beginnings of life
TRANSCRIPT
The Beginnings of Life
Nature and Nurture; Physical, Social, and Cogni7ve Development
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
The Beginnings of Life
Capacio, Krista Kae T. & Larrazabal, Ma. Amale Y.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Human beings enter the world with an inborn store of knowledge and understanding of
reality.
Could be accessed through careful reasoning and introspection.
Knowledge is acquired through experiences and
interactions with the world.
JOHN LOCKE!
Nature and Nurture
17th Century
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
For short,
HEREDITY ENVIRONMENT
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
JOHN LOCKE!
The mind of a newborn infant is a tabula rasa (blank state).
Knowledge is provided entirely by experience; there is no built-in knowledge.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
CHARLES DARWIN!Theory of Evolu-on
HEREDITY
19th Century
BEHAVIORISM 20th
Century
John B. Watson
B.F. Skinner
Human nature is completely malleable.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
“Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in, and I’ll guarantee to take any one at random and train him to be any type of specialist I might select—doctor,
lawyer, artist, merchant chief, and yes, even beggar-man and thief, regardless of his talents, penchants,
tendencies, abilities, vocations, and race of his ancestors.” (1930)
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Today, most psychologists agree not only that both nature
and nurture play important roles but
also that they interact continuously to guide
development.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
PHYSICAL Development
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Brain Development influenced by
Genetic factors
Stimulation or deprivation a child receives
from the environment in
early years.
fetal behavior
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Genes program us.
maturation A process that expresses gene7cally
determined characteris7cs.
A determined sequence of growth or change that is rela7vely independent
of external events.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
3 months of pregnancy
If the mother contracts rubella, damage
depends on which organ system was developing
during the 7me of infec7on
Fetal behavior
Motor Development
kicking, turning, etc.
Follows an orderly sequence depending on stage growth.
Organ development
AEer birth
Illustrates the interac7on between gene7cally
programmed matura7on and environmental influences.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Newborn
3x larger brain
but with few connec-ons 3 years 100 Billion Neurons
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
• Left brain hemisphere develops more fully which may explain why children
acquire language quickly.! !
• Handedness—the preference for using one hand !
!
Brain Development
2-6 years
Middle childhood
Newborn Capacities
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Vision limited focus nearsighted
Hearing Able to distinguish different sounds.
Proof: head-turning response
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Taste and Smell
• Babies prefer sweet-tasting liquids over others. • Babies prefer breast milk over others.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Learning and Memory
• 3-month-old babies already have good memories.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Motor Skills
Gross motor skills
Fine motor skills
Involve the use of large bodily movements.
Involve the use of small bodily movements.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Cognitive Development in Childhood
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Psychological thinking about children’s
cogni7ve development is dominated by
two perspectives.
Biological Matura-on
Environmen-‐tal-‐learning perspec-ve
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Schemas Theories about how the physical and social world operates
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Piaget’s 4 Stages of Cogni-ve Development
Sensorimotor stage
Preoperational stage
Stage of Concrete
Operations Stage of Formal
Operations
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Sensorimotor Stage
• First 2 years!• Relationship between actions and consequences!
• Concept of themselves as separate form the external world!
object permanence Awareness that an object continues to exist when it is not present.!
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Preoperational Stage
• 1 ½ - 2 years!• Use symbols!• Does not comprehend rules and regulations or operations!
• Dominated by visual impressions !
egocentrism Belief that everyone sees things the way you do. !
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Operational Stages
• Ages between 7 & 12!• Conservation concept!• Logical manipulation!• Form mental representations of a series of actions!
Although children are using abstract terms, they are doing so in relation to concrete objects—objects to which they have direct
sensory access.!
Concrete Operational Stage
Formal Operational Stage The person is able to reason in purely
symbolic terms.!Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Alternatives to Piaget’s Theory
Informa-on-‐Processing Approaches
Knowledge-‐Acquisi-on Approaches
Sociocultural Approaches
Informa7on-‐processing skills—specific skills at gathering and analyzing informa7on from the environment.
Knowledge—understanding of how facts in a par7cular domain are organized.
Culture can influence children’s development in several ways.
Piaget’s theory may be invalid because such factors may have affected child’s response.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Theory of Mind • Much of our behavior towards other people is based on our understanding of what they are thinking.!
metacognition Thinking about thinking.!which is generally
HOW DOES A CHILD’S THEORY OF MIND DEVELOP?
