Lifespan Developmental Psychology Notes 3-24-25 AND 3-26-25

Attachment

• Caregiving Hypothesis:

  • How caregiving practices influence infants attachment classification (secure/insecure)

    • Dimensions of caregiving

      • Sensitivity:

        • The ability of the caretaker to read/ understand infant distress signals (quick/slow)

      • Responsiveness:

        • The degree to which parents respond quickly to the infant’s distress signals

• Parent characteristics of secure vs. insecure infants

  • Secure vs. insecure (differ on dimensions)

    • Securely attached infants:

      • Parents increase in both dimensions

    • Resistant infants:

      • Parents respond inconsistently

    • Avoidant infants

      • Parents are unresponsive

Effects of Attachment on Later Development

• Waters Study

  • Purpose:

    • Whether early attachments predicted later popularity

      • Longitudinal study

  • Procedure:

    • (2) Phases

      • {1} Attachment (Occurred at 15 months)

        • Classified securely/insecurely attached infants

      • {2} Popularity (occurred at 3.5 years)

        • Classified as popular in pre-school

        • Used per nomination inventory (PNI)

      • Peer Nomination Inventory:

        • Sociometric technique to classify kids as popular/less popular

          • Kids in pre-school were asked who they like/dislike

            • General agreement among kids

      • Findings

        • Confirmed

      • Securely attached:

        • Popular

      • Insecurely attached:

        • Less likely to be popular

Gender

• Gender Role Development

  • Development of beliefs and expectations about gender roles (Roles society places on Male and Females)

    • Based on surveys

  • {1) Gender Constancy:

    • Understanding that biological sex is stable characteristic that’s stable over time

      • i.e., kids knew if guy put dress on, still a man

  • {2} Knowledge of sex-typed behavior:

    • Roles society considers appropriate for males/females

      • i.e., parents who punish cross sex behaviors/influence

• Cognitive Developmental Theory

  • Gender constancy understanding

    • Sex = stable attribute

  • {1} Gender Identity (occurs at 3 years old)

    • Kids can identify themselves as Male or Female

  • {2} Gender Stability (occurs at 4 years old)

    • Kids understand gender constancy, but X understand changes in appearance doesn’t change sex

  • {3} Gender Constancy (occurs at 5 years old)

    • Kids understand sex is stable attribute that persists over time

    • Also understand changes in appearance; X change of gender/sex

• Learning Theory

  • Sex typed behaviors

    • Behaviors that society thinks is appropriate for Male/Female

  • {1} Assumptions —> How kids acquire sex-typed behaviors

    • Parents reinforce:

      • Sex-typed behaviors (reward kids for displaying)

    • Parents punish:

      • Cross-sex behaviors (behavior for opposite sex)

  • {2} Langlois & Dawn’s Study (with 2 year olds)

    • Purpose:

      • Test assumptions of learning theory

    • Procedure: