hi this is Bart pson and in this video I'm going to cover material for my class psychology 1100 lifespan development in this lecture we're going to look at chapter one what is lifespan development now the first thing we're going to do is we're going to talk about a number of theories of development the second thing we're going to do is talk about research methods that are frequently used in lifespan development research so the first section the development of the study of development now I should just mention that some scientific inquiry into the human development it's existed for a little more than a century that's about how long psychology field has existed um on the other hand theories about children about development and how things change over time those existed for a long time so uh ancient times Middle Ages children uh for instance in a very different view were often viewed as innately evil and discipline was harsh and um on the other hand a modern more positive view began to develop around the time of the Enlightenment thanks to the writings of of John Lock and Jean jaac rouso lock for instance is the guy who brought us the idea of the tabula Roso or or blank slate and he uh proposed that children were born without predispositions towards good or evil uh Russo on the other hand wrote that there was inherent goodness in the child now um on this during this time children tended to work on farms and they were basically with their families during the Industrial Revolution of the 1800s though children uh often came to cities and they would work in factories often very long hours in factories very dangerous conditions uh which was probably a step back for children on the other hand by being in the cities and around others they became more visible uh they were employed outside the home and childhood became to be recognized a distinctive and special time of life which was not necessarily the case before that one of the interesting results was that child labor laws were passed and that more protections were created um and children were encouraged to remain in school not to get married at extremely young ages or to be uh sexually exploited among other unpleasant things so that's a very quick review of how things were at uh at the beginning so now let's talk a little bit about the study of adult development now during the 20th century psychologists began to look at not just children but across the entire lifespan now this was uh to include biological and cognitive and social and emotional changes across uh the entire time from birth to death and that's one of the things that we're going to be covering the prelimin chapters that we're going to be looking at are primarily with infants and children but you'll see that there's tremendous research going on across the entire uh span of a person's life okay now in theories of development the very first thing that we want to talk about is good old Sigman Freud here now uh Freud who was originally a neurologist but developed the field of psychoanalysis which is a particular form of psychological therapy uh his theory was called a psychosexual theory um and he said that uh development involved the conflict between the expression of basic drives like sex and aggression and how they would conflict with external limits such as parental expectations social rules and so on uh he also proposed three different parts of the personality which we call the ID which is Latin for it the ego for I like I am and the super ego that which is over ey or above me um he also claimed that uh the Ed was really the one that people were born with and it was this really Primal I want everything I want it right now very selfish not concerned with reality or Logic the super ego on the other hand was really the internalization of punitive voices uh often irrational as well and the ego was the part that people developed again you're born with the ID these other things come later the ego is the part that developed to reconcile the irrational demands of the ID and of the super ego with uh the external world uh which is why you have various kinds of psychology that develop from psychoanalysis that are called ego psychology a way of strengthening uh the self the part that has to reconcile all these different forces now Freud also claimed um about talked about five stages of psychosexual development the oral the anal the phallic latency and general periods which we'll look at in a second and he said that like fixations or problems that did not get resolved could occur in each of these stages and they would result in particular adult problems so let's take a look at some of these stages now what we have here by the way is two sets of stages the on the left is Sigman Freud stages of psychosexual development on the right is his U one of his proteges Eric Ericson and his stages of psychosocial development now I can tell you because Freud's focuses primarily on young childhood and Ericson's goes throughout the entire lifespan we're going to spend a lot more time talking about Ericson across this entire course than we will about Freud nevertheless let me talk about some of these things so Freud says that the very first stage of psychosexual development from birth to one year is the oral stage so gratification comes from oral activities such as sucking eating swallowing and that a fixation at this period could lead to the oral traits as like dependence depression and gullibility that's because this is a stage where you supposed to learn to trust people to administer your basic needs primarily to get fed because you can't feed yourself Ericson put a little spin on this one he called it the uh the conflict of trust versus mistrust and in this particular stage the developmental task is to come to trust your key care caregivers primarily the mother and the environment um the idea here is that you need to learn to rely on others or really more to the fact other people need to be reliable so you can develop Trust on them uh anyhow the idea is that you can connect with the environment you can get satisfaction contentment and then you can basically lay the foundation for further development now the next step down from one to three years Freud called the anal stage where gratification derives from anal activities mostly elimination you know pooping and that fixation at this point could lead to the development of either anal retentive traits you know excessive neatness or what's sometimes called anal expulsive trait sloppiness and really it's because being able to control the Batts is a major accomplishment for children and it's a major task and there there's lots of social rewards and expectations about it Erikson on the other hand called this a second stage autonomy versus shame and doubt and the idea here is that you want to be able to make choices and have the self-control to regulate your behavior so the choices could to be actualized and again the the most obvious um major thing that a person Lear to control at this point