Chapter 10: Development Across The Life Span

Transcription

Chapter 10: DevelopmentAcross the Life SpanWhy Study Human Development?

Chapter 10-1: Issues in StudyingHuman DevelopmentWhat are some of the special research methods used to study development

Human Development: Research DesignoHuman Development: The scientific study of thechanges that occur in people as they age fromconception until death.oAge-related change is typically studied in three ways:o Longitudinal Design: Design in which oneparticipant or group is studied over a long period oftime.o Cross-Sectional Design: Several different agegroups of participants are studied at one point intimeo Cross-Sequential Design: Combines longitual andcross-sectional

Comparison: Developmental PsychologyResearch Design

Chapter 10-2: Nature vsNurtureWhat is the relationship between heredity and environmental factors indetermining development?

Nature vs Nurture: The Age-OldPsychological DebateoNature: The influence of our inheritedcharacteristics on our personality, physicalgrowth, intellectual growth and socialinteractions.oNurture: The influence of our environment onpersonality, physical growth, intellectualgrowth and social interactions.ooExamples: parenting styles, physicalsurroundings, economic factors etc .Behavioral Genetics: a field of investigationthat focuses on the orgins of behaviors inwhich researchers try to determine how muchof behavior is the result of genetic inheritanceand how much is based on a person’sexperiences.

Chapter 10-3: PrenatalDevelopmentHow do chromosomes, genes and DNA determine a person’s characteristicsor disorders, and what causes multiple births?

GeneticsoGenetics: The science of inherited traits:oDNA (deoxyribonucleic acid): special molecule whichcontains the genetic material of an organism.oMade up of 2 phosphate strands linked together by amines orbases arranged in a particular patternoEach section of DNA contains a sequence/ordering of thesamines which are known as genes.oThe genes are located on rod-shaped structures calledchromosomesoHumans have 46 chromosomes in each cell of their bodies(23 from mother, 23 from father) and most of our genetictraits are determined by the autosomesoThe last pair determines the sex of the person (sexchromosomes)

Dominant and Recessive GenesoDominant Genes: Genes that activelycontrols the expression of a trait.Dominant genes will always be expressedin the observable trait: (ie brown hair)oRecessive Genes: Genes that recede orfade into the background if paired with adominant gene or show if paired withanother recessive gene (ie blonde hair)oPolygenetic Inheritance: Traits that areinfluenced by more than one pair ofgenes (ie red hair)

Genetic and Chromosome ProblemsoSeveral genetic disorders arecarried by recessive genes:oSickle Cell AnemiaoCystic FibrosisoTay-Sachs Disorder

From Conception to BirthoConception: The moment at which a femalebecomes pregnant.oThe egg (ovum) and sperm unite in a process knownas fertilization resulting in a single cell unit with 46chromosomes (zygote)oZygote will then divide into 2 cells, 4 cells, 8 cells(etc .mitosis)oMonozygotic Twins: identical twins formed when onezygote splits into two separate masses of cells, each ofwhich develops into a separate embryooDizygotic Twins: Often called fraternal twins, occurringwhen two eggs each get fertilized by two differentsperm , resulting in two zygotes in the uterus at thesame time.

Mini-Unit: Stages ofPersonality Development(Freud)

Stages of Personality Development: SigmundFreudReview: Id, Ego, SuperegooId: “If it feels good do it”- part of the personality present at birth/completely unconscious. This isthe “pleasure seeking” part of the personality and controls our basic biological drives forhunger, thirst, self-preservation and SexooEgo: “The Executive Director”-part of the personality that develops out of a need to deal withreality. This is your conscious, logical and rational thoughtooPleasure Principle: principle by which the id functions: the immediate satisfaction of needswithout regard for the consequencesReality Principle: principle by which the ego functions; the satisfaction of the demands of theid only when negative consequences will not resultSuperego: “The moral watchdog”- part of the personality that act as a moral centeroConscience: part of the superego that produces pride or guilt depending on howacceptable behavior is.

