mar. 12 - 16modules 8 & 9 development mar. 19 - 23modules 10 & 11 mar. 26 – 30modules 41...
TRANSCRIPT
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Mar. 12 - 16 Modules 8 & 9 DevelopmentMar. 19 - 23 Modules 10 & 11Mar. 26 – 30 Modules 41 – 44 PersonalityApril 2 – 4 Modules 30 – 31 IntelligenceApril 6 – 13 Easter Vacation ???April 16 – 20 Modules 45 – 48 DisordersApril 23 - 24 Modules 49 – 50 TherapiesApril 25 – 27 Modules Motivation/EmotionApr. 30 – May 4 AP ReviewMay 7 AP exam
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Prenatal Development and the Newborn
Module 8
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Prenatal Development & the NewbornConception
Prenatal Development
The Competent Newborn
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Developmental Psychology
• A branch of psychology that studies physical, cognitive and social change throughout the life span.
• Developmental perspective: examines how people are continually developing – from infancy to old age
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Three Key Developmental Issues
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Developmental PsychologyIssue Details
Nature/Nurture
How do genetic inheritance (our nature) and experience
(the nurture we receive) influence our behavior?
Continuity/Stages
Is development a gradual, continuous process or a
sequence of separate stages?
Stability/Change
Do our early personality traits persist through life, or do we become different persons as
we age.
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ConceptionA single sperm cell (male) penetrates the outer coating of the egg (female) and fuse to form one fertilized cell.
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Prenatal Development
• Prenatal defined as “before birth”
• Prenatal stage begins at conception and ends with the birth of the child.
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Prenatal Development• 3 phases
–Zygote = first 2 weeks
• Conception & formation of placenta
–Embryo = 2 weeks – 2 months
• formation of vital organs and systems
–fetal stage = 9 weeks after conception
• bodily growth continues
• movement capability begins
• brain cells multiply rapidly
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•A zygote is a newly fertilized cell with 100 cells, which become increasingly diverse. •At about 14 days the zygote turns into an embryo (a and b).
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• At 9 weeks an embryo turns into a fetus (c and d). • Teratogens are chemicals or viruses that can enter the placenta and harm the developing fetus.
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Placenta
• A cushion of cells in the mother by which the fetus receives oxygen and nutrition
• Acts as a filter to screen out substances that could harm the fetus
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Teratogens
• Substances that pass through the placenta’s screen and prevent the fetus from developing normally
• Includes: radiation, toxic chemicals, viruses, drugs, alcohol, nicotine, etc.
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Teratogensharmful agents to the prenatal environment
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Fetal Alcohol Syndrome (FAS)
• A series of physical and cognitive abnormalities in children due to their mother drinking large amounts of alcohol during pregnancy
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Fetal Alcohol Syndrome
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The Competent Newborn
•Infants are born with reflexes that aid survival.•Apgar Score: a scaled score of a newborn’s physical condition •based on: heart rate, respiration, muscle tone, color & reflex responsiveness •(1 min. ; 4 min. after birth)
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APGAR Score
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Rooting Reflex
• infants’ tendency, when touched on the cheek, to move their face in the direction of the touch and open their mouth
• is an automatic, unlearned response
• child is looking for nourishment.
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• Moro reflex – when startled, baby will throw arms and legs out and head back and then pull them into body
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Babinski Reflex
• Known as the “toe curling reflex”
• stroke outer sole and baby spreads toes, stroke inner sole and baby curls toes.
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Babinski Reflex – toe curling reflex
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• Grasping reflex – put finger in baby’s palm and baby will grab
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Infant Reflexes
• http://www.youtube.com/watch?v=rjnQhno3LA4&feature=related
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Cognitive Development in the Newborn
Investigators study infants getting habituated to objects over some duration of time. New objects are paid more attention than habituated ones, showing learning.
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Preferences
1. human voices and faces
2. face-like images
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Habituation
• As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner
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• Which more novel after series of cats?
• The hybrid with the dog’s head
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Habituation Study• 4 month olds shown cat images
• Spent more time looking at the hybrid w/dog’s face
• More novel measured in looking time
• Infants, like adults focus on face first, not the body!
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Habituationdecreasing responsiveness with
repeated stimulation
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MODULE 9Infancy & Childhood
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Infant, Toddler, Child
• Infant: First year
• Toddler: From about 1 year to 3 years of age
• Child: span between toddler and teen
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Brain Development – increases quickly after birth!