3 steps
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
At TWO, children have an understanding of simple desires, emotions, and perceptual experiences but do not understand that people mentally represent both objects and their own desires and beliefs. !
1
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
At THREE, children begin to talk about beliefs and thoughts as well as desires, and seem to understand that beliefs can be false and true. Yet, they continue to explain their own actions and others by appealing to desires rather than beliefs. !
2
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
At FOUR, children begin to understand that people’s thoughts and beliefs affect their behaviors and that people can have beliefs that simply do not reflect reality. !
3
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Overall level of cogni7ve development determines ones
MORAL JUDGEMENT Children’s understanding of moral rules and social
conven-ons
He proposed that children’s understanding of rules develops in a series of 4 stages:
Children have no collective purpose.!
Children act more by the consequence rather than by the intentions behind an action. !
2 1
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Children give weigh to subjective consideration. !3 Youngsters show interest in generating rules to deal even with situations they never encountered. !Ideological mode of moral reasoning.!
4
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Personality and Social Development
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
TEMPERAMENT Mood-related personality characteristics.!
Research emphasizes that con7nuity or discon7nuity of temperament is a func7on of the interac-on between the child’s genotype (inherited characteris-c) and the environment.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
EARLY SOCIAL BEHAVIOR
Child smiles! Parent encouraged!
Parent-‐child bond:
Stranger Anxiety!8 months
Separation Anxiety!14 -18 months
Secure!3 years
This is because of • Memory capacity • Autonomy
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
ATTACHMENT An infant’s tendency to seek closeness to particular people and to feel more secure in their presence. !
A caregiver’s sensi-ve responsiveness to baby’s needs produces secure aQachment.
A caregiver’s response is not the major cause of aJachment behaviors.
AQachment paQerns may reflect this interac-on between baby’s temperament and parent’s responsiveness.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
The mother’s behavior appears to be the most important factor in establishing secure aQachment.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
LATER DEVELOPMENT
Securely a-ached babies mostly turned out to be enthusias7c, posi3ve, and non-‐problema7c. They are beJer equipped to cope with new experience.
Insecurely a-ached babies grew frustrated, angry, and nega3ve; they easily give up given difficul7es.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
EFFECTS OF DAY CARE
Children are not significantly affected by nonmaternal care.
Good quality day care can reduce the effects of growing up in a highly stressed home life.
Low quality day care however, may lead to nega7ve effects on a child.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
GENDER IDENTITY A firm sense of oneself as either male or female!
SEX TYPING Acquisition of behavioral characteristics that a culture considers apporpirate to ones sex. !
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
But are gender identity and sex typing simply
the product of cultural prescriptions and
expectations, or a are they partly a product of “natural” development???
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Psychoanalytic Theory
Sigmund Freud!
“Beginning of the Phallic Stage of Psychosexual Development”
3 years
• Children are aware of their reproductive organ.
• They develop sexual feelings to the opposite sex.
• Oedipal Effect—they feel jealous of their same
sex parent
• Later on diminishes as child wants to become
that of the same sex parent—sex typing.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Social Learning Theory Sex typing is because of the way a sex is treated in a culture. !
• Children themselves may construct and enforce their own exaggerated version of society’s gender rules.
• Development patterns to the child’s view of gender rules.
Contradictions
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Cognitive-Developmental Theory Proposes that gender identity plays a critical role in sex typing. !
• Children are able to identify their own sex
in a photo.
• Able to identify sex of a stereotypically
dressed man or woman in a photo but
cannot predict another child’s toy
preference.
2 years
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
• Children are able to separate photos of
boys and girls but do not know if they
will either become a mother of a father.
3 years
The understanding that a person’s sex remains the
same despite changes in age and appearance.
Gender Constancy
Children have strong and clear preference for
activities deemed appropriate for their sex long
before they attain gender constancy.
Contradiction
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
Gender-Schema Theory A set of beliefs about gender.!
• Children become sex-typed because sex is a major
focus around which their culture chooses to
organize its view of reality.
• It implies that if the culture becomes less sex typed,
children will be less sex typed in their behavior and
self-concept.
Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
SOURCES
Main source:!
Atkinson & Hilgard’s
Introduction to Psychology 14th ed.
Google ™
Source of photos:!