Stages of Personality DevelopmentoFreud believed that personality developed in aseries of stages and at each stage a differenterogenous zone (an area of the body thatproduces pleasurable feelings) becomes moreimportant and become the source of conflicts.oFixation: Disorder in which the person does notfully resolve the conflict in a particularpsychosexual stage, resulting in personality traitsand behavior associated with that earlier stageoPsychosexual Stages: Five stages of personalitydevelopment proposed by Freud and tied to thesexual development of the child

Stages 1 & 2: Oral and Anal StageooOral Stage: Weaning and oral fixation: First stage occurring in the1st year of life (birth to approx. 1 ½ ) and dominated by the id.oConflict: Weaning (moving from the breast or bottle to a cup)oFixation: Weaning which occurs too soon or or too late canresult in oral fixation problems (alcoholism, overeating, nailbiting, gum chewing, too optimistic or dependent, aggression,pessimism)Anal Stage: Toilet Training and Anal Fixation: Second stage (1-3years old), in which the anus is the erogenous zone,oConflict: Toilet trainingoFixation: Anal expulsive personalities (people who are messy,destructive and hostile and see messiness as a statement ofpersonal control), Anal Retentive Personalities (neat, fussy,stingy and stubborn)

Stages 3: Phallic StageoPhallic Stage: Third stage (3-6 years of age) in which thechild discovers sexual feelings and the erogenous zoneshifts to the genitalsoConflicts: The awakening of sexual feelings of the childCastration Anxiety (Boys fear losing their penis) andPenis Envy (Girls wanting a penis) Oedipus complex(Situation in which a child develops a sexual attractionto the opposite-sex parent and jealousy of the samesex parent)oFixation: Identification( Defense mechanism in which aperson tries to become like someone else to deal withanxiety), immature sexual attitudes, excessive vanity,“Mama’s boys” or women attracted to much oldermen “father figures”

Stages 4 & 5: Latency and Genital StagesooLatency Stage: Fourth stage (6-puberty) in which thesexual feelings of the child are repressed while the childdevelops in other ways (intellectual and social growth)oConflict: School play, same sex friendships “Boys havecooties”oFixation: Social issues, struggles relating to others orability to get along with othersGenital Stage: The fifth stage (puberty-adulthood) wheresexual urges become part of the conscious thoughtoConflict: Sexual behavior, sexual relationship withpartner(s)oFixation: Immature love or indiscriminate hate,uncontrollable working (work-a-holics) or inability towork

Video Questions: The Journey Conception toBirthoWhile watching the video, illustrate (through words or illustrations or BOTH)the journey that is being discussed/shown about the development of ababy from conception through birth.o1) What is one NEW thing you learned about the process that he wasdiscussing?o2) How is this information/technology useful in the field of psychology?

Chapter 10-4: The Germinal PeriodWhat happens during the germinal, embryonic and fetal periods ofpregnancy and what are some of the hazards in prenatal development?

The Germinal PeriodoGerminal Period: first twoweeks after fertilization, duringwhich the zygote movesdown to the uterus andbegins to implant in the lining.oPlacenta begins to formwhich provides the baby withnourishmentoUmbilical Cord begins todevelop to connect the babyto the placenta.

The Embryonic PeriodoOnce firmly attached to the uterus the developingorganism is known as an embryo.oEmbryonic Period: The period from 2-8 weeks afterfertilization, during which the major organs andstructures of the organism developoCritical Periods: As soon as the embryo begins toreceive nourishment from the placenta, itbecomes vulnerable to hazards such asdiseases/toxins.ooArms and Legs: 3 ½ weeks to 8 weeksoHeart: 2 ½ to 6 ½ weeksoCentral Nervous System: 2 to 5 weeksoEyes: 3 ½ to 8 ½ weeksoTeeth/Roof of mouth: 7-12 weeksTeratogens: Any factor that can cause a birthdefect (drugs, chemicals, violence etc .)

