Ericksons Theory on Psychosocial Development Worksheet

Ericksons Theory on Psychosocial Development Worksheet

Rubric for Scrapbook Assignment (Grade calculation: Points received are totaled and divided by points possible for the assignment.) 1=unsatisfactory 2=poor 3=fair 4=good 5=very good/excellent You will find 10 examples of theories, topics we’ve covered in class that are illustrated, appear, are represented in different popular mediums. For example, you might know a song lyric that speaks to Erikson’s understanding of identity and role confusion. You would find the song lyric on the internet and copy it into a word doc. and then write your connecting paragraph between the song and the concept that you are focusing on from class. You can take two examples from a given source. So, you could have two songs, two ads, two TV shows, two commercials, etc., adding up to 10 in all. Again, you would find images of the song lyrics, the TV show, the ad, etc. online and put these in your virtual scrapbook. On the same page as this visual image, you will also write your substantive connecting paragraph per the directions in the assignment description and rubric. In the end, you should have a 10-page doc. (one page per visual example and connecting paragraph). Make sure you use 10 different theories and/or concepts from class. So, for example, don’t have two different entries on Erikson. Each entry should be of a different theory or concept discussed in class. ( Banduara- social learning, self-monitoring, and self-efficacy,) that might help. Scrapbook contains 10 examples of topics/theories discussed in class 1 2 3 4 5 Each example has a brief narrative (1-2 paragraphs) on its relationship to class (theories are highlighted and a specific, thoughtful, and creative connection is made between the example and the theory).

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

• Your response needs to be a minimum of 150 words (not including your list of references)
• There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
• Include in-text citations in your response
• Do not include quotes—instead summarize and paraphrase the information
• Follow APA-7th edition
• Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

• A minimum of 6 responses per week, on at least 3 days of the week.
• Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
• Each response needs to be at least 75 words in length (does not include your list of references)
• Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
• Follow APA 7th edition
• Points will be deducted if the above is not followed

• Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
• Here are some helpful links
• The is a great resource

That is, connections are made that demonstrate a substantive and accurate understanding and application of the theory. For example, if you use a picture of ducklings following a mother duck you might address critical periods, imprinting, attachment theory and its relationship to the still-widespread use of human ethology in explaining the bonding process and legal decisions surrounding parenting. You would not merely say: “Ducks followed Lorenz and therefore this ad reminded me of Lifespan or, “There was a baby in this ad so it reminded me of prenatal development.) 1 2 3 4 5 Your application of course concepts and theories is in your own words. You have not merely pasted ppt. material into your narrative or given an internet definition of the theory. 1 2 3 4 5 At least one example addresses cross-cultural awareness (e.g., in your write-up you denote how this example compares/contrasts two cultures – US culture with another culture, or two non-US cultures, etc.) For example, you may find an example of Couvade and compare and contrast the practice and significance of this in US and in indigenous cultures. Since I’ve given this example, do not use Couvade.) 1 2 3 4 5 Examples come from a variety of mediums (e.g., magazine ads, newspaper, poems, comic strips, books) 1 2 3 4 5 There are no more than two examples from any one medium (*You can pull things off the internet as long as the sources are from different genres. For example, you could pull a short story off the internet, a YouTube song, etc.) 1 2 3 4 5 Scrapbook is creatively done 1 2 3 4 5 Scrapbook is neat and professional in appearance 1 2 3 4 5 Each entry cites the original source of the piece 1 2 3 4 5 There is not more than one entry per theory or concept 1 2 3 4 5 Lifespan Development Theories: general principles that provide mental frameworks to organize and understand experiences; often used to guide and predict behavior (Freud example)  We often pick and choose theories that reflect our personal values, background (training) and perspectives  There are no Grand theories of human development (that is, no one theory explains everything) ➢ integrative approach (use a combination of theories/practices together)  Theories should be testable; guards against flawed reasoning   Biased theories lead to Biased hypotheses and Biased research questions (Freud)    What are your theories???

What are they based on? How do you know if they’re working?    1.Develop hypothesis/Research Questions 2.Create research design(next slide) 3.Gather data: -Interview/Questionnaire -Observation  4. Analyze & communicate results *How do correlational studies differ from experimental studies? A. Correlational- (strength = -1.00 — +1.00) no manipulation of variables- no cause & effect (activity- next slide) B. Experimental- control & experimental groups o Random samples o control variables o Impose intervention o independent-dependent variables o shows cause & effect C. *Quasi-experimental (use existing conditions to study groups and situational effects- e.g., comparing towns with and without consistent internet access)     Interpret the following… A correlation of .45 was found in a sample of adolescent females between time spent reading fashion magazines and number of eating disorder symptoms A correlation of -.17 was found between frequency of sexual activity and self-ratings of depression in a sample of older adult women Researchers found a 0.0 correlation between weight and IQ in adult women …Depends on: 1.Study type 2. Sample size & representation (Who the heck is Alf Landon???) 3. Limitations/flaws (e.g., Researcher/participant bias 4. *Validity & reliability = Reliable, but not always Valid How does a longitudinal study differ from a crosssectional study? 1. *Longitudinal 2. *Cross-sectional 3. *Cross-sequential (activity –next slide) 1. Do mood swings peak at a certain age in adolescence? 2. When, during adolescence, is peer pressure at its most powerful? 3.

