Concept of Developmental Psychology
Developmental psychology is one area of psychology that explains the course of physical, social, emotional, moral, and intellectual development over a person's life span.
Development refers to the progressive series of changes of an orderly and coherent type toward the goal of maturity.
"Progressive" means the changes are directional, leading toward something positive.
"Orderly" and "coherent" suggests that development is not of a haphazard, usual type but rather there is a definite relationship among the stages in the developmental sequence.
Developmental psychology is a chronology of different aspects of human development or a lifelong process from conception to death.
The goal of developmental changes is to enable people to adapt to the environment in which they live. To achieve this goal, sometimes called, self-actualization, is essential.
Types of Change in Development
In the development of a human being, major types of changes are manifested as follows:
Change in size . There is a change in physical and mental growth.
Change in proportion. Physical development is not only limited to size. It is also apparent in mental development. At first, a child is interested in himself alone, and later in others and in toys. Finally, his interests are directed toward members of opposite sex.
Disappearance of old features. Some features that disappear are the thymus glands, baby hair, Darwinian reflex, Babinski reflex, and baby forms of locomotion such as creeping and crawling.
Acquisition of new feature. New features are acquired such as the primary and secondary sex characteristics as well as new mental traits like curiosity, sex urge, knowledge, moral and standards, religious beliefs, forms of language and types of neurotic tendencies.
Factors of Development
There are two factors considered important in the development of an individual: maturation and learning:
Maturation is the development or unfolding of traits potentially present in the individual considering his hereditary endowment.
Learning is the result of activities or day-today experiences on the child himself.
Maturation and learning complement one another in the development of the individual.
Rate of Development
The rate of development of any human being may either be rapid or slow.
A rapid development is observed during the prenatal period and continues throughout the babyhood (except for the first two weeks which is known as "plateau stage" when no physical development takes place) up to the first six years.
Slow development starts from six years to adolescence. In adolescence, the rate of development is once more accelerated.
Activity (to be submitted on December 3, 2009 in a sheet of paper)
1. Show how maturation is related to heredity; learning to environment.
2. Explain what determines development, nature or nurture. Cite foreign and local researches to support your answer.
(Source: Developmental Psychology by Adelaida C. Gines, et al., Rex Bkstore, 1998)
8's hard...but then I've found some other way to answer..hehehe
ReplyDeleteMa'am , Thank you!!!
and GOD Bless!!!
By the way Ma'am,I'm Wengie S. Casicas(^_^)
ReplyDeletehi wengie, im glad you visited this site..
ReplyDeletehelo mam can I pause my assignments here!
ReplyDeleteBy The way im Meshelemiah T. Pizana
A freshman BEED-1 Class.
can i pause here all my assignments????????
well then Ma'am...
ReplyDeleteYou're welcome!!!
Effects of Heredity and Environment on Intelligence
ReplyDeleteby T. M McDevitt|J. E. Ormrod
Source: Pearson Allyn Bacon Prentice Hall
Topics: Intelligence and Learning, Growing Your Child's Intelligence
Buy this book »
It is often difficult to separate the relative influences of heredity and environment on human characteristics. People who have similar genetic makeup (e.g., brothers and sisters, parents and their children) typically live in similar environments as well. So when we see similarities in IQ among members of the same family, it is hard to know whether those similarities are due to the genes or to the environments that family members share. Nevertheless, a significant body of research tells us that both heredity and environment affect intelligence.
Evidence for Hereditary Influences
Earlier we mentioned that measures of information processing speed correlate with IQ scores. Speed of processing depends on neurological efficiency and maturation, which are genetically controlled. From this standpoint, then, we have some support for a hereditary basis for intelligence (Perkins, 1995). The fact that children with certain genetic defects (e.g., Down syndrome) have, on average, significantly lower IQ scores than their nondisabled peers (Keogh & MacMillan, 1996) provides further evidence of heredity’s influence. But perhaps the most convincing evidence comes from twin studies and adoption studies.
Twin studies
Numerous studies have used monozygotic (identical) twins and dizygotic (fraternal) twins to get a sense of how strongly heredity affects IQ. Because monozygotic twins begin as a single fertilized egg which then separates, they are genetically equivalent human beings. In contrast, dizygotic twins are conceived as two separate fertilized eggs. They share about 50 percent of their genetic makeup, with the other 50 percent being unique to each twin. If identical twins have more similar IQ scores than fraternal twins, we can reasonably conclude that heredity influences intelligence.