The Fetal Period: Grow, Baby, GrowoThe Fetal Period: The time from about eightweeks after conception until the birth ofthe child (now called a fetus)oDuring this period the fetus grows byabout 20x and weigh increases from 1-2ounces to over 7 lbsoAt this phase teratogens affect thephysiology of the organs rather than thestructure.oBabies born before 38 weeks are calledpreterm and often need lifesavingprocedures to survive

Miscarriages and Spontaneous AbortionoThe most likely time for a miscarriage orspontaneous abortion is in the first 3 monthsof pregnancy.oGenerally 15-20% of all pregnancies end inmiscarriage, many so early that the motherdidn’t know she was pregnant.oMost miscarriages are caused by a geneticdefect that will not allow for the infant tosurvive

Do Now: Congratulations!oAs of today you are about to become (temporary) parents! As anew parent you should know what physical and cognitivemilestones to expect from your new child as they age. Using priorknowledge what expectations do you have for your “child” in thefollowing stages of their life:Stage/AgeInfancy (0-2)Toddler (2-4)School Age (5-12)Adolescence (13-22)Young Adulthood (22 )Expectations

Chapter 10-5: PhysicalDevelopment Infancy andChildhoodWhat kind of physical changes take place in infancy and childhood?

Physical Changes: InfancyoImmediately after birth the followingchanges begin to occur in an infant:o Respiratory system begins tofunctiono Blood circulates (no longerreceiving umbilical support)Body temperature regulateso Digestive system developso Innate (existing from birth)Reflexes: involuntary reactions tocertain stimulio

Five Infant Reflexes

Sensory DevelopmentooMost sensory abilities are fairly well developed at birth.oTouch is the most well developed followed by smell andtasteoBy four months infants have developed a preference forsalty tastes and aversions to sour and bitter tastesoHearing develops once fluids from the womb havecleared out. Infants are more responsive to high pitchedresponsesVision is the least functional sense at birth:oRods (black and white) can see, but cones (sharpnessand color) take 6 months to develop. Until 2 monthsnewborns have “fuzzy vision”oNewborns have visual preferences at birth:o Complex patterns, three dimensions and human faces

Motor DevelopmentoSix Motor Milestones (Infancy to 2years)o1) Raising head and chest- 2-4monthso2) Rolling over- 2-5 monthso3) Sitting up with support- 4-6monthso4) Sitting up without support- 6-7monthso5) Crawling- 7-8 monthso6) Walking- 8-18 months

Parenting Styles: Authoritarian, Authoritativeand PermissiveAuthoritarianAuthoritativePermissive NeglectfulPermissive IndulgentThis is a restrictive,punitive style in which theparents exhort the childto follow their directionsand to respect work andeffort. Places firm limitsand controls over thechild and uses physicalpunishmentThis style encourageschildren to beindependent but stillplaces limits and controlson their behavior.Extensive verbal give andtake is allowed andparents are warm andnurturing toward the childThis is a style in which theparent is uninvolved inthe child’s life. This styleleaves the child feelingthat other aspects of theparents lives are moreimportant than they areThis is a style of parentingin which the parents arehighly involved in thechild’s life but place fewdemands and controls onthem. These children areallowed to do as theyplease and often leadsthem to expect to gettheir own way.Children are oftenanxious about socialcomparison, fail to initiateactivity and have poorcommunication skillsChildren are oftensocially competent, selfreliant and sociallyresponsibleChildren are oftensocially incompetent andshow poor self-controland do not handleindependence wellChildren often struggle tolearn respect for otherand have difficulty withimpulsecontrol/controlling theirown behavior

Practice: Identifying Parenting StylesTV Show/MovieBraveThe Cosby ShowThat 70’s ShowMean GirlsMatildaFull HouseParenting Style DemonstratedExplaination

