1. HUMAN DEVELOPMENT
General Psychology (1/23)
photo credit:http://www.bc.edu/schools/cas/psych/meta-
elements/jpg/developmental_collag.jpg

2. • Developmental Psychology
• Branchof psychology that describes and
explains change across the lifespan
• Human Development
• is
described as how people change and how
people stay the same over time

3. 2 Forms of Change:
• Quantitative
• Howwe change as explained through
numerical quantities
• Qualitative
• Change in kind, structure, or organization

4. Multi-Dimensional & Integrated
• Development involves the whole individual and all of his
different aspects:
• Physical - body, structure, motor skills
• Cognition - mental abilities
• Personality& Emotional - Self-concept or self-
perception, gender identity, emotions and feelings,
self-esteem
• Social - interactions and relationships with others

5. Development throughout life-span (8 Stages)
• Prenatal (from conception to birth)
• Infancy (birth to age 2)
• Early Childhood (2-7)
• Middle Childhood (7-11)
• Adolescence (11-20)
• Young Adulthood (20’s to 40’s)
• Middle Adulthood (40’s to 60’s)
• Late Adulthood (60’s onwards)

6. Stability and Plasticity in Development
• Stable
• There are some traits that remain unchanged
• Unstable/Plastic
• Can be caused by changing conditions

7. Normative & Non-Normative Influences
• Non-Normative
• Normative
• are occurrences not
• Biological and environmental common to most people
influences which occur in a
similar way for most people
• they are unusual events
• Age-Graded that have a major
impact on an individual’s
life
• particular to an age group
• History-Graded
• particular to a common
generation

8. Development in Context
• Development is in constant interaction with the environment
• Biological Systems Perspective (Urie Bronfenbrenner, 1998)
• A child develops within a complex and dynamic system of
relationships and is affected by them.
• 5 systems:
• Microsystem - primary relationships (immediate surrounding)
• Mesosystem - connections among a person’s microsystems
• Exosystem - settings that do not involve a person but is still affected
by it
• Macrosystem - describes the culture in which individuals live
• Chronosystem - influence of historical time in shaping one’s
environment and life experiences

10. ISSUES IN HUMAN DEVELOPMENT
• NATURE VERSUS NURTURE CONTROVERSY
• Is behavior innate or acquired?
• CONTINUITY VERSUS DISCONTINUITY IN
DEVELOPMENT
• Does development continue throughout an
individual’s lifespan? Or does it stop at a certain
point?

11. PSYCHOSEXUAL
THEORY OF
DEVELOPMENT
Sigmund Freud
Men are more moral than they
think and far more immoral than
they can imagine.

12. 3 Parts of the Unconscious
• Id
• The child in us
• Continually seeks immediate gratification of wants
• Revolves around the pleasure principle - we seek pleasure and avoid pain
• Ego
• The rational adult
• Seeks satisfaction of wants but takes reality into account - delayed gratification
• Revolves around the reality principle - we don’t always get what we want (we can
postpone or delay pleasure)
• Superego
• The older, conservative senior - our conscience
• Punishes misbehavior with feelings of guilt
• Criticizes and prohibits our drives, fantasies, feelings, and actions

13. THE ID, THE EGO, AND THE SUPEREGO
PHOTO CREDIT: http://www.makingthemodernworld.org.uk/learning_modules/psychology/02.TU.04/illustrations/02.IL.17.gif

14. • Each stage focuses on a different erogenous
zone
• An excitable part of the body where our sexual/
libidinal energies are focused on
• Freud claimed that some people get stuck at one
particular stage . . . They become fixated.
Manifests in adulthood.
• Sometimes the fixation is caused by frustration,
sometimes by overindulgence . . . and it’s
always the parents’ faults!

15. Oral Stage
• Birth to 12-18 months
• Mouth and lips are the center of pleasure
• Source of pleasurable sensations is the mouth
where the child sucks, swallows and bites.
• Oral Fixation
• occurs when oral needs are not met or are
overindulged
• gossiping, overeating, smoking, etc.

