1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
Chapter/Unit Overview
vs
“world within the skin” inherited physiologica siological, emotional, otional, intellectual, characteris racteristics tics thatmakeup theindividual theindividual
and social social
complex interplay external force that influences the individual
Nurture
Explain Explain the nature nature of hum human develo developm pment. ent.
Discuss iscuss the deve develop lopm mental ental chan change ges s in the phys physica ical,l, cogn cognitive, itive, socia sociall and and moral oral dom domains. ains.
Deter eterm mine the the theo theore retica ticall pers perspe pectiv ctive es influen influence ce the developm developmental ental theories.
Blank state “tabula rasa”
Devel Developmental opmental Stages and Domains
Nature ture
Nurtu rture
Both
How How the numb number of neurons in thebra the brain in chan change ges s
Development of senses
Your ability to control your body
How you interact with others
Developmental Developmental Research Research Desi Designs Cross-Sectional Design
Human development is the stud study of phys physica ical,l, socia social,l, cognitive, cognitive, and and moral change changes s experienced erienced by an ind individ ividua uall all thro throug ughou hout his or her lifesp lifespa an (developmental stages: stages: prenatal, prenatal, infancy, infancy, childhood, childhood, adolescen adolescence, ce, andadu and adultlthoo hood). d).
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
that that
Exercise 1
Nature of Human Development
Nature
Longitudinal Design
• Several veral group groups s of subjects with • One One group of subjects studied different developmental stages repea repeated tedly ly asthe as they y ages ages studie studied d at one one time • Advantage tage/s: /s: no risk risk of • Advan Advantage/s: tage/s: quick; no risk of sampling differences; differences; canstudy can study confusin nfusing g age age effec effects ts with consistenc consistency y within individuals effect ffects s of cha changes nges in the the over over time society; • Disa isadvantag tage/s: /s: time• Disad isadvanta ntage/s ge/s:: risk risk of consum consuming; participants may may sampling pling error error by getting getting drop drop out out (relocation, illness illness and and differ differen entt kinds kinds of peop people le at death death); ); hard hard to sepa separate rate effects effects different ages of age age fromchanges ges in society society
Instructor: F. Diaz
1
1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
Looking Back For the the first first 3 year years s of hislife, Alexwas lexwas raise raised in anorpha anorphanagein nagein Romania ania where the number ber of infants infants and and childre children n greatly greatly exce exceed eded ed the num number ber of caregivers caregivers.. He was given adequate nutrition allowing allowing him to develop develop well phys physica ically lly,, but spen spentt most hisda his days ys alone alonein in a cribwithalmo crib withalmost st nointe no interac raction tion with others. He was adopted by a family in the US. His adoptive mother described described him as being friendly and engaging engaging but also “self-abusive” “self-abusive” and havin having g a “dark side.” side.” For For instan instance ce,, Alex would make ake himself self go into seizu seizure re by slam slamming his head head on the floor. floor. He was also aggre aggressive toward others others,, one one time time attackin attacking his youn younge gerr sister sister,, “beating ating her her sens sensele eless ss.” .” When hen aske asked d if he wanted nted his adop adoptive tive mother other to love love him, he said to her, her, “I neve neverr want you to love me.” me.” When When his adoptive adoptive mothe motherr asked him if he loved her, her, he replied, replied, “No, I dont love anybody anybody.” Afters years of exhaustin exhausting g every every treatm treatmen ent, t, hisad his adop optive tivepa paren rents arrang arranged ed forAlexto forAlex to livewith anoth another er family. ily.
Begins with fertilization fertilization(unio (union of sperm and egg) and ends ends during during birth(9 mos./266days) s./266days)..
GERMINAL STAGE. Conception to 2 weeks Division of the zygote into several ral cells; lls; zygo zygote attaches itself in the uterus (implantation) implantation) 10-14 days after conception after conception
EMBRYONIC STAGE. Occurs STAGE. Occurs 2-8 2-8 weeks after conception (developm conception (development of the heart, spinal cord, stomach and esophagus; development of the arms, hands, legs, fingers, toes, shoulder, head, eyes, ears, nose and mouth at the end of the stage); senseof touch
Case of HeatherD’Ao ther D’Aoust • Last Last 2008 2008,, a 14-yea 14-year-old girl was arrested after striking her adop adoptive tive mother at least 15 times witha with a clawhammer • Adoptee tee paren renticid ticide e is com commonly asso associate ciated d with Reactive Reactive attachment disorder disorder (RAD) •
Update: DAoust DAoust was charged as an adult and was sentenced to 16 years to life.
