Developmental Psychology PSYC1030

At what age - smile in response to social cues

3 months

AWA - tuned into more familiar people

6 months

AWA - contagious crying

6 months

AWA - joint attention (trying to look at the same thing as another person to get their attention)

6 to 18 months

AWA - Sense of self and desires

18 months

AWA - talk about thoughts and beliefs

30 months

AWA - acquire other people’s thoughts, desires and beliefs

3+ years

AWA - share when only prompted to

18 months

AWA - spontaneously share without being prompted

3.5 to 4 years

AWA - development of theory of mind

4 years old

Mental states

Desire

Thoughts

Beliefs

Knowledge

AWA - start to engage in prosocial behaviour

6 to 18 months

AWA - recognise themselves in photos

2 years old

AWA - recognise themselves in videos

3 years old

AWA - start helping (first prosocial behaviour)

14 months

Length of infant increases by

50% by end of infancy

Infant’s brain volume grows to ___ by end of infancy

80 percent

Newborn acuity

20/500

Fixed focal distance

20cm

Cochlea matures by

24 gestational week

Cutaneous receptors along lips at 

7 to 8 gestational week

When does head control occur

Head control at 6 wks, full antigravity by 3 months

AWA - integrate touch with vision and proprioception (knowing where own body is)

9 months

AWA - distinguish mother’s smell from stranger’s 

1 month old

AWA - hearing fully mature

6 months

AWA - Goal-directed reach

3 to 4 months

Thomas and Chess axes

• Biological regularity

  • Does it eat/sleep regularly

• Hedonic tone

  • Are babies generally happy or distressed

• Approach/withdrawal to novelty

  • Do they go towards something new or withdraw

Thomas and Chess - classes of babies and percentage in each

• Easy = 40 percent

  • Regular, positive, approach

• Difficult = 10%

  • Irregular, negative, withdrawal

• Slow to warm = 15%

  • Low activity, mild negativity, gradual approach

• Rest were a mix

AWA - attachment first emerges

6 to 9 months

Ainsworth - 3 types of attachment

Percentage of each

Type of caregiver

What they did in experiment

• Secure (B)

  • 60 percent

  • Calmed down quickly after mother returned

  • Caregiver is sensitive, responsive and consistent

• Anxious-avoidant (A)

  • 20%

  • Explores freely, little concern for caregiver

  • Caregiver dislikes closeness

• Anxious-ambivalent (C)

  • 20%

  • Very clingy, when parent returns wants contact but resists it

  • Caregiver is inconsistent 

Piaget 4 stages of how children develop knowledge

• Sensorimotor

  • 0 - 2 years old

  • Explore through senses

  • Object permanence, mental representation of the world

• Preoperational

  • 2 -7 years old

  • Develop ability to engage in symbolic activity (language, pretend play)

  • Centration (number of coins)

  • Egocentric

• Concrete operational

  • 7 - 11 years old

  • Develop logical thinking for concrete things

• Formal operational

  • 11 years onwards

  • More abstract logic

  • Scientific thinking

AWA - develop concept of an object

8 - 12 month

What is object permanence and AWA does it develop

Objects exist even if they aren’t visible

Fully develops age 

Disequilibrium

When schema conflicts with real world

3 theories of moral development

social learning - what do children copy

cognitive development - how do children think of the rules

parenting style

Social learning - 4 steps

Attention - notice behaviour

Retention - encode and store behaviour

Motor reproduction - translate stored code into action

Motivation - reason to perform behaviour

2 stages of cognitive development - when

Heteronomous

• Age 4 to 8

• Rule and consequence focused

Autonomous

• Age 8 onwards

  • Fairness, morals

Kohlberg’s 6 stages

Preconventional (childhood)

• Obedience - morality externally controlled

• Exchange - self-interest with fairness

Conventional

• Approval - social roles and expectations

• Law and order - broader society

Postconventional

• Social contract - fundamental rights

  • Universal principles - it’s the right thing to do

Baumrind’s two axes and 4 parenting styles

Responsiveness and demandingness

Authoritative, authoritarian, indulgent, neglectful

Types of errors at one-word stage

Overextension

Underextension

When is the one-word stage

1 to 1.5 year

Old age

65+

How to calculate speed of ageing

How long it takes for proportion of people 65+ to double

7 percent to 14 percent

Ageing categories

• Young-old

  • 65 to 74

• Old-old

  • 75 to 84

• Oldest-old

  • 85+

• Centenarians

  • 100+

• Super-centenarians

  • 110+

Gene Cohen’s stages of development

Rowe and Kahn successful ageing

Minimise disease and disability

Maintain high physical and cognitive function

Actie engagement with life

Baltes SOC model

Selection

Optimisation

Compensation

What adolescents have to come to terms with

Physical change

Adult identity

Survive

When do growth spurts occur

Girls - 11

Boys - 13 to 14

When asking people what they want to change about themselves

• Boys

  • Scholastic ability - 47%

  • Personality - 23%

  • Physical appearance - 14%

• Girls

  • Personality - 39%

  • Scholastic ability - 27%

  • Physical appearance - 24%

4 identity statuses

Foreclosure

• Commitment without crisis

Identity diffusion

• No crisis and no commitment

Moratorium

• Crisis but no commitment

Identity achievement

• Crisis and commitment

Parts of brain involved in risk-taking behaviour

• Nucleus accumbens

  • Motivates us to get things that are desirable

• Prefrontal cortex

  • Long-term planning

  • Logic

  • Reasoning

• Nucleus accumbens develops before prefrontal cortex

Mary ainsworth - attachment

2 motivations that children balance

• Security - staying close to caregiver

• Exploration - learning about environment

Adult attachment styles

• Secure

  • Comfortable with intimacy and independence

  • Supportive, balanced, resilient relationships

• Avoidant

  • Distant, difficulty trusting others

  • Uncomfortable with closeness

  • Withdraw under stress

• Anxious/ambivalent

  • Clingy, fear of abandonment

  • Crave closeness

  • Fear rejection

  • High emotional intensity

Assimilate vs accommodate infant schemas

assimilate - include new info in existing schema

accommodate - create new schema to include new info

Experiencing a crisis process

• Something bad happens

• Think about issues

• Evaluate patterns from childhood

• Decide whether or not you want to continue those patterns

trends for identity statuses

• Younger adolescents

  • More identity diffusion and foreclosure

  • Not thinking through crises

• 16 to 18 yo

  • Starting to think through issues carefully and just starting to commit to changes

  • Slow increase in identity achievement