CC2413 Lesson Plan

Fundamental
(A)Introduction
Psychology for
Health Studies (B)Socioemotional
Lecture 3 & 4 (C)Cognitive
Human Development I (D)Moral
( ) 人類發展 (E)Personality
Lecturer: (F)Conclusion

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pment_I pment_I

(A) Introduction (A) Introduction

1) Basic Concepts 2) Issues of Development
– Development ( 發展) – Nature (Heredity) vs. __________
• The science that seeks to understand how and why

受孕
(Environment) ( 天性 教養
vs. )
成長
people __________, and how and why they remain the

死亡
same, as they as they age from conception ( ) to • Maturation( ) – refers to the physical
death ( ).
changes as a result of the gradual unfolding
– Age period
of one’s genetic blueprints
發展常模)
• Infancy, childhood, adolescence, adulthood
– Developmental ( • Experience & Learning
• The typical age at which individuals display various
behavior and abilities
– Developmental aspects
身體 認知 道德
心理 社交 情感 人格
• Physical ( ), cognitive ( ), moral ( ), psycho-

語言
social ( ─ ), emotional ( ), personality ( ),
language ( ), etc.

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 (A) Introduction
(B) Socioemotional Development
2) Issues of Development
– Continuous vs. Discontinuous
1) Attachment ( 依戀 依附 / ) (Bowlby)

循序漸進 vs. 階段性的轉變?)

( 連結
– refers to the close & emotional
__________ ( ) that develops
• Stage theories - developmental period with between infants and their caregivers
specific patterns of behavior / capabilities
2) Separation anxiety ( 分離焦慮 )
– Emotional distress seen in infants at ~
6 – 8 months of age when they are
separated from people who have been
emotionally attached

– “The Strange Situation” ( 陌生情境法)

Ainsworth (1978) designed a lab
procedure to measure attachment

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(B) Socioemotional Development (B) Socioemotional Development

3) Patterns of Attachment
– Secure 安全型 (~50 – 66%) Can you identify Helena
(aged 1) is which type?
• Visibly upset when mother leaves, accepts
comfort and go back to exploration after
mother’s return ***Video Demonstration
– Avoidant 回避型 (~20 – 25%) BBC: Child of Our Time –
personality test (~
• Shows little to no signs of distress or
responses at the mother's presence or absence 0:43:00 – 0:49:30)
– Anxious-Ambivalent 反抗/矛盾型
矛盾型 (~10 – 15 %) 4) Developing secure attachment
• Shows protest when mother leaves and
remains upset and difficult to console when she
returns • Mother’s sensitivity and responsiveness to
– Disorganized-disoriented 混亂型 (~ 5 – 10%) children’s need
• Shows no consistent pattern; child seems • Infant’s temperament (Easy vs. Difficult)
confused and is unsure of reaction at mother’s
returns • Cultural variations (Japan vs. Germany)

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Which one of the following descriptions close to your
feelings in relationships? (Hazen and Shaver) (C) Cognitive Development
1. _________________________________
• I find it relatively easy to get close to others 1) Cognitive Development
and am comfortable depending on them and - transitions in youngsters’ patterns of thinking,
having them depend on me. I don't often worry
about being abandoned or about someone including reasoning, remembering, and problem
getting too close to me. solving
2. _________________________________
• I feel somewhat nervous and uncomfortable 2) Jean Piaget’s Stage Theory of Cognitive
when being too close to others. I find it Development (1920s-1980s)
difficult to trust them completely and to allow
皮亞傑的認知發展
皮亞傑的認知發展理論
認知發展理論
基模
myself to depend on them. I even want to
escape from intimacy with my love partners. – children form __________ ( ) to make sense
3. __________________________________ of the world
• I find that others are reluctant to get as close
as I would like. I often worry that my partner
– Assimilation ( 同化 ): interpreting new
experiences in terms of existing mental
doesn't really love me or won't want to stay with
structures without changing them
me. I want to merge completely with another
person, and this desire sometimes scares
people away.
– Accommodation ( 調適 ): changing existing
mental structures to explain new experiences
Linus and his security blanket

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(C) Cognitive Development Jean Piaget’s Stage Theory of Cognitive Development

