Chapter 3 Human Development

Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT Chapter 3 – Human Development

Also known as developmental psychology, it refers to the scientific study of how people change and stay the same over time. Change can take in two forms: quantitative (i.e. refers to variation in number, amount or size; e.g., height, weight, age, vocabulary, IQ scores) and qualitative (i.e. refers to a shift in kind, structure, or organization; e.g., an existing behavior becomes more complex).

Themes in Human Development (Alampay & Nisperos-Puente, 2007) 1.

2.

It is multidimensional and integrated a.

Dimensions: physical, cognition, personality, emotional, social

b.

Interdependent and integrated

Occurs throughout the life span a.

Prenatal (from conception to birth) i. Conception

ii. Human genome: 23 pairs of chromosomes iii. Zygote (Germinal stage: from fertilization to 2 weeks) – Embryo stage (from 2 to 8 weeks) – Fetus stage (from 8 to between 37 and 40 weeks) b.

Infancy (birth to age 2)

i. Reflexes (rooting, sucking, gag, startle, Babinski, Palmar) ii. Habituation c.

Early Childhood (ages 2 to 7)

d.

Middle Childhood (ages 7 to 11)

e. Adolescence or Puberty (ages 11 to 20)

3.

f.

Young Adulthood (from the 20s to the 40s)

g.

Middle Adulthood (from the 40s to the 60s)

h.

Late Adulthood (from the 60s onward) a.k.a. Old Age or Senescence

Stability and Plasticity

Note: This is not a chapter reviewer. This is the instructor’s lecture and students are still to consult with the contents of Robert Feldman’s (2008) textbook particularly Chapter 9 from Modules 27 to 30.

Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT

4.

5.

a.

Stability – may be due to biological factors underlying a person’s trait or behavior

b.

Plasticity – temporal changes or instability in environments, relationships and in the demands of a life stage have the potential to alter a person’s characteristics and life course, whether in a positive or negative direction.

c.

Further Readings: Basic Tendencies vs. Characteristic Adaptation by R. McCrae and P. Costa’s Five-Factor Theory of Personality

Normative and Non-Normative Influences a.

Normative influences – are biological and environmental influences on development that occur in a similar manner for most individuals in a given group. They can be age-graded or history-graded.

b.

Non-Normative life events – are occurrences not common to most people: they are unusual events that have a major impact on an individual’s life.

In Context a.

Development is in constant interaction with the environment (e.g., family, peers, community, culture, society)

b.

Biological Systems Perspective (Urie Bronfenbrenner, 1998) -- development is viewed as contextual. A child develops within a complex dynamic system of relationships, and is affected by multiple levels of the surrounding environment. The environment is conceptualized as a series of nested systems namely: i. Microsystem – consists of primary relationships, interaction, activities, and roles experienced by a person in his/her immediate, or proximal, sorroundings. ii. Mesosystem – refers to connections, or interrelationships, among the Microsystems in which the person is involved iii. Exosystem – refers to the settings that do not directly involve the person himself, but in which events occur that affect his development nonetheless. iv. Macrosystem – comprises the larger variables of culture, historical context, social class, religion, government policies and the like. These contexts shape an individual’s values, belief systems, and sociocultural practices, and life opportunities. v. Chronosystem – reflects the influences of historical time in shaping the person’s environment and life experiences.

Dr. Ma. Lourdes Arellano-Carandang’s (1981) Rubic’s Cube Approach to Development 1.

First dimension: views the child as a total person with physical, intellectual, socio-emotional, and moral/spiritual facets.

Note: This is not a chapter reviewer. This is the instructor’s lecture and students are still to consult with the contents of Robert Feldman’s (2008) textbook particularly Chapter 9 from Modules 27 to 30.

Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT 2.

Second dimension: grounds these (see first dimension) characteristics on the child’s developmental level.

3.

Third dimension: the child’s behavior within the context of the family and community

4.

Fourth dimension: the child’s inner world, how the child makes sense of all that happens within and around him/her.

Issues in Human Development 1.

Nature versus Nurture controversy: What is the driving source of human development?

2.

Continuity versus Discontinuity controversy: What is the nature of developmental change?

Jean Piaget’s (read: John Pee-ya-jay) Theory of Cognitive Development •

Schemas or mental schemes

•

Assimilation, Accomodation, and Equilibration

•

Stages of Cognitive Development Stages Sensorimotor (from birth to 2 years) Preoperational (2 to 7 years) Concrete Operational (7 to 11 years) Formal Operational (11 years and beyond)

Key Concepts Decentration, Intentionality, Object Permanence Centration, Conservation (of number, substance, length, area, weight, and volume), Symbolic Play, Egocentrism Reversibility, Seriation, Transitive Reasoning, Classification, Concrete Reality, Logical Thought Pendulum problem Hypothetico-deductive reasoning or logio-mathematical intelligence

Lev Vygotsky’s View of Cognitive Development •

Zone of proximal development

•

Scaffolding

Lawrence Kohlberg’s Theory of Moral Development •

Read Heinz dilemma

•

Stage of Moral Development Level Preconventional morality Stage 1

Stage Feature individuals judge morality in terms of the effects produced by various actions; egocentric Punishment and obedience Morality judged in terms of

Note: This is not a chapter reviewer. This is the instructor’s lecture and students are still to consult with the contents of Robert Feldman’s (2008) textbook particularly Chapter 9 from Modules 27 to 30.

Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT Stage 2 Conventional morality Stage 3

Stage 4 Postconventional morality Stage 5 Stage 6

orientation Reward or Naïve Hedonistic orientation

consequences Morality judged in terms of what satisfies own needs or those of others individuals judge morality largely in terms of existing social norms or rules; sociocentric Good boy-Good Girl orientation Morality judged in terms of adherence to social rules or norms with respect to personal acquaintances Social system or Social orderMorality judged in terms of social Maintaining orientation rules or laws applied universally, not just to acquaintances individuals judge morality in terms of abstract principles Morality of social contract and Morality judged in terms of democracy or Legalistic human rights, which may orientation transcend laws Morality of individual principles Morality judged in terms of selfof conscience or Universal chosen ethical principles ethical principles orientation

Sigmund Freud’s Psychosexual Stages of Human Development •

Libido energies

•

Fixation

•

The Stages of Psychosexual Development Stage Oral (birth to 12-18 months)

Anal (between 12-18 months to 3 years)

Phallic (3 to 6 years)

Latency (6 to 11 years)

Key Concepts - Mouth is the center of pleasure - Oral fixation due to early weaning or overindulged (i.e. prolonged thumb sucking): gossiping and talking too much, overeating, smoking, alcoholism, excessive childish dependency - Anus is the center of sexual energies - Proper Toilet Training - Anal fixation: (withholds feces) controlling, stingy, stubborn, and excessively concerned with cleanliness, orderliness, and minor details; (expels feces) messy, disorganized, extravagant, and impulsive - Pleasure is shifted at the genital area - Oedipus complex = castration anxiety (for boys) - Electra complex = penis envy (for girls) - Proper identification (i.e. how children learn the appropriate gender roles for their respective sex) - Phallic fixation: interpersonal problems; extreme fear, aggression, and other difficulties dealing with authority figures; uncertainty about one’s self, problems in maintaining a stable love relationship, and the appearance of aberrant sexual behavior - temporary repression of sexual libido - development of social, intellectual, and moral skills

Note: This is not a chapter reviewer. This is the instructor’s lecture and students are still to consult with the contents of Robert Feldman’s (2008) textbook particularly Chapter 9 from Modules 27 to 30.

Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT

Genital (11 years to adulthood)

- peer relationships and the school are primary concerns - sexual energies resurfaces again in the genital area - object of sexual desire with the opposite sex - quality of relationships and the degree of fulfillment experienced at this time

Erik Erikson’s Psychosocial Theory or Epigenetic Stages of Development •

Individual competencies and Societal expectations = Crisis

•

Stages of Psychosocial Development Stage

Feature

Trust vs. Mistrust (birth to between 12 to 18 months) Autonomy vs. Shame & Doubt (early childhood: between 12 and 18 months to 3 years) Initiative vs. Guilt (preschool age: between 3 to 6 years)

Infants learn either to trust the environment (if needs are met) or to mistrust it

Industry vs. Inferiority (middle childhood: between 6 to 11 years) Identity vs. Identity Confusion (adolescence: 11 to 20 years) Intimacy vs. Isolation (young adulthood: from 20s to the 40s) Generativity vs. Stagnation (middle adulthood: 40s to 60s)