You have been asked to compare study habits of traditional-age freshman and seniors at CSU. 4. You have been asked to develop a stressmanagement program at your high school. How would you decide when (i.e., in which grades) this program should be started and how effective the program is longterm? *NOTE: you don’t have enough time, money, or resources to implement the program in all grades.      What’s an example of a biased theory, AND how could it lead to biased research? How does a correlational study differ from an experimental study? What’s a quasi-experiment? (Give an example) What’s the difference between validity and reliability? How does a longitudinal study differ from a cross-sectional study? A cross-cultural perspective + elevator chats ▪ Increase awareness that even Universal developmental milestones (e.g., prenatal development) are viewed and treated within a cultural dimension ▪ Increase awareness of possible ethnocentric views (e.g., the faulty notion that“my culture’s best and the way we do things is how things should be done”) AKA CULTURAL ▪ How do you view pregnancy /pregnant women? ▪ What is the treatment in your home society of pregnant women? What is the treatment of the pregnant father? ▪ What do you know about the labor and delivery process? What is your perception of this process? WHAT’S THE SAME AND WHAT ISN’T? ▪ Pain? ▪ Presence of a helper? ▪ Pregnant father? ▪ Presence of other children? ▪ Birthing position? ▪ Rooming in? ▪ Pain medication? ▪ Who has the most say in the labor and delivery process- the woman, or the doctor/midwife? ▪ Natural event or pathology? Childbirth in Cross-Cultural Perspective: A review of a 186 cross-cultural study by Murdock,White, Lozoff, Jordan, & Malone, 2008 Pain and potential mortality are recognized and expected as a part of birth in almost all societies. 96% of the societies in Murdock and White’s sample women were expected to have companionship. Birth assistants were almost always women, especially women who had given birth; men were often categorically excluded, with the possible exception of the father of the baby. ▪

What’s a DOULA? ➢Trained helper during and after birth What’s the idea of COUVADE? ➢(from the French, means to hatch… men experience weight gain, nausea, & labor pains and may simulate a delivery Syndrome or solidarity? ▪ https://www.youtube.com/watch?v=Lfl2Ctp_xX8 Siblings were allowed to attend birth in only 11 % of the cultures in this sample, and were specifically excluded in 25%. In 70% of the cultures in Murdock and White’s sample, the most common birth position was with the torso upright; in half, the women squatted or kneeled; in the other 20%, they sat or stood. Although women delivered recumbent or semirecumbent in a third of all cultures, there was no society in this sample in which having the mother’s feet in the air is the position of choice. (This is often the US practice.) ▪ Rest: it is almost universally accepted that women should rest after birth (true in 97% of countries in cross cultural study The English word quarantine (from the French quarante, meaning forty) comes from the tradition of isolating a mother and her new baby for 40 days. So what does this mean for: ▪ Family leave? ▪ https://www.youtube.com/watch?v=1ziPPItLiSY ▪ https://www.youtube.com/watch?v=oPjtoZJAJi4 ▪ “Rooming-in” in the US came on the heels of ethology research by Klaus & Kennel (1982)that the mother-infant bonding process could be harmed if babies didn’t room-in. ▪ Humanization of childbirth (i.e., no unnecessary medical intervention) is an alternative model to the medical and technological models. ▪ Woman-centered care: use more midwives; have more choices for women ▪ Feminist critique: medical model has been driven by the medical community which has been chiefly male dominated X X X Q. Percentage of US women who receive some form of pain medication during labor and delivery? ▪ 95% Q. Percentage of cesarean deliveries in US? (2013) ▪ 32.7% (WHO reports10-15% equate with health care quality) FYI: What can lower the rates of c-sections? ➢structural policy shifts – including paying doctors a salary instead of paying them per service, ➢using nurse-midwives as primary caregivers ➢using evidence-based medicine http://www.huffingtonpost.com/2015/04/14/c-section-rate-recommendation_n_7058954.html Q. Percentage of US births that occur at home? (some are unplanned)? ▪ 1-2% (vs. 30% at-home births in Netherlands with midwives and doulas) ▪ http://www.babycenter.com/2_inside-pregnancy- fertilization_10354435.bc ▪ What do we call the stage of the zygote? ▪ Germinal Stage ▪ What two stages come after the germinal stage? ▪ The embryonic and fetal stage ▪ What does the age of viability refer to? ▪ Survival outside the womb ▪ 22-24 weeks ▪ What are teratogens? ➢ agents (drugs, viruses, pollutants, radiation) that can disrupt embryonic and/or fetal development ▪ Examples: ▪ Drugs (alcohol, narcotics, antacids) ▪ Viruses (Rubella, HIV) ▪ Radiation-Chemicals **Risk level of teratogens depends on: -Timing during gestation -Amount & Threshold -Genetic vulnerability ▪ What constitutes a premature baby in gestational weeks? ▪ 3(+) weeks prior to the 40 week norm ▪ What percent of all conceptions survive prenatal development to become living newborn babies? ▪ 31% ▪ How does labor begin? ▪ https://www.sciencedaily.com/releases/ 2015/06/150622162023.htm ▪ Birth is an extremely traumatic experience for the baby ▪T F ▪F ▪ The tiny infant is extremely resilient; able to withstand tremendous pressures as we are squeezed through the birth canal. ▪ The infants head (occiput) plays a significant role in opening the birth canal. The normal pressures of birth cause the cranial bones to fold over one another. The membranes and fluid surrounding the brain act as a shock absorber. The nervous system, always attempting to maintain stability under duress, organizes around these forces. These protective mechanisms allow for maximum brain capacity and minimize brain trauma. What do you think? ▪ “Prenatal University” R. Van de Carr https://www.amazon.com/Prenatal-Classroom-Parents-GuideTeaching/dp/0893341525 ▪ The Mozart Effect o https://www.youtube.com/watch?v=TLqC0NPUBao ❑ Flaws with both: ✓ Early training doesn’t equal later skill development ✓ An exceptional 1-year-old is not necessarily an exceptional 5-year-old ✓ Development doesn’t occur at any one critical period ✓ Caregivers who stimulate early on will probably also stimulate in an ongoing way- the ongoing stimulation explains development more than one specific intervention ✓ Could disrupt fetus’ natural rhythm in-utero 1. Why is it important to take a cross-cultural view of human development? 