Prenatal Period: Prenatal Exposure Teratogens - substances substances that can cause permanent damage to the the developing embryoor bryo or fetus
FETALSTAGE. FETALSTAGE.9 9 weeks eks tobirth.; tobirth.; vital organs and and bodypart bodyparts s are now starting to develop and function; sex; sense of taste and hearing
Exercise 2
The baby at theleft is theoldest, at almost 1month; thebaby at the right is the youngest, at just 2 days. The 1-month-old was born 9 weeks early; the 2-day-old was full term and weighs almost 8 lbs.Thebabyin themiddle, born full-termbutweigh ermbutweighing only2 poundsi s themost worrisome.
Infancy/Childhoo Infancy/Childhood: d: Brain & Neural Neural Devt Devt
e z i s t l u d A
A
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
B
C
5%
• The infants infants brain is is about about 25% 25% of its adult adult size, size, while 25% the infants body is about 5%of its adult adult size. size. During Du ring the final period period of • feta fetall deve develo lopm pment, ent, an amazing amazing neural growth iis s 250,00 250,000 0 per per minute minute • Neural Neural growth growth continue continues s into into the the first first 18 to 24 mos. of life life
Instructor: F. Diaz
2
1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
Exercise 3
Infancy/Childhoo Infancy/Childhood: d: Brain & Neural Neural Devt Devt Neuroplasticity
Neural Neural Prunning Prunning
Exercise 4
Exercise 5
Infancy/C Infancy/Chil hildhood dhood:: Motor Developm Development ent
Infancy/Childhood: Motor Development
Cephalocaudal Principle
Proximodistal Principle
Most infants i nfants follow an orderly pattern of motor development but there are large individual differences in theagesat which each milestoneappea oneappears.
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
Instructor: F. Diaz
3
1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
Arround th A the e Worl rld d
Infancy/Childhoo Infancy/Childhood: d: Physical Physical Developm Development ent
Like this Algonquin baby, American Indian infants spend long hours each day on a cradle board to the distress of some non-Natives. However, it became established that its use does not have any negative effects effects on develop development and is in fact, soothing for the the baby. Also, North American children walked at about the sam same time as their their Europe ropean an-A -Ame merican rican counterparts, implying that it is maturation rather than practice practice, led to motor skills. On the other hand, Jamaican babies undergo ergo stretching exercises and they are among the worlds youngest walkers. Babies from f rom Bali, Indonesia skipped “crawling phase” as babies are considered divine and crawling is for animals.
Exercise 6
hugging motion stimulated involuntary head-turning d-turning bya loud noise noise movement ent elicited by a stimulus on the side of the mouthor cheek
Exercise 7
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
Exercise 8
invo involu lunt ntar ary y sucking ing movement ent elicited by a stimulus placed ced in the mouth
Exercise 9
Instructor: F. Diaz
4
1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
Infancy/C Infancy/Chil hildhood dhood:: Emotional otional Developm Development ent Development of distinct temperaments (i.e., relatively stable differen diffe rence ces s in moo ood d an and d emotional beha behaviou viour) r) in the first 2-3 2-3 mon onth ths s of life is sig signif nifica icant ntly ly du due e to ge gene netic tic factor tors s an and d br brain ain activity. Family influenc influence, e, poverty poverty level and and edu education cational al opportunities opportunities can ca n cha changethe ngethe infan infants tsinitial initial tempe peram rament
Ain Ains sworth rths Atta ttachment Theory TYPES OF
ATTACHMENT SECURE ATTACHMENT
ANXIOUS-AMBIVALENT
AVOIDANT