Most twins are raised together by the same parent(s) and in the same home, and so they share similar environments as well as similar genes. Yet even when twins are raised separately (perhaps because they have been adopted and raised by different parents), they typically have similar IQ scores (Bouchard & McGue, 1981; N. Brody, 1992; Mackintosh, 1998; Plomin & Petrill, 1997). In a review of many twin studies, Bouchard and McGue (1981) found these average (median) correlations:
Correlations of Twins’ IQs:
Identical twins raised in the same home .86
Identical twins raised in different homes .72
Fraternal twins raised in the same home .60
The correlation of .72 indicates that identical twins raised in different environments tend to have very similar IQ scores. In fact, these twins are more similar to each other than are fraternal twins raised in the same home.4
ReplyDeleteAdoption studies
Another way to separate the effects of heredity and environment is to compare adopted children with both their biological and adoptive parents. Adopted children tend to be similar to their biological parents in genetic makeup. Their environment, of course, more closely matches that of their adoptive parents. Researchers have found that adopted children’s IQ scores are more highly correlated with their biological parents’ IQs than with their adoptive parents’ IQs. In other words, in a group of people who place their infants up for adoption, those with the highest IQs tend to have offspring who, despite being raised by other people, also have the highest IQs. Furthermore, the IQ correlations between adopted children and their biological parents become stronger, and those between the children and their adoptive parents become weaker, as the children grow older, especially during late adolescence (Bouchard, 1997; McGue, Bouchard, Iacono, & Lykken, 1993; Plomin, Fulker, Corley, & DeFries, 1997; Plomin & Petrill, 1997). (If you find this last research result puzzling, we’ll offer an explanation shortly.)
Keep in mind that twin studies and adoption studies do not completely separate the effects of heredity and environment (W. A. Collins, Maccoby, Steinberg, Hetherington, & Bornstein, 2000; Wahlsten & Gottlieb, 1997). For example, adopted children have shared a common environment for at least 9 months—the 9 months of prenatal development—with their biological mothers. Likewise, monozygotic twins who are raised in separate homes have shared a common prenatal environment and often have similar, if not identical, postnatal environments as well. Furthermore, twin studies and adoption studies do not allow researchers to examine the ways in which heredity and environment might interact in their effects on measured intelligence. Any interactive effects are often added to the “heredity” side of the scoreboard (A. Collins et al., 2000; Turkheimer, 2000). Despite such glitches, twin and adoption studies point convincingly to a genetic component in intelligence (Bouchard, 1997; N. Brody, 1992; E. Hunt, 1997; Neisser, 1998a; Petrill & Wilkerson, 2000).
This is not to say that children are predestined to have an intelligence level similar to that of their biological parents. In fact, most children with high intelligence are conceived by parents of average intelligence rather than by parents with high IQ scores (Plomin & Petrill, 1997). Children’s genetic ancestry, then, is hardly a surefire predictor of what their own potential is likely to be. Environment also makes an appreciable difference, as we shall now see.
Both, but nurture would play a much greater role as it affects so many different parts, nurture affects your preference and approaches to learning, your interactions with people even your diet which in turn can reflect your mental/social/physical capabilities. Nature can however yield certain qualities, as say a mutant gene in a species proves to be helpful and beneficial then no amount of nurture could encourage future generations do mutate. ut all in all it is your environment that develops you and how you are nurtured in that environment.
ReplyDeletemam heres my blogsite joantago-childev.blogspot.com
ReplyDeletei posted my 2nd assignment there. 5 filipino beliefs
Ma'am...here is my assignment about Filipino traditional beliefs about people of all ages.
ReplyDelete1. Growing up many children are told that it is just important to learn not to prop their chins on their hands as to learn proper table manners. Supposedly, this is akin to awaiting bad luck. Singing while you are cooking means that you will end up widowed.
2. Changing places at the table while eating means that you will change husbands, or divorce and marry a number of times.
3. If you open an umbrella indoors, a centipede will fall down from the ceiling.
4. Accidentally dropping your fork on the floor might mean that a male visiyor will come.
5. After a Baptism, the parents and the newly christened child should rush out of the church ahead of the others.
Reference:www.suite101.com
BY: Wengie S. Casicas
BEED-1
hi Wengie, and Mechelmiah... I'm glad you have posted your assignment in here. But it would be more appreciated if the assignment is not a "Copy-paste" type. You can refer to internet sources for some information but the info need to be "processed" in your mind so you can generate your own ideas... post again, but i need to known your own ideas.
ReplyDeletei have visited Joan's blogsite... its good she tried and hope she will update it regularly.. all others are encourage to do the same...
