Unit 11: Development

Gestation & Birth Reflexes

• Gestation → process of carrying or being carried as an embryo or fetus through conception untill birth

  • Three trimesters:

    • 1st = Last period-13 weeks

    • 2nd = 14-27 weeks

    • 3rd = 28-42 weeks

    • Birth = 37-42 weeks

• 1st trimester

  • minute ventilation increases by 40% in the first trimester

  • the womb will grow to the size of a lemon by eight weeks

  • Many symptoms and discomforts of pregnancy like nausea and tender breasts appear in the first trimester

  • morning sickness, miscarrages (20-25% of pregnancies result in miscarrages), ectopic pregnancy (embrio embeds itself in fallopian tube instead of uterus (rare))

• 2nd trimester

  • most women feel more energized in this period, and begin to put on weight as the symptoms of morning sickness subside

  • the uterus, the muscular organ that holds the developing fetus, can expand up to 20 times its normal size during pregnancy

• 3rd timester

  • final weight gain takes place, which is the most weight gain throughout the pregnancy

  • the women’s abdomen will transform in the shape as it drops due to the fetus turning in a downward position ready for birth

• Development of the fetus:

  • Nutrition

  • Medication

  • Drugs

  • Teratogens → anything that can negitivley alter the state of the fetus

    • Nicotine → tobacco smoking during pregnancy can cause a wide range of behavioral, neuroligical, and physical disibilites

• Inate Human Reflexes

  • everyone in the world holds an inherent set of instictive behaviors

  • primitive reflexes are displayed by normal human infants and not neurologically intact adults

  • Tonic neck reflex (fencing reflexe) → 4-6 months

  • Moro relfex → present at birth

  • Babinski relfex →

  • Rooting reflex → stops when no longer feeding through bottle or nipple

  • Suckling reflex

  • Grasping reflex →

  • walking reflex →

  • Swallowing reflex

  • Swimming reflex

  • Parachute reflex

Jean Piaget

• Biography

  • Alfred Binet → created first IQ test

  • became fascinated by the way the kids brains worked

  • fascinated by reasoning process

Stage Theory

• Sensorimotor

  • pick up everything

  • put things in their mouth

  • LACK Object Permanence

  • DISPLAYS “A-not-B Error” → seen in 1-2 year olds

    • when they realize that objects exist but may not be where they last saw it

• Preoperational

  • DISPLAYS Egocentic thought/Egocentrism

    • extreme difficulty seeing things from someone elses point of view

  • LACK of conservation

    • don’t understand that things can transform

      • EX: same volume can look different in different cups

• Concrete Operational

  • can’t think abstractly

  • can’t think hypothetically

• Formal Operational

  • hypotheticals

  • see things in multiple perspectives

  • critical thinking

• Schemas → mental framework

  • Disequilibrium → conflicting information with known and new information

    • Assimilation → adding information to schema

      • Accommodation → changing schema

  • Equilibrium → accommodation leads to equilibrium

Konrad Lorenz

• Australian Biologist

• Nidifugous Birds → leave the nest early and imprint on whatever live thing is around when they are born

  • Geese and Jackdaws

• IMPRINTING

  • important for children to recieve touch to touch and the like to build connections while humans don’t fully imprint

Harry Harlow

• Raised baby monkeys with two artificial wire frame figures

  • 1) attached with a bottle to feed from

  • 2) wrapped in a soft material

• ATTACHMENT

  • found that monkeys preferred the mother that offered comfort(2)

    • would only go to the other mother to eat(1) and then would go back to 2

Mary Ainsworth

• Strange Situation

• Placed infants into strange situations

• Observe their reactions when placed into the Strange Situation

• ATTACHMENT STYLES

  • Secure Attachment(60%): confidently explore the novel enviornment while parent is present, distressed when they leave, come to parents when they returned

  • Avoidant Attachment(21): may resist being held by the parens and ill explore envionrment. Do not return to parents for comfort

  • Axious/Ambivalent(12): ambivalent reactions to parents. Show extreme stress when parents leave, but resist being comforted when they return.