2. What is the feminist critique of the U.S. medical model of pregnancy and delivery, AND, what is woman-centered care? 3. Explain what triggers the labor process. 4. Why is birth not usually traumatic for the baby? 5. How does teaching/training the baby in-utero affect later developmental gains? Lifespan of Human Development    How do you define Development??? Definition: systematic changes between conception and death that show us how people change (or remain the same) over time Development Maturation + Learning (Nature) (Nurture)  Development is: multi- dimensional (physical, cognitive, psychosocial) – directional (examples???) Human development = Human plasticity Developmental psychology: 1) Focuses on typical patterns (normative patterns) of growth and change across the lifespan and on the individual variations within normative patterns 2) Hopes to optimize development (e.g., use theories to help people live better lives)  *Much of the empirical research in developmental psychology comes from Western researchers, although significant contributions have been made by Japanese scholars from the 1980’s to present.  1) study of humans over time (stability, changeability, course of development) (Longitudinal)  2) comparison of cohort groups (people of different ages –children and adolescents; adolescents and emerging adults; etc.) (Cross-sectional) **cohort: people who are born within a year or two of each other)  1. 16th Century (1500’s) European social reforms move away from the notion of the “little adult,” which led to views on children, childhood, and education  Two camps form regarding the ‘nature’ of children: a. Innate goodness b. Original sin Q. How do you think these philosophies affected practices? 2. The end of preformationism (due to microscopic studies of embryos) (c. late 18th Century/early 19th Century) Meet John Locke (c. 1690)  British Empiricist –heralded by U.S. founders **Empiricism: knowledge comes mainly from sensory experiences; learning from discovery (no predispositions)  https://www.youtube.com/watch?v=b2NnEfh Q15M http://inventors.about.com/od/timelines/a/S eventeenth.htm    Father of Environmentalism children neither good or bad (tabula rasa) Learning & experience essential to development Learn by: association, repetition, imitation, rewards/punishments Q. Who does this sound like?    Jean Rousseau (c. 1760) Key idea: the rights of the individual more important than the collective rights of society If individual rights are violated (and they often are), the individual may need to separate from the group https://www.youtube.com/watch?v=VqOaG24aPSc **Rousseau was a recluse much of his life Father of Developmentalism  Children grow according to Nature’s plan  Different abilities develop at different stages  Environment not necessary for development  Child-centered philosophy Q. Who’s Emile? Q. How did Emile cross the river?  Critical thinking question…  How do their philosophies (Locke’s and Rousseau’s) mirror their lives?   1) Which one would you like to have direct your child’s education? 2) … your own education?  Things to base you decision on… 1) How do children learn? How do you learn? 2) 3) Variations??? What should be done to help children/adults learn? How should schools be structured (e.g., classroom configurations, vacations, group work, assignments, etc. ? Elementary School?? High School?? College??   https://www.youtube.com/watch?v=cTtgV7F bAYI https://www.youtube.com/watch?v=rukga1_ qOuo  …for scientific (empirical)theory What is the maturational part of development? (give an example) What is the learning part of development? (give an example) 2. What two things make psychology developmental? (give an example of each) 3. What is the concept of preformationism? And, how does it relate to the study of development? 4. What is empiricism? And, why was it a sign of the times in Locke’s day? 5. What is child-centered education? Give an example 1. World of Language on the NatureNurture continuum • Nativists = Noam Chomsky (c. 1960s-‘70s) • Nurturists = Skinner, Bandura et al. (c. 1950s) • Interactionist = Piaget Noam Chomsky(nativist viewpoint) • Humans are Biologically programmed to acquire language (primary focus on first language, not second language) • Human brain possesses Language Acquisition Device (LAD); brain centers committed to language learning ➢Key concepts: 1. Universal grammar (humans equipped to understand/apply grammatical structure to any language) • https://www.youtube.com/watch?v=xfiHd6DyuTU *******Important reading below: (elevator chats) • http://thebrain.mcgill.ca/flash/capsules/outil_rouge06.html 2. Universal ear (over the first year of life infants can “hear” subtle sound differences of any language) • http://www.youtube.com/watch?v=WXWGnryjEaY More on Universal grammar Q. Why do languages follow similar grammatical rules? A. The human brain has built-in constraints that help shape the rules of grammar, and which create universal grammatical rules (all languages have similar components– (e.g., past/present; statement-question; singular/plural; subject-nouns, verbs, objects, etc.) Pidgin Languages • https://www.youtube.com/watch?v=soRXAbUiVoo Chomsky’s theory: recap • Chomsky says there is a critical period for learning a first language = 2 years to puberty • Support for his theory of innate language development = early ease of language skills • Criticisms of theory: change critical period of language learning to “sensitive” period (more to come on this….) Early Language Acquisition Genie: https://www.youtube.com/watch?v=VjZolHCrC 8E Hemispheric Function • The brain’s hemispheres become more specialized as we move into adolescence and adulthood. Before then, the brain is less specialized, so if there’s damage in one area of the brain (in childhood) another area can compensate… this becomes harder to do in adolescence and adulthood. • The right hemisphere remains more flexible throughout life than the left. Hemispheric Function for language Critical periods in language? • Research indicates that there is a critical period for grammar (2-puberty); there is no such critical period for other aspects of language development (like vocabulary, semantics- word meaning) – these facets of language are better viewed as having sensitive periods of development • P.S. This is one of the few critical periods in human development that is supported by empirical research. Extras… nonverbal communication • https://www.youtube.com/watch?v=fRQSRed58XM