Types of Temperament emperament 1. Flexib Flexible le or Easy asy – (40 ( 40%) adaptable to new situations; regu r egular lar rhythm rhythms; positive positive mood; ood; adap adaptab tability; ility; lowinte lowi ntens nsity; ity; lowsensitivity lowsensitivity 2. Difficult Difficult or Feis Feisty ty – – (10%) not very adaptable to new sitations; active; active; intense; se; distractib distractible; le; sens sensitive; itive; irregular; irregular;mo moody ody 3. Inhibited or or Fearful (Slow-to-wa (Slow-to-warm-up) rm-up) – – (15%) adapts slowly; withdra withdraws wsbu butt maylater ay later “warmup” “warmup” 4. Averag verage – didnot idnot into into any of the the above-mentioned categ tegories
Bolwby’sAttachment Bolwby’s Attachment Theory
DESCRIPTION
Children Children use parents parents as a secure base from which they explore their environment. environment. They become become upset if the parent leaves the room but are glad to see the parent when he/she parent returns
A resp responsibl ble and acce accessib ssible le care caregi giver ver Primary bonding relationship becomes a create creates s a secure base for the childs mental ntal mold for all future future friendsh friendships and development love relationships
Defenselessand seless andvulnera vulnerable
Learn howrelationships relationshi ps work
Crucial for physical, cognitive and social growth
Tends Tends not to use the parent as a secure base They become become upset when the parent leaves and and may often appear angry or become more upset when his parents returns These These children children seek little contact with their parents parents and are not concerned when their parents leaves They usually usually avoid interacti interactions ons when the parent parent returns
How did these baby monkeys develop socially? sociall y?
Bowlby’s Bowlby’s Patt Patterns erns of Infant InfantAttachm Attachment ent Type Natureof Pattern
In Play Room
Mother Leaves
Mother Returns
Adult Attachment
A
INSECUREAVOIDANT (Imok, youre not ok)
Child plays happily
Child continues playing
Child ignores her
B
SECURE (Im ok, youre ok)
Child plays happily
Child pauses as not as happy
Child SECURE/AUTONOMOUS welcomes her, Comfortable in relationships returns to play Abl Able to seeksupport ort fro fromoth mothers ers
C
INSECURERESISTANT AMBIVALENT (Im not ok, youre ok)
Child clings, is preoccupied with mother
Child is Child is angry, unhappy,may may cry, hit also stop mother, cling playing
Child is cautious
Child may stare or yell; looks scared, confused
D DISORGANIZED
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
Child acts oddly – may freeze, scream, hit self, throw things
Exercise 10
They were aggressive, and antisocial. If they did become parents themselves,they are abusive to their offspringbecause they donothaverole modelswhotaught themhowto parent or howto interact with othermonkeys.
DISMISSING Greater sense of autonomy Tendto cut themselves t hemselves off emotionally frompartner fr ompartner
PREOCCUPIED Fearsrejection frompartner Strong desire to maintain closeness
Cannot classfy
Clothed mother
Wire mother
Instructor: F. Diaz
5
1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
Research Focus
Exercise 11
The Tiffany Field Study in 1979 showed the importance of attachm attachmen ent, t, bond bonding ing andsocial stimulation stimulationand andde develop velopm ment. Group 1
Group 2
Prete reterm rm at risk risk babies ies receive received thesta the stand ndard ardca care re t he mother Removal from the and isolate in a germ-free environment
Prete reterm rm at risk risk babies received received the newtreatm newt reatment 15 minutes of skin to skin contact from a nurse every day
Parenti Parenting ng Styl Style e PARENTING STYLE Authoritarian Parenting Style
Authoritative Style
Parenting
DESCRIPTION A restrictivepunitivestyle rictivepunitivestyle in which parents exhort thechild to followtheirdirections followtheirdirections andto respect work andeffort. andeffort. The authoritarian parent places firm limits and controls on thechild andallows little verbal exchange. This parenting style is associated with childrens social incompetence. A parentingstyle in which parents encourage theirchildren to be independent butstill place limitsand controlson their actions. Extensiveverbal give-and-take is allowed,and parentsare warmand nurturant turant toward thechild. Authoritative parenting is associated with childrens social social competence.