is their bowels and so it's really just putting a different uh sense of instead of just uh sort of this sort of sensory gratification to the idea of self-regulation and pride anyhow next one um from 3 to six approximately frud called the phallic stage and phus means penis and the idea here is that gratification comes from the genital region now now um this is where you get the edus complex where boys are supposed to fall be sexually attracted uh to their mothers and the electric complex where girls supposed to be sexually attracted to their fathers um and the idea is that these things come up they get emerged yeah maybe um but you could get fixations that lead to the development of phallic trait such as vanity it's it's really this attempt to kind of impose yourself on the society around you um also the F stat is defined by the penis it's not defined by the vagina it's defined by the presence or absence of this one thing and so girls are during this stage are all supposed to feel uh inferior because they don't have a penis they have penis envy but again even though you can make a lot of this one and it's a bizarre sounding thing it's not really a central trait to Freud's theories don't want to dwell on it too much now it's also during this stage that Ericson talks about initiative versus guilt and he says right here what you're trying to do is develop initiative through planning and attacking onto Choice it's where you're becoming more proactive and that makes more sense so when people talk about sort of penis envy or the F thing really what they're talking about his power and about initiative and the ability to do things and and that's what Ericson focuses on more next stage 6 to 12 years old so uh uh grade school um Freud called this the latency stage because sexual impulses and sexual gratification were suppressed um that they didn't really have this oral or anal or phallic uh focus on on them and the idea is that this gave the child time to focus on the development of other things like social or technological skills so be it um Erikson talked about this being the stage of Industry versus inferiority which makes a lot of sense if you think about it in terms of being in the K through six period uh the developmental task is to become absorbed in the development and implementation of skills I mean again things like spelling being able to write cursive multiplication knowing your geography get master the basis of the relevant technology in your time and culture and become productive in ways that are valued by other people all right to continue this there's a few more stages now Freud really only has one more Freud's last stage is the genital stage and the idea is that after the uh the latency stage where the sexual uh focus and and gratification was really repressed now you have the reappearance of sexual impulses and gratification now through sexual relations with an adult um and anyhow that's what and then that's just where Freud just kind of continues from there on um on the other hand we have Ericson stages of psychosocial development we've got several more here because we're only halfway through for him in adolescence he talks about identity versus role diffusion and this is going to be a big one um something I I studied a lot in grad school and I'm looking forward to talking about the developmental task in this period is to associate your skills and social roles with the development of career goals that's one way is to see what do you want to be when you grow up uh question more broadly the development of identity and it's the idea of who you are what you believe in who you fit in with how you see the world how you define what's good bad and there's a lot to go on there um then in young adulthood where most of you guys as college students are um Ericson talked about intimacy versus isolation where the major task is to commit to another person to engage in Mr sexual love there's more to it than that but we'll say more about it when we get to those chapters after that middle adulthood or you talking about generativity versus stagnation and the idea here is that you now are able to give back that you've been nurtured you've been helped for so long now it's your opportunity to basically help by having your own kids and and raising them um at least that's one way to do it and so generative people are to be creative they're to give encouragement a younger generation may include their own children may include other people but you're not supposed to be working actively to make you know the world a better place and then finally in late adulthood Erikson talks about ego integrity versus Despair and the uh developmental task at this point is to achieve wisdom dignity in the face of declining social abil excuse me physical abilities and the idea here is that you're looking back on your life there's not much you can do to change it right now you're trying hopefully it makes sense as to what you've done it means accepting the time and place in your own life cycle and we're going to talk more about that at the very end of this semester the next thing we want to talk about is some of the other theories of development we want to look at um some of the work in behaviorism now the one we're going to talk about right here is conditioning and where there's two people in particular we want to talk about here there's John Watson and BF Skinner that's bruus Frederick Skinner who are both huge names in uh well what you might call the Dog Training School of Psychology um where you have the pass of conditioning is actually associated with uh uh Pavlov and Pavlov dogs um as well as the uh operant conditioning first we want to look at some of this um the conditioning of the pavlovian kind where you have uh before conditioning you get U bladder tension in a child and it doesn't make them wake up they just you know pee in their diaper or pee in their bed and um on the other hand you can learn to deal with this by having what is called an unconditioned stimulus a bell will wake kids up you don't they don't have to learn how to wake up and the idea is if you pick compare it uh to waking up that's the unconditioned response that's the thing that people don't uh also they don't have to learn what you can get is this other thing that says bladder tension that's the condition stimulus it's it's similar to the uh one that they had before but now they don't even have to have the Bell they've Associated enough that now they wake up and so there's this idea of developing a passive Association on the other hand we also want to talk about the operant um approach and that's in this next one right here okay what you have here is the idea about reward and Punishment now John Watson uh was the first person to argue for a major scientific approach to development that focused almost exclusively actually I would say exclusively on observable Behavior he wasn't interested in cognitive processes he wasn't interested in inferences about emotions and thoughts