Back to the Nature-Nurture continuum of Language development: Skinner & Bandura… it’s all nurture… (pp. 362-364) ❑Skinner: • “Babble Luck” theory • Generalize linguistic rules • Bandura: • Abstract modeling– sort of imitate adult speech • Child-directed speech or“parentese” (e.g., “there go the truck” … what would you say to this?) **criticisms of the nurturists: ✓Children often hear poor speakers ✓Environmental experiences alone do not account for the complex grammatical processes of children that allow them to understand and use grammar before formal training Piaget (somewhere in the middle) • Interactionist Theory: Children are exposed to varied and developmentally “appropriate” language structures as they grow in understanding (e.g., cooing schemes → babbling schemes → word schemes ) (Blends nature and nurture) Elevator Chats: Noam Chomsky *These Questions will now become your Discussion Board for the week of March 16th • For these elevator chats, read the short excerpt (link below) on Noam Chomsky’s theory of language development from the beginning through the paragraph entitled “Observations that support the Chomskyian view of language. • http://thebrain.mcgill.ca/flash/capsules/outil_rouge06.html Be able to tell answer: 1. What perspective dominated psychology’s understanding of language development Before Chomsky came along? 2. Does Noam Chomsky support John Locke’s idea of the tabula rasa when it comes to language acquisition? Why or Why not? 3. What did enslaved children on plantations centuries ago do concerning language? And, what is the key difference between pidgin language and creole language (in the story)? 4. How does the story of these children support Chomsky’s idea of innate (universal) grammar? Chapter 16 Neo-Freudian theory (contemporary of ??????) Social-emotional focus (similar to Erikson v. the psychosexual focus of Freud)  Key stage of life = adulthood (midlife) v. Erikson’s focus on adolescence  Idea of determinism present in Jung’s theory  Personality theory speaks to the “I” (so reinforces Western, individualistic notions)    1. Birth – 40 years (external development; our ‘mask’) 2. 40 + (internal development; focus on our ‘shadow’) ✓ Don’t hold on to past accomplishments Q. Midlife Crisis?? ➢ (NO)  Ego: conscious awareness of self and world Persona: ego’s mask (“our image” The Shadow: things we keep hidden (often negative, or perceived negatively by society) -part of our polarities like our Anima-Animus: feminine and masculine attributes Self: who we are. The self gives us our inner urge to balance our various parts and to bring wholeness to our self and meaning to our life. *psyche: sum total of our conscious and unconscious personality Personal unconscious: unique to the individual -feelings we have repressed in our lives (the shadow resides here, as may our anima or animus)  Collective unconscious: ➢ innate energy we share with all other humans ➢ Exists at deepest level of psyche ➢ The collective unconscious gives us our archetypes (Examples of archetypes: the wise old woman or man; earth mother; trickster-we symbolize these in various ways as characters in  literature and movies, images in art, symbols in oral traditions (within a given culture and across cultures)  https://www.psychologistworld.com/tests/jun g-archetype-quiz.php Anima-Animus explored (*You can stop watching at 2:35) http://www.youtube.com/watch?v=ZN47s0mPfR U SHADOW(hidden elements) ———-PERSONA (conscious mask) anima—————-animus  introvert————extravert ➢ Must recognize and blend these polarities to achieve wholeness, or ‘individuation’ (Jung)  …By exploring facets of ourselves that we’ve repressed in our unconscious Q. How do we accomplish this???? A. By analyzing our dreams– Gateway to unconscious is DREAMS  Archetypes are often represented in our dreams –must figure out their significance in our lives  http://mentalfloss.com/article/55442/12common-dreams-and-what-theysupposedly-mean 1. Psychosis: loss of contact with reality, usually including false beliefs about what is taking place or who one is (delusions) – comes from lack of individuation  2. Mandala: symbolic figures of life and wholeness; place in the universe https://www.youtube.com/watch?v=IYVcjFhpsHc   3. Psychic powers (ESP) 1. Western culture emphasizes power & materialism – neglects spirituality *** result = psychosis 2. Society often encourages us to perform certain social roles based on gender, age, etc. — the result may be to project negative and/or shadow sides onto others, and to not find inner wholeness 3. Individuation can be lost in the socialization process (what other theorist does this sound like?) Q. Formula for personal change? A. Work to achieve individuation by tapping into our unconscious and by blending elements of our personality 1. Personality tests: Myers Briggs Test yours.. https://www.123test.com/jung-personality-test/ http://www.humanmetrics.com/cgi-win/jtypes2.asp 2. Branding: http://www.proprofs.com/quiz-school/story.php?title=know-your-brand-types_1 3. Self-help books… “Who looks outside, dreams; who looks inside awakes.” C. G. Jung ERIKSON’S EIGHT STAGES OF PERSONALITY DEVELOPMENT Chapter 12  Psycho-social theory of development( one’s psychological development in interaction with the environment – e.g., social experiences inform/influence psychological (one’s personal) development  Particular area of interest: identity development in adolescence  NeoFreudian theory (Freud was concerned with the ID; Erikson with the EGO, but used Freud’s theory as a foundation for his own) ERIK ERIKSON’S 8 STAGES OF LIFE THE ID, EGO, AND SUPEREGO THE ICEBERG ❑ Erikson’s view of personality development involves:  Life Stages that include both biological maturation (internal wants and needs & development) + external social forces and demands  Interplay = “crisis”  **How do we Resolve Stage crises? We resolve stage crises by blending both elements of a stage (positive and negative) into our development in order to be truly functional and ‘resolved’ (*Hint: as long as you emerge on the positive end of the continuum)  What does resolving crises do for us? Crisis resolution (e.g., figuring out trust and mistrust ((stage 1)) helps us develop relationships and bonds– this becomes part of our personality and identity(or who we are and who we are becoming) 8 STAGES TRUST ——————————————– Mistrust BIPOLAR CONTINUUM ERIKSON’S STAGES AT A GLANCE Chart of Erikson’s & Freud’s stages http://2.bp.blogspot.com/_g1m1QtpVG8/TKonvEylfRI/AAAAAAAAAMg/ p7FOFsoIYeI/s1600/Erikson8.gif https://www.youtube.com/watch?v=9s 2dYVhtFnE 8 STAGES, CONT…. A FEW MORE ESSENTIALS  Each stage (crisis) is met at a given time and in a given order (corresponds with age, and is driven by a Western and 20th century social clock)  Movement (why???)  