16. Anal Stage
• Between 12-18 months and 3 years
• Sexual energies are focused on the anus
• First encounter with social constraints
• Children are free to expel waste
• Toilet-training dampens this freedom
• Anal Fixation
• Adult symbolically withholds feces
• controlling, stubborn, stingy
• Adult symbolically expels feces
• wasteful, messy, disorganized

17. Phallic Stage
• 3 to 6 years
• Focus of pleasure shifts to the genital area
• For BOYS:
• Oedipal Complex
• young boys have an unconscious urge to eliminate their
fathers in order to fulfill a sexual need to be with their
mothers
• Castration Anxiety
• a fear of having their penis’ cut off by their fathers upon
realization of boys’ desire for their mother
• causes boys to stop desiring their mothers

18. Phallic Stage, part 2
• For GIRLS
•Penis Envy
• young girls realize that they are without penises
•they blame the mother for their lack of penis - they
then identify with their fathers
•Electra Complex
• an unconscious desire a young girl has for her father
•precipitated by the lack of a penis for which the
young girl blames her mother for

19. • Fixations @ the Phallic Stage
• Unresolved conflicts with same-sex parent
• problems dealing with people in authority:
• parents
• older siblings
• teachers
• bosses
• uncertainty about one’s identity
• problems in maintaing romantic relationships
• aberrant sexual behavior

20. Latency Stage
•6 to 11 years
• temporary repression of the libido
• child focuses more on social relationships

21. Genital Stage
•Sexual drive returns with a vengeance
•coupled with the onslaught of puberty
•Focus of pleasure return to the genitals
•Object of sexual desire - the opposite sex

22. • Evaluating Freud’s Theory
• Pros
• Changed the face of Psychology
• First
to highlight the role of childhood experiences in
shaping adult personality
• Cons
• Overemphasis on sex
• Derogatory to women
• Overly culture-bound (Victorian era)

23. PSYCHOSOCIAL
THEORY OF
DEVELOPMENT
Erik Erikson
Children love and want to be loved and they
very much prefer the joy of accomplishment
to the triumph of hateful failure. Do not
mistake a child for his symptom.

24. • Trust vs. Mistrust (birth to between 12-18 months)
• Centers around the infant's basic needs being met by the
parents
• The infant depends on the parents, especially the mother, for
food, sustenance, and comfort
• If these needs are met:
• Child develops trust and security, and is hopeful and
optimistic
• If the needs are not met:
• Infant grows up mistrustful of the world and people in
general

25. • Autonomy vs. Shame and Doubt (early childhood, 12-18 months to
4 years)
• “Can I do things myself or must I always rely on others?”
• Child asserts independence and separation from caregivers
• If there is adequate balance between child’s sense of
independence and disciplining the child
• Child develops a sense of accomplishment, purpose, and
responsibility
• If child is overprotected or constantly discouraged and
reprimanded in his explorations
• Child will doubt his ability to accomplish things and shame for
his lack of self-control

26. • Initiative vs. Guilt (preschool age, between 3 and
6 years)
• “Am I good or am I bad?”
• CHILD LEARNS TO TAKE INITIATIVE
• If
supported by parents - child will develop a
sense of purpose and responsibility
• If
reprimanded by parents - child will feel
GUILTY and INADEQUATE about initiating
activities

27. • Industry
vs. Inferiority (middle childhood,
between 6 to 11 years)
• Am I Successful or Worthless?
• Child
develops abilities, becomes industrious and
productive, engages in hobbies
• If
successful - child develops sense of
competence and motivation
• If failure - child feels inadequate and inferior

28. • Identity
vs. Identity Confusion (adolescence, between 11
and 20 years)
• Who am I and where am I going?
• Adolescents try to find themselves or their sense of
identity
• Individuals
often go through an identity crisis - they
often don’t know who they are and who they want to
be
•A MORATORIUM is necessary - a “time-out”
• The adolescent can be free to be who he or she wants

29. • Intimacy vs. Isolation (young adulthood, 20s to 40s)
• "Am I loved and wanted?" or "Shall I share my life
with someone or live alone?"
• Individuals are ready to share themselves with
others
• Individualdevelops loving and committed
relationships; or
• Cannot commit to relationships
• Float from one relationship to another

30. • Generativityvs. Stagnation (or Self-absorption)
(middle adulthood, 40s to 60s)
• "Will I produce something of real value?"
•A concern for the younger generation
• (+) A need to pass on or LEAVE A LEGACY
• (-) No contribution to the next generation -
unproductive
• this stage is marked by MID-LIFE CRISIS

31. • Integrity vs. Despair (late adulthood, 60s and
beyond)
• "Have I lived a full life?"
• Individuals are confronted with their mortality
• (+)Develops the virtue of wisdom and
readiness to face death - integrity
• (-) Looks back on life with regret

32. THEORY OF
COGNITIVE
DEVELOPMENT
Jean Piaget
It is with children that we have the best chance of
studying the development of logical knowledge,
mathematical knowledge, physical , and so forth.

