Physical Development

When Does Development Begin?
Homunculus = little adult.
Belief that babies were just like adults except physical growth
Nature
Tabula Rasa (Blank Slate)
Belief that babies were born with no previous development are were completely formed by their environment.
Nurture
Physical Development
Patterns of Physical Growth
Head to feet
Center to periphery
Gross (large muscles) to Fine (small muscles)
Walking (9-25 months)
Creeping
Crawling
Standing with Support
Standing Alone / Walking with Support
Walking
Grasping Objects (9 months)
Full hand grasp reflex
Conscious full hand grasp
Use of Fingers
Language
Signs (sounds)
Telegraphic Speech = copying sounds & patterns without meaning.
Meaning
Grammar

Review for test

Students requested that the test be moved to Wednesday.

Friday was study guide review.
Monday and Tuesday are review game days.

Childhood Development

Definitions

• Development = To bring from latency to or toward fulfillment: To cause to become more complex or intricate; To bring into being gradually.

The American Heritage® Dictionary of the English Language, Third Edition copyright © 1992 by Houghton Mifflin Company. Electronic version licensed from INSO Corporation; further reproduction and distribution restricted in accordance with the Copyright Law of the United States. All rights reserved.

• Maturation = The pattern of development that occurs based on a natural biological timeline.

Areas of Development

• Physical


• Cognitive


• Emotional


• Social


• Moral

When Does Development Begin?
Is physical development the only development to occur in the womb?

• It makes sense that cognitive development would begin in the womb, since it certainly occurs after birth and there is really no difference between pre-natal and post-natal development other than location.
• Children in the womb learn the voices of their parents
• Children learn the faces of their parents soon after birth
• Psychologists verify learning occurs in infants by testing for voluntary reactions to stimuli (vs. reflexive responses)
  

Review

Study guide work for next week's test. Please be sure to finish the study guide and ask any questions you cannot find!

Kohlberg Stages & Wrap-up

Stages of Development

• Accomplished stage = peak, not absolute motive of operation
• Believed few reached final stage
• Moral choice closely tied to stage of cognitive development - maturation as well as learning

Holistic

Focuses on person as a whole

Humanism

• Focuses on individual meeting full human potential
• Absolute goodness of human person

Kohlberg Stages & Wrap-up

Stages of Development

• Accomplished stage = peak, not absolute motive of operation
• Believed few reached final stage
• Moral choice closely tied to stage of cognitive development - maturation as well as learning

Holistic

Focuses on person as a whole

Humanism

• Focuses on individual meeting full human potential
• Absolute goodness of human person

Kohlberg's Stages of Moral Development

Piaget & Kohlberg

Piaget Stages of Development

• Cognitive development occurs in stages that define the kind of thinking we are able to do.
• Maturation more than learning.
• Age may vary, order does not.
• Trouble at one stage halts development until passed.

Lawrence Kohlberg

Moral Development

Theory

• First to study morality as a science.
• Cognitive psychology.
• Focused on motives for action (why we make the moral choices we make).
• Ego = center of self (not as Freud & Erikson use it).
• Children begin very egocentric (self-centered).
• As we mature, our ego reaches out to consider more people.
• Perspective reversal = the ability to put ourselves in the place of others.

Jean Piaget

Jean Piaget

Cognitive Psychology

Background

• Studied development in learning.
• Experiment on his own daughters - criticism of theory.
• Theory provides good working model.

Theory

• Schemes = mental “constructs” (not a physical thing) into which we categorize our experiences.
• Assimilation = new experiences are fit into an existing scheme.
• Accommodation = new experiences are so different than scheme that the scheme must change to accommodate it.

Erikson Theory

Psychosocial Theory

• Ego master of personality.
• Forces forming personality = need for social approval & self esteem
• Crises = “crossroads” of development
• Development is life-long

Psychosocial Stages of Development

• Specific unconscious social need at each stage.
• Each stage builds on the last.
• If one stage is not negotiated successfully, we may go back and fix things.
• We often revisit stages later in life.

New Template

DON'T PANIC! You're in the right place! I changed the template of the blog for Developmental Psychology so that you can copy and paste without getting a colored background.

