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    DEVELOPING THROUGH

    THE LIFESPANChapter 5 - Continued

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    SECOND EXAM

    Thursday, June 20th

    35-40 multiple choice questions

    It will cover chapters 4-5.

    Most questions will come from lectures and associated sections in the text.

    Remember to bring your questions to class: questions # 5-8.

    Also, I will set up a discussion forum(should be up by Friday, June 21st). Besure to post one multiple-choice question(Ill post more details about it onPsychPortal)

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    Attachment refers to an emotional bond with a specific person that is enduringacross space and time.

    Many investigators believe that childrens early relationships with parents influencethe nature of their interactions with others from infancy into adulthood, as well astheir feelings about their own worth.

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

    Attachment:

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    Rene Spitz

    Rene Spitz, a French psychoanalyst, made films of infants in orphanages that showeddespite receiving good physical care, including proper nourishment and health care,

    with no attachments to a primar y caregiver , they sufered: physically and

    psychologically retarded.

    Manyinfants seemedunmotivated to live: death rate was about 37% over two years.

    Why happens in the absence of attachment?

    1887 - 1974

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

    http://www.youtube.com/watch?v=VvdOe10vrs4

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    Harry Harlow

    Harry Harlows work with monkeys who were deprived of all early socialinteractions (because they exhibited severe social disturbances - bit and rocked themselves,avoided other monkeys, etc) strongly supported the view that healthy emotional and

    social development is rooted in childrens early social interactions with adults.

    Why happens in the absence of attachment?

    1905 - 1981

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Harry Harlow

    But what is important for attachment?

    1905 - 1981

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

    http://www.youtube.com/watch?v=OrNBEhzjg8I

    All videos in this series:

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    Harry Harlow

    But what is important for attachment?

    1905 - 1981

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Harry Harlow

    But what is important for attachment?

    1905 - 1981

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Harry Harlow

    Harry Harlows experimental work with monkeys suggested that a variable he calledcontact comfort is important for the formation of attachments between infants

    and primary caregiver.

    But what is important for attachment?

    1905 - 1981

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    John Bowlbyproposed attachment theory which posits that children are biologicallypredisposed to develop attachments with caregivers as a means of increasing thechances of their own survival.

    The attachment figureprovides an infant or toddler with a secure base, or a sense of

    security, that makes it possible for the infant to explore the environment.

    John Bowlby

    1907 - 1990

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Bowlbys four phases of attachment:

    1. Preattachment Phase (birth to 6 weeks)

    The infant produces innate signals that bring others to his or her side and iscomforted by the interactionthat follows.

    John Bowlby

    1907 - 1990

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    2. Attachment-in-the-Making Phase (6 weeks to 6 to 8 months)

    The phase in which infants begin to respond preferentially to familiar people.

    Bowlbys four phases of attachment:

    John Bowlby

    1907 - 1990

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    3. Clear-Cut Attachment (6 to 8 months and 1.5 years)

    Characterized by the infants actively seeking contact with their regularcaregivers and typically showing separation protest or distress (peaking atabout 13.5 months)when the caregiver departs.

    Bowlbys four phases of attachment:

    John Bowlby

    1907 - 1990

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    4. Reciprocal Relationships (1.5 years to 2 years)

    Involves children taking an active role in developing working partnerships withtheir caregivers.

    Bowlbys four phases of attachment:

    John Bowlby

    1907 - 1990

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Throughout this process , th e ch ild de velo ps an internal working model ofattachment, which consists of a mental representation of the self, of attachmentfigures, and ofrelationships in general.

    This working model guides childrens interactions with caregivers and other people

    in infancyand atolder ages.

    John Bowlby

    1907 - 1990

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Mary Ainsworth developed alaboratory procedure called The Strange Situationto assess infants attachment to their primary caregivers.

    In this procedure, the child is exposed to a number of episodes , including twoseparations and reunions with the caregiver and interactions with a stranger when

    alone andwhen the caregiver is in the room.

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    The Strange Situation: Step-by-Step

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    The Strange Situation: Step-by-Step

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

    http://www.youtube.com/watch?v=QTsewNrHUHU

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    Mary Ainsworth developed alaboratory procedure called The Strange Situationto assess infants attachment to their primary caregivers.