Parenti Parenting ng Styl Style e
Parenti Parenting ng Style PARENTING STYLE Neglectful Parenting Style
Indulgent gent ParentingStyle nting Style
DESCRIPTION A style of parenting in which the parent is very much much uninvolved in thechildslife. It is associated with children‘s social incompetence, especially lackof self-con -control. A style of parenting in which parents are highly involved with their children but place few demands or controls on them. Indulgent parenting is associated with childrens social incompetence, especially lack of self-control.
Research Rese arch focus Do babies’ temperaments change? The data suggest that careg caregive ivers rs who who are reass reassurin uring and and do not not act frig frightened themselves can help children dren overc overcom ome innatefearfulness. innatefearfulness. In rega regard rd to chan changein temperament: inhibited/f ted/fea earful rful > negative > positive/exuberant G o o d n e s s o f f i t to to
describe describe an environmen environmentt where where an infant infant temperam temperament ent matches the opportunities, expectations, and demands the infant encounters.
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
Instructor: F. Diaz
6
1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
Infancy/Childhood: Cognitive Development MENTALPROCESSES AL PROCESSES • Assimilation Assimilation is i s a proces process s wherein rein the the exis xistin ting menta mentall patterns were were used used in new new situatio situations ns • Acco ccommodatio dation n is a process process wherein wherein existing existing ideas ideas are modifie modified d to fit newrequirem new requirements ents
Cognitive Stages of Development SENSORIMOTOR
Birth rth to 2 year years; s; hidde hidden n objec objects ts;; object permanence permanence
PREOPERATIONAL
2 – 7 years years;; sym symbolic bolic thou though ghts ts;; egocentrism
CONCRETE
7 – 12 years years;; cons conserv ervation ation;; classification; classification; reversibility reversibility
FORMAL
> 12 years; rs; abs abstrac traction tion;; imaginary imaginary audience audience;; personal personal fable
Jean Piaget – Cognitive Stages of Development
Hidden Object vs. Object Permanence
Childhood: Egocentrism ThreeMou Three Mountains Task
Knowle Knowledge dge that an object continues to exist even when it can no longe longerr behe be heard ard,, touch touchor or seen seen..
Conservation
The childis childis shown a 3Dmodel del of3 mountains of different sizes, colors and features (e.g. cross, house, snow). A doll is placed from a different position from the childs. The child is asked what the doll cansee. can see. It was found out that 4 year-olds almost always always chose a picture that represe represent what they could see insteadof eadof thedolls view.
Tendency to perceive events and experiences based only on ones own own perspectivesor ectives or interpretation. interpretation.
Ad Adoles lescence: Egocentric tricis ism m PERSONALFAB NALFABLE An An adoles lescents belief lief tha that she is uniqu ique and invulnerable. IMAGINARYAUDIENCE
Ab Ability ility to understa rstan nd tha that the the basic prop ropertie rties of an object ject is reta retain ined ed even eventho thoug ugh h its extern external al appe appeara aranc nce e is chan change ged. d.
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
An An adoles lescents belief that the world is watching tching all his/her actiion. actiion.
Instructor: F. Diaz
7
1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
Infancy/Chil Infancy/Childho dhood: od: Personalit Personality y Devt Devt • Perso Persona nality lity is develo develope ped d bas based on the the psychic energy or libido r libido (i.e., driving driving force force or motivating otivating factor factor behind ind individ ividu uals behaviour) • First First 5 year years s were ere most ost impo importa rtant to soci social al and and personality development development • Satisfaction of psychosexual psychosexual needs needs (undersa (undersatisfaction tisfaction vs oversatisfaction) fixation (i.e., (i.e., “stuc “stuck” k” in a stag stage) e) Sigmund Freud – Psychosexual Stages of Development
Looking Back
Psychosexual Stages of Development ORAL STAGE
0 – 18 mos./ mos./ mouth, lips, li ps, tong t ongue/ weaningor weaningor feeding
ANALSTAGE
18mos. – 3 yrs. yrs.// anus anus// toilet toilet training
PHALLIC PHALLIC STAGE
3 – 6 yrs./ yrs./ penis or clitoris/ Oedipus dipus Complex ex or Elect lectra ra Complex ex/ Identification
LATENT STAGE
6 yrs. yrs. – pube puberty rty / interac interactionwith tionwith sam same sex/ sex/ devt devt of social and intellectual intellectual skills/ “calm” period period
GENITALSTAGE
puberty rty – adul adulthoo thood / interest toward opposite oppositesex sex
Infancy/Childhood: Social Development
In ancient Roman religion andmagic, the fascinuswas an embodiment of the divine phallus used to invoke the deitys divine protection. Pliny the historian calls it a medicus invidiae (i.e., invidiae (i.e., a “doctor” or remedy for envy or evil eye); hence, the customof hanging a phallic charmon charm on a baby’s neck, and examples have been found of phallus-bearing rings too small to be worn except by children in the belief thatit canwardoff evilfromchildren, evilfromchildren, mainlyboys,andfrom conqueringgenerals.
