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Human Growth and Development — Transcript

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0:01hello psychology
0:03in this lecture we will look at
0:07the development across the life span
0:11so in developmental psychology we are
0:13looking at
0:15human growth and human development
0:18i think of human development as the
0:21study of changes in people from
0:24conception until death
0:27so the adage is that this subfield of
0:30psychology looks at
0:32growth from the womb to the tomb
0:36so if we have k subject
0:39of armando garcia we have these four
0:43developmental domains
0:45cognitive social moral and physical
0:47development and we will study
0:51his change across different life
0:55milestones and points
0:58in the process so if we take across
1:02sectional design taking different
1:06groups of individuals we can have a
1:08cross sequential where we're taking
1:10different groups and then we're
1:13following each of these groups
1:15so if we have armando for instance
1:18if armando was born in 1990 we're
1:20looking at cognitive
1:21social moral and physical growth
1:25we come back and look at him when he's
1:2710 years old we see
1:29cognitive social moral physical change
1:31that's happened
1:32and then again in 2010 when he's 20
1:38could even come back in 2020 to look at
1:41him when he's 30.
1:43and so
1:46where a longitudinal design is different
1:49from across
1:50sectionals that a cross section is three
1:54different groups
1:55in at one period of time so how are
1:59two year olds different than 12 year
2:01olds how are they different from 22 year
2:03olds
2:04along these four developmental domains
2:06that still doesn't give us
2:08the change in real time that we're
2:11looking for
2:11so for instance how might a global
2:14pandemic
2:15impact each of these these different age
2:17groups so
2:18here a cross sequential design would
2:21help
2:22where you take these three cross
2:23sections and follow them for a period
2:26of years such as seven years
2:29and longitudinal cross sequential
2:31designs are the most expensive
2:34but also they are the most
2:38robust in giving us the greatest
2:41data uh in following three groups for a
2:45period of time
2:46so in developmental psychology we're
2:49interested in studying nature versus
2:51nurture
2:52we study how is personality physical and
2:55social development influenced by
2:58genetics
2:59yes personalities influenced by genetics
3:02but also how is personality physical
3:05development and social development
3:07impacted by the environment the
3:10environment
3:10impacts our personality and our physical
3:14development and our
3:15social development
3:19so we have to study genetics we think of
3:21genetics 101 the very basic study
3:25of inherited traits
3:28think of dna deoxyribonucleic acid
3:32a molecule containing the organism's
3:36genetic material so your dna is
3:40a snapshot of your
3:43genotype i ask my students
3:47to take out their phones and to open up
3:50the camera
3:53and to flip the screen so you're looking
3:56at yourself
3:58and i asked them to raise their hands in
4:00class
4:01if they have ever looked in the mirror
4:06and gotten angry at their parents
4:11so some of you will realize the joke
4:13there but
4:15the reason why i'm asking that is
4:17because each of us could probably
4:19think back to a time when they when we
4:23looked at
4:24our mirror and maybe we picked out
4:26something about our physical appearance
4:27and
4:28we understand that genetics someone we
4:31inherited these traits
4:33from the genetic line
4:36and then i asked students just to think
4:38what was that like you know for me
4:40it's the fact that i'm five seven and
4:42not six foot seven
4:44uh or i have male pattern baldness
4:48uh inherited trade or perhaps
4:51um although i do have some musical
4:53ability
4:55i think my older my oldest sister's got
4:58the best voice in the family
5:00and a family of five singers uh or if i
5:03look at
5:03you know traits for athletic ability
5:06perhaps
5:07other friends of mine have greater
5:10hand-eye coordination greater
5:14motor movement motor intelligence a lot
5:17of that's
5:18inherited but if we're looking at what a
5:21the difference between
5:23the conversation of a gene now if we're
5:25looking at a gene this is the
5:27section of dna
5:31that has the same arrangements of
5:33chemical
5:36elements and
5:39essentially when we're talking about
5:40genes genes are either dominant or
5:42recessive so if you take
5:45the most classic illustration is that of
5:49john and jane doe
5:51let's look at just one gene
5:54right the the gene of eye color so
5:58if you look at yourself in the mirror
6:00and you you know
6:01yourself pretty well physically um
6:06you know something about your genetic
6:07ancestry uh
6:09just by knowing something about your
6:10parents and their parents and and
6:12maybe people that you're related to
6:15cousins
6:17uh so if you're john and jane doe they
6:19meet in college
6:21perhaps they don't know their genotype
6:23their genotype is
6:26the the traits they have passed to their
6:29children
6:31the phenotype is the displaying
6:34the manifestation of that trait so we
6:36look at eye color
6:38the genotype john and jane doe
6:41they both have a dominant brown eye
6:42recess a blue eye that they've passed on
6:45they have four children john junior's
6:47got a dominant
6:48brown eye dominant brown eye he
6:50inherited his dad his mother's
6:52brown eye gene so the chances that he
6:54has a
6:55biological child with with
6:59a blue eye gene is zero he's not even if
7:02he married
7:03someone with two blue eyed
7:06jeans their children are still gonna
7:08have only
7:09brown eyes so
7:12john and jane's first daughter has a
7:15brown eye
7:18gene okay
7:21from uh she inherited
7:24her her mom's dominant brown eye and her
7:27dad's recessive blue eye gene but she
7:30will not have she does not have blue
7:32eyes because
7:33the dominant brown eye gene trumps the
7:36other
7:38same thing for the second son and then
7:41finally
7:42the the baby of the group
7:45uh so this would be let's see let's call
7:48her jane
7:49the third she has two blue eyed jeans