Activity: 60 Minutes Baby Lab Video and QuestionsoBefore the video, answer the following questions:o1) Where does morality originate—are we naturally good or naturally bad? Do weneed parents, religion, teachers to teach us right from wrong?o2) Where do we learn bias? Are we born to favor some people over others ordoes society teach us how to be prejudiced, biased or even -------------oDuring/After the video, answer the following questions:o1) What evidence from the video shows us that babies are born with a sense ofright from wrong?o2) What evidence from the video shows us that babies are born with anappreciation of justice?o3) What evidence from the video shows us that babies are born with bias?o4) Were you surprised by any of the findings in the video? If so, which ones? Why?If not, explain

Homeworko Read/Takeo ACENotes 10-3 & 10-4-(Quiz next class)Vocab 10-3 – 10-5o BringSupplies for your Egg Baby Carrier/Eggo FinishEgg Baby Adoption ApplicationBaby

Do Now: Reviewing Parenting StylesoPretend your egg baby is 4 years old and currently throwing a fit in the grocery storebecause they want a cookie from the display and you told them no. They haveproceeded to get louder and louder as you continue to walk through the store. Describehow each parenting style would address this problem:Parenting StyleAuthoritarianAuthoritativePermissive NeglectfulPermissive IndulgentHow Parent Would Address The Problem

Video Questions: The Marshmallow Testo1) The marshmallow test is one of the most famous (and most replicated)in Developmental Psychology. Describe the procedure and variablesinvolved in the marshmallow test.o2) What are the different ways in which the students react to theMarshmallow test?o3) What does this experiment teach us about children?o4) How could you replicate this experiment? What would you changeabout it?

Chapter 10-6: CognitiveDevelopmentWhat are two ways at looking at cognitive development, and how doeslanguage develop?

Piaget’s Theory: 4 Stages of CognitiveDevelopmentoJean Piaget was one of the earliest psychologists tostudy the cognitive development of children.oCognitive Development: The development ofthinking, problem solving and memoryoUsed mainly observational data (most of his ownchildren).oScheme: a mental concept formed throughexperiences with objects and eventsoPiaget believes that children first understand newthings in schemes (assimilation) and then will adjustthese schemes as new information is learned (thisprocess is called accommodation)

Stage One: The Sensorimotor StageoAge: Infancy to age 2oDefinition: Infants use senses and motorabilities to explore the world.oWhat does the sensorimotor stage look like?:o Actions go from involuntary to voluntary.Grasping, pushing, tasting, simple repetitiveactions (grabbing toes) to complexpatterns (sorting shapes into a box)o By the end of sensorimotor stage infantshave developed Object Permanence: theknowledge that an object exists even whenit is not in sight. (Think peek-a-boo)o Object permanence is a critical step indeveloping language and thought(especially complex thought)

Stage Two: The Preoperational StageoAge: 2-7 (approx.)oDefinition: The stage of cognitive development in whichthe preschool child learns to use language as a means ofexploring the world.oWhat does the preoperational stage look like?oChildren can ask questions to explore their surroundings.Make-believe play is possible because of “symbolicthinking”. Not yet capable of logical thought (believethan anything that moves is alive (animism)oEgocentrism: The inability to see the world throughanyone else’s eyesoCentration: The tendency to focus on only one featureof an object while ignoring other relevant featuresoIrreversibility: The inability of a young child to mentallyreverse an action

Stage Three: Concrete OperationsoAge: 7-12 (approx.)oDefinition: The stage of cognitive development inwhich the school-age child becomes becomescapable of logical thought processes but is notyet capable of abstract thinking.oWhat does the Concrete Operations stage looklike?o Child is capable of conservation and reversiblethinking. Children begin to apply logicalarguments to beliefs. Children struggle withabstract thought/concepts (i.e. freedom,)

Stage Four: Formal OperationsoAge: 12 to adulthoodoDefinition: The stage at which the adolescentbecomes capable of abstract thinking.oWhat does the Formal Operations stage look like?oThis is where abstract thinking becomes possible.Teenagers can understand hypothetical thinkingor thinking about possibilities or impossibilities.oIt was understood that not everybody wouldnecessarily reach formal operations. Many studiesshow that only 50% of adults reach formaloperations

The Piaget Rap: Video Questions tionalFormalOperations

Activity: Egg Adoption Dayo Create/Decorateyour new baby.Name him or her and create acarrying case that will safely transportyour baby. Be sure to fill out the babyinformation sheet for Mrs. Eplin so shecan be sure that the eggs are goingto nurturing homes.o Whenyour egg/carrying case arefinished, Mrs. Eplin will take a pictureso that she can catalog it.