Frued & Erikson

Defense Mechanisms

• Personality will defend itself from pain.


• Problems sometimes caused by these defenses.


• Repression

Stages Of Development

• Libido = “sexual energy”


• Seeks pleasure and gratification


• Fixes itself to different body parts at different stages of development

Stages Of Development

• Fixation = failure to successfully negotiate stage


• Stages Of Development


• Development is sudden & violent


• No going back once fixation occurs.

Erik Erikson
Psychosocial
Theory of Development

Background

• Freudian psychologist


• Disagreed with Freud’s emphasis on unconscious and on sex & aggression


• Background


• Manassouri school


• freedom of choice


• social interaction

Psychoanalysis

Sigmund Freud
Psychoanalysis
Background Information

• Grew up in Victorian era


• Strict public morality


• Strict parents


• Studies at University of Vienna - Loved studies


• Early practice in nervous disorders (medical)


• Many physical disorders had no physical cause - mental cause?


• Clientele became mostly sexually repressed women


• Very small sample = criticism of theory

Theory of Psychoanalysis

• Theory first published in book Interpretation of Dreams (1900)


• Importance of Unconscious influences


• Forces forming personality = sex & aggression


• Development finished by age 5 or 6. Childhood very important

Id

• Pleasure principle


• Seat of appetites necessary for survival


• Main appetites = sex and aggression

Superego

• Perfection principle


• Seat of the “ideal self”


• Seat of morals and “rules” of life


• Seeks to tame and civilize the id, causing conflict

Ego

• Reality principle


• Referees between id and superego


• Delayed gratification


• Should be strongest of the three in a healthy personality

Christian Anthropology & Behaviorism

Christian Anthropology
Humans Are . . .

• Spirit and body.


• Free will.


• Made to seek what is true and good.


• Made in the image of God.

Sense Knowledge = Ability to know the physical world through our senses.
Sense Appetites = Ability to recognize and desire what is good for the organism’s physical bodies.
Will - Spiritual Appetite = Ability to recognize and choose what is good for the organism’s spiritual nature.
Intellect - Spiritual Knowledge = Ability to know the truth about spiritual things

Behaviorism: Classical Conditioning
Charles Darwin - Theory of evolution led to new ways of thinking about man and animals.

Ivan Pavlov

• Physiologist (studied physical systems of the body).


• Studying digestive system of dogs.


• Discovered that dogs would salivate at the sound of footsteps as much as they did in the presence of food.


• Taught dogs to salivate at the sound of a bell by ringing a bell every time they were in the presence of food. After some time, dogs would salivate at the sound of the bell without the presence of food.


• Stimulus = something that causes a response in an organism


• Response = the reaction to the stimulus


• In nature, there are stimuli that naturally cause a predictable response in an organism.


• Natural Stimulus = something that causes a response in an organism without the need to learn to respond to it


• Natural Response = an unlearned reaction to a stimulus


• Unnatural Stimulus = something that causes a response in an organism only after the response is learned


• Natural Response = a learned reaction to a stimulus that would not normally produce a reaction


• When an unnatural stimulus is associated with a natural stimulus, it can create the same response under artificial circumstances.

Behaviorism: Operant Conditioning
John B. Watson

• Used Pavlov’s findings to determine behavior.


• Boasted that behavior therapy was strong enough to make anyone anything you wanted.


• Baby Albert experiment.

Operant Conditioning

• Unconditioned stimulus & unconditioned response = naturally occurring stimulus-response relationship


• Conditioned stimulus & conditioned response = learned stimulus-response relationship


• Conditioning = the process of learning the relationship between an unconditioned stimulus and an unconditioned response


• Reinforcement = reward or punishment


• A conditioned stimulus – response relationship can be created out of nothing (i.e. no unconditioned stimulus-response nature is necessary) by pairing the relationship with positive reinforcement (reward)


• Any stimulus-response relationship can be destroyed by pairing the relationship with negative reinforcement (punishment)

Albert Bandura

• More faith in human ability to reason (intellect & will)


• We choose associations we want to keep


• Modeling = imitating those around us

DEfintion nf Psychology

OUR DEFINITION:
The science of the properties of human nature and the art of creating models to explain how those properties function and interact

• Science = attempt to learn the truth


• Art = creation of something (in the case of psychology, of explanatory models)

Biosocial – nature, nurture

• “Bio” = biology = genetics, hormones, neurotransmitters, etc. (nature)


• Social = interaction between people & how we influence each other (nurture)

The science of psychology cannot completely describe human nature.  There are aspects of human nature that are explainable only through philosophy & theology & experience.