7:52that's her genotype her phenotype is
7:54she's the only one in the family that's
7:55got blue eyes
7:58now instead of blue eyes we're talking
8:00about a recessive genetic disorder
8:02perhaps john is the carrier of a rare
8:06genetic disease and so is his wife they
8:09don't know this
8:10and they pass this on
8:19so in terms of fertilization how does it
8:22happen that
8:23genes are passed on to our kids well it
8:26happens through
8:28conception and fertilization so
8:30conception is the moment
8:31which the male sperm cells fertilize
8:35females excels or ovum
8:39so typically a woman's body produces one
8:42egg cell
8:43or one of them every month
8:47and if this egg cell is not fertilized
8:51then then that's how the you know the
8:54menstrual cycle happens
8:57so fertilization is essentially when
9:01the the uh sperm cell
9:05so with one sexual union there is
9:07typically
9:08anywhere from 10 to 40 million different
9:12sperm cell so 10
9:16would 10 million sperm
9:19in in seminal fluid would be a low sperm
9:22count
9:2340 million would be a high sperm count
9:26so if in a healthy sperm count
9:3040 million you're looking literally at
9:3240 million different potential
9:35children and any one of them could be
9:38carrying a
9:40rare genetic disease or any one of them
9:43could be
9:44basically the
9:47sort of the the strongest or our most
9:50artistic
9:51you know what have you but one of these
9:54egg cells is going to fertilize the oval
9:56let's say
9:57one of these sperm cells going to
9:59fertilize the egg cell
10:01and the moment that happens then
10:05this is when pregnancy begins this is
10:07conception
10:09and so the zygote is the cell that
10:12results from the egg
10:13cell union
10:16some unique
10:24some unique um happenings all right
10:28monozygotic twins or identical twins
10:30happen
10:31when one ovum is fertilized
10:36by the sperm cell and then this cell
10:38duplicates
10:40scientists still can't really explain
10:41how this happens
10:44these infants will have identical
10:45features and possess
10:48the same set of chromosomes
10:51so you'll have 46 chromosomes
10:57now occasionally a woman's body will
11:01ovulate uh two of them
11:04so two of them are here and then a
11:06dizygotic twins what you probably know
11:09as
11:09fraternal twins occur when
11:13two different sperm cell fertilize one
11:17excel
11:20now here these children
11:24are are basically only sharing their
11:26mother's
11:27dna they're kind of like just regular
11:30siblings who just so happen to be born
11:32at the right time born at the same time
11:35a woman's body is only supposed to
11:37release an egg once a month
11:39but sometimes women ovulate more now in
11:43cases where women have these
11:46these cases of septuplets or
11:52you know the famous case of the octo mom
11:56who had eight children at one time
11:58most of these these cases of just tons
12:01of
12:02tons of babies seven or eight babies
12:03just usually because of fertility
12:05medicine
12:07um and there have been some famous
12:10multiples where the
12:13husband and wife have one child and then
12:16they start dealing with infertility
12:17later so then they take fertility
12:19medicine
12:20in which this causes the mother to
12:22ovulate a whole bunch
12:24and and so then that's there's
12:27these multiples are happening um
12:31now in cases of conjoined twins
12:35there are times when
12:38you're having a case of what would be
12:40identical twins that don't fully
12:42separate
12:43this is the case of conjoined twins like
12:45abby and brittany hensel this is a
12:47picture of them growing up
12:49so they share everything from the
12:51shoulders down
12:54you can think of this as identical twins
12:55that did not fully separate but
12:57can but but are conjoined
13:01they are now in their 30s their
13:05subjective reality tv show
13:08and i'm sure you can find that stream
13:11that
13:12catch up see what's going on but last i
13:14heard they're teachers
13:16and yep so their parents were told that
13:21they would not survive
13:22um beyond a few days weeks months but
13:26they are
13:27in their 30s now and so their their
13:29brains actually have got to
13:31operate a little differently and this
13:33has just been
13:36something that they're so accustomed to
13:38they don't see any other way
13:42so periods of pregnancy yeah the
13:44germinal period this is the first two
13:46weeks after fertilization during which
13:49zygote moves down the uterus
13:55then the embryonic period from
13:59week three to week eight and so during
14:02this
14:03this first eight weeks of pregnancy the
14:06central nervous system is formed
14:08the brain is fully functional in this in
14:11the sense that it is
14:14causing the heart to be so what we mean
14:17is that the
14:18the axons that wire in from the
14:22the uh the baby's brain stem which
14:25keep the heart alive they begin so they
14:28begin in week
14:30three for week three through eight the
14:32heartbeat is
14:33is working and it will continue to work
14:36uh until
14:36death so then here we have arms
14:40which are forming the eyes are forming
14:43the legs are forming
14:45uh the teeth begin forming week nine
14:50so the the fetal period somewhere
14:53between
14:5412 and 38 weeks here we have uh
14:58the fetus
15:01and so in terms of trimesters you have
15:05the the zygote the embryo the fetus
15:08so by the time that
15:12the child is 12 weeks from fertilization
15:16uh roughly three months at that time
15:19the brain is
15:22developed and it is developing now your
15:25brain's not fully developed until the
15:26time you're 25
15:28but the time in which the brain's
15:31hardwired in to keep the heart alive and
15:33the lungs
15:36all of that is is that wiring is there
15:40the teeth are developing the palate
15:43the so the first sonogram can detect a
15:46baby's heartbeat
15:48between three week three week eight and
15:50then the second
15:52sonogram is usually taken to see the
15:54baby's
15:55sex so the external genitalia is formed
15:59between 12 and 38 so we can tell
16:03the baby will be male or female
16:07five reflexes for survival these come
16:11with birth so the stepping reflex if you