Early through the stages Cannot be stopped success affects later crisis resolution and later personality development(this is the notion of determinism)  JUST FYI: Newman and Newman have added the following (in black) to Erikson’s original model: Prenatal – Birth Infancy B-2 (trust v. mistrust) Toddlerhood 2-4 (autonomy v. shame) Early school 4-6 (initiative v. guilt) Middle childhood 6-12 (industry v. inferiority) Early adolescence 12-18 (group identity v. alienation) Later adolescence 18-24 *sometimes known as emerging adulthood (individual identity v. confusion) Early adulthood 24-34 (intimacy v. isolation) Middle adulthood 34-60 (generativity v. stagnation) Later adulthood 60-75(integrity v. despair) Elderhood 75+ (immortality v. extinction) 21ST CENTURY ADDITIONS TO ERIKSON’S STAGES Erikson sees adolescence as the most pivotal (important) stage because earlier childhood crises need to be reworked at a more advance level, AND identity crises have to be resolved to move successfully into adulthood ABOUT ADOLESCENCE: ERIKSON’S PIVOTAL STAGE Erikson asks the question: Who Are You??  Q. What does your personal space look like? What does this say about you?   Formation of identity= personal definitions of self (interests, beliefs/values, accomplishments, how others view us, and our place in society)  Identity may be better developed in some areas than others (e.g., your career identity may be better developed than your political identity at a given point in time )  Identity formation = mostly unconscious process  Life-long process– but, major work conducted in adolescence (according to Erikson) STAGE 5: ADOLESCENCE: THE PIVOTAL STAGE, CONT. Diffusion Moratorium Formation Plus, Foreclosure (taking someone else’s identity) FORMS OF IDENTITY: A CONTINUUM — JAMES MARCIA Some practice time:  Jane explored many different majors before deciding on political science. She is very happy with her decision. __________________  Jeff’s parents have always wanted him to go into their family mattress business. Not wanting to disappoint them, Jeff, who hates the mattress business, plans to start there immediately after college graduation._______________________  Every week, Ida seems to try on a new persona for high school. One week she is goth, another week she’s a brainiac (kind of a really smart, nerdy-type), and still another she’s the artistic-type. __________________________  Joe started to feel uncomfortable at his 7th grade career development day because while all his friends were talking about their career ideas, dreams, and hopes, Joe was only concerned with what was being served in the cafeteria for lunch. __________________________ WHICH OF MARCIA’S STAGES ARE DESCRIBED IN EACH SCENARIO? How can Marcia’s continuum model be useful? Do we have to consider culture here? CONSIDER…  1. Why can’t we skip a stage in Erikson’s theory?  2. What elements are needed in order to resolve a crisis? (*This information should come directly from the ppt.)  3. How does the process of crisis resolution create our personality?  4. In what way does Erikson’s theory illustrate a 20th century social clock? MORE DISCUSSION BOARD QS. SOCIAL LEARNING THEORY: ALBERT BANDURA Chapter 9 SOCIAL LEARNING THEORY Also known as: Social Cognition theory  Non-stage theory  People are still relatively passive (as in behaviorism)… *but, Bandura recognizes people’s active role in attending to and cognitively discriminating between different models  PRINCIPLES OF SOCIAL LEARNING  Reciprocal influence of behavior, environment, and cognition ➢ Can you think of an example of how these things work together? Behavior Environment Cognition PRINCIPLES, CONT. **Bandura’s focus on the environments in which we live changed Western psychology’s focus on personal pathology to environmental pathology (i.e., the person may not be ill, but the environment might be ‘sick’)  3 CORE CONCEPTS 1. Observational Learning (live or symbolic models) Use cognitive skills to discriminate and replicate models/actions based on perceived positive outcomes OBSERVATIONAL LEARNING, CONT. Have you ever heard of Candid Camera??  http://www.youtube.com/watch?v=BgRoiTWkBHU CORE CONCEPTS CONT. 2. Socialization: acquisition of social norms and practices (i.e., “acceptable behavior based on social standards) a) cooperative behavior (parental behavior linked to child’s altruism) b) aggression (learned partly by conditioning & partly by modeling) https://www.youtube.com/watch?v=sm4NHgQnvUw “Bobo Doll Study” http://www.youtube.com/watch?v=ZeE_Ymzc1rE – – C) gender roles (society holds gender “appropriate” ideas -children socialized through reinforcement & models) Gender videos Children’s interviews http://www.youtube.com/watch?v=VqsbvG40Ww&feature=endscreen&NR=1 https://www.youtube.com/watch?v=A8TN6Fyf siM&t=24s CORE CONCEPTS CONT. 3. Self-monitoring a) Self-regulation: internalize external standards to evaluate and regulate our own behavior (use peers rather adults when we’re young… why??? Answer: it’s easier) Examples of self-regulation: Spring Break & Facebook CORE CONCEPTS, CONT. b) Self-efficacy: personal belief in one’s abilities to accomplish a specific task or to succeed in a given situation Fyi: • https://www.verywellmind.com/what-is-self-efficacy-2795954 ➢ ➢ Powerful influence on performance/motivation (*key: slightly overestimate are abilities so we push ourselves a little) Efficacy evaluations/expectations of others is moderately correlated with one’s performance Practical examples??? (Did a teacher’s treatment of you in school affect your performance and attitudes about yourself?) Chapter 4    Montessori interested in working with children with cognitive disabilities Observed their play and exploration of the world Realized children learned on their own through their maturational promptings ** Who else does this sound like? Children achieved discovery/experiential learning through sensory exploration  Individualized vs. Standardized education  Believed in sensitive periods of development: ➢ 2 big ones: writing (age 4) and reading (age 5)   “Within this framework of order, children progress at their own pace and rhythm, according to individual capabilities, during the crucial years of development. Each child’s unique personality is encouraged.” https://www.youtube.com/watch?v=jEuOQkJOGOM FYI: Montessori activities & manipulatives:   http://mymontessorijourney.typepad.com/my_montessori_journey/mon tessorimath/ Perhaps some test Qs. to consider:  Does Maria Montessori’s philosophy of learning seem more in line with the theory of John Locke or Jean Rousseau? (why?)  