Chapter 10-6 Part II:Vygotsy and ChomskyTheories of Development

Vygotsky’s Theory: The Importance of BeingThereooWhile Piaget focused on the importance ofchildren’s interactions with objects, Vygotskyfocused on the child’s social interactions.oVygotsky believed that children develop bypeople helping them and asking leadingquestions, a process known as scaffoldingoScaffoldding: process in which a more skilledlearner gives help to a less skilled learner,reducing the amount of help as the lessskilled learner becomes more capableZone of Proximal Development (ZPD :Vygotsky’s concept of the difference betweenwhat a child can do alone and what thatchild can do with the help of a teacher.

Stages of Language DevelopmentStages of Language Development (Chomsky)o1. Cooing (2-6 months): vowel-like soundso2. Babbling (6 months-12 months) consonant soundsadded and often hand gestures to help clarify speecho3. One word speech (12-18 months): children begin touse actual words, usually nouns and can berepresentative of full sentenceso4. Telegraphic speech (18-24 months): Children beginstringing words together to form short, simple sentenceso5. Whole sentences (24 months-preschool age): Childrenbegin to use grammatical rules and increase the numberof words in their sentences through age 6

Do Now: Piaget Stages of DevelopmentChartStageAgeCharacteristicsHow could you test to seeif someone is in thisstage?Sensorimotor0-2 Years-Children explore usingtheir senses and motorsystems-Develop ObjectPermanenceHide a toy under ablanket and see if thechild looks under theblanket for the toy

Piaget Dating Game: Casting Call!oI need 6 volunteers to play the following parts in our Piaget Skit:oTV Game show HostoThe Bachelor/BacheloretteoContestant 1:oContestant 2: (I hope you like to sing!!!)oContestant 3:oContestant 4oIf you are not part of the performance, your job is to watch the performanceand try to identify which Piaget stage that each contestant is attempting torepresent.

Piaget Dating Game:Which Stage did each Bachelor/ Bacheloretterepresent? Provide 2 pieces of evidence from theperformanceBachelor (ette) #1Bachelor (ette) #2Bachelor (ette) #3Bachelor (ette) #4

Chapter 10-7: PsychosocialDevelopmentHow do infants and children develop personalities and form relationshipswith others, and what are Erikson’s stages of psychosocial development forchildren?

Erikson’s Psychosocial Stages ofDevelopment (Stages 1 and 2)Stage 1: InfantStage 2: ToddleroAge: Birth to 1 yearoAge: 1 year-3 yearsoDevelopmental Crisis: Trust vs Mistrust:oDevelopmental Crisis: Autonomy vsShame and DoubtooBabies learn to trust or mistrust othersbased on whether or not their needssuch as food and comfort- are metExample(s): Babies’ needs are met theylearn to trust people and expect life to bepleasant.ooToddlers realize they can direct theirown behaviorExample(s): If toddlers are successful indirecting their own behavior they learn tobe independent, if these attempts areblocked, they learn self-doubt andshame.

Erikson’s Psychosocial Stages ofDevelopment (Stages 3 & 4)Stage 3: Preschool AgeStage 4: Elementary School AgeoAge: 3 to 5 yearsoAge: 5 to 12 yearsoDevelopmental Crisis: Initiative vs GuiltoDevelopmental Crisis: Industry vsInferiorityooPreschoolers are challenged tocontrol their own behavior such ascontrolling their exuberance whenthey are in a restaurantExample(s): If preschoolers succeed intaking responsibility, they feel capableand develop initiative. If they are notthey feel irresponsible and guiltyooSchool-aged children are facedwith learning new social andacademic skills. Social comparison isa primary source of informationExample(s): When children learn newskills they develop feelings of industry(competence) when they fail they feelinadequate and inferior.

