PSYC140: Module 1

Lifespan Development

Study of human growth and change from conception to death

Lifelong, multidirectional, multidimensional, multidisciplinary, and contextual

Development is these four things:

Sigmund Freud’s Psychosexual Theory

This discontinuous theory believes development is driven by unconscious conflicts

Personalities develop based on interaction and conflict b/w the id (instinct), ego (reality), and superego (morality)

Erik Erikson’s Psychosocial Theory

This theory uses a lifespan approach focusing on identity and social relationships

Behaviorism

This perspective sees learning via classical and operant condition, and modeling by Pavlov, Skinner, and Bandura

Jean Piaget’s Cognitive Theory

This theory views development through four stages of cognitive growth (sensorimotor, preoperational, concrete operational, formal operational)

Information-Processing Theory

This perspective views the brain as a processor of information, emphasizing attention to detail and memory

Similarity to Piaget’s model, but holds that cognitive dev is continuous

Ethological Theory

This perspective believes behavior is influenced by biology and evolutionary history (e.g. attachment)

Exemplified by Konrad Lorenz’s experiment with his geese

Lev Vygotsky’s Sociocultural Theory

This perspective believes cognitive growth is through social interaction and culture

Culture and knowledge is transmitted to the next generation, where children are influenced by people (particularly in authority) around them

Influenced the field of education in emphasizing how teacher’s guidance can influence student accomplishments

Urie Bronfenbrenner’s Ecological Systems Theory

This perspective believes multiple environmental systems influence development

Nature

One argument that development is shaped by genetics

Human behavior is due to biology

Nurture

One argument that development is shaped by environmental influence

Human behavior changes due to environments like education level, socioeconomic status, or parental influence

Multidimensionality

Growth involves biological, cognitive, emotional, social, and moral development

Multidirectionality

Growth involves gains and losses that happen simultaneously

Zone of Proximal Development (ZPD)

• Too easy

• Zone of Proximal Development

• Too hard

Vygotsky’s idea of learning potential with guidance

Three learning zones

• Learner can do tasks on their own; comfort offers little room for growth causing boredom

• Learner can’t do tasks alone but can master with targeted assistance; active cognitive growth occurs

• Learner can’t do tasks even with help; frustration, burnout, and loss of confidence

Attachment

By forming an emotional bond, this feature rooted in ethological theory is important for implications for human relationships and bonding

Exemplified by Konrad Lorenz’s experiment with his geese

Bronfenbrenner’s Layers of Influence

Microsystem, mesosystem, exosystem, macrosystem, chronosystem*

“Compare and contrast major theoretical perspectives in development psychology”

“Explain how both nature and nuture contribute to human development - and how they interact”

“Identify and define key concepts related to lifespan development”

Major Periods of Lifespan Development

Prenatal Development, Infancy and Toddlerhood, Early Childhood, Middle Childhood, Adolescence, Early Adulthood, Middle Adulthood, Late Adulthood

Why is development lifelong?

Why is development…

Early research and theory in hdev focused on children, but developmental science is increasingly emphasizing the major changes that occur thru adolescence and adulthood, showing importance to consider development/change at each period (re: major periods of lifespan dev)

Why is development multidirectional?

Why is development…

Development = change

Change = good OR bad

At every period, an individual improves in some and falls behind in others

E.g., adults can develop bad by aging/physical decline but develop good by becoming more emotionally mature

Why is development multidisciplinary?

Why is development…

Important for all disciplines

Health sci, social sci, or education

Each field is important in exploring dev psych, and influenced by contributions from professionals in each

Why is development multidimensional?

Why is development…

Development = change

Change happens in all dimensions = biological, social, emotional, cognitive, moral development

Continuity

Development is gradual, with stages flowing into one another

Discernment between stages where one stops and another begins is hard

Discontinuity

Development occurs in stages that are distinct

One ends before the other begins

What perspective of development initially prevailed, and what perspective is currently favored?

Discontinuous perspective prevailed, continuous development is current viewed more favorably

Stages of Freud’s Psychosexual Development

• Oral

• Anal

• Phallic

• Latency

• Genital

Stages

• (Birth-18 months) Mouth pleasure, fixation = oral habits

• (18 months-3 yrs) Toilet training, control

• (3-5 yrs) Oedipal/Electra conflict w/ parents regarding anatomy, gender identity

• (5 years-puberty) Friendships, dormant sexual feelings

• (Puberty-adulthood) Mature sexual intimacy and productivity in adulthood

Stages of Erikson’s Psychosocial Development

• Infancy

• Early Childhood

• Play Age

• School Age

• Adolescence

• Early Adulthood

• Middle Age

• Old Age

Stages

• (0-1) Trust vs mistrust… hope, meeting basic needs

• (1-3) Autonomy vs shame/doubt… will, developing independence

• (3-6) Initiative vs guilt… purpose, taking initiative with potential consequences

• (7-11) Industry vs inferiority… competence, developing (or not) self-confidence

• (12-18) Identity vs confusion… fidelity, experiment/develop identity roles

• (19-29) Intimacy vs isolation… love, intimacy and relationships

• (30-64) Generativity vs stagnation… care, contribute to society and family

• (65+) Integrity vs despair… widsom, meaning of life and contributions

Classical Condition/Pavlovian Conditioning

Organisms learn to associate events/stimuli that repeatedly happen together

Pavlov’s Experiment with Classical Conditioning

Terms

Bell/tone = neutral stimulus → conditioned stimulus

Meat powder = unconditioned stimulus

Salivation = unconditioned response → conditioned response

A bell is rung causing a tone, followed by salivation when dogs get fed meat powder. Later when continuing this process the tone becomes more important, causing salivation even when no food is presented.

Terms: unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus, conditioned response

Operant Conditioning

Behavior can be shaped by environment by reinforcement and punishment

Social Learning

Albert Bandura, a social cognitive theorist/researcher connected behaviorism with cognition and the environment

By modeling/observing others, learning can occur without shaping behavior through reward and punishment

Piaget’s Four Cognitive Stages

• Sensorimotor

• Preoperational

• Concrete Operational

• Formal Operational

Stages

• (Birth-2 yrs) physical interactions; touch or throw

• (2-7 yrs) world understanding thru basic symbols and physical actions; words, gestures, and simple imagery

• (7-11 yrs) mental simulations for abstract/reversible actions, for concrete real objects

• (11-15) mental operations expanded to complex abstract objects; math and social concepts

Five environmental systems that influence development in Bronfenbrenner’s Ecological Systems

• Individual

• Microsystem

• Mesosystem

• Exosystem

• Macrosystem

• Chronosystem

Five envi systems

• You

• Family, school (家, BU)

• Connections between above

• Parent’s workplace (LLC)

• Cultural values, laws (孝，legal system)

• Historical changes over time (rise in conservatism)