What is Psychology? Possible definitions:

• The study of human behavior…and the mind…and stuff

The bolded part of the above definition is the definition according to behavioral psychologists

• The study of the Human Mind.

The above definition is the definition of psychology according to cognitive psychologists.

• The study of the human and animal mind creating the characteristics of the personality
• The study of human actions and reactions. Why the act and react the way they do and how the human intellect interacts with the surrounding environment.
• When asked the question, What is Psychology?, my group came to the conclusion that psychology is the study of the human (and animal) brain and what forms behavior. :)
  

Discussion:

• Does psychology study animals? In a way - it studies animals in order to learn about human nature, and it also studies the animal aspect of human nature; however, psychology does not study animals in order to learn about animals.
• The term "behavior" has many definitions, depending on who is using the term. A behavioral psychologist defines behavior as external behavior only, without regarding thouhts, emotions, or any other internal influences. A cognitive psychologist would define "behavior" only as such internal processes as thoughts, emotions, etc
  

Developmental Psychology

Course Syllabus

Instructor: Jeffrey S Arrowood

E-mail: arrowoodj@mfldacs.net

Web Sites:

http://cchsmoraltheology.blogspot.com for daily class journal

http://www.schoolnotes.com/54449/arrowood.html for weekly homework schedule

Course Description:

This course offers an introduction to the study of psychology. After taking a general look at psychology and some of its major theories, we will trace psychological thought about the human life by focusing on human development. We will look at models of human development put forward by Saint Thomas Aquinas and other Catholic philosophers, Jean Piaget, Sigmund Freud, Erik Erikson, and Lawrence Kohlberg, as well as a few others. Students will not only learn about psychology, they will also learn a lot about themselves.

Materials Needed:

• Textbook: Psychology and You – provided
• Notebook – designated for this class only
• Folder –designated for this class only
• Writing utensil

Grading System:

Grades are based on the average of all required work (including tests and quizzes), plus a project requirement for the grade the student desires. The grading scale is as follows:

Requirements for each Quarter

A: “A” Average in all required work, plus a minimum of 150 project points.

B: “B” Average in all required work, plus a minimum of 100 project points.

C: “C” Average in all required work, plus a minimum of 75 project points.

D: “D” Average in all required work, plus a minimum of 50 project points.

F: Below a “D” Average in all required work, and/or fewer than 50 project points.

Required assignments must all be completed to pass this course. The additional points to reach your desired grade will be earned through projects outside of class. These projects are not optional! They are a required part of the class and must be done on your own time and by your own initiative. It is possible to get straight A's on all of your exams and assignments and still fail the quarter by doing no projects.

Project points can help you raise your quarter grade. Let’s say, for example, that you have a “C” average on your assignments and tests, but you want a “B” for the class. You can do projects above and beyond your 75 points for a “C” in an attempt to gain a “B.” If I notice you have more points than is required for a “C” when I figure your grade, I will subtract 100 points (the number of points necessary for the “B” grade level) from your total number of project points. Then, for every 25 points in the difference, your percentage grade will be raised by three points. So, if you have an 80% but you have done 150 points worth of projects, the extra 50 points beyond what is necessary for a “B” raises your percentage to 86%. You now have the percentage points and the project points necessary for a “B” and your quarter grade would be a “B.” If you only did 125 points, your grade may be a “C+” instead of a “C.”

In the same way, however, your percentage score will be lowered by three points for every 25 project points you are under the required amount for a specific grade. If you have an 80% average, for example, but have only 50 project points, your score would become 77% and you would receive a “C-“ for a quarter grade.

