
  completely
• Imprinting
• process by which certain animals form attachments
  during a critical period very early in life
• Konrad Lorenz studies w/ ducklings 1st
  moments after hatchinghe was 1st creature they
  saw they attached to him
• will also attach to other things that
  movebouncing ball, etc.

35

• Attachment
• Deep, caring, close, enduring (long-lasting)
  emotional bond between infant
• care-giver forms in humans at about 6 mos.
• --used Harlows wire-mom study for this info
• Stranger anxiety fear of stranger--even if
  mom there
• --is this normal?
• Separation anxiety upset if mom goes away
  suddenly
• Strange situation experiment Mary Ainsworth
• 1st mom kid in room w/ stranger mom
• leaves
• 2nd no stranger in room when she leaves
• -measures levels of attachment in
  kids ?

36

• Psychologists have IDed 4 attachment patterns
• a) secure b) avoidant c) resistant
  d) disorganized
• 1. Secure need to explore, but have mom close
  mom leaves, they cry, but OK when she returns
  no anger most kids (at least 70-80) are
  securely attached
• 2. Avoidant cry when mom leaves but avoid
  or ignore mom when she returns
• 3. Resistant not upset when she leaves, but
  angry reject her when she returns
• 4. Disorganized often confused or act different
  ways dont always act the same, but often not
  angry if leaves, but avoid her when she returns
  this is the least secure type
• Most sensitive, responsive moms have
  securely attached kids (well over 70 of all
  kids)

37

• Fathers children Just a mobile sperm banks?
• ? Elian GonzalesWould the situation been the
  same if it were reversed as to mom/dad?
• Read note the 3 studies on 153
• a) pregnant dads?
• b) kids health well-being mom dad love
• c) non-married parents, separation, divorce
  increases risk for social psychological
  pathologies (diseases)
• Separation from parents home-care vs.
  day-care?
• No major difference RE stranger anxiety
• -starts 6-8 mos., peaks ( -) 13 mos. then
  declines
• -at that point it eases (especially if we
  are
• securely attached) we can open to other
  
• peopleespecially peers

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• Here is the link to log onto the Companion
  Website for Myers Psychology, 8th edition
• http//bcs.worthpublishers.com/hspsych8e/default.a
  sp?snivons0uid0rau0
• Log on as "Students".   Give yourself your own
  Password User ID and include MY email so that I
  can view quizzes if I decide to do for Ex Cr. or
  something....

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Social Development

• Groups of
• infants left by their mothers in a unfamiliar
  room
• (from Kagan, 1976)

40
Soc. Devel.

• Basic Trust (Erik Erikson) a sense that the
  world is predictable trustworthy
• formed in 1st yr. by good experiences w/
  responsive caregivers
• Debated, but most psy. say later has effect on
  success in relationships
• Deprived of attachment -withdrawal
• -easily frightened -or v. aggressive (?)
• -permanent emotional scars
• - unloved become unloving--abused can be
  abusers
• -BUTmost abused do not b/c of
  resiliency(tough)
• Disruption of attachment v. upset, even
  despairing
• --most recoverfoster kids?
• Day-care attachment? If quality day-care,
  should be no difference It takes a
  village
• But kids alone? NO

41

• Quality day-care What is this? How
• can you ID it?
• Discussion topic
• Briefly discuss w/ a partner
• Think about kids different temperaments, etc.
• -How could this allow a parent to do well
  w/ 1 kid not as well w/ another?

42

• Self-Concept (pp.156-7) Into notes
• A sense of ones identity personal worth
• According to Charles Darwin, when does
  self-awareness begin?
• How psychs test when kids can do this
• Happens about when___ (age)?
• Fairly stable by _____ (age)
• Kids view of themselves affects what?
• So how can parents help? ?
• Soc. Devel. Child rearing practices