Psychosocial Stages of Development
• Each Each life stage stage involv involves es crisisto crisis to beres be resolv olved ed.. • Primary Primary goal is i s to satisfy satisfy desire desires s asso associa ciated ted with social needs. needs. • Crisis Crisis resolution resolution sense of ide identity tity;; failu failure re to reso resolv lve e crise rises impairment of development Erik Eriks Erikson – Psychosocia social Stages of Development
Psychosocial Stages of Development
Trust vs. Mistrust
0–1yr. Infancy
Intimacy vs. Isolation
20s 20s – 40s 40s YoungAdulthood
Autonomy vs. Shame & Doubt
1 – 3 yrs yrs.. Toddler
Genera Generativity tivity vs.Stagnation
40s 40s – 60s 60s MiddleAdulthood
Initiative vs. Guilt Industry Industry vs. Inferiority Identity vs. Role Confusion
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
3–5yrs. EarlyChildho Early Childhood od
Integrity vs. Despair
≥ 60s LateAdulthood
5 yrs. yrs. topu to pube berty rty School School Age teen teenye year ars s toea to early rly20 20s s Ado Adole les scence
Instructor: F. Diaz
8
1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
Infancy/Childhood: Moral Development Distinct features: 1. Moral ral rea reasoning ing was clas classi sified fied into into 3 distinct tinct levels. 2.
Preconventional
Everyo ryone prog rogres resses throug through h the levels in order, order, from from low lowest to high highest. est. However, ver, not every everyon one reaches the higher stages of moral development.
* There is a 6th substage in the earlier versionsof the theory but it has been omitted because toofew people hadreachedi t.
Conventional
Postconventional LawrenceKohlberg – Moral Stages of Development
Level of Morality Preconventional morality (typically very young children)
HowR wRu ules are Under stood The consequences determine morality; ri ght behaviour is rewarded while wrong behaviour is punished Stage1 OBEDIENCEAND PUNISHMENTORIENTATION. “What is bad is what you get punished for.” Stage 2 INDIVIDUALISMANDEXCHANGE. “What is bad is what has bad results.” "If you scratch my back, I’ll scratch yours." Conventional morality Social norms determine moralit y (older children, adolescents, and most adults) Stage 3 GOODINTERPERSONALRELATIONSHIPS. “Bad intentions are evil; good intenti ons are good.” Stage 4 MAINTAININGTHE SOCIALORDER. “Do your duty. Follow the rules.” Postconventional morality Reasoning determine morality (about 20%of theadult population) Stage 5 SOCIALCONTRACT ANDI NDIVIDUALRIGHTS. Encouragedemocracy, protection of indiv idual rights, due process of law.” *Stage 6 UNIVERSALPRINCIPLES. “Pursue universal ethical principles.” e.g. Mahatma Gandhi
Ad Adoles lescence: Physica ical Develop lopment • Surge rge in physic ysical al growth (6-12 (6-12 years years old) • Female sexual maturity maturity Menarche is thefirst thefirst menstru enstrual period period c/o estrogen • Appearance of second condary ary sexu sexual characte characteristics ristics (growth (growth of pubic hair, development of breast, wideningof ning of hips)
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
SELF-INTEREST (consequence) 1. Fear Fear of punis punishm hment ent or thene the need ed to beobe be obedient dient 2. Satisfy Satisfying ing self-in self-intere terest which may involvebargain SOCIALAPPR IAL APPROVAL(social AL (social norms) 3. Conform Conforming to the stand standards of others 4. Confo onform rming to the the laws of society ABS ABSTRACT IDE IDEAS(reas S(reasoning) ing) 5. Carefu areful evalu evaluation on of all the the alter alterna nativ tives es and balan balance betweenhuman eenhuman rightsandlaw rights andlaw
Research focus
Moral Stages of Development
Females
Moral Stages of Development
Males • Surge urge in physical ical growth (13-14 years years old) • Male Male sexua sexual maturity aturity (gro (grow wth of genital tal organs and production of sperm) c/o testosterone • Appearance of secondary ary sexual characte characteristics ristics (growth (growth of facial and pubic hair, grow growth of muscle uscles, deepen deepening ingof of voice) voice)