and motivations he just wanted to say what do people actually do that's why it's called behaviorism because we're looking at behavior um now the Behavior's perspective while sounds simplistic was a very big change from what came before and it it really kind of swept the academic community at large um it was very very popular for very many years um and the idea uh the behaviors perspective looks at classical conditioning the the pavlovian bell ringing and as well as operant uh conditioning which we're going to talk about right here um in this one what you can have is an oper conditioning means you do operations that condition or produce a particular response now this is one I talked about in class where you can talk about reinforcement and you can talk about punishment and the thing here is people often get confused I want to talk about two different kinds of each um now you can have what's called positive reinforcement and that's reward I'm calling it additive year I made that term up for this lecture because you're adding something that wasn't there so if you take something like going to the doctor which is an unpleasant experience for little kids but if you give a positive consequence say you go and get them ice cream afterwards or they get candy at the doctors that's something they didn't have before it is added it's a very pleasant thing and the result of that is that children are more likely to go to the doctor willingly um and that that desirable Behavior increases now let's look at the other one something called negative reinforcement which actually you could call a subtractive um and you can look at something like taking medicine and you have an reverse of stimulus uh noxious that's you got a painful headache you take the aspirin that bad thing goes away and what that does is it makes the behavior of taking aspirin more likely to increase and so negative reinforcement is a good thing because you're getting rid of something you don't like and it makes the behavior more likely in the future now let's take a look at the other side of this we can look at um punishment and so right here what we have is what you could call positive or additive punishment and again additive is the term I made up while I was writing this or you can call negative or subtractive punishment so let's look at the first one like a a child hits their sibling the averse of stimulus is they get yelled at that something that wasn't there before at some pleasant it gets added uh the result of that is that the frequency of the Behavior Uh decreases it become they become less likely to hit their siblings the converse of that is negative punishment um again these terms aren't used very often uh you can call it subtractive and the idea here is that something that the kid likes like having uh dinner or watching TV is taken away as a result of the obnoxious behavior and what that does is it makes the kid less likely to hit their sibling in the future but that's the basic idea of oper and conditioning and that will be coming up again as we go through um this particular movie all right next I want to talk about uh Albert bandura who was the really the best known person behind was called the IAL cognitive uh approach um to development now he still trained in the behaviorist approach but what he found is that you don't actually have to personally experience the rewards and the punishments to to learn the behavior Watson would have said you did he found that simply watching somebody else and seeing how they were rewarded or punished meaning how effective the behavior was that that could be uh adequate to learn something something personally again it sounds obvious but this was a very big deal when he first came up with it in the 60s uh and the idea here is that you look at people around you you pattern your behavior after them those people are called your models Your Role Models um now bandur is very influential and he will be coming up a lot more as we go through uh the course the next one we want to talk about very briefly is Jean p and um Jean P really had a fundamental interest in trying to study where people came to believe that something was a necessary true fact and he ended up looking at developmental psychology I mean he initially studied mollusks but this was something that he came to to try to understand this sort of epistemological question now p uh who is huge in developmental psychology talked about several different things he he primarily looked at cognitive development he was looking at logic thinking and problem solving and he thought about children as budding scientists little scientists who were exploring the world and making theories and testing them so there's a few things in particular that uh P talked about for instance he talked about schemes these mental models that people built up about information he talked about assimilation and accommodation where people try to fit new information either into existing categories that's what that's called assimilation where you kind of force something into a category even if it doesn't really fit because you can only have so many mental models on the other hand a accommodation is where you create new mental categories for new information um P also had a theory about developmental stages he called them the sensory motor pre-operational and concrete and formal operational and the idea is that children develop from stage to Stage that kid gains more mental accomplishments they become more cognitively flexible they're better able to deal with abstract information and they lose mental limitations such as cognitive rigidity so for instance in the first step in the sensory motor from birth to two years a a kid doesn't have uh language and that's why they're called infants they they don't have complex language and they don't use symbols or mental representations of objects there's research to back this up however what's going on here is they're dealing primarily with their reflexes uh something comes in they have a reflexive response to it um during this first two years The Reflex of responding ends an intentional Behavior meaning something that you were doing with a goal in mind um such as making an stimulation lasts uh that begins it's also that a person gets the basics of language and that that in turn allows them to form the basics of Concepts about objects it's it's complex stuff um now the next few years which get you into uh two years until you're about second grade H is the preoperational years and again operation here by the way means cognitive operations like you know dealing with Concepts and the child begins to represent things mentally but they are egocentric now what that means is they really only see things from their perspective can't see it from other people's perspective and this can be tested literally by asking a kid if they can see tell you what the table would look like if you sat on the other side and they they can't tell you at that point they only see it the way that they