unit 6

developmental psychology

cross-sectional study

comparing study groups(experimental and control)

problems with cross-sectional studies

cofounding variables (variable that’s not iv)

longitudinal study

within-subject study (same people are studied overtime)

has no cofounding variables

problems with longitudinal study

takes a long time and has subject loss

cohort effect

different generations have different experiences

teratogens

chemical agents that can harm prenatal environment (conception to birth)

fetal alcohol syndrome

physical and cognitive abnormalities in a child bc of a pregnant mom heavy drinking

newborns are born with

behavioral reflexes that help aid survival

• Ex: Rooting, Moro, Palmer Grasp, Babinski

reflexes

involuntary responses to stimuli

habituation

infants gain familiarity with repeated exposure to a stimulus, their interest fades and they look away sooner (getting bored of it)

novelty preference procedure

infant is shown a new object with a familiar one (usually looks at new one)

maturation

orderly sequence of biological development

timing in growth can be diff but sequence is the same

critical period

we need to be in a rich environment and stimulate for brain development

brain development

pruning process- removing unnecessary synaptic connections to help brain run better

motor development

brain development enables physical coordination

Jean Piaget theory

childs mind is not mini adult’s

mind form schemas (cognitive process developed overtime-nurtured) to make sense of experience

assimilation

adding to existing schema

can make mistakes early on

accomodation

creating new schemas

adapting and changing

Piagets Stage 1- Sensorimotor

0-24 months

experience thru senses and actions

object permanence

making connections between what infant is doing and what their response is

object permanence

even tho its not seen, its still there

• example- toy being covered by blanket

Piaget Stage 2 Preoperational

2-6 yrs

being language for ideas and objects

egocentric thinking

ASD- autism spectrum disorder

lack conservation and lack of theory of mind

ecocentric thinking

i believe everything that I feel, think and see others do

theory of mind

my beliefs are diff from other people

conservation

ability to understand things are the same even tho the appearance changed

Piaget Stage 3 Concrete operations

7-12 yrs

ability to think logically about events and comprehend math transformations

conservation develops

Piagets stage 4 Formal Operations

over 12 yrs

thinks logically about abstract concepts

metacognition- being able to think about own thoughts

Piagets Criticisms

1. underestimated kids capabilities

2. object permanence starts sooner

3. kids develop skills multiple stages skills at once sometimes- not stages, continuous process

4. ignored culture

5. some never develop formal reasoning skills

Lev Vygotsky

sociocultural theory--the fundamental role of social interaction in cognitive development (nurture)

criticised Piaget for maturation (nature)

Zone of proximal development—range between the level we solve a problem alone and solve a problem with the assistance

instructional scaffolding-the child as an apprentice

attachment

emotional tie with another person

shown in young kids seeking bonds with caregiver and show distress in separations

imprinting

1st moving object seen after birth, they are bonded with

stranger anxiety

happens bc of object permanence

person preference- recognizing who the parent is and who isnt

monkey attachment study

Harry Harlow Attachment Studies

monkeys with wire (with feeding bottle) and cloth mother

recognition of infants becoming attached to the parent for contact comfort not for biological needs (survival)

contact comfort

we need to be held to feel an emotional bond

stronger the attachment the higher autonomy

• positive correlation

autonomy

freedom to do what you want

independence

Strange Situation

Mary Ainsworth Attachment studies

concluded nurture (parents behavior as kid grows up) and nature (characteristics kids born with)

Children’s Response to Strange Situation Secure Attachment

infants responded by using mom as a secure base to explore the room

easily comforted when mom returns

developed by parent being sensitive to infants signals

Children’s Response to Strange Situation Insecure Attachment

Infants are less likely to explore the room and more likely to display negative reactions to mothers return

Children’s Response to Strange Situation Ambivalent attachment

infants are confused and exhibit clingy/ dependent behavior but reject the return of the parent

caused by inconsistent primary care

Children’s Response to Strange Situation Avoidant Attachment

dont orientate to mom and don’t seek comfort when mom returns

caused by unresponsive primary care

Problems with Strange Situation study

It’s a strange situation so people respond differently and don’t take into account cultural aspects (like Piaget)

Temperament

characteristic emotional reactivity and intensity

Jerome kegan

longitudinal study and found out temperaments dont change overtime (combo of nature and nurture)

easy-readily approach hand easily adapts to new things

difficult-withdraw or slow to adapt (have ingtense reactions and mood)

slow to warm up- withdraw or slow to adapt (low level of activity and bad mood)

Parenting Styles

Diana Baumrind

how parents raise/treat their kids

demandingness-behavioral control and maturity expectations

responsiveness—parents emotional sensitivity

neglectful parenting

worst

no responsiveness or demandingness

authoritarian parenting

parent-driven and strict rules

high demandingness and low responsiveness

permissive parenting

child-driven and independent

higher responsiveness and lower demandingness

parent overindulges kid to avoid conflict

authoritative parenting

high demandingness and responsiveness

kids tend to have better self esteem

parents make rules but child has an input

men

more aggressive and more likely to be physical

women

aggression is more likely to be relational

social learning theory

we learn social behavior thru observing and imitating models from the environment

also thru rewards and punishments (operational conditioning)

moral development

cognitive and social (how we think we should treat others)

6 moral stages

Lawrence Kohlberg

wasnt represntive study (72 middle class white boys)

Preconventional Level

Early childhood

stage 1: punishment -punished = wrong

stage 2: reward - rewarded=right

conventional level

earl adolescent

stage 3: conformity - if everyone is doing it, it must be right

stage 4: authority- rules and laws

postconventional

stage 5: difference in moral right and legal wrong

stage 6: individual conscience

Carol Gillian

Didn’t like Kohlberg bc it didnt account for gender differences

females are concerned more w caring, interpersonal relationships and personal responsibility

stage 2- self-sacrifice, communal moral concept

stage 3-less violent and more sophisticates

Erik Erikson Stages

unconscious drives how we affect society

each stage is a diff unconscious crisis that has to be resolved before moving to next(not solved, problems in later stages)

life doest exist without social interaction

development is life long

trust v mistrust

trust in basic needs will be met

most important

autonomy v shame and doubt

develop sense of independence in tasks

initiative v guilt

develop guilt when unsuccessful or boundaries crossed

purpose

take initiative on tasks

industry v inferiority

develop self-confidence when competent/ inferiority when not

identity v role confusion

most important

develop identity and a role

intimacy v isolation

establishing relationships and not selfish

generativity v stagnation

contribute to society and be a part of a family

integrity v despair

makes sense of life and the meaning of contributions

wisdom

adolescence -mid childhood/teenage yrs

puberty- sexual maturation, can produce

primary sex characteristics

reproduction body structures

secondary sex characteristics

non reproductive sex characteristics

adulthood over 18 yrs

peak in 20s (strength and ability) then gradually decline

middle age(40s) decline accelerates

adolescent egocentrism

overly concerned w own feelings and thoughts

imaginary audience

believe others are watching them constantly

personal fable

believe experiences and feelings are unique

illusion of invulnerability

think misfortune only happens to others

crystallized intelligence

increases w age and accumulated knowledge

fluid intelligence

ability to solve problems quick and abstract

peaks 20s and decreases after

gender roles

expected behaviors for males and females

gender typing

acquisition of a traditional masculine/feminine role

biological theory

complex interplay of genetic, hormonal and environmental influence and don’t view it as a choice