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• Parenting styles 1st 3 too hard, too soft
  just right
• 1) Authoritarian (aka dictatorial) parents
  impose rules expect obedience
• EX My way or hi-way!! Because I said so!!
• 2) Permissive (aka laissez faire) give in to
  kids, make few demands, use little punishment
• -No structure, no consistent rules, which kids
  NEED
• EX I said NO!....Well, OKummm, just this
  once
• 3) Authoritative Both demanding but responsive
• set rules, but explain reasons encourage
  discussion
• Allow kids to make some (limited) choices to give
  practice Best way
• 4) Newer type Unresponsive the worst no
  attention, no caring, no involvement
  resentment, anger, often social problems

44
Idea that loving, authoritative parenting style
best is confirmed by many correlational studies
in more than 200 cultures worldwideBEST chances
for kids.Below
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Adolescence (p. 159)

• Adolescence transition from childhood ?
  adulthood
• begins w/pubertygoes to independent adult
  status
• RITES of PASSAGE Ceremony for a step into
  adulthood
• How is it differ. now than say 1850 or so?
• G. Stanley Hall strum und drung ... are some
  stresses, but _ out of _ HS seniors checked on
  the whole, I am satisfied w/ myself. See Dave
  Barry ? p. 160
• Puberty period of sexual maturation when
  capable of reproduction
• --avg. ages? (b-159some F earlierpossibly
  whys?)
• Primary Sex Characteristics Body structures
  allowing for sexual reproduction
• Gonads ovariesfemale testes--male
• external genitalia in both

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• Secondary Sex Characteristics
• Non-reproductive sexual characteristic
• F breast hips M voice quality body
  hair
• F Menarche (meh-NAR-key) 1st menstrual
  period
• M spermarche 1st ejaculation
• Avg. ages for these F 11-13 M 13
• --Know problems advantages for
• -early maturing Ms? -early
  maturing Fs?
• How does this shows interaction of heredity
• environment?
• Adoles. brain development Childhood brain
  cells are __?__
• ...In adoles. they begin to __?__ Use
  it or lose it!
• Frontal lobe devel. vs. emotional limbic system
  
• How does this affect behavior how/when does it
  change?

47
Adolescence

• 1890s
• Average interval between a womans menarche
  marriage just over 7 years
• Now Over 12 years!
• Why is this significant?

48
Adolescence

• Thru childhood, M F are similar in height.
• At puberty, F surge ahead briefly (11-13), but
  then M overtake them at about 14.
• Sequence (1st 2nd) of changes is more
  predictable than the timing
• Onset time varies w/ kids

49
Body Changes at Puberty
50
Kohlbergs Moral Ladder

• As moral
• development progresses, focus of concern
  moves from the how it affects ME to the wider
  social world.
• Piagets formal operations allows this
• Heinzs Dilemma 164
• - 2 ?s
• Results vary cross-culturally
• -Depends on collectiv.
• vs. individualistic
• societies

Postconventional Level 3rd
Morality of abstract principles to
affirm agreed-upon rights and personal ethical
principles
Conventional Level 2nd
Morality of law and social rules to
gain approval or avoid disapproval
Preconventional Level 1st
Morality of self-interest to avoid punishment or
gain concrete rewards
51
Emerging Adulthood

• Emerging adulthood

52

• Social intuition? J. Haidt, 2001 A newer
  theory
• (Moral feeling Read p.165)
• -Our mind makes aesthetic judgments.
• pleasing, not pleasing
• See ppl do a really rotten thing? feel
  disgust
• See a really nice thing, feel warm fuzzy
• ? which comes 1st?
• -Do moral emotions cause us to have moral
  feelings?
• -Do gut-level feelings cause us to
  establish moral
• ideas of right vs. wrong?
• See social intuitionalists dilemma Which is
  OK? Both?
• Neither?
• -Emotion areas lit up on brain scans only w/
  the
• pushing situation
• This is new psych research, so it hasnt been
  examined much yet

53
Eriksons Stages of Psychosocial Development
(Stages 14, p. 166)
54
Gender and Identity (go back to pp 126-130)

• Self-concept our understanding evaluation of
  who we are.
• Gender in psychology, the biologically
  socially influenced characteristics by which
  people define male and female.
• Aggression physical or verbal behavior intended
  to hurt someone.
• X Chromosome the sex chromosome found in both
  men and women. Females have two X chromosomes
  males have one. An X chromosome from each parent
  produces a female child.
• Y Chromosome the sex chromosome found only in
  males. When paired with an X chromosome from the
  mother, it produces a male child.