16:15hold a baby up they will begin to move
16:16their feet
16:18if you put your hand now this is at
16:20birth if you put your hand in a baby's
16:23your finger in a baby's hand they'll
16:24hold on to it it's the grasping reflex
16:29stepping reflex the grasping reflex the
16:32morrow
16:32startle reflex they will stick their
16:34hands out and posture
16:36sort of like this my 13
16:39soon to be 13 year old would put his
16:42hands up like this when i held him he
16:44would sleep with it
16:45with his arm extended if you were to
16:48clap
16:49they would revert back to this fetal
16:52position
16:53the sucking reflex just lightly touching
16:56the lip of a baby will cause them to
16:58suck
17:00this is a reflex reaction because they
17:03are
17:03hardwired to locate a food source
17:07and then the rooting reflex if you
17:09lightly brush their cheek
17:11they will it will turn over to try to
17:14locate the food source as well
17:17and this shows that their nervous system
17:20is healthy that their brain
17:22is is hardwired their sensory receptors
17:25are working
17:29motor milestones will include
17:33a baby rolling over and lifting up their
17:36head
17:36about three months
17:40raising their head five months so
17:44raising head first three months rolling
17:46over
17:47five months sitting up seven months
17:52crawling nine months standing
17:56up like leaning against the wall
17:5911 months walking about a year
18:02girls typically cycle through this
18:05before boys
18:09about immunization lots of
18:14controversy around immunization
18:18uh here's some different reasons number
18:20one children these are
18:21myths children who are given
18:23immunizations can get the disease itself
18:27uh actually we're not giving the
18:29children
18:31uh the disease if we're like the mmr
18:33vaccine
18:34uh antibodies from this are given to the
18:36children to prevent
18:38measles mumps and rubella uh we do have
18:41like a polio vaccine
18:42in america that's also standard some
18:45people say
18:46hey polio has been eliminated
18:49the reason why we don't see polio cases
18:51is because of the vaccine you can go to
18:53india right now there's an outbreak
18:56in villages and in states where there is
19:00no vaccine
19:03also there has been rumor that the mmr
19:06vaccine
19:07has caused autism in children research
19:11studies have not concluded this in fact
19:13there's been no
19:15decisive evidence to link
19:18autism with the vaccine
19:24and so in developmental psychology we
19:26see these four developmental domains
19:28that we
19:30will compare with different
19:32developmental periods
19:34after birth we will look at
19:37the the period in which child is
19:40a toddler from birth till
19:44so newborn infants newborns moving up to
19:4818 months
19:49being a toddler and then we will compare
19:53kids at different developmental
19:56milestones
19:58we will look at their cognitive
20:00functioning the development of thinking
20:02problem solving and memory
20:03we will look at social development
20:05personality relationships
20:08including their gender identity we will
20:10look at
20:11moral development development of
20:15an understanding of rules distinguishing
20:18right
20:19wrong and the physical development
20:22development of motor skills
20:23primary secondary sex characteristics
20:27and so when we look at these four
20:29developmental domains
20:31it's important to keep those in mind the
20:33first of
20:34this that first of which we will look at
20:37is uh
20:37cognitive development
20:40so piaget's stage theory john piaget
20:46um you might
20:48be familiar with the binet intelligence
20:51scales
20:52john piaget was also french um
20:55like bene and was also interested in
20:58cognitive
20:59psychology like binet jean piaget
21:02however in studying
21:04hundreds of school children and
21:06measuring iq and developing iq
21:09piaget developed
21:12a theory a stage theory of cognitive
21:15development
21:16whereas benay had hundreds not thousands
21:20of children in his sample psja basically
21:23just had three
21:24he had three children in his sample
21:28he had his own children so he examined
21:30the development of his own three
21:32children and he developed
21:34a theory now his theory if you were to
21:38put him
21:38on team nature versus teen
21:41nurture right team nature
21:45are this the psychologists who
21:48believe that genetics is more important
21:51cognitive development
21:52piaget would be on that team he would
21:55say
21:55that genetics determine intelligence
21:58genetics determine cognitive
22:00development so
22:03he basically said in his theory that
22:06children are not just
22:08little adults but instead think quite
22:10differently about the world
22:13in response to this famous quote albert
22:16einstein said it was
22:18so genius in its simplicity
22:22that because of their cognitive
22:23development children think differently
22:27he says that in cognitive development
22:31children have
22:34organization they organize the world
22:37differently
22:38they develop schemas you can think of a
22:41schema like a concept
22:44and how they
22:47process the world is one
22:50of adaptation so they are
22:54in a process of adapting
22:57and we're genetically pre-programmed
23:00according to piaget to adapt
23:05in sequential order so
23:08these the organizations or the schemas
23:11that we have
23:12get increasingly more capable of
23:16abstract thought okay so you think we we
23:18become
23:19we're very concrete early on and then we
23:22can
23:22we can have more abstract thought later
23:25on
23:26in our development so
23:29assimilation occurs when we have a
23:32schema
23:33we have let's say i think of a schema as
23:36like a concept
23:37child has a as a concept that is
23:42pretty pretty concrete and any new
23:45information
23:47uh has to be put in the existing
23:52schema so for instance he talked about
23:55the
23:55the schema of a fruit
23:59a child sees a fruit and they maybe
24:02get apple if they see an orange they may
24:04point to an orange and say
24:06apple if they could look at a tomato and
24:09say
24:09apple until they pick up a tomato and
