Human development exam 2

chapters 3, 4, 5

newborn reflexes

unlearned responses triggered by specific stimuli

• some are survival- rooting, sucking, blinking eye

• others are precursors- stepping

• reflect health of nervous system

APGAR 5 scores

1. breathing

2. heartbeat

3. muscle tone

4. reflexes

5. skin tone

• scored from 0-2

• 7+ = good

• 4-6 = needs attention

• 3 or less = life-threatening

neonatal behavioral assessment scale (NBAS)

• 28 behavioral and 18 reflex

• assesses 4 systems:

1. autonomic- body reg

2. motor- activity level and control

3. state- maintaining state

4. social- interactions

newborn states

alert inactivity: calm, eyes open and attentive, checking surroundings

waking activity: open but unfocused eyes, uncoordinated motions

crying: vigorously, agitated and uncoordinated

types of crying

basic cry: starts softly, builds in volume, child is hungry

mad cry: more intense, louder

pain cry: loud wail, long pause, gasping

baby sleeping

• 16-18 hours per day

• newborn cycle: 4 hr cycle, 3 hr sleep, 1 awake

• 6 months: 10-12 hrs at night

• REM: 50% newborn, 33% by 12 month, 20% adult

Co-sleeping

• common outside of north america

• doesnt support it making child less self reliant

• dangerous when parents smoke, drink

• helps facilitate breastfeeding

sudden infant death syndrome (SIDS)

• sudden inexplicable death

• risk factors: premature birth, low weight, smoking, sleeping on stomach

• sleep on back or side to reduce risk

temperament

• consistent style or patterns of infant behaviors

rothbarts 3 dimensions

• 2007

1. happy, active, vocal (surgency, extroversion)

2. angry, fearful, frusturated, shy(negative affect)

3. focuses attention, not easily distracted (effortful control)

growth of body

• more rapid in infancy than any other period

• infants double weight by 3 months

• infants triple weight by 1 year

• children average isnt the same

• follows cephalocaudal principle

locomotion

• 7 months infants can sit alone

• 14 months, can stand alone briefly and walk without help

dynamic systems theory

motor development involves skills that are organized and reorganized over time to meet task demands

differentiation

mastery of component skills

integration

combining components into sequence to accomplish task

when does unsupported independent walking occur

12-15 months

• once children have mastered and coordinated skills

fine motor skills

• 4 months- clumsily reach

• 5 months- coordinate movement of 2 hands

• 2-3 years- can use zippers, not buttons

• tying shoes around 6

smell, taste, touch

odor: pleasant and unpleasant, familiar or unfamiliar

taste: salty, sour, bitter, sweet, changes in milk, have a sweet tooth

touch: reflexes and other movement

hearing

• startle reactions suggest infants are sensitive to sound

• infants hear less well than adults

• hear pitches best in range of normal speech

• 4 months- infants recognize their names

sight

• respond to light and track objects

• 1 month- see at 20 ft what we see at 200

• 1 year- 1 year visual acuity is same as adults

• 3-4 months- perceive colors

visual cliff research

• 6 weeks react to interest to difference

• 7 months, show more fear than interest

• fear of depth develops by time babies can crawl

other depth perceptions

• kinetic cues: visual expansion, motion parallax, binocular disparity

• pictorial cues: linear perspective, texture gradient

perceiving faces

• prefer to look at moving faces

• 4 weeks- track all moving stimuli

• 6-12 months, familiar faces are fine tuned

• 7-8 months, process like adults, unique arrangements

integrating sensory information

• recognize objects they have touched

• begin to perceive link between images and sounds

• intersensory redundancy: know best when information is redundant, brain specialized for special sense isnt developed

self awareness

• mirror test - rouge test

• paint nose and put them in front of mirror

theory of mind

naive understanding of relationship between mind and behavior

wellmans 5 phases

1. desire: 2, know people have desires and it causes behaviors

2. different beliefs: child has beliefs that differ from other children

3. different states of knowledge: child aware he may has knowledge othe children doesnt

4. belief: children understand behavior is based on beliefs about situations

5. emotion: children understand people feel one emotion but show another

Piagets cognitive development

• children are explorers

• have schemes (categories of events, objects)

• constantly adding new schemes and refining

assimilation

fitting new experiences into existing schemes

accommodation

modifying scheme in result of new experiences

equilibriation

equilibrium: balance between assimilationg and accommodation

disequilibrium: conflict between new information and existing concepts

equilibriation: schemes are reorganized or replaced with more advanced ones

piagets 1st stage

• sensorimotor thinking

• birth - 2years

• deliberate

• object permanence, not understood until 18 months

• using symbols

• symbolic representation, 18-24 months

piaget 2nd stage

• preoperational thinking

• 2-7 years

• egocentrism: difficulty seeing world from others perspective

• animism: giving inanimate objects life and lifelike properties

• centration: focusing on only one part of problem and neglecting others

attention

• when sensory information receives additional cognitive processing

• can improve through pretend play

• orienting response: emotional and physical reactions to unfamiliar stimulus

• habituation: lessened reactions after repeated encounters

classical conditioning

when a neutral stimulus gets a response that previously was caused only by another stimulus

operant conditioning

when a behaviors consequences make behaviors occurence either more likely (reinforcement) or less likely (punishment)

rovee-colliers experiment

• memory

• event from past is remembered

• over time event cant be recalled

• cue can bring bacl up memory

• ribbon around foot and toy

memory

• hippocampus and amygdala early, prefrontal cortex develops 2nd year

• autobiographical memory- preschoolers, richer when parents talk about past events, sense of self emerges