An Experime Experiment nt on Moral Developm Development. Infa ent. Infants nts 6 and and 10 months onthsoldwatc oldwatche hed d a pupp puppet et showin showin which hich one one kitte kitten n helpe helped da puppy to get a toy, and a different kitten prevented the puppy from from gettin getting g thetoy the toy. Late Later, r, theinfants theinfants had had theop the oppo portu rtunit nity y to play play with the kitten puppets, and they tended to choose the kitten that that had had helpe helped d thepu the pupp ppy y. (Ham (Hamlin, Wynn, ynn, & Bloom Bloom, 2007 2007). ). Results esults sugg sugges estt that that the hum human tenden tendency cy toward toward coope cooperatio ration n is pres presen entt froma very very early early in life so that that some sens sense e of right right and and wrong rongm maybe“bre ay be“bred d in thebone. thebone.””
Ad Adoles lescence: Emotio tional Develop lopment Prefrontal cortex • At age 11, 11, the brain brain undergo undergoes “rewiring” that causes vulnerability to traum t raumatic adolescent experiences • Risk-taking irresponsible behaviours are due to the underdeveloped prefrontal cortex cortex (PFC)
• Moody, emotional tional and impulsiv lsive e behaviours is also attribu attributed to the well-developed limbic sys sy ste tem m (emotiona (emotionall brain).
Instructor: F. Diaz
9
1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
Ad Adulth lthood: Physica ical Develop lopment
Miiddle Adulthood 30sto 40s: weight gain; late40s: decrea crease in physiological responses (heart rate, lung capacity, muscle strength, eyesight)
Late Adulthood 50sto 60s: Decline in height due to bone loss; furth further er decrease in output of lungs and kidneys; increase skin wrinkles inkles; deterioration erioration of joints; joints; less sensitivity of sense organs; hear muscles becomes less effective at blood pumping resulting in decrease blood flow throughcoronaryarteries throughcoronary arteries
Very LateAdulthood 70sto 80s: Further decrease in i n muscle strength, bone dens density ity, speed of nerve conduction, output of lungs, heart, and kidneys
MENOPAUSE ANDROPAUSE
Ad Adulth lthood: Cognitiv itive e Develop lopment Cognitiv Cogn itive e ab abilitie ilities s areusu areusuallyat allyat the their ir pe peakdurin akduring g 20 20s s to 30 30s. s. Agra Agr adu dualde aldec clin line e occur urs s duri rin ng 40 40s s to50 to50s s.
Three Th reeCo Cogn gnitive itivePro Proce cess sses es(40 (40 - 80 80ye years arsold old)) 1. Slow lowing ing in Pr Proc ocess essing Sp Spee eed. d. Ra Rate te at which hichinfo inform rmatio ation n is enco en code ded d into lon long-te g-term rmm memory oryor or retr retrieve ievefromlong-te fromlong-term rm memory 2. Slowing in Percept Perceptual ual Speed. Speed. Rate Rate at which a particular sens se nsory orystim stimulus ulusis is iden identified tified 3. Slowing in Reaction Time. Rate at which a response is elicited elicite d by bya a stimulus
Exercise 13
Exercise 12
Ad Adulth lthood: Cognitiv itive e Develop lopment Memory Differences You oung ngad adult ults s in the their ir 20 20s s ex exce cell in en enco codin ding g an and d rec recallin alling g hu huge ge amou ount nt of de deta tailil bu butt ar are e no nott as go good od at mak aking ing se sens nse e of wha hatt all de details tailsm mean
BrainCha Brain Change nges s Aloss of bra Aloss raince incellsoc llsocc cursin th the e pre refr fro ont nta al cor orte tex x (PFC). Ther Th ere e is a de decr crea ease se in memory sk skills ills res result ult fromthe from the slo slowi wing ng downof do wnof memory oryabilitie abilities, s, rea reaso soning ning,, andattent andattention. ion. Neural Ne ural conn connectionsmultiply ectionsmultiply and andbeco becomemore memorem meaning eaningful. ful.