    In this procedure, the child is exposed to a number of episodes , including twoseparations and reunions with the caregiver and interactions with a stranger when

    alone andwhen the caregiver is in the room.Using this procedure, Ainsworth identifiedthree attachment categories.

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    1. Secure Attachment (~62-68%)

    Child has ahigh-quality relationship withhis or her attachment figure.

    Theyuse caregivers as asecure base for exploration.The infant may be upset when the caregiver leaves but is happy to see thecaregiver return, recovering quickly from any distress.

    Ainsworths three attachment categories:

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    1. Secure Attachment (~62-68%)

    Ainsworths three attachment categories:

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

    http://www.youtube.com/watch?v=PnFKaaOSPmk&feature=related

    All videos in this series:

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    2. Insecure Resistant/Ambivalent (~9%)

    Children are clingy and stay close to their caregiver rather than explore theenvironment or play with toys.

    Tend to becomevery upset when the caregiver leaves them alone in the room.

    When the caregiver returns, they are not easily comforted and both seek comfortand resist eforts by the caregiver to comfort them.

    Ainsworths three attachment categories:

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    2. Insecure Resistant/Ambivalent (~9%)

    Ainsworths three attachment categories:

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    3. Insecure Avoidant (~15%)

    Children seem somewhat indiferent toward their caregiver and may even avoidthe caregiver.

    Often indiferent when caregiver leaves and indiferent or avoident when thecaregiver returns.

    Ifthese children become upset when left alone, they may be as easily comforted byastranger as bythe caregiver.

    Ainsworths three attachment categories:

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    3. Insecure Avoidant (~15%)

    Ainsworths three attachment categories:

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    4. Disorganized/Disoriented (~15 %)

    Children have no consistent way of coping with the stress of the StrangeSituation.

    Their behavior is often confused or even contradictory, and they often appeardazed or disoriented.

    Subsequent to Ainsworth a fourth category was identified:

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Children who were securely attached as infants seem to have closer, moreharmonious relationships with peers than do insecurely attached children.

    Secure attachment in infancy also predicts positive peer and romanticrelationships and emotional health in adolescence.

    Securely attached children also earn higher grades and are more involved inschool than insecurely attached children.

    Does Security of Attachment Have Long-Term Efects?

    Note:

    Parent-child interactions predict a childs social and emotional competence at thatage better than measures of attachment at younger ages.

    So its likely that childrens development can be better predicted from thecombination of both their early attachment status and the quality of subsequentparenting than from either factor alone.

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

    Factors Associated with the Security of Childrens Attachment

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    A crucial factor that contributes to the security of an infants attachment isparental sensitivity.

    Secure attachment may be fostered by:

    Being consistently responsive to the needs of an infant Mutual smiling, laughing, making sounds at one another Engaging in coordinated play

    Insecure attachment may be fostered by:

    Being inconsistently responsive to the needs of an infant Often reject infants attempts at physical closeness Exhibiting frightening or disorienting behavior

    Factors Associated with the Security of Childrens Attachment

    What factor(s) is most important for secure attachment?

    Mary Ainsworth

    1913 - 1999

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Factors Associated with the Security of Childrens Attachment

    Is there a causal relationship between parental sensitivity and security ofattachment?

    Intervention Study- Daphna van den Boom (1994, 1995)

    Half of a group of mothers of 6-month-oldbabies at some risk for insecureattachment were randomly assigned to a condition in which sensitivity was

    trained, with the remaining half in a comparison condition.

    Three months later, more of the infants of the mothers in the experimentalgroup were securely attached(62%)thanwerethose in the control group (22%).

    The diferences in attachment were still apparent when the children were 18months, 24 months, and 3 years old.

    Results of intervention studies like these indicate a causal relationship betweenparental sensitivity and security of attachment.

