Lecture 10: Developmental Psychology...Lecture 10: Developmental Psychology A) Birth Adolescence...
Transcript of Lecture 10: Developmental Psychology...Lecture 10: Developmental Psychology A) Birth Adolescence...
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Lecture 10: DevelopmentalPsychology
A) Birth Adolescence Physical Development
-perception, motor skills
Cognitive Development -thinking, problem solving
Social/Moral Development -right from wrong, morality
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Developmental Psychology
Getting from here
To here
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B) Life Span Development Birth Adolescence Middle Age Old Age
decline (development stops at earlyadulthood) vs.
lifespan development (some types ofgrowth continue)
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RAISING BABY: - changes -John Watson (1928) - advice examples
before now-no affection attachment concerns-spanking no/illegal ??-mother’s job two caregivers-kids “superbabies” (stressed kids)
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NewbornsPrecocial Altricial
many abilities few(most mammals) (humans)
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In Uteroa) nerve growthb) first response - reflex
7 ½ weeks – head away
c) touch receptors – 12-15 weeks
palms feet
d) 15 weeks grasp, squint, grimace, suck thumb, swallow
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e) 24 -feel movement
-respond to sound
f) 25 weeks – can survive -shine light on abdomen, fetus turns
g) 32 weeks –eyes open -sees hand “awareness” ?? -brain scans – deep sleep
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Reflexes andMotor Skills -feeding -“rooting reflex” -grasping reflex
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Disappearing -reaching 4 weeks 4 months
Swimming 4 months
why disappear withoutexperience????
(video: knowing yourbaby – 5 min)
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Perception Visually overwhelmed????
vision restricted to 9” can’t change focus no peripheral
Vision Research Color Perception
method – “habituation” – discrimination iflook longer at new compared to old see example
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Bornstein (1976) – 4 months color spectrum into red, yellow, green, blue
Roots of Social Perception Fantz (1961) – 2 months spent 50% more time looking at face-like discs 6 weeks – smiling face elicits return smile (empathy or inherited reflex??)
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Parts of Faces: Haith (1977)
-3 – 11 weeks – edges -2 months – eyes, when parents talk - promotes bonding
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MOTOR MILESTONES-2 months – raise head to 45 0
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- 2.8 - roll over-4 months – sit with support-5.5 – sit-7.6 – pull self to stand-9.2 – walk – furniture-10 – crawl-11.5 – stand-12.1 – walk
(video – motor development – 10 min)
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COGNITIVE DEVELOPMENT -talk “stream of consciousness”
to 2 yrs. old - be quiet -until 3 – no lies – public knowledge -baby humor – doesn’t make sense to us -hide & seek (2 yrs)
“egocentrism”
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-logic 2 ½ - just developing Eg. Harry’s diving lessons -(Mac dived and is never coming back)
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Later Cognitive Development
A) Quantitative-as age, think differently because….have more information/experience-continuous
-e.g. Social Learning Theory
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A) Qualitative - Piaget - children pass through stages in which
thought at each period is radicallydifferent
- mental functions are reorganized andchild passes into more advanced stage
discontinuous: each stage buildson prior stages but is different
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STAGES 1) Sensory-motor Stage – 2yrs
-explore envir. through reflexes -becomes purposive
-no symbolic thought at start
-beginnings of “object permanence” (symbolicthought)
2) Preoperational (Symbolic) – 2----7 years -symbolic thought – represents objects verbally and
cognitively
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-rudimentary reasoning Cognitive Limitations:
-“conservation” - see illustration -“egocentrism”
-mountain problem -show picture (via phone)
Irreversibility: logical operations arereversible
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Q: Do you have a brother?A: Yes
Q: What’s his nameA: Jim
Q: Does Jim have a brother?A: No!