55
Gender and Identitycontinued

• Testosterone the most important of the male sex
  hormones. Both males and females have it, but
  the additional testosterone in males stimulates
  the growth of the male sex organs in the fetus
  and the development of the male sex
  characteristics during puberty.
• Role a set of expectations (norms) about a
  social position, defining how those in the
  position ought to behave.
• Gender Role a set of unexpected behaviors for
  males or for females.
• Gender Identity our sense of being male or
  female.
• Gender Typing the acquisition of a traditional
  masculine or feminine role.
• Social Learning Theory the theory that we learn
  social behavior by observing and imitating and by
  being rewarded or punished.

56
Eriksons Stages of Psychosocial Devel.
(Stages 5-8)Adoles. ? Late Adulthood
57

• Identity ones sense of self
• the adolescents task is to solidify a sense of
  self by testing, trying on, integrating
  various roles--peer groups affect this (HS?
  college?) (survey, b-167, t-168)
• Eventually form a consistent, stable sense of
  self, but does change w/ situations
• Intimacy the ability to form close, loving
  relationships a primary developmental task in
  late adoles. early adulthood
• Separating from parents In US, compare early
  vs. late adolescence Consider conflicts
  length? intensity? frequency?
• Compare parent vs. peer influence EX drug
  talk?
• what is influenced mostly by peers? by
  parents?

58

• The changing parent-child relationship

59
How Developmental Psys study Human Development
Longitudinal vs. Cross-sectional Studies

• Cross-sectional studies test compare grps of
  differing ages at the same time
• EXs
• Longitudinal studies retest same grp of ppl
  over long period of time at 2yrs., later at 6,
  at 10, etc.
• Exs
• Cohort groups grp of ppl you share time,
  culture, etc., with

60
Adulthood Physical Development

• Menopause
• the time of natural cessation of menstruation
  in women
• Also refers to the biological changes a woman
  experiences as ability to reproduce declines
• Men gradual (continuity) lessening of sperm
  production, then some prostate concerns
• F gradual decline in fertility 35-39 ½ as
  likely to become pregn. w/ 1 act of intercourse
  than F 19-26
• Usually around 50 hot flashes common
• Most F do not have intense emotional reactions
• Expectations attitude influence effects
• Most experience positive effectsfew (2)
  regret
• Sex after 60 78 either said satisfied w/ amt.,
  or wished for more

61

• Physical changes in later life Ans. T/F quiz?
  (174)
• Worldwide life expectancy
• 1950 49 1995 67
• But in developed countries 75
• Sensory ability vision diminishes
• --pupil shrinks, lens less transparent, reduced
  amt. of light to retina, so need more light
  dont understand when others dont
• Hearing weakens--can be heredity or
  experience-why?
• Sense of smell (which strongly affects taste)
  weakens, which using more flavorings like salt,
  etc
• -Muscle strength down, reaction time down,
  stamina down, distance perception affected

62

• Health
• Immune system does weaken, so more susceptible to
  more severe illnesses like cancer, pneumonia, etc
• Buthave built up more antibodies thru life so
  resist more minor illnesses like colds, etc.
• Those over 65 are ____ as likely as 20-yr. olds
  ____ as likely as preschoolers to suffer from
  respiratory flu each yr. 1 reason older
  workers miss less work
• Nursing homes, etc. only ___ of those over
  65

63

• 2 Theories of aging
• Biological clock theory of aging if other
  factors eliminated, ppl still deteriorate at 85
  die by about 110b/c cells stop reproducing
• Wear tear theory We age b/c we use
  misuse bodies
• Dementia substantial loss of brain cells,
  generally late adulthood
• Up to 95, rate of mental disintegration doubles
  every __?_ years
• Possible causes
• -series of mini-strokes
• -tumors -alcoholism,
• -arteriosclerosis -Alzheimers
• These bring on dementia
• loss of usual mental ability (not same
  as senile)

64

• Alzheimers Disease
• At 75 what has Alz.?
• progressive, irreversible brain disorder
• gradual deterioration of memory, reasoning,
  language. finally, physical functioning
• Majority of elderly do NOT have this
• What ?
• Causes ACh loss, plaques (globs of degenerating
  tissue), shriveled protein filamentsbrain
  actually shrinks
• p.178 Whos at risk?? whos less likely?

