Developmental Psychology — Weekly Lecture Notes (Recap and Key Concepts)

Course Logistics and Access

• The course structure relies on both the book and the accompanying code; the instructor notes that the book is needed and that there have been issues with students finding only the code and not the book. Points may be deducted for not completing assigned tasks until the access issue is resolved. Follow-up will be provided when the access problem is fixed.
• If there are questions about access or missing materials, students should raise them so the instructor can verify visibility on the LMS.
• The instructor asks for questions about logistical issues, not the core content, to keep the class on track.

Handout 1 Submission for Chapter 1

• In Chapter 1, navigate to the first section and locate Handout One labeled there; this is the developmental factor that needed to be turned in on Sunday.
• Return to the chapter beginnings, and under the handout tab you’ll find Handout One for submission.
• Upload the completed form as an attachment in that tab.
• The due date has been moved up to the 31st; always check the current week’s due dates and act accordingly.
• If Handout One isn’t visible, notify the instructor; visibility should align with what you see under assignments.
• Focus on the content part and ensure you submit via the proper chapter-based submission to avoid confusion about where to click and what to submit.

Group Work and Recap Setup

• Students should form teams of 3–4 (no more than four) to work through questions as a group.
• The group rotation mechanism: the student with the next upcoming birthday will move between groups; at least one member will rotate groups each time.
• Be prepared for a discussion in which groups answer questions while rotating through to keep all students engaged.

Recap: Core Theories and Concepts Discussed

• Three major types of behaviors/theories introduced:
  • Classical conditioning (Pavlov) and its place in behavior explanations
  • Operant/Behaviorism (B. F. Skinner) focusing on observable behavior and reinforcement
  • Social learning theory (Bandura) emphasizing modeling and imitation
• Freud’s psychosexual stages (developmental sequence):
  • Oral, Anal, Phallic, Genital
• Psychodynamic vs. Behaviorism distinction:
  • Psychodynamic approaches emphasize unconscious processes and internal conflicts in change
  • Behaviorism argues that behavioral change can occur without addressing unconscious beliefs
• Erikson’s psychosocial development (brief pointer):
  • Autonomy vs. Shame (as exemplified by a two-year-old resisting help or refusing to wear a diaper)
• Piaget vs. Erikson/Psychodynamic references:
  • Piaget focuses on cognitive stage-like progression; Erikson on psychosocial stages
  • The instructor used a playful misreference (“Erikson vs. Boeing”) as a light moment; main point is that Piaget and Erikson offer different lenses on development
• Cognitive development and limitations of stage theories:
  • Piagetian stages described (sensorimotor, preoperational, concrete operational, formal operational) with approximate ages and key capabilities
  • Piaget’s stages and real-world examples (peekaboo, symbolic thinking, pretend play, imaginary friends) illustrated sensory-to-cognitive growth
  • The concept that not all development is linear; there are individual variations and non-linear progressions
• Limitations and extensions beyond Piaget:
  • Information-processing perspective adds detail to cognitive development (not a replacement for Piaget; complements by focusing on processing capacity, attention, memory, and environmental inputs)
  • Role of environmental factors: nutrition, stimulation, caregiver consistency (e.g., orphanage environments) can significantly affect development
  • Tummy time as a practical example of early physical stimulation contributing to core muscle development
• Piaget’s stages in more detail:
  • Sensorimotor (birth to ~0 o 2 years): infants use senses and motor actions to understand the world; object permanence develops during this stage
  • Preoperational (ages 2 ext{ to } 6): rapid language and symbolic thinking; high imagination; egocentrism; children develop symbolic thought and pretend play
  • Concrete Operational (ages 6 ext{ to } 11): logical thinking emerges; basic understanding of causality, serial reasoning, and practical reasoning; grasp that routines (e.g., mother’s work) fit into a broader world; understand concepts like work and money in practical terms
  • Formal Operational (ages 11+): abstract and hypothetical thinking; ability to discuss topics like mind-brain-soul distinctions; consider hypothetical scenarios and rules; ability to engage in systematic reasoning
• Piaget–Freud comparisons and shared limitations:
  • Both theorists proposed stage-like progressions, but Freud emphasized unconscious drives while Piaget emphasized cognitive organization and logic development
  • Both were incomplete in recognizing ongoing information-processing or neurobiological factors (infants’ experiences, nutrition, stimulation) that affect development
• Information processing and real-world implications:
  • Information-processing approaches emphasize the need for nutrition, stimulation, caregiver consistency, and environment to maximize intellectual growth
  • Practical example: how early experiences (e.g., tummy time, caregiver interactions) shape cognitive and motor development
• Darwinian/Evolutionary theory overview:
  • Key premise: humans are motivated by survival and reproduction; behaviors may be shaped by inherited tendencies
  • Evolutionary theory addresses why certain fears and impulses exist and persist; two innate fears are commonly noted: falling and loud/noise-related stimuli (other fears such as snakes/spiders are often learned or culturally influenced)
  • Impulses and reward systems (e.g., desire for food, novelty, social connection) are discussed as evolved tendencies that influence behavior across the lifespan
• Applications of evolutionary theory to social issues:
  • Debates on sex education and teen pregnancy programs through an evolutionary lens (discussions about whether abstinence-only or comprehensive programs more effectively reduce teen pregnancy)
  • The instructor offered a provocative example: simulation-based pregnancy programs in schools may not reduce teen pregnancy and could, in some cases, increase it due to arousal, social reinforcement, or perceived reward; conversations about sex education must balance moral, ethical, and practical considerations
• Sex education, contraception, and reproductive health topics discussed:
  • Condoms and effectiveness; checking for leaks and proper lubrication
  • Male and female condoms; vaginal condoms; insertion and usage differences
  • Menstrual hygiene products (pads, tampons) and sizes; correct placement and usage
  • Reproductive health risks: bacterial vaginosis, yeast infections, irritation from certain condoms or lubricants; potential health risks from improper use
  • Plan B (emergency contraception) pitfalls: not intended as regular contraception; potential side effects and, if overused, possible health risks to the uterine lining; hospitalizations from misuse
  • Naloxone availability on campuses and the broader health context (drug safety, overdose prevention) as part of the real-world health landscape
  • The importance of open conversations about sex, contraception, and consent, and the role of feminist theory in understanding gender dynamics and sexual health for all students
• Feminist theory and applying theories to lifespans:
  • The instructor notes feminist theory as a useful lens for understanding development across genders and for addressing power dynamics in sexual relationships
  • Emphasis on applying multiple theories to lifespan development rather than relying on a single framework
• Practical classroom discussion prompts and policy implications:
  • Invite students to discuss how evolutionary theory would view school-based pregnancy prevention programs and whether such programs reduce teen pregnancy
  • Consider how theories can inform policy decisions about sex education, adolescent health, and related services
  • Encourage students to connect theory to real-world policies and personal experiences