Scope & Sequence

Introduction to main theories

• Definition of psychology
• Psychoanalysis
• Behaviorism
• Psychosocial
• Cognitive
• Cognitive-Moral

Childhood

• Physical development

• Social development

• Emotional Development

• Cognitive developmentMoral development

• Practical Applications to Parenting

Adolescence

• Views of adolescence

• General theories

• Physical development

• Cognitive development

• Social development

• Emotional development

• Moral development

• Juvenile Delinquency

Adulthood

• Social development

• Emotional Development

• Cognitive development

• Moral development

• Midlife crisis

• Marriage

• Career

• Growing old

• Care for the elderly

• Dying

Unit 1: Introduction to Psychology

• Open-book quiz on chapter 1: 30 points
• Participation: 20 points
• Learning Summary on the field of psychology: 50 points
• Exam: 100 points

Unit 2: Childhood

• Open-book quiz on chapter 10: 30 points
• Participation: 20 points
• Personal story on story from your childhood: 25 points
• Personal story illustrating one concept of childhood development: 25 points
• Learning Summary on one concept from the unit: 50 points
• Exam: 100 points

Unit 3: Adolescence

• Open-book quiz on chapter 11: 30 points
• Participation: 20 points
• Personal story on an event or person that shaped your identity: 25 points
• Personal story illustrating one concept of adolescent development: 25 points
• Learning Summary on gender identity: 50 points
• Exam: 100 points

Unit 4: Adulthood and Old Age

• Open-book quiz on chapter 12: 30 points
• Participation: 20 points
• Personal story on a parenting experience from your childhood: 25 points
• Personal story illustrating how someone you know deals with aging: 25 points
• Learning Summary on care for the elderly: 50 points
• Exam: 100 points

Teacher obligations for this class

• To know the subject material and prepare handouts and lectures that will help students understand that material
• To organize the course in a meaningful way so that knowledge builds over the semester leading to an increased sophistication and sensibility
• To consider student concerns regarding time management when assigning homework and constructing requirements for the class
• To guide classroom discussion so that each student has an opportunity to participate, and to welcome student participation with respect for all students as learners and persons
• To grade fairly and to meet with students in conference to answer questions about grading or instructor comments on papers

Student obligations for this class

• To read all assigned material and come to class prepared to discuss that material
• To participate in all class activities. This includes being attentive when other students are speaking or making oral presentations
• To complete all assignments on time, and to provide drafts and revisions of assignments as requested by the instructor
• To respect all members of the class as learners, teachers, and as persons. To enter into respectful reasoned discourse in response to disagreements. As Christians, we are called to treat each other with dignity and charity. Common courtesy, awareness of each other’s needs, caring communication, and observance of the safety and comfort of those around us are all part of this call.
• To enter fully into the learning process and to do your own work. Since the goal of this course is for you to become your own thinker, it is imperative that you do your own thinking and your own work. Essays need to be completely your own thought process. Plagiarism in part or in whole will result in a zero, not just a failure, for the paper. Suspected plagiarism that cannot be proven will be brought to the attention of the student, who will be given a chance to assert his or her thought process in dialogue with me. Quizzes and tests are meant to test your mastery of basic concepts, and must therefore be conquered through studying and your own mastery of the material. Copying or cheating on these quizzes or tests will result in a zero, not just a failure, of the quiz or test. The same is true for any assignment given in the course of this class.
• To take pride in your work as a learner and scholar. Please type all assignments except informal in-class assignments. Please make all assignments neat and presentable before handing them in. Use only loose-leaf paper for collected assignments.
• If you are absent, the best way to make up what was missed is by checking the daily journal Internet site and the weekly homework schedule. All necessary notes and any discussions notes recorded for the day will appear there, along with homework assignments. If Internet is not available, request an assignment sheet from the office. You must take the initiative to make up missed work!

Communication

My preferred method of communication to students and to parents is e-mail and Internet communication. If you have access to a computer, please take advantage of the daily class journal and weekly homework schedule. You may also choose to have grade reports sent to you by e-mail and put onto an Internet grade report that you can access whenever you wish.