module 13 developing through the life span gp(dev)1
TRANSCRIPT
Module 13
Developing Through the Life Span
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Mapping the genes in the human genome.
Alleles – pairs of genes.
100,000 pairs of genes in each person.
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Identical (homozygous) or different (heterozygous) genes pairsGenetics and Behavior
23 pairs of Chromosomes
100,000 Pairs of Genes
DNA
RNA Proteins
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Genotype – genetic make up of an individual
Phenotype – traits that are expressed
One Gene is dominant - dominant gene is expressed (becomes part of phenontype).
Other is recessive - expressed only if homozygous - can be passed on to offspring.
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Sex-Linked GenesFemales = XXMales = XY
Color Vision - carried on the X chromosome.Normal (Dominant)Colorblind (recessive)
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Male has only one gene.
Always expressed.
Female has two genes.
Only expressed if homozygous.
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8% of females carry gene for colorblindness.
Males 8% inherited and expressed.
Females8% (mother) X 8% (father) = .06% expressed
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Prenatal Factors
Germinal (zygotic) Period
Embryotic Period10 - 14 days after conception - Embryo becomes connected to the uterus at the placenta.
Placenta - exchange of chemicals
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Embryonic Period 2 weeks to Ninth Week
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Teratogens - harmful factors- slight ,temporary effect on mother but very large permanent effect on embryonic and fetal development.
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Diseases - AIDS, Herpes, Rubella
Prescription Drugs - Always Check with MD.
Addictive Drugs – withdrawal
AspirinCaffeine
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Fetal Alcohol SyndromeEven 1 drink a day is harmful.Most harmful in 3rd to 4th week of pregnancy.
Smaller heads
Deformed facial features
Abnormal joints and limbs
Poor coordination
Problems with learning
Short memories
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Smoking (second hand smoke) - restricts oxygen to the embryo.
Mothers who smoke are at a higher risk of having a baby with low birthweight.
Smoking during pregnancy is associated with sudden infant death syndrome (SIDS).
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"Walk upstairs, open the door gently, and look in the crib. What do you see? Most of us see a picture of innocence and helplessness, a clean slate. But, in fact, what we see in the crib is the greatest mind that has ever existed, the most powerful learning machine in the universe."
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Abilities of Newborns (neonates)
Brainstem (life support) is fully formed.
Cortex (higher functions) immature - still only 90% complete at 6 yrs of age.
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As a child matures, neural networks grow increasingly complex.
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Birth to 3 yrs: Branching neural networks enable walking, talking, and remembering.
3 to 6 yrs: Frontal lobes develop, enabling rational planning.
6-13 yrs : Association areas proliferate, enriching thinking, memory, language and reading skills.
Frontal Lobe – Continued development into mid-20s.
Brain Maturation
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Reflexes (very adaptive for survival)• nourishment (sucking, rooting)• attracting attention (crying)• eliminating wastes• protection (eye blink, sneezing)• grasping reflex• orienting response - turning eyes toward sound or movement
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Perception
Habituation MethodInfants look longer at novel stimuli.Present stimuli A until they lose interest.
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Then present A with B.
If infant looks longer at B then they1) remember A2) can distinguish B
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VisionColor - fully developed by 3 monthsDistance - best vision at 9 inches
Prefer patterned to plain stimuli. Prefer to look at faces
Can recognize faces by 3 months.
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Depth Perception
Visual cliff Experiments
Shallow
Deep
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Before Crawling StartsInfant placed on deep sideHeart Rate decreases (interest) They can detect depth
About a month after crawling begins Will not crawl from shallow to deep side. If Placed on deep side: Heart Rate increases (fear)
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PhobiasDo will not develop until about 10 or 11 months.
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Hearing Last weeks of pregnancy the fetus may be aware of voices and sounds.
Cat in the Hat StudyFamiliar story - lower heart rateUnfamiliar story – no change.
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Hearing - infants prefer mothers’ voice- comforted by womb sounds
Can distinguish between sounds - prefer speech sounds (female) - 4 to 5 months respond to own name
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Infants prefer to attend to stimuli thatmoderately differ from familiar stimuli.
- paces learning for them
Module 14
Infancy and childhood
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Opportunities to safely explore the environment develop the body and brain.
Myelinization of neurons allows better coordinated movements and increases speed.
Motor skills develop in a predictable, universal sequence. proximal to distal (head to toes)
Cephalocaudal (trunk to finger tips) However, each individual grows at his or her own rate.
Motor Development: Birth to 3 yrs
Infantile Amnesia
We do not have memories for autobiographical events that occurred before our first birthdays.
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An intriguing mystery: How do we demonstrate what infants know and remember?
Developmental psychologists study how infants respond to changes in stimuli.
The baby in the photo has learned that her foot kicks move the mobile.
Infants respond to changes in the mobile by slowing their kicks and gazing.
Some 2-month-old infants are able to retain information about the mobile for as long as a month.