24:12they bite into it and they may not like
24:14that taste
24:16and eventually they get to figure out
24:18that that
24:19a tomato is not an apple at that point
24:22they have
24:23accommodated also when children
24:27in his some of his early experiments
24:29children would pick up a hammer
24:31and attempt to use a hammer like
24:37just a toy hammer and they get that
24:40maybe a kid's three
24:42but if they pick up a toy wrench and use
24:44it like a hammer
24:45then they have assimilated they have
24:48taken
24:49the category of a tool and they have
24:52assumed that all tools are like hammers
24:55the point at which a child could take a
24:57toy rich
24:58and do like this and take his toy hammer
25:00and do like this well then he is
25:02accommodated
25:07so in psja stage theory he had
25:10these four stages sensory motor
25:12pre-operational
25:14concrete operational and formal
25:16operational
25:21so in the sensory motor stage child is
25:24from birth
25:24to two years here children
25:28explore the world using their senses
25:34a child if they're trying to
25:38discover their you know their
25:41environment they're crawling around
25:43they're putting things in their mouths
25:46and the primary task according to psja
25:49is
25:49object permanence so for instance i'm
25:53going to give you guys a test of object
25:55permanence
25:57all right so coming in from your screen
26:00you'll see have a cup
26:03there you have it now uh this cup's
26:06purple
26:07according to piaget when i move this
26:11off camera here
26:15a young child doesn't realize
26:19that the cup is still in my hand
26:22you can realize just because you have
26:25object permanent
26:26but if a child doesn't see something
26:28they believe it doesn't exist
26:30so if i'm bringing it back
26:34interview and then out of view
26:38and psja would do these experiments with
26:41his kids where he would have a screen
26:43and he would he would have uh partitions
26:47so he might have a teddy bear or in this
26:49case you know my cup
26:51would be obstructed by a screen and
26:53sometimes
26:55he would let go of his
26:58teddy bear and then he would
27:02grab maybe a different teddy bear right
27:05and then
27:06move it in and out so he's actually
27:09having
27:10he would sort of trick the kids and the
27:12point at which the kids realized that he
27:14was playing a trick on them
27:16they would usually light up or start
27:18laughing and he would figure it out but
27:20he would realize that by two kids start
27:23to figure out that just because
27:25something
27:26is outside of their view does not mean
27:29it has ceased to exist
27:33right this is what i call the peek-a-boo
27:35principle
27:36right so it's peek-a-boo right
27:41peek-a-boo i'm getting really uh
27:44entertained by this thank you for your
27:46patience but uh just to demonstrate this
27:49that
27:50when kids realize that something is
27:54unseen but still there
27:57in the pre-operational stage from two to
27:59seven this is
28:00what you might call the preschool
28:04era in a child's development kids are
28:07very egocentric
28:08meaning they don't realize
28:12that you don't see things the way they
28:14see them
28:15so they may
28:18pretend that
28:22an object is
28:26is something in their world right but if
28:29you were playing and you pick up that
28:31object
28:31and you're trying to play with them you
28:33call it something different they'll get
28:35really offended
28:36because you in a sense uh
28:40you know you're not pretending things
28:42the way that they
28:43are and then from their point of view
28:47their imagination is the right way okay
28:50so
28:51um also here conservation is a pretty
28:55big issue
28:56they're not uh their egocentrism is
28:58shown in that
29:00they can't tell that changing form
29:03doesn't change
29:04substance so look at piaget's famous
29:06experiment here
29:08and again he's using his three children
29:12who are at different developmental ages
29:15different
29:16developmental periods
29:19but here you have cylinder a and
29:21cylinder b both
29:22hold eight ounces of water he would take
29:27glass b and use it to pour into glass
29:31c then he would compare a and c and ask
29:34his children
29:36which one has more fluid
29:40and from his experience and his research
29:43children under the age of seven
29:45would say that c does because it's
29:48taller
29:50however you know that a and b are the
29:52same amount
29:54fluid eight ounces
29:58so this is conservation the idea that
30:00changing form doesn't change
30:02subject also
30:06centration you notice kids focus on
30:09one specific aspect if you make them a
30:11peanut butter and jelly sandwich they
30:13may
30:14get cintrated on the crust if you're a
30:17family that cuts off the crusts then the
30:20mom does it right and dad doesn't
30:22uh in our case there's no way i can
30:26make a peanut butter and jelly sandwich
30:28that's just as good as mom's even though
30:30everything is the same i just
30:33might not use the right plate or the
30:36right cup or cut the
30:37crusts off the right way the way the kid
30:40is used to
30:41so that's centration now irreversibility
30:44is important because
30:45math math uses reversibility of concepts
30:50okay common core got a bad rap and
30:54understandably so it got a bad rap for
30:56me personally because
30:58kids don't really get reversibility
31:00until they're seven
31:02my child that was six who would be seven
31:05at the end of the year was given test
31:08prep materials at the beginning of the
31:10year
31:11to prepare for the testing at age seven
31:16and when i got the homework out one day
31:20uh so obviously this is six six or seven
31:22years ago but my son
31:24had this math problem he was very
31:27frustrated at homework
31:28around the dinner table um and
31:32the homework assignment read this it
31:35said
31:38eleven is nine
31:41and two eleven
31:44is nine and 2. and that really confused
31:47my son
31:48it took me a minute until i figured out
31:50what they were doing they're simply
31:51reversing
31:522 plus 9 equals 11. and that
31:55if you in fact i did i wrote it down in
31:58that way
31:59right 2 plus 9 equals my son says 11.
32:03so then why is it so complicated to say
32:0511 is
32:079 and 2 or 11 is 2 and 9 because that
32:10concept is reversed
32:12and according to piaget a six-year-old
32:14is going to have
32:15maybe some trouble with this maybe some
32:18advanced five-year-olds could pick it up
32:20but um because the test was really
32:24geared towards the end of the year
32:26we were doing test prep materials at the
32:28beginning of the year when kids may or
32:29may not be
32:30cognitively ready for the concept
32:35according to piaget by the age of seven
32:39between seven and twelve years a child
32:43should be able to get reversibility
32:47issues and decentration issues so in
32:50science
32:51we could do some classification
32:55logic is doable but it's concrete logic
32:59so if you watch pbs in your house with
33:03kids if you have younger brothers or sis
33:05sisters or if you have nieces and
33:07nephews if they're watching pbs all the
33:10pbs shows will really be grounded in a
33:14lot of this theory
33:15so if you know the theory if the show is
33:17marketed to seven to 12 years
33:20of age you will see this kind of
33:23classification
33:25um you will see sort of concrete logic
33:29it's really built on that
33:37so with formal operations
33:41what we're looking at is uh from 12 year
33:43old
33:4412 years of age to adulthood here kids
33:48can do abstractions and analogies so
33:50they should be able to get humor
33:53they also should be able to understand
33:55hypothesis testing
33:57you know hypothesis testing is by
33:58definition abstract thought
34:01if we arrange control group and an
34:05experimental group
34:06and if we manipulate the experimental
34:08variable we should expect
34:10to see blank that's all hypothetical
34:15right hypothetical is hypotheses
34:18it's it's the same root word what if
34:21what if we
34:24if we manipulate one variable
34:29now lev vygotsky was a russian
34:32psychologist who
34:35theorized that
34:40the psja sort of underscored the role of
34:44the environment or or i should say
34:47because
34:47because truthfully vygotsky had been
34:50around
34:51for a long long long time psychology
34:54however
34:56was more aligned with team nature
34:59vygotsky was aligned with team nurture
35:01he believed
35:02that our cognitive development was
35:03really more influenced by the
35:05environment than what psychology had
35:06really
35:08uh held on to so in in many ways
35:11he is the sociologist cognitive
35:14psychologist
35:14he he says that
35:19a novice needs
35:22skilled tutors to improve cognitive
35:25skills
35:26so vygotsky said that the innermost
35:30circle represents those tasks
35:34those cognitive abilities that a learner
35:37has gotten
35:38but just outside is the realm
35:41of more abstract thought the zone of
35:44proximal development
35:46if the learner comes across a skilled
35:51tutor through scaffolding this is social
35:54interaction between the novice and
35:57the expert their tasks beyond the
35:59novice's current
36:00abilities
36:10so if you remember from our discussion
36:12we have
36:13memory it is a process of encoding
36:17storage and retrieval
36:21and we can see that the memory process
36:24begins early on kids are learning and
36:26processing
36:27information differently
36:32a bit on language development here the
36:35first stage in language development is
36:36cooing
36:38this is a repetition of vowel sounds
36:44followed by babbling this is a
36:46repetition of consonants
36:48usually
36:53which i definitely took as dada
36:56which i definitely took credit for being
37:00the first word
37:01my wife will argue for our first child
37:03that it was dog
37:05right i thought it was dad
37:08uh so this will never be a fully
37:11resolved
37:11debate in my house um but then one word
37:16hollow phrases
37:17ma da milk
37:20ball uh these are common
37:24and uh then we move to telegraphic
37:27speech
37:28right um for my son we
37:31when i tucked him in every night uh i
37:34have two sons but for my 13 year old
37:36when he was
37:37uh getting tucked in uh it was milk
37:42and then obviously we're in the south so
37:43please and thank you we say milk please
37:45so milk peace that was his
37:48his phrase uh and then to that he added
37:52uh just a width of it
37:57uh and then it was chocolate milk right
37:59so it was just a widow bit
38:01a chakamil piece and uh i really got to
38:04where
38:04i would tuck him in and then forget this
38:06on purpose so i can hear him say
38:09that just a witty bit of chocolate milk
38:12peace
38:13um almost as one word these are
38:16highlights
38:16in the development of your children
38:20and if you're not careful you will
38:22forget them whole sentences come about
38:25by the age of four
38:27so i have a three-year-old turns four in
38:29november
38:31and uh obviously these whole sentences
38:34are
38:35adorable kids don't get the
38:37transformation
38:39rules so i used to use this illustration
38:42of young
38:43six-year-old girls who would come to my
38:44house knock on the door
38:46just to ask for a popsicle which because
38:49we gave them popsicles when they play
38:50with my kids
38:52and the older sister would point to her
38:54sister and say her wants popsicle please
38:57right get it her her not she would like
38:59a popsicle
39:00or she and i would like a popsicle but
39:04um
39:08my son oftentimes my youngest will
39:10oftentimes
39:11say things like she does it right she
39:15she she does it and talking about his
39:17older sister
39:18um somebody spills over a drink uh you
39:21spilled the drink
39:22she does it right so it's funny to see
39:25kids stumbling across language they're
39:28trying to communicate
39:29and they're communicating but they don't
39:31quite get
39:32all the complexities and nuances of the
39:35transformation rules