Adul Adulthood: Emoti Emotional onal Development Development Managem Manage ment entof of em emotions otionsbec becom ome e better better.. Older people develop “positivity bias” (pay less attention to negativ neg ative e infor inform matio ation n andmoreto po positivei sitiveinfo nform rmatio ation. n.
BrainCha Brain Change nges s Am A mygda dala la,, which is re res spon ons sib iblefo leforr fe fea ar, be bec comes le les ss acti tiv ve.
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
Instructor: F. Diaz
10
1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
Ad Adulth lthood: Social ial Develop lopment Social dev developm elopment is significan significantly tly influenc influenced ed by soc social ial and culturall expe cultura expectations ctations.. Social changes involve the building of intimate relationships, fulfilment entof of car caree eerr goa goals, ls, andplayin andplaying g diffe differen rentt roles roles..
Looking Back The called her “Genie” – a pseudonym onym to prote tect ct her priva vacyfor having a lifebottledup lifebottledup in horrorsin onedimlylit roomsinceinfancy msinceinfancy. Alte Alternat rnative ivelytiedupto a potty tty orin a sleepingbag in a mesh-sidedcrib, Geniehad contact contact onlywith her abusive abusive father during her her 12 ye years ars of confinement. After her discovery in 1970, the waiflike child became a cause cause celebre among researchers and do-gooders who wanted who wanted both to learnfromher andsaveher. Duringher During her four-year-stay at Childrens ildrens Hospital at UCLA, Genie progressed, but only briefly as doctors argued argued over her care and and affections. Finger-pointing, hateful allegations and allegations and a lawsuit followed, and ulti mately, Genie regressed. Genie regressed. Today, Genie is in her 50s. She is again in a psychological confinement as ward of ward of the state andagain, and again, sheis shei s speechless.
Film/Video Genie: enie: Secret cret of the the Wild Child (1994) ild (1994) UpSe Up Series ries NGC In theW the Womb
Peter Pan syndrome is a pop psychology concept pertaining to an adult adult (usually male) who is socially immature. Thepop The pop icon Michael Jackson is a good example of an individual who exemplifies this “syndrome”. He built NeverlandRanchas a way of regaining the childhood he never had. The 2,700acre property contains a private amusement park, zooand movie theater.
Gerascophobia is the excessive fear of aging. It is i s an extremely rare conditionthat only2 casesof adults have been reported.On 2014, a case report of a 14-year-old boy with a similar diagnosis was published. [See Perales-Blum, Juarez-Treviño,& reviño, & Escobedo-Belloc, 2014]
Looking Back
In April 2008, Elizabeth Fritzl and her three t hree children were released released from year years s of isolatio lation n in an Aus Austria trian n cellar llar from from her fath father er, Josef Josef Fritzl.
Extended Readings Perales-Blu Perales-Blum, m, L., Juarez-T Juarez-Treviño, reviño, M. Escobed Escobedo-Belloc o-Belloc D. (2014) Severe Severe growin growing-u g-up p phobia, a conditio condition n explain explained edin in a 14-ye 14-year-o ar-old ld boy. Case Reports rts in Psychiatr iatry y. 20 2014: 16. http://dx.doi.org/10.1155/2014/706439
2020 2020 TeenCo een Confidential nfidential (vid (video eoclip) clip)
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
Instructor: F. Diaz
11
UNIVERSITY UNIVERSITY OF SANTO TOMAS Department of Psychology
1st Term, Term, A.Y. A.Y. 2015 2015 - 2016 2016
References: See See syllabus syllabus
PSY PSY 1 – General General Psycho Psychology logy HumanDevelopm an Development ent
Instructor: F. Diaz
12