Stages Age Characteristics
2) Jean Piaget’s Stage 1. Sensorimotor Birth – • Infants use its senses and motor abilities to
Theory of Cognitive 感覺動作期 2 interact with & learn about objects in their
environments
Development (1920s-1980s)
皮亞傑的認知發展
皮亞傑的認知發展理論
認知發展理論 • From lack of to the development of object
物體恆存
運思)
permanence ( )–
– ( “out of sight, out of mind”
• mental routine for 2. Pre- 2–7 • Children learn to use symbols, such as words or
separating, combining, and operational mental images, to solve simple problems and can
運思前期 remember or talk about things that are not present
transforming information in
a logical manner • Egocentrism ( 自我中心 ) - seeing and thinking of
the world only from own point of view and having
– 4 stages of cognitive limited ability to share other’s perspective
development • Animism ( 泛靈論 ) - a belief of all things are alive
不懂逆向思考
• Irreversibility ( )

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• Centration ( 單向思考 )
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 (C) Object Permanence (C) Egocentrism
物體恆存概念 自我中心

• “out of sight, out

When asked to select
of mind”
the photograph that
• the realization that
objects still exist
shows the mountains
even when it is not as the adult sees them,
in sight preschool children
• emerges at around often select the
_____ months photograph that shows
according to how the mountain looks
Piaget’s theory to them, demonstrating
egocentrism ( 自我中心 )

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Stages Age Characteristics

__________________
(不懂逆向思考 )
3. Concrete
operational
7 – 11 • Children can perform a number of logical mental
operations applied to real /tangible objects or
the inability of the young child
具體運思期 actual events
to mentally reverse an action
• Conservation ( 質量保留 ) - An awareness of
physical quantities remain constant even

Centration ( 單向思考)
the tendency of a young child
changes in appearance
層次分類) –
• Hierarchical Classification (
to focus only on one feature of understand levels of classification
an object while ignoring other
relevant features.
• Reversible thinking ( 逆向思考 )

4. Formal 11 + • Individuals start to gain mastery of logical mental

Lack of conservation 抽象意念
(缺乏質量保留概念 )
operational
形式運思期
operations on
systematic ( 系統化
ideas (
) and reasonable hypothesis
),

do not understand that matter

can change in appearance testing, & hypothetical thinking ( 假設性思考)
without changing in quantity
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 Exercise on Cognitive Development
(C) Cognitive Development Take a look at the cartoon pictures provided, analyze the kid’s
underlying thought and define which stage of development they
belong to according to Piaget’s theory.

Jean Piaget’s Stage Theory

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Exercise on Cognitive Development

道德發展)
道德發展
(D) Moral development (道德發展
柯爾堡
的理論
1) Kohlberg’s Stage theory (
)
– built on Piaget’s theory and
research
– individuals progress through an
orderly stages of moral
development
– studied responses of subjects
presented with ethical dilemmas
道德
考量
– focus on _________________ (

道德行動
) as opposed to action/behavior
( )

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 道德發展)
道德發展
(D) Moral development (道德發展 (D) If you were Heinz, would you steal the
2) Moral dilemmas (Class discussion) drug? Why or why not?
• In Europe, a woman was near death from a special kind 2) Follow-up questions, e.g.,
of cancer. There was one drug that the doctors thought
might save her. It was a form of radium that a druggist in • Is it actually right or wrong for him to steal the drug?
the same town had recently discovered. The drug was
expensive to make, but the druggist was charging ten • Does Heinz have a duty or obligation to steal the drug?
times what the drug cost him to make. He paid $400 for
the radium and charged $4,000 for a small dose of the
drug. The sick woman's husband, Heinz, went to • If Heinz doesn't love his wife, should he steal the drug for
everyone he knew to borrow the money and tried every her? Does it make a difference in what Heinz should do
legal means, but he could only get together about $2,000, whether or not he loves his wife?
which is half of what it cost. He told the druggist that his
wife was dying, and asked him to sell it cheaper or let him • Suppose the person dying is not his wife but a stranger.
pay later. But the druggist said, "No, I discovered the drug Should Heinz steal the drug for the stranger?
and I'm going to make money from if." So, having tried
every legal means, Heinz gets desperate and considers
breaking into the man's store to steal the drug for his wife.