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative Parenting

    Relationship is reciprocal, responsive; highin bidirectional communication

    Demanding

    Undemanding

    Supportive Unsupportive

    Parent is accepting and child-centered Parent is rejecting and parent-centered

    Parent expects much of child

    Parent expects little of child

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative

    Style Parent Characteristics Child CharacteristicsSet clear limits for their children and firm aboutenforcing them; allow considerable autonomywithin those limits; attentive and responsive tochildrens needs

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative Parenting

    Relationship is reciprocal, responsive; highin bidirectional communication

    Authoritarian Parenting

    Relationship is controlling, power-assertive;high in unidirectional communication

    Demanding

    Undemanding

    Supportive Unsupportive

    Parent is accepting and child-centered Parent is rejecting and parent-centered

    Parent expects much of child

    Parent expects little of child

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative

    Authoritarian

    Style Parent Characteristics Child CharacteristicsSet clear limits for their children and firm aboutenforcing them; allow considerable autonomywithin those limits; attentive and responsive tochildrens needs

    Non-responsive to childrens needs; enforcedemands through threats of punishment;oriented towards obedience and authority;expect children to comply without question

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative Parenting

    Relationship is reciprocal, responsive; highin bidirectional communication

    Authoritarian Parenting

    Relationship is controlling, power-assertive;high in unidirectional communication

    Permissive Parenting

    Relationship is indulgent; low in controlattempts

    Demanding

    Undemanding

    Supportive Unsupportive

    Parent is accepting and child-centered Parent is rejecting and parent-centered

    Parent expects much of child

    Parent expects little of child

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative

    Authoritarian

    Permissive

    Rejecting-Neglecting

    Style Parent Characteristics Child CharacteristicsSet clear limits for their children and firm aboutenforcing them; allow considerable autonomywithin those limits; attentive and responsive tochildrens needs

    Non-responsive to childrens needs; enforcedemands through threats of punishment;oriented towards obedience and authority;expect children to comply without question

    Responsive to their childrens needs; do notrequire that their children regulate themselvesor act in appropriate or mature ways

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative Parenting

    Relationship is reciprocal, responsive; highin bidirectional communication

    Authoritarian Parenting

    Relationship is controlling, power-assertive;high in unidirectional communication

    Permissive Parenting

    Relationship is indulgent; low in controlattempts

    Rejecting-Neglecting Parenting

    Relationship is rejecting or neglecting; uninvolved

    Demanding

    Undemanding

    Supportive Unsupportive

    Parent is accepting and child-centered Parent is rejecting and parent-centered

    Parent expects much of child

    Parent expects little of child

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative

    Set clear limits for their children and firmabout enforcing them; allow considerableautonomy within those limits; attentive andresponsive to childrens needs

    Authoritarian

    Non-responsive to childrens needs; enforcedemands through threats of punishment;oriented towards obedience and authority;expect children to comply without question

    Permissive

    Responsive to their childrens needs; do notrequire that their chi ldren regulatethemselves or act in appropriate or matureways

    Rejecting-Neglecting

    Do not set limits for/monitor their childrensbehavior; not supportive, often rejecting,neglectful; tend to be focused on their ownneeds

    Style Parent Characteristics Child Characteristics

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    http://www.youtube.com/watch?v=kdsDwVOMgwY

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative

    Set clear limits for their children and firmabout enforcing them; allow considerableautonomy within those limits; attentive andresponsive to childrens needs

    Authoritarian

    Non-responsive to childrens needs; enforcedemands through threats of punishment;oriented towards obedience and authority;expect children to comply without question

    Permissive

    Responsive to their childrens needs; do notrequire that their chi ldren regulatethemselves or act in appropriate or matureways

    Rejecting-Neglecting

    Do not set limits for/monitor their childrensbehavior; not supportive, often rejecting,neglectful; tend to be focused on their ownneeds

    Style Parent Characteristics Child Characteristics

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritarian Parenting

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    http://www.youtube.com/watch?v=aAYqssSUD8w&feature=related

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative

    Set clear limits for their children and firmabout enforcing them; allow considerableautonomy within those limits; attentive andresponsive to childrens needs

    Authoritarian

    Non-responsive to childrens needs; enforcedemands through threats of punishment;oriented towards obedience and authority;expect children to comply without question

    Permissive

    Responsive to their childrens needs; do notrequire that their chi ldren regulatethemselves or act in appropriate or matureways

    Rejecting-Neglecting

    Do not set limits for/monitor their childrensbehavior; not supportive, often rejecting,neglectful; tend to be focused on their ownneeds

    Style Parent Characteristics Child Characteristics

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Permissive Parenting

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    http://www.youtube.com/watch?v=h-Isc5Z6pzs&feature=related