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Maturation• Biological growth processes that
enable orderly changes in behavior
• Severe deprivationslows down development
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Maturation• To a certain extent we all maturate similarly,
but the time can vary depending on the person.
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What will this child remember from his infant experiences?
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Maturation/Infant Memory
• Lack of neural connectionsearliest memories seldom predate our 3rd birthday
• infantile amnesia
• Average age of earliest memory3.5
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Physical Development• Average weight? 7.5 lbs.
• Height? 18 – 22 inches
• MATURATION: gives doctors and parents a timetable to measure progress
sit up crawl walk run
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Motor Development• Includes all physical skills and muscular
coordination
• Sequence of physical (motor) development is universal
• Walking: 25% by 11 mos.
• 50% by the week after 1st b-day
• 90% by 15 mos.
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Motor Development
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Motor Development• Important to know each child is unique
• Genes play major role: – Identical twins sit up/walksame day
• Biological development: – creates readiness to learn
• Experience before that time has limited effect– No set timetable for “potty training”
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Cognitive Development
Piaget’s Cognitive Stages
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• Jean Piaget – most influential psychologist in cognitive development of children
• Developmental psychologist who introduced a stage theory of cognitive development
• Proposed a theory consisting of four stages of cognitive development
• Child’s mind develops from newborn simple reflexesadult abstract reasoning
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Piaget’s Stages of Cognitive Development
Cognitionall the mental activities associated
with thinking, knowing, remembering, and communicating
each stage has distinct characteristics for certain thinking at specific ages
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Schemas
• Concepts or mental frameworks that people use to organize and interpret information
• Sometimes called schemes
• A person’s “picture of the world” through experiences
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We have no schema (plan) for this image!
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2 Key Terms: Assimilation and Accommodation
• Assimilation
–Interpret new experience in terms of our current understandings (schemas)
–What we learn as we 1st experience
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• Accommodation
–interpreting a new experience by adapting or changing one’s existing schemas…adapt what we learned
–the new experience is so novel the person’s schemata must be changed to accommodate it
–as children interact w/worldconstruct & modify schemas
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Assimilation/Accommodation
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Assimilation/Accommodation
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Assimilation/Accommodation
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Assimilation - Scale Errors
This little girl (21 mos) is attempting to “slide” down the miniature sliding board
24 month old tries to open the miniature car door and “step” inside.
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Piaget’s Stages of Cognitive Development
• Sensorimotor
• Preoperational
• Concrete operational
• Formal operational
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Sensorimotor Stage – 1st stage• Piaget’s first stage of cognitive
development
• From birth to about age two
• Child gathers information about the world through senses and motor interactions
• Child learns object permanence
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Object Permanence
• The awareness that things continue to exist even when they cannot be sensed
• “Out of sight, out of mind”
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Lack of Object Permanence
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SUCCESS!!!...Object Permanence
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1. Objects placedin case.
2. Screen comesup.
3. Object is removed.
4. Impossible outcome:Screen drops, revealing two objects.
4. Possible outcome: Screen drops, revealing one object.
Shown a numerically impossible outcome, infants stare longer
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The BIG Question!!!
• Do children’s cognitive abilities go thru stages???
• Today, researchersmore continuous
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Preoperational Stage
• Piaget’s second stage of cognitive development
• From about ages 2 to 7
• Children can understand language but not logic
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Egocentrism
• The child’s inability to take another person’s point of view
• Includes a child’s inability to understand that symbols can represent other objects
• “model room” experiments
• Hands over face: “if I cant seem you, you cant see me!”
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Example of Egocentrism
• “Do you have a brother”
• “Yes”
• “What’s his name?”
• “Jim”
• “Does Jim have a brother?”
• “No”
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More egocentrism
• Block the TV while you are watching it, figure you see what THEY see!
• Nod their head to answer a question while talking to someone on phone
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Theory of Mind
• Children become to realize people have minds
• Ability to infer intentions and grasp another’s perspective
• Infer others’ feelings
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Autism• Disorder characterized by deficient
communication & social interaction
• Marked by impaired theory of mind
• *Asperger’s Syndrome –high functioning autism
–normal intelligence
–may have an exceptional skill or talent
–mostly deficient in social/communication skills
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This is Sally This is Anne
Sally puts the ball in the red cabinet
Sally goes away
Anne moves the ball to the blue cabinet
Where will Sally look for the ball?
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How is autism diagnosed• no babbling or pointing by age 1
• no single words by 16 months or two-word phrases by age 2
• no response to name
• loss of language or social skills
• poor eye contact
• excessive lining up of toys or objects
• no smiling or social responsiveness.