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道德發展)
道德發展
(D) Moral development (道德發展 道德發展)
道德發展
(D) Moral development (道德發展
• 3) Kohlberg’s Stage theory ( 柯爾堡的理論)
– Level 1 – Preconventional morality ( 循規前期)
• one’s decisions about right and wrong are governed by
the external consequences of the behavior
– Level 2 – Conventional morality ( 循規期)
• an action is “right” or “wrong” because it maintains or
disrupts the social order or ___________________ of
behavior
– Level 3 – Postconventional morality ( 循規後期)
• moral actions are governed by personal codes of
ethics (個人選擇的道德原則 ) and that may be in

柯爾堡的理論)
disagreement with accepted social norms.
Kohlberg’s Stage theory (

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 (E) Personality
Eric Erikson’s Stage Theory ( 艾力辛
的理論 ) (1968) of Psychosocial
Development
– emphasis the importance of
Preconventional interactions among body (biological),
reasoning declines mind (psychological), and the social
as children mature, environment
conventional
reasoning increases – proposes development occurred in a
series of 8 stages across the life span
危
during middle
childhood, and
機
– a unique psychosocial _________ (
postconventional ) (a struggle between 2 opposing
reasoning begins to tendencies) for psychological growth at
emerge during
Source: Weiten, 2007
each stage
adolescence.
(Fig. 10.11) • Adaptive vs. Maladaptive

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(E) Stage 1 (Birth – 1 yr):

Trust vs. Mistrust ( 基本的信 (E) Stage 2 (1 – 3 yrs):
賴與不信 )
Autonomy vs. Shame
and Doubt ( 自主與羞
the infant’s basic sense of trust or
mistrust develops as a result of
______________ or inconsistent care
怯、懷疑 )
the toddler strives for
physical independence

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 (E) Stage 3 (3-5 yrs):
Initiative vs. Guilt ( 主動 (E) Stage 4 (5 – 12 yrs):
勤勉與自卑)
與內疚 )
the preschool-aged child strives
Industry vs. Inferiority (
the school-age child strives for a sense of
competence and ______________
for emotional and psychological
independence and attempts to
satisfy curiosity about the world

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(E) Stage 6 (Early adulthood):

(E) Stage 5 (Adolescence):
Identity vs. Role Confusion Intimacy vs. Isolation ( 親密與孤立)
身份認
身份認同與角色混淆
( 角色混淆 )
an emotional and psychological closeness that is
based on the ability to trust, share, and care,
adolescent must find a consistent
while still maintaining a sense of self
and clear sense of self and what
one stands for

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(E) Erikson’s Stage Theories ( 艾力辛的理論) Source: Weiten, 2007 Fig. 10.6 Erikson’s stage theory.

親代性與
Stage 7 (Middle adulthood):

停滯
Generativity vs. Stagnation (
)
– providing guidance to one’s children or the
next generation, or contributing to the well-
being of the next generation through career
or volunteer work

Stage 8 (Late adulthood):

自我統
合與絕望
_______________ vs. Despair (
)
– sense of wholeness that comes from
having lived a full life and the ability to let go
of regrets; the final completion of the ego

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(F) Conclusion (F) Conclusion

1) Evaluation 2) Developmental Issues
- Continuous vs. Discontinuous
- Can the developmental theories provide an
- Nature vs. Nurture
“idealized” description of your own development?
Why or Why not? - Universal vs. Individual differences

3) Focus of the Next topic:

- Do you agree with the stage theories (emphasis on
discontinuities - i.e. Piaget, Kohlberg, Erikson) of
human development? Why?
• Some criticisms/limitations on these stage
theories:
– inadequate explanation of _____________________
– __________________ children’s cognitive abilities
– ____________ of stages displayed by individuals
– same sequence, but different ______________ and, it
reflects the underestimation on the influence of culture
- Old Age & Death & Dying
4) References
**Ciccarelli, S. K., & White, J. N. (2009). Psychology
(International edition, 2nd ed). Upper Saddle River,
N.J. : Pearson/Prentice Hall.
Weiten, W. (2008). Psychology: Themes and variations
(Briefer version., 7th ed., pp. 304 - 337). Belmont, CA:
Wadsworth/ Thomson Learning.
** Assigned Readings – Ch. 8 pp. 310-312, 325 – 342, 344 –
355

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 (F) Conclusion
6) Web Resources
1) BBC/OU Open2.net - Child of Our Time

http://www.open2.net/childofourtime/2008/index.html
2) The Jean Piaget Society

http://www.piaget.org/
3) Children’s Health Topics

http://www.aap.org/topics.html
4) Theories of Development

http://classweb.gmu.edu/awinsler/ordp/theory.html
5) Development Tracker

http://www.ivillage.co.uk/parenting/development_tracker/?ivNPA=1
&sky=uk_ggl|development|

6) 生理与认知发展

http://www.psyczx.com/update/7.15/c12.html

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