39:40so in social development let's say that
39:43the psychological
39:44and social development of infants and
39:46children involves
39:48development of personality relationships
39:51and gender identity so this process is
39:55beginning in infancy but it continues to
39:57develop through
40:00adulthood so
40:03temperament these are behavioral
40:06characteristics
40:06established at birth
40:10there's the easy baby there is a
40:13difficult baby
40:15and a slow to warm up baby now you might
40:17remember me talking about these
40:19and saying that temperament is not
40:21personality just because your baby's a
40:23little colicky or a little difficult and
40:25maybe they they really don't like to be
40:27held
40:28they may wake you up and cry and then
40:30when you get them the milk warm just the
40:32right temperature and you give it to
40:34them then they
40:34want it i need this can be very
40:36challenging
40:39uh mary ainsworth was a famous
40:41attachment theorist
40:44uh here you have a man right uh
40:47businessman and the joke here is that he
40:50is teaching these these baby geese
40:53these baby uh baby chicks to imprint
40:56upon him
40:56and this has been a research study where
40:59famous psychologists
41:01have just been around
41:05baby geese feeding baby geese and they
41:07imprint meaning they connect and latch
41:09onto him and realize that he's mama
41:11geese
41:11the mama goose and if you're feeding
41:14animals
41:15animal animals can imprint on adult male
41:18or adult human caregivers
41:22and these studies are really done to
41:24discuss attachment
41:26right attachment is the bond between the
41:27infant caregiver
41:30mary ainsworth's strange situation
41:33is a famous study in psychology by which
41:37ainsworth and her team simply
41:40investigated the
41:44the connection between the mother
41:47and uh the the toddler
41:51moms would come in and they would sit
41:53down and the researchers would examine
41:56how the babies crawl away from mom and
41:59they found that babies will typically
42:01crawl away from mom even
42:03around a corner when mom's out of sight
42:06and there will be a point in time where
42:08they wake up
42:09they kind of look up they realize mom's
42:11not here
42:13they get anxious they crawl back they
42:15crawl in mom's lap and after they are
42:18soothed well then they will move around
42:20the corner again
42:23so this was seen as a secure attachment
42:26where a child
42:28will explore their boundaries explore
42:32limits explore their environment and
42:34then come back every once in a while
42:35and as a child gets older
42:38eventually um they are given more
42:41freedom eventually they get a car
42:43and they drive and they explore their
42:45town but they come home and they visit
42:47mom and eventually they go to college
42:49they develop relationships and every
42:50once in a while they want to come back
42:52and wash clothes and
42:53hang out with parents and then go back
42:56but ainsworth also discovered avoidant
43:00uh attachment style an ambivalent
43:03attachment style
43:05and a disorganized attachment style so
43:07the disorganized attachment style is
43:10oftentimes babies who are abused or
43:12neglected
43:14um these are kids who sort of dazed and
43:16they they look sad
43:18um avoidant children are those
43:21that if mom mom leaves
43:25they actually do not they do not
43:27necessarily cry when mom leaves but they
43:29get mad when mom comes back
43:32uh and then the ambivalent these are
43:33children that don't
43:35seem to get upset when mom leaves
43:38and may even get a mad when they return
43:41so
43:42um 90 of children 95
43:45of children have a secure attachment
43:49this was also evidenced in a study by
43:52the harlows harry margaret harlow
43:56in this classic research study uh
43:59baby rhesus monkeys were deprived of
44:02their mother they were neglected
44:04and they had the choice between this
44:06nice
44:07soft cuddly
44:10warm monkey or this cold
44:13hard mesh monkey that had a bottle so
44:16the question then
44:17seems to be that seemed to seemed to be
44:20asked by researchers if human babies
44:23were in this study would a human baby
44:25choose to be held or choose to be
44:28to be held and starved to death or to
44:31have no comfort
44:32but to have food and overwhelming
44:36overwhelmingly right we can never study
44:38that ethically but
44:40we could think that for instance
44:43breastfeeding over
44:44bottle feeding provides both right
44:47breastfeeding provides a lot of
44:49socialization and now we we we now know
44:52that there's
44:53a lot of hormones that are released um
44:57oxytocins or hormones a happy chemical
45:00it's released
45:03in the baby's body so this is
45:05transferred
45:07through the mother's milk but also just
45:09through the warmth and the attachment
45:11that takes place during this
45:14breastfeeding
45:15so we talked about piaget who is a
45:18colossal giant
45:19in the theory of cognitive development
45:22but the colossal giant in psychology of
45:26social development would probably go to
45:28eric erickson
45:29you know eric erickson was identified as
45:32a neo-freudian
45:33coming after freud being influenced by
45:36freud but it was really different
45:38because freud
45:39uh developed a psychosexual theory
45:42whereas
45:43erickson's psychosocial all right so
45:45erickson is saying
45:47that early development is influenced
45:50by our social interactions he
45:54said that this happens in a lifetime
45:56it's not just limited to the first
45:5912 years of life as freud said
46:02and in contrasting to piaget this is not
46:07limited to the first six years of life
46:11or at first 12 years of life excuse me
46:14but he says there's an emotional crisis
46:17that is resolved with either positive or