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative

    Set clear limits for their children and firmabout enforcing them; allow considerableautonomy within those limits; attentive andresponsive to childrens needs

    Authoritarian

    Non-responsive to childrens needs; enforcedemands through threats of punishment;oriented towards obedience and authority;expect children to comply without question

    Permissive

    Responsive to their childrens needs; do notrequire that their chi ldren regulatethemselves or act in appropriate or matureways

    Rejecting-Neglecting

    Do not set limits for/monitor their childrensbehavior; not supportive, often rejecting,neglectful; tend to be focused on their ownneeds

    Style Parent Characteristics Child Characteristics

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative Parenting

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    http://www.youtube.com/watch?v=eYIYwGtkUiE

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative

    Set clear limits for their children and firmabout enforcing them; allow considerableautonomy within those limits; attentive andresponsive to childrens needs

    Authoritarian

    Non-responsive to childrens needs; enforcedemands through threats of punishment;oriented towards obedience and authority;expect children to comply without question

    Permissive

    Responsive to their childrens needs; do notrequire that their chi ldren regulatethemselves or act in appropriate or matureways

    Rejecting-Neglecting

    Do not set limits for/monitor their childrensbehavior; not supportive, often rejecting,neglectful; tend to be focused on their ownneeds

    Style Parent Characteristics Child Characteristics

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Rejecting-Neglecting Parenting

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    Authoritative

    Set clear limits for their children and firmabout enforcing them; allow considerableautonomy within those limits; attentive andresponsive to childrens needs

    Authoritarian

    Non-responsive to childrens needs; enforcedemands through threats of punishment;oriented towards obedience and authority;expect children to comply without question

    Permissive

    Responsive to their childrens needs; do notrequire that their chi ldren regulatethemselves or act in appropriate or matureways

    Rejecting-Neglecting

    Do not set limits for/monitor their childrensbehavior; not supportive, often rejecting,neglectful; tend to be focused on their ownneeds

    Style Parent Characteristics Child CharacteristicsCompetent; self-assured; popular; able to controltheir own behavior; low in antisocial behavior; asadolescents, high in social and academiccompetence and positive behavior

    As children, tend to be unhappy and unfriendly,with boys affected more than girls; as adolescents,low in social and academic competence

    As children, they tend to be impulsive, lacking inself-control, and low in school achievement; asadolescents, misconduct and drug use relativelyhigh

    As infants, attachment problems; as children, poorpeer relationships; as adolescents, tend to showantisocial behavior, poor self-regulation, drug use,low academic and social competence

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Style and Personality of Children

    Practice Description Personality of Children

    AuthoritarianParents impose rules and

    expect obedience.

    Low self-esteem and social

    skills

    PermissiveParents submit to childrens

    demands.

    Aggressive and Immature

    AuthoritativeParents are demanding but

    responsive to their

    children.

    High self-esteem, self-reliance and social

    com etence

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    Parenting Styles and Practices

    Parenting styles are parenting behaviors and attitudes that set the emotionalclimate of parent-child interactions.

    For example, authoritarian child-rearing practices seem to be associated with lessnegative consequences in Chinese and first-generation Chinese-American familiesthan in Euro-American families.

    We should be cautious in generalizing results to other cultures:

    What might account for this?

    Whereas Chinese children may perceive such parenting as involving and

    caring, Euro children may perceive it as mean and cruel.

    INFANCY AND CHILDHOOD - SOCIAL DEVELOPMENT

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    ADOLESCENCE - COGNITIVE DEVELOPMENT

    Developing Reasoning Power

    Adolescents ability to reason gives them a new level of social awareness. In

    particular, they may think about the following:

    Their own thinking What others are thinking What others are thinking about them How ideals can be reached (become critical of society, parents and even themselves)

    Duringearly teen years, reasoning tends to be self-focused: But mom, you dontreally know how it feels to be in love (Elkind, 1978).