Integrity vs. Despair (late childhood: 60s and beyond)

Toddlers acquire self-confidence if they learn to regulate their bodies and act independently. If they fail or are labeled as inadequate, they experience shame and doubt Preschoolers acquire new physical and mental skills but must also learn to control their impulses. Unless a good balance is struck, they become either unruly or too inhibited Children acquire many skills and competencies. If they take pride in these, they acquire high selfesteem. If they compare themselves unfavorably with others, they may develop low self-esteem Adolescents must integrate various roles into a consistent self-identity. If they fail to do so, they may experience confusion over who they are—also known as identity crises Young adults must develop the ability to form deep, intimate relationships with others. If they do not, they may become socially or emotionally isolated Adults must take an active interest in helping and guiding younger persons. If they do not, they may become preoccupied with purely selfish needs— highly characterized by middle-crises. For male Filipinos, we have the nagmumurang kamatis or tumatanda ng paurong. In the closing decades of life, individuals ask themselves whether their lives had any meaning. If they can answer yes, they attain a sense of integrity. If they answer no, they experience despair

Ego Strength (resolution) Hope Will

Purpose

Competence

Fidelity

Love Care

Wisdom

Diana Baumrind’s Parenting Styles

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Authoritarian, Authoritative, Permissive, and Uninvolved

Note: This is not a chapter reviewer. This is the instructor’s lecture and students are still to consult with the contents of Robert Feldman’s (2008) textbook particularly Chapter 9 from Modules 27 to 30.

Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT Temperament – basic, innate disposition Attachment – the positive emotional bond that develops between a child and a particular individual

References and Suggested Readings

Alampay, L. P. & Nisperos-Puente, M. K. B. (2007). Human development. In L. A. Teh & M. E. J. Macapagal (Eds.), General psychology for Filipino college students (pp. 50-84). Loyola Heights, Quezon City: Ateneo de Manila University Press. *Carandang, M. L. A. (1981). The Rubic’s cube approach: A multidimensional model for working with children. Philippine Journal of Psychology, 14, 47-54. (Available at the Journal section of the Library. Please see Philippine Journal of Psychology, June-December 2002, 35(1-2), 169-177.) *Jimenez, M. C. C. (1976). The development of moral judgment in Filipino urban children. Philippine Journal of Psychology, 9, 3-34. (Available at the Journal section of the Library. Please see Philippine Journal of Psychology, June-December 2002, 35(1-2), 115-141.) *Liwag, M. E. C. D., & Tiangco, L. E. M. M. (1999). What do young children know about knowing? A cognitivedevelopmental study of preschooler’s understanding of knowledge acquisition. Philippine Journal of Psychology, 32(2), 1-33. (Available at the Journal section of the Library.) *Liwag, M. E. C. D., & Chua, H. G. C. (2001). What do young children know about the differences between physical and mental objects? A study on preschoolers’ ontological abilities. Philippine Journal of Psychology, 34(2), 1-26. (Available at the Journal section of the Library.)

Assignment: 10-Page Term Paper to be submitted on the first meeting of the first week of January 2009

Please choose ONE article—those with asterisks (*) and in yellow highlight—in the reference/suggested readings section of this paper and make your own analysis whether why the theory is important in the Filipino context. Raise the positive aspects of why the theory is important and raise as well the possible criticisms or shortcomings that may be leveled against it using Western notions. Format: All pages should be one-inch in all sides. Use only a Times New Roman font with a size of 12. Use 1.5 spacing only. Make sure that you prepare a cover page of your term paper with the title of your paper appearing on the midsection centered area of the first page. On the second page, start your paper with a tab. All paragraphs should be aligned in the left and AVOID justifying the text. If the student will use articles (published in reputable journals in print or online) to support their claims, the student must prepare a separate sheet for his/her references for proper acknowledging of the articles. STUDENTS WHO FAIL TO FOLLOW THE TECHNICAL INSTRUCTION OF THE PAPER WILL AUTOMATICALLY RECEIVE A MINUS 10 PTS IN THEIR SCORES.

Note: This is not a chapter reviewer. This is the instructor’s lecture and students are still to consult with the contents of Robert Feldman’s (2008) textbook particularly Chapter 9 from Modules 27 to 30.