46:20negative resolutions
46:22so i think you'll see what we mean here
46:24so here we have the first four stages
46:26trust versus mistrust autonomy versus
46:28shame and doubt
46:30initiative versus guilt and industry
46:32versus inferiority
46:34so in the first year of life basic needs
46:38is that the child needs predictability
46:41feeding
46:42and being held and being changed and
46:44being comforted
46:46needs to be predictable and this sets
46:48the basis for all social interaction
46:52kids who are neglected eventually
46:54develop a sense of mistrust
46:57if you have parents dealing with alcohol
46:58or drugs and they don't feed their kids
47:00regularly
47:01they don't hold their kids because they
47:03are
47:05busy pursuing their own high this could
47:08lead to
47:09trust issues autonomy versus shame and
47:13doubt
47:15toddlers realize that they can trust
47:16their own
47:18they can direct their own behavior so
47:21what many call that terrible twos
47:24erickson says is really just a kid
47:26trying to find out
47:28how to direct their own behavior
47:31he says parents here should give their
47:33kids choices
47:34so they can develop a sense of autonomy
47:39obviously parents cannot give their kid
47:41the choice to wear short sleeves in 40
47:43degree weather
47:45so there has to be limits
47:52from three to five initiative versus
47:55guilt preschoolers are challenged to
47:57control their behavior
47:59uh with responsibility and taking
48:01initiative for things
48:03so here kids should be given tasks that
48:05they can
48:06handle being able to clean up their room
48:10maybe do some basic homework
48:13industry versus inferiority i love
48:15talking about the stage because to me i
48:17think
48:18kids need to foster a sense of being
48:21industrious
48:22kids uh need to foster a sense of being
48:26um industrious is essentially
48:29having industry or being able to do
48:32stuff right to become a mini expert in
48:34an area
48:35i ask my kids oftentimes
48:38how did they develop their sense of
48:42industry what was one thing that you
48:44were seeking to be an expert at
48:46from the ages of five to twelve whether
48:49it's playing piano or singing
48:51or rollerblading or some sport
48:57and it is in this arena that we start to
49:00develop a sense
49:02of gender roles so the gender role
49:05male and female behavior you could say
49:07that gender identity is the perception
49:09of one's gender and the behavior
49:11associated with that gender
49:13so here you have a boy with a sword and
49:14he's playing rough and
49:16um and then you would have
49:20uh perhaps you know these girls
49:23dressing in feminine clothes
49:28so in adolescence we could say
49:31adolescence is from 13 to 20.
49:36uh this would involve puberty there's
49:38been a lot of debate as to what
49:40at what age period do we start
49:43adolescence
49:45but most experts agree that when puberty
49:48happens
49:49even if this is precocious puberty uh
49:52that can happen as early as 9 10 or 11
49:56this may be connected with many
49:59different factors that we get into
50:02but the presence of primary sex
50:06characteristics
50:06are available are present at birth the
50:09secondary sex characteristics
50:11come prominent at puberty so moving
50:14forward erickson
50:15said that in adolescence
50:19we see identity versus role confusion
50:25adolescence we have choices
50:28between different values and even
50:30choices during self-confidence
50:32and choices um about different
50:36identities
50:37erickson will go on to say in his
50:39writing that kids are actually trying on
50:42different identities
50:44the identity that they would have with
50:46their friends at school
50:47some other context
50:50this is also very formidable during the
50:54age of adolescence when their
50:57their moral identity is developing so
50:59lawrence kohlberg was famous
51:00psychologist
51:03he was influenced by piaget and
51:05specifically specifically he looked at
51:07how kids
51:08used moral reasoning in their
51:10development and he came up with
51:13different levels of morality
51:15pre-conventional
51:17conventional
51:20and post-conventional
51:25and and then that was used in research
51:29i don't talk about that as much but
51:32essentially we could say
51:34adulthood begins in the early 20s it's
51:37divided into young
51:39middle and late i'm kind of skipping
51:42ahead here
51:43i want to get back to erickson's
51:46theory but some important middle
51:48adulthood issues
51:50um menopause declining in reproductive
51:53systems
51:54usually happens late 40s to 50s
51:58to andropause men actually go through
52:01changes in sexual hormones and
52:03reproductive systems
52:08and may see an increase in in prostate
52:11trouble
52:12so moving back to ericsson here
52:17erickson said that if a key if a child
52:21an adolescent doesn't develop a sense of
52:24identity then they will come up
52:26will experience real confusion i have to
52:29oftentimes
52:30ask my students who has experienced
52:34some type of identity crisis and i don't
52:37really ask this
52:38it's all rhetorical um
52:41but having difficulty finding a major
52:44figuring out what kind of career you
52:45want to do
52:48uh this may be difficult if
52:51if you if you didn't have a sense of
52:53being industrious as a kid you didn't
52:55learn your thing
52:56by the time you went to high school you
52:59didn't really
53:00have a sport you didn't really have an
53:02instrument you didn't have a thing
53:04and then you maybe had difficulty
53:06figuring out who you are because
53:08maybe you didn't find or fit into a
53:10group at your school
53:12and if you get into college perhaps you
53:15have difficulty finding a partner
53:17finding significant others if you don't
53:20have a grounded sense of identity