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    Development of Moral Reasoning

    Lawrence Kohlberg

    1927-1987

    Gain rewards oravoid punishment

    Uphold laws and rules

    Before age 9

    EarlyAdolescence

    Beyond EarlyAdolescence

    Establish self-defined, basicethical principles

    Kohlberg(1981, 1984) sought to describe the development of moral reasoning by posingmoral dilemmas to children and adolescents: Should a person steal medicine to save aloved ones life? Identified three basic levels of moral reasoning:

    ADOLESCENCE - COGNITIVE DEVELOPMENT

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    Development of Moral Feeling

    Besides arriving at right and wrong via reasoning, we might also do so via ourfeelings.

    Jonathan Haidt

    ADOLESCENCE - COGNITIVE DEVELOPMENT

    Is consensual incest morally wrong?Most people seem revolted by the idea and agree its morally wrong. Whenpressed to give reasons as to why, however, people seem to struggle, often justresorting to, It just is!

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    Moral Reasoning vs. Moral Feeling

    The Trolley Problem

    Flip the switch?

    Most people will flip the switch: theywill kill one to save five.

    Push the fat man?

    Most people will not push the fatman: they will not kill one to save five.

    ADOLESCENCE - COGNITIVE DEVELOPMENT

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    The Trolley Problem

    Only frontal cortical areas (associated with

    deliberative reasoning and cognitive control) lightup during this judgment.

    Moral reasoning rules!

    Both frontal cortical areas (associated with

    deliberative reasoning and cognitive control) andareas associated with processing emotionalinformation and conflict resolution light up duringthis judgment.

    Moral feeling wins out!

    BUT those with damage to a part of the braininvolved in processing emotional information are

    far more likely than normals to push the fat man.

    Cold Cognitive Moral Reasoning Hot Affective Moral Reasoning

    Moral Reasoning vs. Moral Feeling

    ADOLESCENCE - COGNITIVE DEVELOPMENT

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    Until puberty, neurons increase their connections. However, at adolescence, selectivepruning of neurons begins. Unused neuronal connections are lost to make otherpathways more ecient.

    During adolescence, neurons in the frontal cortex grow myelin, which speeds upnerve conduction. This process, however, isnt completed until the early 20s.

    This evidence, in part, led the SupremeCourt in Roper vs. Simmons (2005) to rulethat it is unconstitutional to impose capital punishment for crimes committed

    while under the age of 18.

    Dec Grey Matter

    Inc White Matter (Myelination)

    http://www.phschool.com/science/science_news/articles/teen_brains_trial.html

    An article for your own interest (not examinable):

    ADOLESCENCE - COGNITIVE DEVELOPMENT

    Moral Responsibility

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    Empathy and Delay of Gratification

    Moral education programs teach kids:

    1. Empathy for others feelings

    2.To delay gratification

    Kids better at delaying gratification became more socially responsible, academicallysuccessful (e.g., average 210 points higher on SATs) and productive.

    Walter Mischel (1960s)- Marshmallow Test

    ADOLESCENCE - COGNITIVE DEVELOPMENT

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    Forming an Identity

    Erik Erikson

    1902-1994

    Erik Erikson, a Danish-American-German developmental psychologist, forwarded astage model of social development in which each stage has its own psychosocial

    task- a crisis that needs resolution. Adolescence wrestle with their identity.

    ADOLESCENCE - SOCIAL DEVELOPMENT

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    Forming an Identity

    In Western cultures, manyadolescents try out diferent selves before settling intoa consistent and comfortable identity.

    In general, early tomid teen years are associated with low self-esteem/poor self-

    concept while later teen years and early adulthood are associated with higherself-esteem/stronger self-concept.

    Mostyoung people seem to develop a sense of contentment: 81% agreed I wouldchoose my life the way it is right now; the other 19% agreed I wish I were somebodyelse.

    ADOLESCENCE - SOCIAL DEVELOPMENT

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    Parental and Peer Attachment

    Kids become more independent of their parents as they grow older.

    Kids become more influenced by their peers as they grow older (teens tend tobecome herd animals).

    Teens that have good (bad) relationships with their parents tend to feel happy(unhappy), healthy(unhealthy) and do well(poorly) in school.

    ADOLESCENCE - SOCIAL DEVELOPMENT

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    EMERGING ADULTHOOD

    Emerging adulthood spans ages 18-25. During this time, young adults may livewith their parents and attend college or work. On average, emerging adults marry intheir mid-twenties.

