Chapter 3 - Human Development

Introduction - 3 Big Questions

Developmental Psychology

= the study of “physical, cognitive, and social change throughout the lifespan” (pg.71)

1. What’s more important maturation or learning?

• maturation - biological/genetic development (nature)
• learning - environmental/experiential development (nurture)

1. Is development continuous or does it consist of stages?
2. To what degree are traits stable over our lifetime, or do they change quite a bit?

Assimilation & Accommodation

Piaget’s Theory (add from book: sensory motor, concrete emotional, etc.)

Development occurs by a process of equilibration

= Children seek a balance between what they encounter in their environment and their existing schema and cognitive capabilities

Schema

= “a concept or framework that organizes and interprets information” (pg. 81)

When environment information does not fit existing schema - Disequilibrium

Then have to use:

Assimilation = Interpret our experience in terms of our existing schemas

Accommodation = Adapt our current schemas to incorporate new information

Dimensions of Parenting

Two Dimensions of Parenting Behavior:

1. Warmth/Responsiveness

= Affectionate, involved, responsive to emotional needs, spends time

Opposite = Uninvolved; hostile; focused on parent’s needs

2. Control/Demandingness

= Set, uphold, communicate, & consistently enforce standards

Opposite = Allow kids to do whatever they like

Four Parenting Styles:

1. Authoritarian - high control + low warmth
2. Authoritative - high control + high warmth
3. Permissive - low control + high warmth
4. Neglectful - low control + low warmth

Associations with Childhood Competence

1. Authoritarian - “Enforceable competence” (competent when authority figure is present)
2. Authoritative - High overall competence
3. Permissive - Specific competencies… when interested
4. Neglectful - Least competent

Erikson’s Stages of Psychosocial Development

“Each stage of life has its own psychosocial task” (pg. 93) that needs resolution

1. Trust vs. Mistrust (baby)
2. Autonomy vs. Shame/Doubt (1-2 years old)
3. Initiative vs. Guilt (3-5 years old)
4. Competence vs. Inferiority (6+ years old)
5. Identity vs. Role Confusion (teenage years)
6. Intimacy vs. Isolation (20s-30s)
7. Generativity vs. Stagnation (40s-mid 60s)
8. Integrity vs. Despair (mid 60s+)

To form a successful love relationship, must resolve Stage 5

• Involves:
  • Developing a sense of life purpose
  • Achieving autonomy from parents

Kohlberg’s Stages of Moral Development

Told stories to subjects in which characters face moral dilemmas.

Stages:

1. Pre-conventional Morality

• Morality of Self-Interest
• Avoid punishment or gains concrete rewards

1. Conventional Morality

• Morality of law and social convention
• “Upholds laws and rules or maintains the social order” (pg. 92)

1. Post-conventional Morality

• Morality of abstract principles
• Affirms agreed-upon rights (which may conflict w/ social rules) & universal ethical principles

\