53:25and i ask my students sometimes if they
53:27ever knew
53:28a friend who started dating someone
53:32and then they seemed to change
53:36why did this happen why did a dating
53:40relationship
53:41seen to rob a person of their
53:43individuality
53:45it could be that the person wasn't quite
53:46ready to date because they weren't quite
53:48grounded in who they are and what
53:51erickson says
53:52is in early adulthood from 18 to 23
53:56or say maybe even into early 30s
54:00primary task is finding a mate without
54:02losing oneself
54:04a committed relationship without losing
54:07your own sense of identity it could also
54:10add to this
54:11career
54:14moving forward erickson said that
54:16generativity
54:18versus stagnation here
54:21in middle adulthood years you have
54:24children who are growing the idea is to
54:26be creative
54:27and productive and start thinking about
54:29the next generation and not just
54:31uh one's self not just
54:34focusing inward
54:38and then in the eighth and final stage
54:41integrity versus
54:42despair this is here where wisdom
54:45spirituality tranquility when a person
54:47can look back on their life without
54:49regret
54:50regrets and accept one's
54:53own life choices
54:57as we talk about aging
55:01essentially we start talking about
55:04deterioration
55:06uh wear and tear on the brain
55:09and this elite
55:13eventually leads us to elizabeth
55:15kubler-ross
55:16cougar ross was a fanatologist which
55:20means she studied death
55:23and dying and specifically she was
55:25interested in the
55:26accounts of people as they were dying
55:30so she interviewed people who were given
55:32a terminal diagnosis
55:34something like cancer and she simply
55:38interviewed them and then she developed
55:42a framework and called them stages of
55:45death and dying now these are not meant
55:47to be
55:48stages like piaget and freud
55:51and erickson which
55:55those specifically piaget and freud
55:59in that stage theory framework you don't
56:02get to stage two if you don't go through
56:04stage one but in
56:05in kubler-ross um
56:09i've often said that had i
56:13got to talk to her before she published
56:15this i might
56:16tell her as a counselor as a therapist
56:19many
56:20people many therapists used
56:22kubler-ross's work with people who
56:23weren't
56:25their clients weren't dying
56:29in fact this is used in nursing school
56:32this is taught in nursing school to
56:33understand
56:35uh what someone might experience if
56:37their child dies early
56:39prematurely their child dies of cancer
56:41or
56:42it's used in in marriage counseling if
56:46if there's divorce people might go
56:49through
56:50these five stages so as a therapist i've
56:53used this and called this the dynamics
56:55of grief and loss
56:58but let's take a look perhaps you've you
57:00can identify some of these but
57:02um specifically in the latter stages of
57:05life this one is
57:06is dealing with death denial
57:10kind of deny the terminal diagnosis
57:14uh being angry when anger
57:17fails perhaps bargaining and praying uh
57:20god if you give me more time to live
57:22i'll be a better person and i'll
57:24spend more time with my kids go to
57:26church
57:28and then when bargaining seems to fail
57:31and
57:32death is approaching a person gets
57:34depressed
57:36and then finally acceptance acceptance
57:38doesn't mean you're you're happy with it
57:40but it means that
57:41it could mean that you know people say
57:44it is what it is i've realized this is a
57:46new normal we're going to work with it
57:49and so i've asked students over the
57:52years
57:52to explain their experience with denial
57:56anger bargaining and depression and i've
57:59had some very very famous
58:03i would say memorable experiences i had
58:05an older non-traditional student she was
58:07actually in her 70s
58:09she married her high school sweetheart
58:12in her 20s right out of high school
58:15he owned a business this would have been
58:1740 years from the time that
58:19she was in my class and she became
58:22teary-eyed as she recounted this
58:24experience of him
58:26taking the company truck of his own
58:28company that he owned
58:30going through a intersection someone ran
58:33a stop sign
58:34hit him and killed him immediately dead
58:36on impact
58:37she said that her ritual was to make
58:40coffee and to go to the porch and wait
58:42for him to get off work
58:44a year later after his death and she
58:47becomes
58:48emotional sharing this with the class
58:50she found herself
58:52still making a pot of coffee going to
58:55the front porch and waiting for him
58:57every day
58:58realizing that he would not come back
59:02and i can remember how the class got
59:05emotional hearing that
59:06it was that it was as if her body and
59:08her routine had not caught up with
59:10reality that he wasn't coming back
59:13i can remember a young student whose dad
59:16passed away
59:17early heart attack i believe
59:20she graduated and found herself being
59:22mad and angry at her dad
59:25feeling as though he should be there now
59:28our our experiences going through these
59:30stages
59:31are not rational but they can give us
59:34some
59:35some feedback that we may go through
59:37bargaining and we may get depressed
59:39we may reach acceptance and then we can
59:41cycle back through one
59:43or more of these stages so i will be
59:46interested to hear if you have been
59:49through
59:49any of these stages and what you think
59:53about them
59:55elizabeth kubler-ross
1:00:00okay that's all we have uh for this
1:00:03i look forward to seeing what you have
1:00:06to say in your discussion board
1:00:08and um excited to read that work
1:00:12all right y'all take care and we'll see
1:00:15you online

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