Development

stage theory of development

children move through 4 distinct stages of mental maturity → just progress forward can’t go back

what is development driven by

direct physical world and how you interact and see the world

assimilation

make world fit what you believe to be true → new stuff treat as another instance/schema you already have

accommodation

when you change your self to fit the world → when existing schemas don’t fit make you new ones

sensorimotor stage

from birth through infancy → reality achieved through psychical interaction with the world

object permanence

things continue to exists even if you can’t detect with your senses (6 months old)

object permanence example

-give baby toy put under blanket

-If kid u understands object permanence kid should try and find it and take it back

- think its actually gone if doesn’t have object permanence

-baby loses interest as soon as toy goes away

preoperational stage

ages 2-6

understanding of reality achieved via symbolic but non logical tought

practice logic with toys and games → make errors not fully logical but evidence of logical thinking

make believe, act things out, fantasies, play dress up, action figures,

Centration

easily fixated on something hard to move attention from it

centration example

sort cards using match the picture with box rules

sort boats and rabbits

change rules shape vs colors // colors vs shape

stuck on first task you gave them even when you reverse the order of the rules

can repeat rules but not preform task correctly

irreversibility

kids can’t mentally undo mental operations → one direction can’t go backwards or mentally take things apart

irreversibility example

-same 2 cups with equal amount of water → pour into a different class and compare again

-1st kid after pouring into glass says taller has more even after previously establishing the glasses had equal amount

→ change what things look like can’t mentally undo change of appearance

-2nd kid could apply logic that just because they look different it didn’t change the amount of liquid

Egocentrism

other people think like you

egocentrism example

-monkey always picks the sticker you want and they pick first

-give group of stickers to choose from and pick favorite → ask kid what sticker they want and monkey takes it every time→ think monkey knows what they know so why lie

-other kid who is slightly older crosses finger and deceives monkey and picks the sticker that he didn’t want → and decieve the monkey

Theory of Mind

come to understand other peoples minds are different form their own, mind is not public knowledge→ passage into next stage

formal operational stage

ages 11- adulthood

abstract thinking

hypotheticals and future planing

Conceptual variable

abstract variables

operational variable

concrete procedures → how you measure

Physiological method

change in neural activity when kids are given conservation tasks → babies can’t verbally report anything rely on other methods

operational method example

kids at different ages watch same set up toys roll down. track goes being screen → if kids have object permanence should be puzzled by one of t he ways and look at it longer

IV

possible event condition - box behind tracks not impede progress of the train passing behind screen

impossible event condition - show box is on track screen is put down box is removed kid should think box is where it started however car comes out the other side

DV

looking time measure how long babies look at each condition

lack object permanence = no change in looking time ‘

can’t tell us they but show us

result

kids show evidence of object permanence at 3 months instead of 6

Why Piaget Disproven

methods he used relied on verbal reports → babies can’t report anything

Conrad Lorenze

species of animals soon after born tencdacy to show attachment

made sure he was first thing geese saw after being born → follow him around

John Bowlby

humans like animals show evidence of attachment →  attachment repertoire

Attachment Repertoire

infants designed to provoke response from potential caregivers → smiling, crying, making noises → both positive and negative

Secure Attachment

secure seen and safe explore freely when caregiver is present happy upon reunion → comfort from caregiver

Insecure Avoidant Attachment

indifferent/detached to caregivers presence manage distress independently caregiver ignore their emotional needs

Insecure Ambivalent/Anxious Attachment

want to be close to parent but it doesn’t help them calm down distrustful of parent inconsistent and unpredictable care from caregiver → super responsive vs ignoring

Internal Working Model