33. • Schemas
• Basic units of intellect
• Tools for learning about the world
•A type of mental “script”, or a sketch for a
situation, event, or problem

34. • Assimilation
• Process of taking in new information that easily
fits into an existing schema
• We change information to fit into our
established schemas
• ex. all 4-legged animals are seen as doggies
• ex. all women are seen as “mommies”

35. • Accommodation
• Process
of modifying/differentiating existing
schemas to better fit new information
• When a child changes his or her schemas in
response to new knowledge or experience
• ex.
can now differentiate dogs from cats, and
other 4-legged animals

36. • Equilibrium
• Balance
is attained when a child learns to
accommodate
• Whenschemes are in accordance with the
demands of the world

37. • Sensorimotor Stage
• Infantsunderstand the world through sensory
experiences and physical interactions with other
objects
• Object Permanence
• The understanding that objects continue to
exist even when outside of the infant’s
perception

38. OBJECT PERMANENCE

39. • Pre-operational
• Child is now able to use mental images - But is
still unable to perform mental operations
• Hence Pre-Operational
• Highlight: Representational/Symbolic Thinking
• The
ability to make something stand for
something else

40. •3 Concepts:
• Centration
• Inability to Conserve
• Egocentrism

41. • Centration
• Child’s
propensity to focus on only one aspect of
a stimulus at a time
•A young child's tendency to focus only on his or
her own perspective of a specific object and a
failure to understand that others may see things
differently.

42. • Inability to Conserve
• Child
does not understand the process of
conservation
• Cannot mentally reverse an action

43. INABILITY TO CONSERVE

44. • Egocentrism
• Child’s
inability to consider viewpoints other
than his own
• Difficultyin seeing the world through someone
else’s perspective

45. EGOCENTRISM
THREE-MOUNTAIN TASK

46. EGOCENTRIC CONVERSATIONS

47. • Concrete Operational
• Child
can now think logically about objects and
events
•3 abilities:
• Seriation
• Transitive Reasoning
• Classification

48. • Seriation
• Ability
to order objects according to some
quantitative dimension
• Transitive Reasoning
• Can now solve transitive reasoning problems
• Classification
• Ability
to recognize hierarchical relations
between sets and subsets

49. • Formal Operational
• Highest stage of cognitive development
• Adolescent is able to:
• Reason logically
• Can draw conclusions
• Formulate and entertain, and test hypotheses

50. PENDULUM PROBLEM

51. THEORY OF
MORAL
DEVELOPMENT
Lawrence Kohlberg
Right action tends to be defined in terms of general individual rights and
standards that have been critically examined and agreed upon by the whole
society.

52. • Pre-Conventional Level
• Moral Reasoning is based on immediate
consequences
• 2 levels:
• Punishment Orientation
• “I do what I am told so I will not be punished”
• Reward Orientation
•I do what is expected of me in order to gain
rewards

53. • Conventional Level
• Moral reasoning is based on conformity to social
rules and expectations
•2 levels:
• Good Boy/Good Girl Orientation
• “I will do what is good. I want to please others”
• Social Systems Orientation
• “I
will obey the law because I wish to do my duty
and help maintain social order”

54. • Post-Conventional Level
• Moral reasoning is based on principles and ethical ideas
•2 levels:
• Morality of Social Contrast and Democracy
• “I
will uphold the values of human life, dignity, and
the rights of others”
• Morality of Individual Principles and Conscience
• “I
will try to follow the laws, but in some cases I
believe they are not right and I must follow
conscience”

55. HEINZ’S DILEMMA
(ASSIGNMENT)
• In Europe, a woman was near death from cancer. One drug
might save her, a form of radium that a druggist in the same
town had recently discovered. The druggist was charging $2,000,
ten times what the drug cost him to make. The sick woman’s
husband, Heinz, went to everyone he knew to borrow the
money, but he could only get together about half of what it
cost. He told the druggist that his wife was dying and asked him
to sell it cheaper or let him to sell it cheaper or let him pay
later. But the druggist said, “No.” The husband got desperate
and broke into the man’s store to steal the drug for his wife.
Should the husband have done that? Why?

56. • Should Heinz steal the drug? Why or why not?
• If Heinz doesn't love his wife, should he steal the drug for her?
Why or why not?
• Suppose the person dying is not his wife but a stranger. Should
Heinz steal the drug for a stranger? Why or why not?
• Suppose it is a pet animal he loves. Should Heinz steal to save
the pet animal? Why or why not?
• Why should people do everything they can to save another's
life? 6.
It is against the law for Heinz to steal? Does that make it
morally wrong? Why or why not?
• Why should people generally do everything they can to avoid
breaking the law? How does this relate to Heinz's case?