Erikson’s Psychosocial Stages ofDevelopment (Stages 5 & 6)Stage 5: AdolesenceStage 6: Early AdulthoodoAge: 13 to early 20’soAge: 20’s and 30’soDevelopmental Crisis: Identity vs RoleConfusionoDevelopmental Crisis: Intimacy vsIsolationooAdolescents are faced with decidingwho or what they want to be in terms ofoccupation, beliefs, attitudes andbehavior patternsExample(s): Adolescents who succeed indefining who they are develop a strongsense of identity those who fail becomeconfused and withdraw or want to blendin with the crowd.ooYoung adults must determine if theyare able to share who they are withanother person in a close, committedrelationshipExample(s): People who succeed in thistask will have satisfying intimaterelationships and people who fail will beisolated and may suffer from lonliness

Erikson’s Stages of PsychosocialDevelopment (Stages 7 & 8)Stage 7: Middle AdulthoodStage 8: Late AdulthoodoAge: 40’s and 50’soAge: 60 oDevelopmental Crisis: Generativity vsStagnationoDevelopmental Crisis: Ego Integrity vsDespairooThe challenge is to be creative, productiveand nurturant of the next generationExample(s): Adults who succeed in thiswill benefit their family, community,culture and future generations. Adultswho fail will be passive and self centeredand feel that they have no purposeooThe issue is whether a person will reachwisdom, spiritual tranquility, a sense ofwholeness and acceptance of his or her lifeExample(s): Elderly people who succeedin addressing this issue will enjoy their lifeand not fear death. Those who fail will feelthat their life is empty and will fear death.

Video Questions: Erikson and Disney/PixaroWatch the Disney Video Clips that illustrate each Erikson phase: In yourown words explain how each clip explains each stage:Movie ClipMonsters Inc.Finding NemoInside OutThe IncrediblesMinionsFrozenToy Story 3Up!Erikson StageExplanation

Erikson Menu ActivityoYou may work individually or in pairs to complete this assignment. Youmay pick any of the 5 assignments on the Erikson Menu to complete toshow your understanding and mastery of the Erikson stages.oThis assignment will be due at the end of this period or the beginning ofnext period

Example: Erickson MemesTrust vs MistrustAutonomy vs Shameand DoubtInitiative vs Guilt

Example: Erikson MemesIndustry vs InferiorityIdentity vs RoleConfusionIntimacy vs Isolation

Examples: Erikson MemesGenerativity vsStagnationIntegrity vs Despair

HomeworkoTake notes: Chapter 10-7 Pt 2 and 10-8: Quiz Wednesday (A)/Thursday (B)oArticle Review: The Lasting Impact of Neglect (On Website)oVocab 10-7 & 10.8oFinish Erikson Menu Activity due next classoRemember/Future Dates:

Chapter 10-7 part IITemperament and Attachment

TemperamentoTemperament: The behavioral characteristics thatare fairly well-established at birth, (such as easy,difficult, and slow to warm up)oEasy: regular in their schedules of waking,sleeping, and eating and are adaptable tochange. Easy babies are happy babies and whendistressed are easily soothed.oDifficult:. tend to be irregular in their schedules, arevery unhappy about change of any kind. They areloud, active and tend to be crabby rather thanhappy.oSlow to Warm Up: Less grumpy, quieter and moreregular than difficult children but are slow toadapt to change

AttachmentoAttachment: The emotional bond between an infant and the primarycaregiver. Very important in the development of the social andemotional life of the child.oAinsworth: Strange Situation Experiment 1978o1. Secure: Willing to get down from mother’s lap and explore.Wary buy calm when a stranger entered, however upset whenmother left and excited for her returno2. Avoidant: Somewhat willing to explore, did not “touch base”and reacted little to mother’s absence or returno3. Ambivalent: Clingy and unwilling to explore, very upset bystranger and protested when mother left, mixed reaction to herreturno4. Disorganized-disoriented: Unable to decide how to react tomother, often with fear, dazed or depression.