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3) Concrete Operations – 7 --- 11-dramatic changes in logic-role-taking-conservation-seriationi.e., logical, organized thoughtfor concrete (not abstract)
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4) Formal Operations 12 ----logic fully materializes“If all blue people live in red houses, are all
people who live in red houses blue?”
formal – attempt an answer
concrete – silly, there are no bluepeople
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Cognitive ProgressionAssimilation: “new” is made to fit existing
knowledge
cats Dogs that meow
Accommodation: if new is too new, ignoreif slightly new - accommodateor change way of thinking
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Research Difficulties e.g. Perception
method of habitution Emotion???
How to proceed with 2 mo. old?
Assumptions: -only pleasure-pain
- but, maybe more
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Method to measure emotions in babies -Ekman -facial action coding system nonverbal indicators (on face) of emotions
thus, present baby with stimulus, analyze faceemotions
Legerstee (1994) [York U.] Ss 2, 4, 6, 8, & 10 months
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INDEP a) mother or doll b) - interactive - passive (immobile, plexiglass) - masked and interactive METHOD
videotaped F.A.C.S.
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DEPENDENT – 6 emotions -interest -enjoyment -anger -fear -sadness -surprise
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-example subject – video 10 min. a) doll b) mommy – plexiglass c) interactive mommy d) doll – mask e) mommy – mask f) doll – plexiglass
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Results - overall, even at 2 months they have
many and varied emotions specific examples:
-mother passive -doll passive -mother interactive -doll interactive -masked mother -masked doll
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attachment Bowlby – biological/evolutionary conceptKids Parents(smile, (cuddle, nurture)cling)
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preprogrammed responses -because of temperament/experience,
children develop different patternsof attachment – some more adaptivethan others
-responsible, warm availablecaregiver ---- secure attach
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{ Ainsworth – 6 years before leave overnight !! }
Patterns of Attachment - Ainsworth -assess – “Strange Situation Paradigm » a procedure involving short separations from
and reunions with the parent that assesses thequality of the attachment bond
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Strange Situation Procedure 8 steps
1) Experimenter introduces parent and baby to playroom andleaves
2) Parent is seated while baby plays with toys 3) stranger enters, is seated, and talks to parent 4) parent leaves room, stranger responds to baby and offers
comfort is baby is upset 5) parent returns, greets baby, and if necessary, offers comfort.
Stranger leaves room 6) parent leaves room 7) stranger enters room, offers comfort 8) Parent returns, greets baby, if necessary offers comfort, tries
to interest baby in toys
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Secure Attachment – distressed by parentalseparation but easily comforted on return
Insecure Attachment – a) Avoidant attachment – not distressed, avoids
parents on return b) Resistant Attachment – remains close to parent
before leaves and is angry and resistive upon return c) Disorganized/disoriented attachment – responds
in a confused, contradictory fashion when reunitedwith parents
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attachment promotes psychological health e.g. Elicker et al., (1992)
assessed at 2 assessed at 11 secure – more friends
-more socially skilled -“closer” friendships
video (10 min, Scien. Amer, monkeyattachment)
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- Early Pioneering Research –Harlow 1950’s -rhesus monkeys -raised
½ wire mesh mothers (feeding) ½ cloth mothers (feeding)
-frighten monkeys
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Results: Raised Available TargetsWire/feed wire mother
cloth mother
Cloth/feed wire mother
cloth mother
-attachment not due to feeding/positive reinforcement but due to “comfortvalue”
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Social Development Piaget – fundamental to social life -
“moral development” Stages:
Moral Realism Moral Autonomy (morality of reciprocity)
Mature morality: understand/accept social rules concern for equity and reciprocity
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Moral Realism: -rules are divine, unchanging -rigidity in social interactions “my mommy says …” -immanent justice -judgments – objective (what
happened, how much) not subjective(intentions) responsibility
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Moral Autonomy: -rules are arbitrary -can be changed judgments: subjective responsibility intentions “accidents” (miracle concept)
-story technique – eg. from Piaget