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• 1 in 110 children in the United States
• Fastest-growing developmental disability
• Autism effects 1 in every 54 boys.
• 40% of autistic children do not talk at all.
• Only 56% of students with autism finish high school
Facts and Figures about Autism
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Concrete Operational Stage
• Piaget’s third stage of cognitive development
• From about ages 7 to 11
• Child learns to think logically and understands concept of conservation
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Principle of Conservation
• An understanding that certain properties remain constant despite changes in their form
• The properties can include mass, volume, and numbers.
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Conservation the principle that properties such as
mass, volume, and number remain the same despite changes in the forms of objects
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Principle of Conservation
The child agrees that A & B have the same amount of liquid
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Principle of Conservation
The child observes as the liquid is poured from B into C which is shaped differently!
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Principle of Conservation
The child is asked which container as more liquid?
Pre-operational: taller beaker has more liquid
Concrete operational: tends to answer correctly...They are equal amounts
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Preoperational stageSensorimotor stage
Concrete/formal stage
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Formal Operational Stage
• Piaget’s fourth and last stage of cognitive development
• Child can think logically and in the abstract
• About age 12 on up
• Can solve hypothetical problems (What if…. problems)
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Typical Age Range
Description of Stage
Developmental Phenomena
Birth to nearly 2 years SensorimotorExperiencing the world through senses and actions (looking, touching, mouthing)
•Object permanence•Stranger anxiety
About 2 to 6 years
About 7 to 11 years
About 12 through adulthood
PreoperationalRepresenting things with words and images but lacking logical reasoning
•Pretend play•Egocentrism•Language development
Concrete operationalThinking logically about concrete events; grasping concrete analogies and performing arithmetical operations
•Conservation •Mathematical transformations
Formal operationalAbstract reasoning
•Abstract logic•Potential for moral reasoning
Piaget’s Stages of Cognitive Development
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Criticisms of Piaget’s Theory
• Piaget underestimated the child’s ability at various ages.
• Piaget’s theory doesn’t take into account culture and social differences.
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Social Development in Infancy and
Childhood
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Social DevelopmentStranger Anxiety
fear of strangers that infants commonly display
beginning by about 8 months of age
Schemas for familiar faces
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Attachment• An emotional tie with another person
resulting in seeking closeness
• Children develop strong attachments to their parents and caregivers.
• Body contact, familiarity, and responsiveness all contribute to attachment.
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Harry Harlow – Body Contact• research with infant monkeys on how
body contact relates to attachment
• The monkeys choose between a cloth mother (no food) or a wire mother that provided food.
• The monkeys spent most of their time by the cloth mother.
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Monkeys preferred contact with the comfortable cloth mother, even while feeding from the nourishing wire mother
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Harlow Results Monkeys raised by surrogate mothers were
terrified when placed in strange situations without artificial mother
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Familiarity
• Sense of contentment with that which is already known
• Infants are familiar with their parents and caregivers.
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Familiarity - attachmentCritical Period
an optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development
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Imprinting and Critical Period
• A process by which certain animals, early in life, form attachments
• The imprinted behavior develops within a critical period– an optimal period when the organism’s
exposure to certain stimuli produce the imprinted behavior.
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Konrad Lorenz
• Studied imprinted behaviors
• Babies are imprinted to follow the first large moving object they see.
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Konrad Lorenz and Imprinting
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Ever see “Fly Away Home”??
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• “mere exposure effect”– One’s liking for stimulus is increased simply
by being exposed to it
– fosters fondness
–Similar family interests
• Same book, movie, story over & over.
• familiarity is a safety signal to child
• “familiarity breeds content”
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Social Development in Infancy and Childhood: Parenting Patterns and
Attachment
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Mary Ainsworth - 1979
• Studied attachment
• “strange situation” w/o mothers
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“The Strange Situation” NOT IN NOTES• the researcher takes a mother and child of
approximately one year old into an unfamiliar room with toys.
• a series of separations and reunions where the mother and child are first alone in the room
• then the researcher enters, and after a few minutes, the mother leaves.
• A few minutes later, the mother returns and
• the researcher observes the child's reaction to this return.
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Responsiveness
• Responsive parents are aware of what their children are doing.
• Unresponsive parents ignore their children--helping only when they want to.
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Securely or Insecurely Attached
• Securely attached – children will explore their environment
when primary caregiver is present
• Insecurely attached – children will appear distressed and cry
when caregiver leaves.
