Chapter 4: Development (lecture notes 1)
Figure 4.1: Development is a complex process resulting from individual factors (e.g.,
genetics and temperament), the family environment (parenting practices and beliefs
about child rearing), the neighborhood in which one is raised (peer groups and
socioeconomic status), the broader cultural context (living in the Western or Eastern
part of the world), and the historical time during which one is being raised (e.g., the
current historical climate versus the Great Depression, or the technologically
sophisticated world that is yet to come). [1]
4.0 Learning Objectives
After completing this chapter, you should be able to:
1. Describe the stages of prenatal development and the influence of teratogens on
prenatal development.
, 2. Understand and describe the trajectory of social and cognitive development that
occurs during infancy and childhood, adolescence, adulthood, and old age.
3. Consider how we use different kinds of research methods to understand the
development process.
4. Analyze the major ethical considerations involved with developmental research.
5. Name the influential psychologists in developmental psychology and compare
and contrast their approaches to this field.
4.1 Introduction: From Conception to Old Age
A 5-year-old child named Patrice pages through a family photo album as her mother
looks on, narrating who is in each picture and the occasions on which each was taken.
When her mother tells Patrice that the infant in one of the photographs is Patrice’s
grandmother, Patrice remarks, “But that can’t be Grandma! Grandma’s old!” The mother
smiles and finds a recent picture of Patrice’s grandmother. She tells Patrice that
although her grandma no longer resembles her infant self, she carries the experiences
of all of her years with her. Patrice nods her head, but doesn’t seem to understand the
enormity of it all—development is a complex process.
Of course, Patrice is right: Development is complicated, but it’s also fascinating.
Development starts in utero and continues through adulthood and old age, ending only
when we die. As a result of decades of research, scientists now know a great deal
about how individuals grow and change over the lifespan. In addition, developmental
psychologists have come to realize that change over time doesn’t only occur after an
infant is born—the uterine environment that infants inhabit during gestation has also
been associated with functional outcomes over the long term. For example, scientists
have identified that exposure to teratogens—environmental agents that negatively
impact human development during particular periods of pregnancy—may impact
physical development (e.g., the shortening of arms and legs) and cognitive functioning
(e.g., attention and intelligence) later in life. Many teratogens have been identified (and
pregnant women are actively encouraged to avoid them), including alcohol, smoking,
drugs, and certain medications.
Question 4.1
Figure 4.1: Development is a complex process resulting from individual factors (e.g.,
genetics and temperament), the family environment (parenting practices and beliefs
about child rearing), the neighborhood in which one is raised (peer groups and
socioeconomic status), the broader cultural context (living in the Western or Eastern
part of the world), and the historical time during which one is being raised (e.g., the
current historical climate versus the Great Depression, or the technologically
sophisticated world that is yet to come). [1]
4.0 Learning Objectives
After completing this chapter, you should be able to:
1. Describe the stages of prenatal development and the influence of teratogens on
prenatal development.
, 2. Understand and describe the trajectory of social and cognitive development that
occurs during infancy and childhood, adolescence, adulthood, and old age.
3. Consider how we use different kinds of research methods to understand the
development process.
4. Analyze the major ethical considerations involved with developmental research.
5. Name the influential psychologists in developmental psychology and compare
and contrast their approaches to this field.
4.1 Introduction: From Conception to Old Age
A 5-year-old child named Patrice pages through a family photo album as her mother
looks on, narrating who is in each picture and the occasions on which each was taken.
When her mother tells Patrice that the infant in one of the photographs is Patrice’s
grandmother, Patrice remarks, “But that can’t be Grandma! Grandma’s old!” The mother
smiles and finds a recent picture of Patrice’s grandmother. She tells Patrice that
although her grandma no longer resembles her infant self, she carries the experiences
of all of her years with her. Patrice nods her head, but doesn’t seem to understand the
enormity of it all—development is a complex process.
Of course, Patrice is right: Development is complicated, but it’s also fascinating.
Development starts in utero and continues through adulthood and old age, ending only
when we die. As a result of decades of research, scientists now know a great deal
about how individuals grow and change over the lifespan. In addition, developmental
psychologists have come to realize that change over time doesn’t only occur after an
infant is born—the uterine environment that infants inhabit during gestation has also
been associated with functional outcomes over the long term. For example, scientists
have identified that exposure to teratogens—environmental agents that negatively
impact human development during particular periods of pregnancy—may impact
physical development (e.g., the shortening of arms and legs) and cognitive functioning
(e.g., attention and intelligence) later in life. Many teratogens have been identified (and
pregnant women are actively encouraged to avoid them), including alcohol, smoking,
drugs, and certain medications.
Question 4.1