What is one way Montessori’s theory is similar to and one way it is different from ethology?   Philosophy of Education/Theory of Development: what is child-centered education? How do children learn (which sense helps them the most?)  What is Montessori’s belief about sensitive periods? (How do they compare to critical periods/)  What is gradual preparation?  How do children acquire concentration and independence in learning?  What is free choice in the classroom?  Does Montessori believe in reward and punishment?  How does Montessori handle misbehavior? How does Montessori feel about fantasy? **Answers to all of these questions can be found in Ch. 4 in text (paying particular attention to pp. 77- 85)  Jean Piaget Cognitive development (ch.6) • “Development is neither maturation nor external teaching, but a combination of the two through the active construction of cognitive schemes.” • Schemes: mental frameworks that organize both thoughts and actions • Schemes are used to interpret and make sense of our experiences • Schemes evolve, change, and are ongoing To me, schemes are like Next slide…. *Start with simple Schemes; become more complex through this process Environment change/ modify scheme to fit new experience or must make a new scheme Take in new experience: Assimilation (use an existing scheme to understand this new information Accommodation IF New experience doesn’t fit scheme … • http://www.simplypsychology.org/piaget.html • The process of assimilation and accommodation can create an imbalance or disequilibrium in thoughts and practices…that is, new experiences don’t match old ones and we may feel confused or frustrated. Q. Has this ever happened to you? What did you do about it? 1. Active- seek out information/ must interact with environment, But not dominated by it

2. Construct knowledge based on: 1) level of developmental understanding and 2) accumulated experiences What’s wrong with this picture from the perspective of Gender ????? 1. Qualitative –how we perceive the world & how we think and act changes as we develop (it’s not just that we understand more as we get older, we understand differently because of changes in our brain- neural connectivity (brain plasticity) as a result of experience and maturation) 2. Invariant– occur in a specific, unchanging order (stage one always comes before stage two, etc.) A look inside the brain: • https://www.youtube.com/watch?v=MS5HUDVNbGs How children and adults see the world: • http://io9.gizmodo.com/5637134/children-and-adults-seethe-world-in-fundamentally-different-ways Piaget’s stages http://www.youtube.com/watch?v=9yhXjJVFA14&feature=related https://www.youtube.com/watch?v=IhcgYgx7aAA • Baby begins stage 1 with simple reflex schemes (e.g., sucking), which serve an adaptive (survival) purpose. Baby ends stage 1 with the ability of object permanence and the knowledge of possible vs. impossible events (e.g., babies learn how the world works in their first two years) o Babies and toddlers make sense of the world through their senses and motor manipulations of objects (so the stage is called (“sensori-motor”) • Piaget named this stage for what children couldn’t do (he focused on the illogical nature of young children’s thinking or the “pre” laws-of-logic aspect of young children’s thoughts • Examples include: 1. Egocentrism (inability to take a different perspective) (**pp. 133-134) 2. Being fooled by appearances http://www.youtube.com/watch?v=gnArvcWa H6I&NR=1&feature=endscreen **pp. 128-133 • The child now understands rules of logic and can put two schemes together (e.g., size and weight) • Can Focus on multiple concepts (paper & color) at once (but, must be concrete/tangible schemes, not abstract) • Has the skill of Reversibility • Might demonstrate Rigidity in thinking Are there more pink squares or more paper squares? • Piaget’s Three-eyed Person test Q. Where would you put the third eye? • Systems of thought (e.g., can understand the relationship between weight, distance, and balanceintangible ideas) • Abstract-hypothetical thinking • More concern with social issues • Metacognition (understanding how we learn) • And, a Return to Egocentrism *Formal skills are not universal– and are NOT the same in the same person (you might be better at somethings than others) ** Formal skills exist in area(s) of formal education/expertise Think about your own life • http://www.iqtestexperts.com/puzzles-pg2.php Q. Rachael is shorter than Erika. Tim is shorter than Rachael, but taller than Joe. Who is the tallest? Erika Rachael Tim Joe Q. Who’s the shortest? • Concerns: 1. Age ranges of stages (children often have logic before the age of 6 or 7; And, 11 year-olds may not be functioning at a formal operational level) 2. Universality of stages (Cognitive stages are often tied to educational systems and practices in a given culture and may not be the same cross-culturally) Thoughtful Question: Is there universal knowledge and a universal learning style, or is our knowledge about the world (e.g., what we learn, how we learn, and what we do with that knowledge) influenced by our society? • Early Cognitive Training or formal teaching is often ineffective • Skills seem to evolve in a stage-like manner (that is, things that we don’t understand when we’re younger, are understandable when we get older– that’s qualitative development) • Practical applications of this for learning, education, and child development? You tell me…. **pp. 143-145 • http://piaget.weebly.com/educationalimplications–activities.html 1. How does Piaget see the Nature-Nurture relationship? 2. What are schemes? And, do they change? 3. How does the circle of knowledge work? 4. What is our construction of knowledge based on? (*HINT: two things are involved) 5. What are qualitative changes in development 6. How did Piaget decide on the names of his stages? 7. What does Piaget think about the preoperational child? 8. Are Piaget’s cognitive stages truly universal? (why/why not) LEARNING THEORY CHAPTER 8: PAVLOV; WATSON; SKINNER (a brief overview) Behaviorist Beliefs Quiz Active or passive human development?  Stage or continuous development?  Qualitative or Quantitative development?  Locke or Rousseau?  Blank slate?  Have you ever been conditioned?  ???????????????????????????????????? ???????? Natures perfect Classical Conditioning relationship https://www.youtube.com/watch?v=Sp9bKDH RfsM The Behaviorists  Ivan Pavlov (and the dogs) Russian Physiologist c. 1890 http://www.youtube.com/watch?v=hhqumfp xuzI&feature=related  John Watson (and little Albert) Psychologist c. 1920s- ‘30s B.F. Skinner (and his aircrib) Psychologist c. 1940s- ‘50s  Air crib??? Yay or Nay? J. Watson (1920s-1930s) Focus on Overt (rather than covert) behaviors (i.e., things we can see)  Supreme Influence of the environment  Conditioned emotions in humans (fear, love, rage) (*For Watson, what we call emotions were to him simply learned behaviors)  Systematic desensitization  Classically conditioning Little Albert  Watson:  http://www.youtube.com/watch?v=Xt0ucxOrPQE Principles of Classical Conditioning 1) Must have a Predictive quality (e.g., the bell had to come before the food to signal food was on its way)  2) Some stimuli make better conditioners than others  3) Don’t always need repeated pairings  4) Stimuli can be separated by hours (e.g., food aversion) **Question: How might classical conditioning be used to enhance the nurse-patient relationship, or the counselor-client relationship, or the teacherstudent relationship?  B.F. Skinner (1940s-1950s) Focus on Observable (overt) behavior Recognized the complexity of human behavior, more than classical conditioning did, but still recognized the supreme influence of the environment  Conditioned more than simple, physiological reflexes (classical conditioning)  Developed Operant conditioning (people operate in the environment— reinforcements/punishments shape ((or condition)) behavior   Principles of Operant Conditioning Reinforcers – positive & negative (used to strengthen or initiate a behavior) Positive: add something positive (reward) Negative: take away (subtract) something negative (something not liked – e.g., a dinging seatbelt sound)  https://www.youtube.com/watch?v=LhI5h5JZi-U https://www.youtube.com/watch?v=imkbuKomPXI Punishments – positive & negative (used to lessen or extinguish a behavior) Positive (add something negative e.g., a spanking; an extra chore) Negative (take away (subtract) something positive e.g., a privilege – “no Netflix for a week”)  Practical Applications  The ABC’s of Behavior modification: (~~~~~ 1. Be consistent at the start 2. Vary reinforcement of behavior overtime 3. Use the right motivator The lifespan continues… The changing 1920s… https://www.youtube.com/watch?v=_FwY40VY hqs  1920’s: Adolescence becomes a distinct cohort group with its own language (slang), style (dress; hair); and activities This was brought about by such things as: ➢ child labor laws (more adolescents staying in school – culture of high school) ➢ Post WWI economic boom brought about access to affordable housing; mass production of cars = ➢ Greater independence of adolescents ➢ Plus, 1920s (Jazz age; roaring ‘20s) brought a reaction to earlier (morally rigid) Victorian times and greater personal liberation (e.g., 19th amendment; 1920= Women win the right to vote!! Biological/physical Cognitive psychosocial     Early adolescence = 10-13 Middle adolescence = 14-16 Late adolescence = 17-18 Emerging adulthood = 19-25 Period of rapid change Period of “firsts” Current issues: The disappearance of childhood — are children growing up too fast? + ➢ Elongation of adolescence – the Twixters (complex world is making it harder for adolescents to assume adult-like roles and responsibilities)    ➢ Cerebral Cortex (the cap) is the largest part of brain ➢ Directs all of our complex functioning ➢ Divided into hemispheres ➢ Has lobes  Q. Where and How puberty starts? A. Endocrine System: Hypothalamus (Master Clock) → sends hormonal signals to the pituitary gland which passes on hormonal signals to the adrenal gland (on top of kidneys) → Gonads (ovaries & testes) (hormones involved: androgens – males; estrogens – females), and voile puberty! **endocrine system is part of the limbic system in the temporal lobe of forebrain (cerebral cortex) Life events/social pressures/ genetics/brain growth Acceleration of hormones + body fat →Puberty External pressures – sexual being/more adult responsibilities, etc. Who starts puberty first? Males or females?  Early and late maturers… Do you think there are different social messages for males and females who are either early or late ‘bloomers’? Why? ❑ Does body image take a dive in adolescence? What age is the lowest point for body image during adolescence? ❑ Does it happen to both genders?  Jean Kilbourne: media’s effect on image https://www.youtube.com/watch?v=ufHrVyVgwRg “Intellectual bravado and fragile selfcenteredness” – K. Berger 1) Pruning process of earlier brain development + 2) Brain growth spurts (arising from increased neural connections) + 3) Increased myelination + (next slide) 4) Increased hemispheric specialization and growth of corpus callosum = ***Qualitative advances in physical and cognitive abilities  https://www.youtube.com/watch?v=QyQHkh Mcj2g Brain development of prefrontal cortex is not complete until the early-mid 20s (brain development is uneven & proceeds back to front) *prefrontal cortex (thinking & impulse control) expands, but the limbic system (emotional excitation) expands at a greater rate in adolescence = increased emotional mood swings often observed in adolescence Mood swings in a day? _______ **the great activity in the limbic system (w/o the prefrontal cortex being fully developed) contributes to the occurrence of mood swings and erratic behavior in adolescence.  https://www.youtube.com/watch?v=XeIvtx6HH Lg Q. Why are adolescents often absorbed in themselves?????????? ❑ Focus on the self in adolescence can cause a return to egocentrism and can create Cognitive Fables: ➢ invincibility – personal – imaginary audience – 21st century adolescents: Generation Me https://www.youtube.com/watch?v=DWuLjjUHBkw Circadian rhythms: internal clock in humans that regulates sleep and wake cycles; changes in adolescence due to a) hormonal changes (delayed release of melatonin in pm which causes drowsiness, so we stay up later) and b) external cues/activities ➢ Creates a delayed phase preference (late to bed → late to rise)  https://www.youtube.com/watch?v=0t3R9Wq Em4M Expansion of self-understanding and identity (includes: moral conduct, peer acceptance, political – religious views, etc.)  