Vgotskys theory

intersubjectivity: participants have a shared understanding of an activity

guided participation: cognition develops via activites with more skilled people

apprenticeship

zone of proximal development: between what children can and cannot do

scaffolding

• apart of vgotskys

• giving just enough assistance to match the learners needs

• between complex and potential concept stages

• private speech

steps to speech

2 months - cooing

6 months - babbling

8-11 months - incorporate intonation or changes in pitch

before 12 months - uses symbols

12-18 months - learn that words are symbols for things

first words

1 year - first words

2 years - children have a vocabulary of a few hundred words

6 years - know 10,000 words

fast mapping

rapid connection of new words to exact referents

phonological memory” ability to remember speech sounds briefly

overextension

underextension

speaking in sentences

• 2 word sentences to more complex

• telegraphic speech

• grammatical morphemes

• overregularization

learning language

• parents can assist by speaking

• naming things

• tv programs

milestones of language development

birth - 1 year: hear phonemes, begin to coo 2-4 months, babble at 6

first birthday: begin to talk and gesture, begins symbols

1-3 years: vocab expands, 2 word sentences, complex sentences at 3 years,

3-5 years: vocab keeps expanding, adjust speech to listeners, listeners they ignore problems in messages they receive

1st stage of eriksons psychosocial development

• basic trust vs mistrust

• birth - 1 year

• with proper trust, acquire hope

• 
  

evolutionary psychology

• humans are social beigns who form parent-child attachments

• adaptations promoting survival to the reproductive years

Bowlby 4 steps towards attachments

1. pre attatchment: 0-2 months, infants dont discriminate people, no fear of strangers

2. attatchment in the making: 2-6 months, infants direct signals at a certain person, recognizes their parents but dont protest when separeted

3. clear-cut attachment: 6 mo - 3 years, separation anxiety, can be attached to several

4. goal corrected partnership: 3 year- future, understands cargivers schedule, separation protests decline

internal working model

a loved child creates secure attachment

unloved and rejected child creates avoidant attachment

angry and confused created resistant attatchment

Ainsworths strange situation paradigm

• 3 phases - 3 min each

• child and mom come into room

• mom leaves room

• mom comes back

• see childs reactions in each phases

secure attachment

• 60-65%

• baby may or may not cry when separated

• wants to be with mom upon return and stops crying

avoidant attatchment

• 20%

• baby isnt upset when mom leaves

• ignores or looks away when mom comes back

resistant attachment

• 10-15%

• separation upsets baby

• remains upset when mom resturns and is difficult to calm down

disorganized attachment

• 5-10%

• leaving and return confuses child

• reacts in contradictory ways

quality of attachment

• predicts relations during growing up

• with insecure attachment is angry with their parents

• moters spend more time caregiving and are more skillful at parenting than fathers

consequences of attachment

• infant parent attachment lays foundation for all infants later social relationships

• non satisfying first relationship: more prone to prblems in social interactions

adult attachment disorder

• difficulty trusting others

• fear of abandonment

• avoidance of emotional intimacy

• difficulty forming and making relationships

• emotional regulation issues

eriksons 2nd stage of early psychosocial development

• autonomy vs shame and doubt

• 1-3 years

• gaining sense of independence and control over choices

• will or the ability to assert themselves

eriksons 3rd stage of psychosocial development

• initiative vs guilt (3-6 years)

• developing initiative by taking on new activites and responsibilites

• purpose is acheived with a balance of initiative and willingness to cooperate

development of basic emotions

newborns: pleasure and distress

2-3 months: sadness, social smiles

4-6 months: anger

6 months: stranger wariness

emergence of complex emotions

• guilt, embarrassment, pride

• must understand self first

• 15-18 months old sense of self

• 18-24 complex emotions

• regret and relief at 5-6 years

• 9 years emotions are expressed appropriately (cognitive growth)

social referencing

• 14 months remember earlier observed emotional reactions of parents to objects

• 18 months use reactions one one adult to another behaviors to guide their own

emotion regulation

controlling what one feels and how to communicate feeling

not all children regulate well

joys of play

parallel play: children play alone but are interest in what others are doing, 12 months

simple social play: children do similar activites and talk or smile at each other, 15-18 months

24 months: cooperative play, theme based play with roles

make believe

• promotes cognitive development

• helps explore frightening topics

• promotes language, memory, understanding

solitary play

• usually not an indicator of problems

• can reflect uneasiness with others

• socially avoidant

gender differences in play

• 24-36 months, children play with same sex

• girl type play: enabling

• boy type play: constricting

parental influence

parents serve as

• playmate

• social director

• coach

• mediator

prosocial behavior

one that benefits another

altruism

pro-social behaviros not directly benefitting the self, driven by feelings of responsibility toward others

18 montj: recognize distress and will try to comfort

3 years: gradually understands others needs

perspective taking

perception of anothers viewpoints as distinct from ones own (empathy)

socialization of altruism

• children are more prosocial/empathetic when parents model warmth and concern

• use reason while discplining

• provide opportunities to behave