Quick Graph and Framework Summary

• The instructor references a simple graph that summarizes four major theories as frameworks for lifespan development; the graph is intended as a quick reference tool to apply theory to various domains (e.g., incel culture, BDSM as identity, psychomachism as a concept in lifespan development).
• The goal is to use these theories as flexible frameworks to analyze real-world behaviors and outcomes, rather than treating them as rigid prescriptions.

Lab Activity: Handout One and Group Discussion Questions

• Return to Handout One in your LMS to answer the lab questions together with your group.
• The lab will involve discussing and applying the four major theories to example scenarios across the lifespan.
• You will complete the Handout One questions in your labs and upload your answers as a group.

True/False Quick Quiz (Handout One Items)

• The following true/false statements were discussed as part of the lab exercise. Answers are provided as conveyed in the session:
  • 1) Development follows a straight linear growth path. False
  • 2) Culture, ethnicity, race, and socioeconomic status are impossible for scientists to disentangle. False
  • 3) Every difference between a developing person and the norm is a deficit. False
  • 4) Children’s development, both physical and mental, follows a straight linear growth path. False
  • 5) Culture, ethnicity, race, and socioeconomic status are impossible for scientists to disentangle. False
  • 6) Most of us are unaware of the culture we transmit. True
  • 7) For the most accurate results, scientific observation should be performed in a laboratory. False (naturalistic observation is valuable)
  • 8) An experiment is always the best way to investigate a developmental issue. False
  • 9) Developmental psychologists almost never base their research on the study of one group of people over a long period of time. False
  • 10) When two variables are correlated, it means that one caused the other. False
• Students should write these answers on the handout, take a picture, and upload it as instructed.

Final Notes and Takeaways

• The theories discussed (classical conditioning, operant conditioning, social learning, psychodynamic, Piaget’s cognitive stages, information-processing updates, and evolutionary theory) provide multiple lenses for interpreting development across the lifespan.
• Real-world health, education, and policy discussions (sex education, contraception, adolescent health, and related programs) can be analyzed through these theories to better understand outcomes and design better interventions.
• Always check LMS notifications for due dates and ensure you submit Handout One under the correct chapter tab to avoid misplacement of assignments.