Sigmund Freud

• Austrian Neurologist

  • fled Austria to escape Nazis

• Psychoanalysis

• id,ego, and superego

• First to develop stage thoery

• Psychosexual Stages

  • we develop through four different psychosexual stages

    • if we fail to resolve a significant conflict in our lives during one of these stages, we become fixated in that stage

    • we would remain preoccupied with the behaviors of that stage

  • Stages:

    • 1) Oral stage (0-1): In the first stage of personality development that libido is centered in a baby’s mouth. It gets much satisfaction from putting things in their mouth to satisfy the libido, and thus its id demands. Which at this stage in life are oral, or mouth oriented, such as sucking, biting, and breastfeeding.

      • Freud said oral stimulation could lead to an oral fixation in later life. We see oral personalities all around us such as smokers, nail-biters, finger-chewers, and thumb suckers. Oral personalities engage in such oral behaviors, particularly when under stress

    • 2) Anal Stage (1-3): This stage develops during toilet training. If conflict around toilet training arises, a person might fixate in the stage and be overly controlling (retentice) or out of control (expulsive).

      • Early or harsh potty training can lead to the child becoming an anal-retentive personality who hates mess, is obseivley tidy, punctual, and respective of authority.

      • The anal expulsive, on the other hand, underwent a liberal toilet-training regime during the anal stage. In adulthood, the anal expulsive is the person who wants to share things with you. They like giving things away. In essence, they are ‘sharing their shit’. An anal-expulsive personality is also messy, disorganized, and rebellious

    • 3) Phallic Stage (3-6): During this stage, babies realize their gender and this causes conflict in the family. Freud described thr process boys go through in this stage as the Oedipus Complex, when boys resent their father’s relationship with their mother. For girls, this is known as Electra Complex.

      • Freud(1909) offered the Litthe Hans case study as evidence of the Oedipud complex.

    • 4) Genital Stage : Puberty

      • focus on several pleasure is genital

      • fixation in this stage Frued called normal

Erik Erikson

• 8 stages of psychosocial development

  • center on a specific social conflicts

• stages have unique psychosocial task that needs resolution

• faliure to pass through any stage sucessfully blocks normal development

• Stage 1: Trust v Mistrust (birth-1):

  • basic biological needs are met, infant develop sense of basic trust

    • no trust = frustrated, withdrawn, suspicious, lack self-confidence

• Stage 2: Autonomy v Shame & doubt (1-3):

  • toddlers begin to exert will over bodies for first time

  • begin personal responsibility feeding, dressing and bathing

• Stage 3: Initiative v Guilt (3-5):

  • “No” to “why”

  • curiosity about the world

  • learns tasks and grapples self-control

• Stage 4: Industry v Inferiority (6-puberty):

  • start of formal education

  • children develop a sense of industry and curiosity

  • Inferiority complex

• Stage 5: Identity v Role confusion (teens-20s):

  • tries on different roles

  • identity crisis

• Stage 6: Intimacy v Isolation (20s-40s):

  • difference in relationships

  • influence other stages

  • a timing of forming permanet relationship and sharing intimiate levels

• Stage 7: Generalivity v Stagnation (40s-60s):

  • we look critically at our lifetime

  • am i living the life i want

• Stage 8: Integrity v Despair (60s- up)

  • looking back and reflecting about our lives

  • able to accept the end is coming

    • life would feel meaningless

Parenting Styles

• Diana Baumrind (1971)

  • Authoritarian:

    • high expectations, low warmth

    • strict, puntive style (physicial)

    • firm limit and control

    • litttle verbal exchange

    • low in warmth

    • high communication patent to child

    • respect work and effort

    • produce children who are:

      • less trusting

      • more withdrawn from peers

      • do well under guidance of the authoritarian, but may struggle outside the inflience of the parent

  • Authoritative

    • encourage independence

      • with limits and control

    • high warmth

    • moderate discipline

    • lots of talking/negotiating

    • explain reasons for rules

    • parents produce children who are:

      • more socially capable

      • preform better academically

      • are better suited to make decisions on their own

  • Permissive-Indifferent:

    • parent is uninvolved in child’s life

    • low warmth

    • low caring

    • low empathy

    • low expectations

  • Permissive- Indulgent

    • high degree of warmth

    • low degree of expectations

    • parents are highlu involved with their child but place few demands or controls on them

    • don’t set clear guidlines for their children

    • rules are constantlly changed

    • rules are usually not enforced

    • easy to get away with almost anything

    • children never learn to control their own behavior and always expect to get their way

    • produce kids with:

      • emotional control problems

      • more dependant upon parents and others

• authoriative parents often produce children high in self-esteem, self-reliance, and social compitence