65

• Normal Brain
• vs.
• Alzheimers
• Brain
• PET scans ?

66
Adulthood Physical Development Aging Senses

• Vision

1.00
0.75
0.50
0.25
10
30
50
70
90
0
Age in years
67
Adulthood Physical Development

• The Aging Senses Smell (olfactory)

90
70
50
10
30
50
70
90
Age in years
68
Adulthood Physical Develop.

• The Aging Senses Hearing

90
70
50
10
30
50
70
90
Age in years
69
(No Transcript)
70
Adulthood Phys. Devel.Reaction Time
Fatal accident rate

• Slowing reactions contribute to increased
  accident risks among those 75 and older.

12
10
8
6
4
2
0
16
20
25
30
35
40
45
50
55
60
65
70
75 and over
Age
71
Adulthood Phys. Devel.

• Incidence of Dementia by Age
• What is at...65? 75? 85? 95?

72

• Adulthood Cognitive Development
• Aging memory Recall (greater decline) vs.
  Recognition (minimal decline)
• --Type of info matters meaningful (means a
  lot to you can use) lot less decline
• Can you relate this to biological psy?
• Aging Intelligence how psy. study
• Cross-sectional studies test compare grps
  of differing ages at the same time
• -showed great declines in intelligence in
  aging
• -for a long time this was prevailing idea
• .so old were out, young were in
• Longitudinal studies retest same grp of ppl
  over long period of time at 2yrs., later at 6,
  at 10, etc.
• -findings until late in life, IQ mem.
  fairly stable
• .. that those losses were fairly slow
• KNOW! Why the difference?? (b-180 181)also IQ
  tests?

73
Adult Cognitive Devel.

• Recalling new names introduced once, twice, or
  three times is easier for younger adults than for
  older ones
• (Crook West, 1990).
• (What kind of study does this look
  likeLongitudinal or Cross-sectional?)

100
Percent of names recalled
90
80
70
60
50
40
30
20
10
0
18
40
50
60
70
Age group
74
Adult Cog. Devel. Recall vs. recognition

• In a study by Schonfield Robertson (1966), the
  ability to recall (EX essays) new information
  declined during early middle adulthood
• But the ability to recognize (M-C, matching,
  etc.) new information did not.
• BUT...other factors can influence memory at other
  times..... ?

Number Of words remembered
24
20
16
12
8
4
0
20
30
40
50
60
70
Age in years
75

• Cognition in Adolescence... ?

76
Adulthood Cognitive Development

• Cross-Sectional Study
• a study in which people of different ages are
  compared with one another
• Suggests more change b/c of grp. differences
• Longitudinal Study
• a study in which the same people are restudied
  and retested over a long period
• Suggests more stability

Reasoning ability score
60
55
50
45
40
35
25
32
39
46
53
60
74
67
81
Age in years
Cross-sectional method
Longitudinal method
77
Adulthood Cognitive Development

• Type of info learned vocab., knowledge,
  ability
• to integrate info little decline
• But non-verbal quick responses dont do as
  well
• ? What confounding variable could longitudinal
  studies not have taken into account (c-181)?
• ( it did affect data a little
  when taken in to acct.,)
• --------------------------------------------------
  -----------
• Crystallized Intelligence (181) accumulated
  knowledge verbal skills
• tends to increase with age
• Fluid Intelligence ability to reason speedily
  abstractly
• tends to decrease slowly to 75, then faster
  ..esp. after 85

78
Adulthood- Cognitive Development (t-182)
Intelligence (IQ) score

• Verbal intelligence scores hold steady with age,
  while nonverbal intelligence scores decline
  (adapted from Kaufman others, 1989).

