Developmental Psychology Final Exam

Preconventional (a)

stage 1: deference to authority, fear of punishment

Preconventional (b)

stage 2: reciprocity, mutual satisfaction

Conventional (a)

stage 3: virtues trust, loyalty, kindess

Conventional (b)

stage 4: attention to justice, authority

postconventional (a)

stage 5: higher principles

postconventional (b)

stage 6: "universal" human rights

Morals

thinking (about what to do), feeling (about what to do or what was done), and behaving based on rules and customs about how people interact with others

moral development

children develop an internalize moral standards and develop an evolving more capacity that influences how they think about moral issues, feel about moral matters and behave in complex situations

Piaget's Theory of Moral Development

stage based, explained from cognitive perspective, determined from watching kids play a marble game, 3 stages

Piaget up to 4 years

No rules, children are not concerned with morality, rules are meaning less

Piaget 4 to 7 years

absolute rules, children believe rules are fixed and unchangeable, they come from authority figures and are meant to be obeyed, judgements on right and wrong are based on consequences, break rules = punishment

Piaget 7 to 11 years

children realize rules are made by people and can be changed, punishment should be linked to intent of violator, realize that opinions and feelings of others matter

Kohlberg's Theory of Moral development

influenced by Piaget and more elaborative, children must overcome egocentrism before they can make true moral judgements

Preconventional (a) example

children follow rules because adults tell me, fear of punishment motivates action

Preconventional (b) example

children develop and pursue own interests, notions of reciprocity and mutual satisfaction emerge

conventional (a) example

people value trust, loyalty, and kindness, impacts their their judgement

Conventional (b) example

moral judgements include attention to justice and authority

postconventional (a) example

people realize that there are greater rights and principles that support or are above the law

postconventional (b) example

people consider universal human rights and follow their own conscience

Gilligan 's critique of kohlberg

critic of Kohlberg, kohlberg research on males. gender bias, kohlberg focused on justice and not interpersonal relationships

Gilligan 's Ethics of Care

male and female have different sequence of moral development, justice (male concern) versus interpersonal relationships (female concern)

Gilligan: nonviolence

nonviolence is guiding principle, women resolve conflict between concern for self and concern for others because of their maturing ability to view relationships

Gilligan: girl moral decisions

initially a girl's moral decisions center on self and related concerns

Gilligan: loyalty

loyalty promotes a balance between one's won needs and the needs of others, attachment to parents strengthens and loyalty develops, sense of responsibility for others appears, goodness equated with self- sacrifice and concern for others

Temperament classifications

easy, difficult, slow to warm up children

Easy child

activity level: varies, positive approach, very adaptable, positive mood, 40%

Difficult child

low to moderate activity level, withdrawals, slow to adapt, negative mood, 10%

slow-to-warm up child

varies activity level, initial withdrawal, adaptable, slightly negative, 15%

goodness of fit

respond appropriately for individual child

stage vs. trait theorists

(stability vs. change), traits are stability and stage is change, Stage: 5 traits are not enough

Traits

stability argument: OCEAN. personality is relatively stable throughout childhood

OCEAN

openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism,

fear temperament -->

-> impulsivity, activity, aggression, fear personality

approach/positive affect temperament -->

-> extraversion

proneness to anger -->

-> activity, anger, impulsivity, aggression

associations between temperament and personality

temperament dimensions and measures of later personality, some longitudinal predictions, in support of stability

cognitive development theory

gender is inevitable

cog. development theory: work to actively comprehend world -->

-> schemas make this easier, gender is perceptually salient

cog. development theory: need for cognitive consistency -->

-> self-categorization as motivation, gender congruent activities, attributes and peers

cog. development theory: children

children first acquire their sense of gender identity and then display and identify appropriate behaviors

Psychoanalysis

Freud: focus on the unconscious: inner world of feelings, impulses and fantasies, 3 levels

Ego

logical, rational, reality: conscious

Superego

moral system: devil vs. angel: preconscious

Id

life and death instincts, pleasure principle libido--> driving force of personality: unconscious

conscious

all things we are aware of at any given moment

preconscious

everything that can, with little effort, can be brought to conscious

unconscious

inaccessible hold of anxiety producing thoughts and drives

Psychoanalysis: sex type rooted -->

-> discovery of genital sex differences, anatomy=destiny; oedipal/elecktra complex; defense mechanisms, identification with same sex parent

Critique of Freud/Psychoanalysis

best known explanation of sex-typing, but culturally biased, sexist and unable to empirically support

Social cognitive (Learning) Theory

rewards and punishments receive for sex-appropriate and inappropriate behaviors (parents reinforce), vicarious learning (learning through observation), child is passive recipient (evidence that children can interpret and apply gender rules)

Gender schema theory (Bem)

cognitive developmental theory, we categorize and have a schema for gender that is derived from sex-differentiated practices

Bem Recommendation

Teach children sex education (male-female differences and bodies) WITHOUT teaching cultural stereotypes, teach skepticism about gender messages