Chapter 10-8: How Sex and GenderInfluence DevelopmentWhat is gender, and how can biology and learning influence gender roledevelopment?

Gender Roles and Gender TypingoGender Roles: The culture’s expectations formasculine or feminine behavior, includingattitudes, actions and personality traitsassociated with being male or female in thatcultureoGender Typing: The process of acquiringgender role characteristics (How we learngender roles)oGender Identity: The individual’s sense ofbeing male or female (biological andenvironmental factors

Influences on GenderoBiological Influences: Externalsexual characteristics (genitals),chromosomes, Hormonaldifferences (women have moreestrogen, men more testosterone)oEnvironmental Influences:parenting, culture andsurroundingsoCultural Influences: Traditionalgender roles (Individualisticcultures tend to have less genderroles than collectivist cultures)

Do Now: Erikson’s Theory of Development ChartAgeSocial ActivitiesDesirable OutcomeUndesirable Outcome0-1 YearsBeing fed, taken care ofby someone elseSense of TrustSense of mistrust

Video Questions: Why are Teenagers SoMoody?o1) Why does research argue that adolescent brain development isequally as important as 0-5 year olds?o2) Explain the biology of puberty and how it effects “risky” behavior inadolescents and teens?o3) What role does “peer acceptance” play in adolescent behavior?o4) Explain why stress is different for teens than it is for children or adults?o5) What are some negatives and positives of the teenage brain?

Chapter 10-9:Adolescence/PhysicalDevelopmentWhat are the physical, cognitive and personality changes that occur inadolescence, including concepts of morality and Erikson’s search foridentity?

Adolescence and PubertyoAdolescence: the period of life from theabout age 13 to the early twenties duringwhich a young person is no longer physicallya child, but is not yet an independent, selfsupporting adult.oNot a clear-cut age and varies from culture tocultureoThe clearest sign of the beginning ofadolescence is the onset of puberty: (thephysical changes that occur in the body assexual development reaches its peak)oChanges will be noticeable:o Primary sex characteristics: Growth ofactual sex organs (penis, uterus)o Secondary sex characteristics: changes inthe body (development of breasts and/orbody hair)oStimulated by the pituitary gland and thyroidgland

Cognitive DevelopmentoFormal Operations Stage (Piaget): Frontal lobes of the brainbegin to develop and teenagers begin to think abouthypothetical situationsoAdolescents are not completely free of egocentric thought(in fact it becomes a preoccupation during adolescence)oPersonal Fable: Type of thought common to adolescentsin which young people believe themselves to be uniqueand protected from harmoImaginary Audience: Type of thought common toadolescents in which young people believe that otherpeople are just as concerned about the adolescentsthoughts and characteristics as they themselves are.(Intense self-consciousness)

Psychosocial Development (Personality andRelationships)oIdentity vs Role Confusion: The fifthstage of personality development inwhich the adolescent must find aconsistent sense of self.ooExamples: Teenagers beginmulling values such as politicalviews, career options andmarriage.Parent-Teen conflicts: “Rebellion”and “conflict” are often seen asnecessary steps for teens to breakaway from childhood dependenceand move toward self sufficiency.

James Marcia: Identity Statuses ofPsychological Identity DevelopmentoIdentity Diffusion – the status in which the adolescent does nohave a sense of having choicesoohe or she has not yet made (nor is attempting/willing to make) acommitmentIdentity Foreclosure – the status in which the adolescent seemswilling to commit to some relevant roles, values, or goals for thefuture.oAdolescents in this stage have not experienced an identity crisis.They tend to conform to the expectations of others regarding theirfuture (e. g. allowing a parent to determine a career direction)/oIdentity Moratorium – the status in which the adolescent iscurrently in a crisis, exploring various commitments and is readyto make choices, but has not made a commitm

Why Study Human Development? Chapter 10: Development Across the Life Span . What are some of the special research methods used to study development Chapter 10-1: Issues in Studying Human Development . o Human Development: The scientific s