105
100
95
90
85
80
75
20
35
55
70
25
45
65
Age group
79

• Adult social development In predictable stages?
• Ages stages 40s transition to middle
  adulthood
• Do NOT MOST have mid-life crisis
  regretstruggle..
• Divorce More likely when? Suicide
  when?
• --------------------------------------------------
  -----
• Social Clock culturally preferred timing of
  social events
• Marriage (see EXs t-183)
• Parenthood
• Retirement
• B/c these vary so by cultures eras, not much
  evidence for stages
• Life events chance encounters More important
  than social clock idea b/c these can happen at
  varying times for varying peoplew/ some
  limitations
• -chance plays a partb/c deflect us from 1
  road to another EX ID twins romantic
  partners?

80
Adulthood Social Development

• Do ppl in early-forties mostly have a midlife
  crisis?
• NO for great majority

81
Adulthood Social Changes

• Commitments Eriksons 2 main adulthood tasks
• ? intimacy generativity (called different
  things by different researchers)basically love
  work
• Love cross-cultural strong tendency toward
  pair-bondingflirting, falling in love
  marrying
• Evolutionary psy. see this as necessary for
  species
• -When is love strongest more likely to last?
• Similar interests values, sharing emotional
  material support, intimate self-disclosure
  (?), marry after 20, well-educatedbut.
• -in Western countries have those last 2but
  2X as likely to divorcewhy might this be?
• --Canada US 1 divorce for each 2
  marriages
• -Might living together 1st help? Actually
  no(184)
• -but 9 out of 10 marry married report being
  happier

82

• Commitment (contd.)
• Which marriages last? What factors affect
  this?
• -5-to-1-ratio (?) b-184 EX of what to do
  not to do?
• -sharing household duties if both work?
• -Kids can bring joy, but lots of stressand
  they leave, so need more for a marriage to last
• Work This is what often defines us in much of
  adulthood
• -How does the Western idea of work for women
  differ from many other places?
• Well-being across the life-span positive vs.
  negative feelingsregret? If anything,
  positive feelings increase w/ age for mosthighs
  not as high, but lows not as low
• -moods more stable, not as extreme, but more
  enduring
• -more contentment more spirituality

83
Adulthood Social Changes

• Multinational surveys show age differences in
  life satisfaction are trivial
• (Inglehart, 1990).
• When are they the highest? Lowest?
• What might affect these small changeswhich occur
  in small s?

Percentage satisfied with life as a whole
80
60
40
20
0
15
25
35
45
55
65
Age group
84

• Death dying usually the worst is death of a
  spouse (F--5X more than M), especially if sudden
• Can last for 1yr. intensely, mild depression
  years after
• -way we grieve varies w/ culture, but grief is
  cross-culturaland AIDS is wiping out resources
  of all kinds in many places, esp. Africa
• 3 common misconceptions RE best way to deal w/
  grief
• - get it out -talk it out -stages
  (p. 187)
• Last of Eriksons stages Integrity vs. despair
  
• We dont deny death as we used to...we see it
  more as a cycle... even if we are not thrilled
• -but integrity allows more of a feeling that
  life was meaningful worthwhile

85
Adulthood Social Changes -loss of spouse
friends/family can affect life satisfactionWhy
might it go down before the death?
86
Continuity and Stages
87

• The
• Rolling
• Stones
• 2030
• Tour!!

88

• When the Boomers Age...

89

• QK Review!
• 1. T/F By the time you are about 20, your
  personality is set and there is not much that
  will change it.
• 2. In order How are the 3 stages of prenatal
  growth referred to?
• 3. Explain the following terms
• habituation maturation
• secure attachment stranger anxiety
• 4. Which psychologist studied the following?
• Social intuition/morality moral development
• Cognitive Development psychosocial development
• 5. Difference betwn. The following
• accommodation assimilation
• 6. The following are related to WHICH stage of
  cogn. devel. HOW?
• conservation obj. permanence abstract
  thought ?
• egocentrism theory of mind
  separation anxiety

90

• QK Review! (continued...)
• 7. Explain how the following relate to beliefs
  about intelligence as we age.
• --recall vs. recognition
• --crystallized vs. fluid
• --memory of new info vs. memory of older info
• 8. Autism and theory of mind/socialization?