Things that aid in gender-typing

unconscious bias, cultural issues, peers and media influences

gender typing: peers

preference for same sex interaction partners (starts at age 2 and increases until adolescence), learn skills and rules of interactions, reward and punish based on peers you hang out with (boy don't hang out with girls), play in ways that reinforce masculine and feminine interaction styles

gender typing: cultural issues

collectivism and more shared parenting, other adults will offer gendered toys to children

gender typing: media influences

commercials or the way stores set up colors, types of books and characters and what we teach and buy our children

gender constancy

emerges by ages 5-6, realization you can't change gender like you can change cloths/behavior, actively seek out info about gender and behave according to it, increase interest in same sex models/peers, avoid playing with opposite sex toys

gender neutrality vs. gender appreciation

we should recognize and respect differences, very hard because of all the outside forces to raise a gender neutral child

life-course persistent offenders

begins in childhood and worsens throughout lifespan: few, persistent, pathological

adolescence-limited offenders

begins in adolescence, desists in young childhood: common, relatively transient, near normative

Socioemotional selectivity theory

basic time awareness (universal, forever), structure from which we plan and implement all long term and short term goal

limited/constrained vs. expansive/open-ended time

plays a central role in social goals and preferences in social partners

limited/constrained time

old people but also end of high school/college

limited/constrained time priorities

emphasis on feelings and emotional states (positive and meaningful), focus on present, reduced interest in new information.

expansive/open-ended time

the young people, open future

Prioritization of social goals

people often hold multiple-sometimes opposing goals, goal selection precedes action

Two categories of Social goals

acquisition of knowledge (information seeking) and emotional motives (deriving emotional meaning and experiencing emotional satisfaction)

ethology

study of animals and human behavior within an evolutionary context

Bowlby

father of attachment theory, observed children in orphanages/experienced prolonged separation from primary care givers.

Bowlby: child observation

the children had a variety of emotional problems, mother infant bond is very important, theoretical, differed from Watson

Watson

believed that parents are a corrupting influence to children

still-face paradigm

infants expect responses from caregivers (2-3 weeks), violates law that governs mutual regulation of social interactions

attachment behaviors

crying (distress call), smile (parent feels love and being close), babbling (social interaction), holding on reflexes (safety)

Two goals guiding attachment behavior

safety (staying close=survival) and exploration (child who explores and plays develops skills and intelligence for adult life

Attachment goals interacting

adequate safety--> exploring; safety drops--> activates attachment system

Development of Attachment: 6 weeks

social smiling

Development of Attachment: 3-6 months

responsiveness to a few familiar people, clear preference for one person, wary of strangers

Development of Attachment: End of year 1

working model

Development of Attachment: institutional deprivation

focus on physical needs only, children were difficult to bond to one person, emotional problems, and problems with relationships in the future

Harry Harlow

proving attachment is not only physical but emotional, love is emotional and not physical (affectionate parenting not damaging), critical period: cannot be reversed after 90 days

Ainsworth

focus on ordinary differences in rearing, worked in Kampala, Uganda: careful, naturalistic observations of how babies become attached to their mothers, came up with a strange situation [Bowlby's research assistant]

Strange Situation

studying attachment levels, study attachment levels without ruining child's life forever [Ainsworth]

Psychoanalysis: Attachment

highly affectionate mothering damages children, role in feeding as basis for development of child-parent attachment, watson

Harlow's Monkey study

preferred cloth monkey over wire monkey proving attachment is not only physical but emotional, monkey runs to cloth monkey when scared

imprinting

animal example, parallel to humes

Attachment types

secure, insecure-avoidant, insecure-resistant, disorganized

secure attachment

explore, seek reunion, easily comforted, parent is sensitive and responsive to child and prompt, 65%

insecure-avoidant attachment

explore with indifference to caregiver, ignore caregiver at reunion, parent insensitive and unresponsive, day care kids often look like this, 20%

insecure-resistant

fearful of environment, prefer close to mom, clingy, not easily comforted, inconsistent sensitivity from parent, 10-15%

disorganized

dazed, apprehensive, unable to cope, contradictory, abuse by parents, walks to parent with head down and backwards 5-10%

Later behavior: secure attachment

tend to be self-confident and autonomous, content, cooperative, more socially competent, friendly better leaders, better cognitive persistence, and self-reliance

later behavior: disorganized

psychopathology

attachment contributions

highlighted importance of emotional needs, moved away from behaviorism and from 'crying it out'

criticism of attachment theory

attachment one of many system, ignores temperament, cultural bias (Japanese infants look resistant), over-applied, over used and to far extrapolated

Bronfenbrenner's Ecological Model of Development

made up of 5 systems, each containing each other and all are important to development

Bronfenbrenner's Ecological Model of development: 5 systems

microsystem, mesosystem, exosystem, macrosystem, chronosystem

microsystem

environment operating at any given moment, focus on child

mesosystem

a system of microsystems working together

exosystem

developing person not part of, but affects development, e.g., parents' work and siblings' friends

macrosystem

national customs, cultural values, social conditions, economic patterns, political philosophy