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    ADULTHOOD

    Physical Development - Middle Adulthood - Physical Changes

    Muscular strength, reaction time, sensory abilities and cardiac output begin todecline after the mid-twenties.

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    ADULTHOOD

    Physical Development - Middle Adulthood - Sex Life

    Only 30% of Canadians surveyed age 40 to 64 rated their sex life as lessenjoyable than during their twenties.

    In an American Association of Retired Persons sexuality survey, it was not until age 75

    or older that most womenand nearly half of menreported little sexual desire.

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    ADULTHOOD

    Physical Development - Later Life - Sensory Abilities

    After age 70, vision, hearing, distance perception, and the sense of smelldiminish.

    After 80, neural processes slow down, especially for complex tasks.

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    ADULTHOOD

    Physical Development - Later Life - Motor Abilities

    At age 70, our motor abilities also decline(e.g., muscle strength, reaction time, andstamina). Fatal accidents also increase around this age.

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    ADULTHOOD

    Cognitive Development - Memory

    As we age, recalling names becomes increasingly dicult(Crook and West, 1990).

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    ADULTHOOD

    Cognitive Development - Memory

    Though recall declines with age, recognition memory remains intact(Schonfield andRobertson, 1966).

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    ADULTHOOD

    Cognitive Development - Intelligence

    Cross-sectional evidence suggests decline whereas longitudinal evidencesuggests stability in intelligence over the lifespan.

    Cross-sectional studies involvestudying diferent individuals at thesame point in time (so measuringreasoning in a group of people made upof 20, 30, 40, 50, 60, 70 year olds).

    L o n g i t u d i n a l S t u d i e s invo lvestudying the same individuals

    repeatedly over time (so measuringthe same people when they are 20, then30, then 40, then 50, etc).

    Can you think of why the two diferent designs yield diferent results? (Hint: howmight 20 year-olds difer from 80 year-olds in terms of the conditions in which

    they grew up?)

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    ADULTHOOD

    Cognitive Development - Intelligence

    Fluid intelligence(the capacity to think logically and solve problems in novel situations,independent of acquired knowledge.) declines with age whereas crystallizedintelligence(the ability to use accumulated knowledge and experience)increases with

    age.

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    ADULTHOOD

    Social Development -Well-being

    Surveys indicate life satisfaction does not change markedly over the lifespan.

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    INFANCY AND CHILDHOOD - THE BRAINS PLASTICITY

    I didnt get a chance to show this in class. But this is the video I told you about earlier of thelittle girl that had half a hemisphere removed. It shows how remarkably resilient and,importantly, plastic the brain (especially a childs brain) can be!

    http://www.youtube.com/watch?v=VaDlLD97CLM

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    QUESTION #7

    Timmy is at Sea World watching Shamu (the killer whale show) with his parents. After theshow they get up to leave and in the hustle and bustle Timmy gets separated. Timmy wandersaround on his own for a while and eventually ends up at the Sea Lion exhibit. He gets a kickout of the funny noises the sea lions make. Suddenly he feels a hand on his shoulder. Hewhirls about and looks up only to see Mom staring down at him. What is wrong with you?

    she cries. Dont you ever wander offlike that again! Timmy looks down for a moment, almostas if ashamed, but then quickly turns to redirect his attention to the sea lions.

    Using the above scenario, answer the following questions. First, briefly describe the StrangeSituation used by Mary Ainsworth to study attachment. Second, based on findings from theformer, what might we infer about Timmys attachment style? Third, given Timmysattachment style, what might we infer about the conditions under which Timmy has been

    raised? Fourth, if Timmys parents are concerned with curbing Timmys inclination tononchalantly wander off, what sort of changes might you suggest in how they interact withTimmy?

    This question(as with all questions) is to be answered in a maximum of one page, double-spaced,using 12 point, Arial font.

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    QUESTION #8

    Using the example of how intelligence changes over the lifespan, compare and contrast cross-sectional and longitudinal research methods. Why did the two methods yield differentresults? Which set of results most accurately reflects how intelligence changes over thelifespan? In addition, looking more closely at different tasks used to test intelligence, explainin what sense intelligence both increases and decreases over the lifespan.

    This question(as with all questions) is to be answered in a maximum of one page, double-spaced,using 12 point Arial font