- will cling to them when they return
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Results of Ainsworth• Sensitive, responsive mothers
– those that noticed what babies were doing and responded appropriately
• had infants who were securely attached
• Insensitive, unresponsive mothers:
–mothers who attend to babies when they felt like it but ignored at other times
•had infants who often became insecurely attached
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Effects of Attachment
• secure attachment may predict social competence.
• a responsive environment helps most infants recover from attachment disruption.
• deprivation of attachment is linked to negative outcome.
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Ainsworth’s major types of attachment • anxious/avoidant
– the child may not be distressed when the mother leaves and may avoid her when she returns
• securely attached
– the child is distressed by the mother's departure and seeks comfort from her when she returns
• anxious/resistant
– the child stays close to the mother in first few minutes alone and becomes highly distressed by her departure
• only to seek comfort when she returns, but then reject her closeness
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Deprivation of Attachment
• Babies reared w/o stimulation/attention or locked away, abused or neglectedoften are withdrawn, frightened, timid
• Lasting emotional scars
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Number 1 achievement of childhood is attachment
Self-concepta sense of one’s identity and
personal worth
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Important to develop a positive self-image
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• Children’s view of themselves affect their actions
–Children who form positive self-conceptmore confident, optimistic, assertive and sociable
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• In what ways does parenting style affect a child’s development???
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Parenting Patterns
• Diane Baumrind’s three main parenting styles
–Authoritarian parenting (too hard?)
–Permissive parenting (too soft?)
–Authoritative parenting (just right?)
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Authoritarian Parenting• Low in warmth
• Discipline is strict and sometimes physical.
• Communication high from parent to child and low from child to parent
• Maturity expectations are high.
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• “Don’t do it or else!”
• “Don’t interrupt.” – “Why?
– Because I said so.”
• “Don’t be late or you’re grounded”
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Permissive Parenting
• High in warmth but rarely discipline
• Communication is low from parent to child but high from child to parent.
• Expectations of maturity are low.
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• submit to children’s desires
• few demands
• little punishment
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Authoritative Parenting• High in warmth with moderate
discipline
• High in communication and negotiating
• Parents set and explain rules.
• Maturity expectations are moderate
• Handouts “Strange situation and Identity Status Theory.
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“The Strange Situation”• the researcher takes a mother and child of
approximately one year old into an unfamiliar room with toys.
• a series of separations and reunions where the mother and child are first alone in the room
• then the researcher enters, and after a few minutes, the mother leaves.
• A few minutes later, the mother returns and
• the researcher observes the child's reaction to this return.
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Ainsworth’s major types of attachment • anxious/avoidant
– the child may not be distressed when the mother leaves and may avoid her when she returns
• securely attached
– the child is distressed by the mother's departure and seeks comfort from her when she returns
• anxious/resistant
– the child stays close to the mother in first few minutes alone and becomes highly distressed by her departure
• only to seek comfort when she returns, but then reject her closeness
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The Search for Identity• James Marcia (1988)
–4 identity statuses
• Identity diffusion
• Identity foreclosure
• Identity moratorium
• Identity achievement
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James Marcia Identity Status Theory
• The main idea is that one’s sense of identity is determined largely by the choices and commitments made regarding certain personal and social traits.
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• the status in which the adolescent does not have a sense of having choices;
• he or she has not yet made (nor is attempting/willing to make) a commitment
Identity Diffusion
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• the status in which the adolescent seems willing to commit to some relevant roles, values, or goals for the future.
• Adolescents in this stage have not experienced an identity crisis.
• tend to conform to the expectations of others regarding their future (e. g. allowing a parent to determine a career direction)
• As such, these individuals have not explored a range of options.
Identity Foreclosure
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Identity Moratorium
• the status in which the adolescent is currently in a crisis
• exploring various commitments and is ready to make choices
• but has not made a commitment to these choices yet.
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Identity Achievement
• the status in which adolescent has gone through a identity crisis
• has made a commitment to a sense of identity (i.e. certain role or value) that he or she has chosen
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Marcia’s four identity statuses – Commitment vs. Crisis
Secure of “who we are”
No goals…don’t care!...yet!Not sure of “who we are”
Do as one is told
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Other Cognitive Abilities
• Vygotsky’s Sociocultural Theory
– Importance of social interactions in cognitive development
– Zone of proximal development (ZPD) – difference in accomplishing alone and with help from others
– Notion of readiness
– When a child is prepared to begin a task he/she can do…
– Moved to higher level of performance