Multiple selves -may have false selvesbecause we: –try-on different selves –want to please others –fear rejection  Factors in identity formation: culture/ethnicity/parents/friends/gender (**Think about your own…)  http://www.youtube.com/watch?v=Mf isBVoreS8 EARLY & MIDDLE ADULTHOOD (25-40; 40-60/65) Grab Bag Early Adult Development- Biological Early adulthood: 25-40 ❖ Organ reserve: What is it?? How does it relate to young adulthood and middle adulthood? When do most people experience their peak physical development? (supplement) Organ reserve and muscle mass: how do we keep both strong? The link between muscle mass, organ reserve and longevity (supplement) Early adulthood- Bio, cont.  What is the prevalence of drug use in adolescence vs. emerging adulthood? And, reasons why. (supplement) Early Adult Development Cognitive ❖ What is postformal thought? (supplement) How might college facilitate this skill? ❑ The Dot activity https://www.youtube.com/watch?v=jvUD_v_f9qQ  Early Adult DevelopmentPsychosocial ❖ The Big Five, or ‘OCEAN’ http://www.outofservice.com/bigfive/ ❖ Personality becomes slightly more stable in midlife Middle Adult – Biological Development Middle Adulthood: 40-60/65 ❑ poor health habits may surface from young adulthood and create health issues (e.g., hypertension (high BP); high cholesterol; coronary disease, diabetes, etc.) ❑ Societal views of the menopausal woman vs. the middle-aged man (Same? Different? Reasons why?) https://www.fastcompany.com/3056703/how-menopause-silently-affects-27-million-women-at-work-everyday ❖ What is an age(ist) stereotype? Middle Adult- Cognitive Development Middle adulthood When does adult intelligence peak? ❖ Who the beep is Howard Gardner? And, how has he changed our definition and idea of intelligence? ❖ Gardner’s Multiple Intelligences Middle Adulthood – Psychosocial Development ❖ ❖ ❑ ➢ ➢ What is the meaning of the phrase sandwich generation? What is the empty nest? And, how might it relate to “redefining” identity in midlife? Other thoughts… issues surrounding divorce/remarriage (*supplement) redefining marriage and relationships in the 21st Century Middle adult, cont. https://www.youtube.com/watch?v=swydN4imA8g ETHOLOGICAL THEORIES Chapter 3 Ethology…the study of development with a focus on evolution ■ Ethology is a study of behavior (beginning with animal behavior) ■ It is based on two core principles: 1. behavior changes to achieve survival (sometimes known as an adaptive trait) 2. behavioral traits are inherited ■ Ethology claims that our behavior is part of our biological structure, as opposed to behavior being learned, which is the emphasis in behavioristic theories (e.g., B.F. Skinner, John B. Watson) The Father of Modern Ethology ■ Konrad Lorenz (or, the guy with the geese) ■ http://www.youtube.com/watch?v=2UIU9XHmUI Instincts, imprinting, critical periods and… Human Attachment Behavior ■ Infants are “wired” to perform instinctive attachment behaviors which are triggered by any number of external stimuli; ■ Caregivers are “wired” with instinctive responsive behaviors that are triggered by the infant’s behavior; ■ Attachment occurs (is learned, or “imprinted”) during this “critical period” of interaction between parent and child ➢ smiling, crying, following, secure base to allow exploration are examples of attachment behaviors ➢ Children and caregivers actively engage in attachment process; synchrony John Bowlby’s (and human Ethology’s) Key Issues ■ 1.Mother-figure attachment *no surprise here (*Bowlby trained as an MD during the hey-day of Freudian psychology) ■ 2.*Critical Period (for attachment) *a window of time when something must occur for normal development to take place (*more clear cut in animal species than in humans, and in pre- v. post-natal development) Remember…. Critical Periods, cont. ■ Critical periods are clear during prenatal development – BUT, become more complex after birth because of environmental effects and intervening variables Ethology – Lifespan Continuum in Developmentalism (This slide is super important****) Ethologists (Critical Periods)……….Sensitive Period folks.…… Lifespan folks ■ Ethologists = Once critical period is past, rehabilitation is close to zero. ■ Sensitive periods (SP) = Periods during development when learning/acquisition may be easier or seemingly more “natural,” but not viewed as the “only time” a skill can be learned. ■ Lifespan theorists = There are no critical periods of development…development can be modified. Later development is as important as early development. (The behaviorists are in this camp.) Critical Periods of attachment Ethologists often can’t agree on the timing of critical periods of attachment: ■ Bowlby: between7-9 months ■ Ainsworth: first 12-24 months ■ Klaus & Kennell: first 24 hours after birth ■ So what’s the correct answer? ■ All of the above… and more *Ethological theory has very limited research support, but is popular in US culture A quote from Child developmentalist Kathleen Berger Almost no one questions the wisdom of early contact between mother and child, but is this early contact essential for the formation of the parent-child bond? Absolutely not. Surely the relationship between parent and child could not hinge on one critical episode… Nature is not so foolhardy as to create one and only one pathway for survival…” “ Ainsworth’s Strange Situation Study ■ Observed mother-infant attachment as related to maternal responsiveness during the first year of life in a naturalistic setting ■ “Tested” infant-mother attachment at one year in the laboratory ■ http://www.youtube.com/watch?v=QTsewNrHUHU Strange Situation, cont. ■ Three behavior patterns emerged: (read it for yourself **pp. 60-62) 1. Securely Attached (majority, approx. 75-80%) were securely attached) 2. Insecure Avoidant 3. Insecure Ambivalent (Fyi… Ainsworth’s study explained: https://www.youtube.com/watch?v=dtAyPy1OZCw) ***Other developmentalists have critiqued Ainsworth’s theory →→→→ Critique of Strange Situation ■ Critiques: ■ Jerome Kagan asks “What about infant temperament?) (pp. 67-68) ■ Traditional vs. Contemporary childcare options (e.g, 1950s to today) –more children cared for in daycares and in community settings today than by just one parent, as was true in Ainsworth’s day) ■ Cross-cultural studies & practices-**cross-cultural practices of attachment and “emotional bonding” don’t support the idea of being attached to just one person (mother) Elevator Chats 1. In what key way is ethology different from behaviorism? (*HINT: review the first slide of this ppt.) 2. Why do critical periods usually not exist after birth? 3. What do lifespan folks think about critical periods? And, does research support a critical period notion for attachment? 4. What is one critique of Mary Ainsworth’s Strange Situation Study? (Please be able to explain the critique)