Infant Research: Memory
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Cognitive DevelopmentJean Piaget: Children think differently than adults do.
Stage Theory:- orderly predictable set of changes.- change is abrupt
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Adaptation - formation of schema through experience with world.
Schema change with new experiences.
Assimilation: New info fit into old schema.Child sees a CAT adds it to their DOG Schema.
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Accommodation : Alteration of existing schema to fit new information.
E.g., Child sees that CATS MEOW.Does not fit DOG schema. Child forms newschema. DOGS THAT MEOW.
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4 Stages (mental operations)1) Sensorimotor Stage Birth - 2 yrs - learn by manipulating things (cause and effect) video - don’t have schema
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Object Permanence - understanding thatobjects continue to exist when out of sight.
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First, the infants were shown a display containing a doll. A screen then rotated up to cover the doll.
The infants then saw a hand move into the display and add another doll.
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Finally, the screen dropped and, depending on the experimental condition, revealed either one doll or two dolls.
Infants looked longer at the impossible outcome (one doll) than the possible outcome (two dolls).(Wynn, 2000)
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Egocentric - don’t understand that otherssee the world differently.
Self Concept
Rouge test (self-recognition test)
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Theory of Mind – able to reflect on the contents of one's own and other's minds.
For many of those with autism or Asperger's, mindblindness, or lack of Theory of Mind creates major barriers to communication and closeness. These barriers often lead to those nearest to the individual feel, whether real or perceived, a lack of empathy from the individual.
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Someone who has a full grasp of Theory of Mind will immediately know that Sally will look where she last left the ball. She does not know that the ball has been moved. A person with poor Theory of Mind skills will believe that Sally will look for the ball in the box, because they do not fully grasp that Sally will
not know what Ann has done.
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Real Life example of EgocentrismFrom Rage against the Minivan
Link
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2) Pre-operational Stage (2 - 7 yrs) - have schema (Symbolic Thought) - can develop language - can play “make-believe”
IrreversibilityCentration
Click on photo to see video
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Lack Understanding of Conservation Changing appearance (shape) doesnot change physical properties (Amount).
Click on photo to see video
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3) Concrete Operations (7 to 11 yrs)- begin to understand logical thought.
• Reversibility• Causal relationships
Restricted to concrete reasoning - things they know about.
What if people did not have thumbs??Click here for video.
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4) Formal Operations (12 to adulthood)
Can think in the abstractHypothetico-deductive Reasoning - develop and test hypothesis.
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Criticisms of Piaget1) Ages are wrong! Video begins at 11:55
Response: Stage not age is important!
2) Gradual changes rather than abrupt. Domain specific ability! - object permanence with parents but not with toys.
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3) Underestimates Social InfluencesVygotsky – zone of proximal development.(material that is just beyond the ability the child currently possesses).
Scaffolding
Readiness - children only learn when they are ready. Research shows that interaction and experiences can speed learning.Your Baby Can Read?
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4) Overestimates obtainment of formal operational thought!
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Are there Cognitive Changes that occur inLater years?
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Module 15 (pgs 200- 203)Moral Development (Kolberg)Stages Reflect Cognitive Ability1) Pre-conventional Obedience and Punishment Self-Interest2) Conventional Public opinion, social duty
3) Post-conventional Principled
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Erickson – Psychosocial Development
(Module 15 pgs 202 -204)Issues that we are dealing with change with age.
How these conflict are resolved will have long-lasting effects.
Basic Schema for thinking about ourselves.
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Infancy - Basic Trust vs. MistrustIs my world a predictable and supportive place?
Toddler - Autonomy vs. Shame and DoubtCan I do things by myself, or always rely on others?
Preschool - Initiative vs. GuiltAm I good, or am I bad? - questions of morality
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Preadolescence - Industry vs. InferiorityAm I successful or worthless?
Adolescence - Identity vs. Role Confusion“ Who am I?”
Young Adulthood - Intimacy vs. Isolation“How do I relate to others?”
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Middle Adulthood - Generativity vs. Stagnation“Will I succeed in life?”
Older Adulthood - Ego Integrity vs. Despair“Have I lived a full life, or have I failed?”
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(Module 14 pgs 188 – 195).
Issues in Infancy – Attachment- emotional bond between child and parent.Primate StudiesHarlow’s Monkey’sSeparated newborns from mothers
Fear Studies
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WireMother
TerryClothMother
Food 1 hour 18 hours per day
No Food Less than 1 hour
14 hoursper day
Preferred contact comfort
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All of the Monkey’s had problems in adulthood- abnormal social relationships- abnormal sexual behaviors-inadequate parenting behaviors
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Attachment Differences
Strange Situation Test.
Based on behavior classified as1) Secure Attachment2) Insecurely Attached
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Long-Term EffectsSecurely attached
- more sociable- better problem solvers- more adaptive to new situations- fewer behavior problems- better adult relationships.
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Why is Attachment so Important?Development of:- First schema of social relationships- Self-schema.- general schema of the world.