EXAM PSY 331

Developmental influences by Paul Baltes

- Normative age-graded influences
- Normative history-graded influences
- Non-normative influences

Normative age-graded influences

changes related to age (happens pretty universally) e.g. speech/language development

Normative history-graded influences

changes related to cohorts e.g. COVID pandemic, great depression

Non-normative influences

Changes not connected to time or age e.g. divorce, loss of a parent

What are the three main influences on the quality of parental functioning? (Belsky 1984).

- Personal psychological resources of the parent
- contextual sources of support
- characteristics of the child

What are the personal psychological resources of the parent?

this includes parental mental health, the quality of internal representations of relationships and development history

What are contextual sources of support?

this includes social network of support from partner, relatives, and friends, and job conditions and financial circumstances

What are characteristics of the child?

in particular easy or difficult temperament

Weaknesses of Mammen

- Time spent with dad was recorded after the fact, not in real-time, which could lead to recall errors
- kids outside of the home (if over 18) did not count as siblings in the study
- Only two-parent, heterosexual households were examined

Microsystem

individual (places/people) an individual has a direct interaction with e.g. peer interactions

mesosystem

connections between microsystems e.g. relationship between a parent and their child's teacher

exosystem

the child is not directly interacting with this thing but it still influences the child. e.g work availability, educational policies

macrosystem

The climate in which we grow up e.g. culture, beliefs , religion

chronosystems

Time which you are brought into this world e.g 2000s, 1990s

Phase one of SS

attachment figure and baby in the room

phase two of SS

a stranger enters the room. Stranger talks to attachment figure

phase three of SS

attachment figure leaves and stranger stays

phase four of SS

attachment figure comes back, stranger leaves

phase five of SS

attachment figure leaves baby all alone

phase 6 of SS

stranger returns

phase 7 of SS

attachment figure returns

avoidant attachment style

These babies are characterized by avoidance of the mother during the reunion phase. Either ignores the mother or mingles their welcome with avoidant responses

ambivalent attachment style

seek comfort from caregiver but is not comforted by it

secure attachment

a relationship in which an infant obtains both comfort and confidence from the presence of his or her caregiver

Krasnor and Pepler Model

- Intrinsic motivation: refers to the idea that play is not constricted by external rules or social demands but its done for its own sake
- Flexibility: sums up the structural characteristics of play and this can be seen in form and content
- Positive Affect: enjoyment of play
- Non-literality: refers to the pretend element of play
- No one criterion is sufficient but the more criteria present the more agreement we will have that the behavior is play

Three models summarized by Smith

1.) Play has no particular role in development; it is just a by-product of other abilities as they develop
2.) Play is one of the ways out of numerous other ways children can acquire skills. This makes play helpful but not essential
3.) Play is essential for many aspects of development in the preschool years and beyond