see it um also they can only focus on one aspect of a situation at a time so they lack what's called uh conservation so if you take uh and we got this little tiny picture here if you take water from a short fat glass and you pour it into a tall skinny glass they may said that there is now more water because it's taller they're not taking into consideration the fact that the container is skinnier so they they're lacking the conservation of volume because they're focusing on just one dimension literally one dimension at a time also at this time you get animism where they think that things are alive artificialism and an interesting one is the objective responsibility for wrongdoing and really what this means is that punishment needs to fit the Damage Done regardless of responsibility regardless of intention um we'll say more about that later next 7 to 12 so the rest of the K through six years you have what are called concrete operations and this is where logical mental actions those are the operations that's where they begin and children begin to develop conservation Concepts so if you take some ploh and you squish it flat they can tell it's still the same amount as if you made it into a different shape they can better adopt the Viewpoint of other people they can classify objects in series which means you actually have to be able to see what's in common and what the pattern is and that's a tricky thing also they can show comprehension of basic relational Concepts one thing being larger heavier than another one come being faster slower um and these form the basis of the last thing that uh P looked at and again he wasn't looking at the entire lifespan because he was trying to get an understanding of how people came to deal with abstract conceptual knowledge and that happens in the formal operational period That's why it stops there so from 12 years old mature adult thought emerges what this means is that you get deductive logic so you're you're puzzling through a sequence of causes and effects you get the consideration of various possibilities you can imagine things that didn't happen try to imagine uh sort of counterfactual reasoning see what else could go on you look at abstract thought and the formation in testing of hypothesis so that's really um what P was trying to figure out and those are the steps we'll say more about how he actually got there uh later just a couple more theories we're going to look at before we turn to research methods next one is bronen Brenner's ecological approach and all I really want to say right here is that according to Yuri bronen Brenner you really need to look at how a person fits within their situation or their circumstances um so you look at the parents the child and the parents influence each other but you also look at another other things you have the micro system um um that's the family the school uh other things that people relate to immediately the peers around them then you have sort of a meso system which means in between um you get to the exos system that's extended family it's the parents um jobs it's it's about the government then you can get to macro systems about an entire cultural system for instance here in the United States we have a very strong Protestant work ethic um and that's going to influence how people relate to children then you get this you know immense Universal Chronos system the the changes that occur uh over the life course anyhow we'll talk more about Bron and brener psychological approach as the course goes on um the last Theory I want to talk about last person I want to talk to about very briefly though we're still going to talk about research methods is Love votsi Now by the way vot is an interesting one because he did his research a long time ago I want to say back in the 30s but it was it was in Russia and it was basically on lockdown and people in the west didn't discover his stuff till decades later um I want to say the 70s or ' 80s it took forever um anyhow vygotsky's approach was a social cultural one and he looked at social interactions between children and adults mostly in the home and he saw how those interactions organized a person's experiences so they could obtain cognitive skills such as computation or reading and use them to acquire information now there's a couple of major ideas associated with uh votsi the most uh well-known is what he called the zone of proximal development it's zpd it's a it's a complicated term the zone of proximal the zone of proximal development refers to the range of things that a kid can do not on their own but with the help of someone else when they're in this social situation you know you can do things that you can't do otherwise it's like how the same way that athletes often perform better when people are watching or when they're playing against somebody's good um a child can do things when they are with other people they can't do on their own and that's the social realm there um also they this works best when they're with somebody who is more skilled at the particular thing that's called scaffolding so you kind of build up around you can build on what that person has until the child requires that and you go on from there we'll say more about voty as the semester goes on um want to talk about just uh very brief reference to some of the controversies in development now for instance you can talk about uh the the Eternal nature versus nurture where you try to look at how much is due to things like biological influences and heredity and how much is due to environmental influences and it gets at a lot of things and sometimes the debates get really ugly I will let you know that sometimes it's very difficult to separate the two of them and so you have to be careful about what you do but this sort of stuff does come up obviously uh the second one is whether development is a continuous sort of flowing process where you get gradual learning that's called the continuity perspective or they have a series of Rapid steps qualitative changes called the discontinuity perspective um now a stage Theory like we had with Freud or Erikson or P those ones are discontinous theories they assume there's going to be these jumps that go on but there are other ways of approaching it uh the last one is about how active or passive her children so historical views of children they saw them as uh where they saw kids as willful unruly and obviously needing punishment saw children as very active beings that they were choosing to be this way um on the other hand uh John Lock who saw you know kins as a blank slate he disagreed and said that children were passive beings being acted on by their instructors and their environment and so that placees a lot more the responsibility uh on their parents on their families and the people around them now that is the first part of chapter one we've we've covered some basic theories a little bit of History we still need to talk about research methods but I'm going to do that in the next film see you there