ReplyDeletemam thanks for visiting my site.. mam i really would like to have a copy of your powerpoint presentations.. did you make it yourself or can i get from the internet also..
ReplyDeletehi joan..there are lots of ppt presentations from the internet... just seek and you'll find it.... merry christmas
ReplyDeletehi!... here's my ans.
ReplyDeletehi! maam!... I posted my ans.at my blog account.
ReplyDeletehi maam pwede p mg post og answer ?kahit na late?
ReplyDeletehelu mam..gud eve. . .mam,dis is liezel marjorie,,.i hve my own blogspot..,liezel-mar@blogspot.com
ReplyDeletehello maam
ReplyDeleteI apologized that I was delay to submit my answers. I hope that it's ok! for you maa'm.
ReplyDelete1. Show how maturation is related to heredity; learning to environment.
2. Explain what determines development, nature or nurture. Cite foreign and local researches to support your answer.
First Question: Show how maturation is related to heredity; learning to environment.
Answer:
In my own point of view about the first question is that when we say maturation it's completion of developmental processes in the body, due to hereditary factors. When we say heredity; variations exhibited by individuals can accumulate and cause a species to evolve. So, maturation will not exist w/out hereditary factor. Now the question is how maturation is related to heredity. The maturation related to heredity through hereditary factors.
Second Question:Explain what determines development, nature or nurture. Cite foreign and local researches to support your answer.
Answer:
I think nurture it's because the individuals are born without built-in mental content and that their knowledge comes from experience and perception.
local researches:
The Nurture Assumption is a book written by Judith Harris with the foreword by Steven Pinker. Its answer to "Why Children Turn Out the Way They Do" is that "Parents Matter Less Than You Think and Peers Matter More".
In this book, she challenges the idea that the personality of adults is determined chiefly by the way they were raised by their parents. She looks at studies which claim to show the influence of the parental environment and claims that most fail to control for genetic influences. For example, if aggressive parents are more likely to have aggressive children, this is not necessarily evidence of parental example. It may also be that aggressiveness has been passed down through the genes. Indeed, many adopted children show little correlation with the personality of their adoptive parents, and significant correlation with the natural parents who had no part in their upbringing.
The role of genetics in personality has long been accepted in psychological research. However, even identical twins, who share the same genes, are not exactly alike, so inheritance is not all. Psychologists have tended to assume that the non-genetic factor is the parental environment, the "nurture". However, many twin studies have failed to find a strong connection between the home environment and personality. Identical twins differ to much the same extent whether they are raised together or apart. Adoptive siblings are as unalike in personality as non-related children.
Harris also argues against the effects of birth order. She states:
Birth order effects are like those things that you think you see out of the corner of your eye but that disappear when you look at them closely. They do keep turning up but only because people keep looking for them and keep analyzing and reanalyzing their data until they find them.
Harris' most innovative idea was to look outside the family and to point at the peer group as an important shaper of the child's psyche. For example, children of immigrants learn the language of their home country with ease and speak with the accent of their peers rather than their parents. Children identify with their classmates and playmates rather than their parents, modify their behavior to fit with the peer group, and this ultimately helps to form the character of the individual.
Contrary to some reports, Harris did not claim that "parents don't matter". The book did not cover cases of serious abuse and neglect. Harris pointed out that parents have a role in selecting their children's peer group, especially in the early years. Parents also affect the child's behavior within the home environment and the interpersonal relationship between child and parent.
A pleasant day to you ma'am,
ReplyDeleteI've heared that its okey for you to post our assignment here. Since I was not able to pass my assignment last Thursday, March 11, 2010 about the question, 'WHAT MAKES BABYHOOD-A TRUE FOUNDATION AGE'.
Answer:
In my own opinion about that question is that first, babyhood is the true foundation age because at this time, many behavior patterns, attitudes and emotional expressions are established. It is a critical period in setting the pattern for personal and emotional adjustments. Second,babyhood is an age of rapid growth and development. Babies grow rapidly both physically and psychologically. Changes are rapid in appearance (height and weight) and capacities.Third,is they have the ability to grows, recognize and respond to people and objects in the environment. The baby is able to understand many things and communicate its needs and wants.Fourth,the babyhood is an age of decreasing dependency. They begins to do things to itself. With decrease of dependency, a rebellion against being treated as baby. A protest takes protest comes in the form of angry outbursts and crying when independence is denied.Lastly,babyhood is the beginning of Creativity, sex role and socialization for adjustment in future life that is why babyhood is the true foundation age.
By the way ma'am, I am Wengie S. Casicas,a BEED student. Thank you and God bless!!!
ReplyDelete