Transcript No Slide Title

Module 13
Developing Through the
Life Span
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Mapping the genes
in the human
genome.
Alleles – pairs of
genes.
100,000 pairs of
genes in each
person.
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Identical (homozygous) or different
(heterozygous) genes pairs
Genetics and Behavior
23 pairs of Chromosomes
100,000 Pairs of Genes
DNA
RNA
Proteins
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Genotype – genetic make up of an individual
Phenotype – traits that are expressed
One Gene is dominant
- dominant gene is expressed (becomes part
of phenontype).
Other is recessive
- expressed only if homozygous
- can be passed on to offspring.
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Sex-Linked Genes
Females = XX
Males = XY
Color Vision - carried on the X chromosome.
Normal (Dominant)
Colorblind (recessive)
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Male has only one gene.
Always expressed.
Female has two genes.
Only expressed if homozygous.
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8% of females carry gene for colorblindness.
Males
8% inherited and expressed.
Females
8% (mother) X 8% (father) = .06% expressed
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Prenatal Factors
Germinal (zygotic) Period
Embryotic Period
10 - 14 days after conception
- Embryo becomes connected
to the uterus at the placenta.
Placenta - exchange of chemicals
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Embryonic Period
2 weeks to Ninth
Week
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Teratogens - harmful factors
- slight ,temporary effect on mother but
very large permanent effect on embryonic
and fetal development.
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Diseases - AIDS, Herpes, Rubella
Prescription Drugs - Always Check with MD.
Addictive Drugs – withdrawal
Aspirin
Caffeine
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Fetal Alcohol Syndrome
Even 1 drink a day is harmful.
Most harmful in 3rd to 4th week of pregnancy.
Smaller heads
Deformed facial features
Abnormal joints and limbs
Poor coordination
Problems with learning
Short memories
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Smoking (second hand smoke)
- restricts oxygen to the embryo.
Mothers who smoke are at a higher risk of
having a baby with low birthweight.
Smoking during pregnancy is associated
with sudden infant death syndrome (SIDS).
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"Walk upstairs, open the door gently, and
look in the crib. What do you see? Most of us
see a picture of innocence and helplessness, a
clean slate. But, in fact, what we see in the
crib is the greatest mind that has ever existed,
the most powerful learning machine in the
universe."
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Abilities of Newborns (neonates)
Brainstem (life support) is fully formed.
Cortex (higher functions) immature
- still only 90% complete at 6 yrs of age.
.
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As a child matures, neural networks grow
increasingly complex.
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Brain Maturation
Birth to 3 yrs: Branching neural networks
enable walking, talking, and remembering.
3 to 6 yrs: Frontal lobes develop, enabling
rational planning.
6-13 yrs : Association areas proliferate,
enriching thinking, memory, language and
reading skills.
 Frontal Lobe – Continued development
into mid-20s.
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Reflexes (very adaptive for survival)
• nourishment (sucking, rooting)
• attracting attention (crying)
• eliminating wastes
• protection (eye blink, sneezing)
• grasping reflex
• orienting response
- turning eyes toward sound or movement
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Perception
Habituation Method
Infants look longer at novel stimuli.
Present stimuli A until they lose interest.
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Then present A with B.
If infant looks longer at B then they
1) remember A
2) can distinguish B
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Vision
Color - fully developed by 3 months
Distance - best vision at 9 inches
Prefer patterned to plain stimuli.
Prefer to look at faces
Can recognize faces
by 3 months.
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Depth Perception
Visual cliff Experiments
Shallow
Deep
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Before Crawling Starts
Infant placed on deep side
Heart Rate decreases (interest)
They can detect depth
About a month after crawling begins
Will not crawl from shallow to deep side.
If Placed on deep side: Heart Rate increases
(fear)
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Phobias
Do will not develop until about 10 or 11
months.
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Hearing
Last weeks of pregnancy the fetus may be
aware of voices and sounds.
Cat in the Hat Study
Familiar story - lower heart rate
Unfamiliar story – no change.
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Hearing - infants prefer mothers’ voice
- comforted by womb sounds
Can distinguish between sounds
- prefer speech sounds (female)
- 4 to 5 months respond to own name
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Infants prefer to attend to stimuli that
moderately differ from familiar stimuli.
- paces learning for them
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Module 14
Infancy and childhood
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Motor Development: Birth to 3 yrs
 Opportunities to safely explore the environment develop the body
and brain.
 Myelinization of neurons allows better coordinated movements
and increases speed.
 Motor skills develop in a predictable, universal sequence.
proximal to distal (head to toes)
 Cephalocaudal (trunk to finger tips)
 However, each individual grows at his or her own rate.
Infantile Amnesia
We do not have memories for autobiographical
events that occurred before our first birthdays.
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Infant Research: Memory
 An intriguing mystery: How do we
demonstrate what infants know and
remember?
 Developmental psychologists study
how infants respond to changes in
stimuli.
 The baby in the photo has learned that
her foot kicks move the mobile.
 Infants respond to changes in the
mobile by slowing their kicks and
gazing.
 Some 2-month-old infants are able to
retain information about the mobile for
as long as a month.
Cognitive Development
Jean Piaget: Children think
differently than adults do.
Stage Theory:
- orderly predictable set of changes.
- change is abrupt
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Adaptation - formation of schema through
experience with world.
Schema change with new experiences.
Assimilation: New info fit into old schema.
Child sees a CAT adds it to their DOG
Schema.
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Accommodation : Alteration of existing
schema to fit new information.
E.g., Child sees that CATS MEOW.
Does not fit DOG schema. Child forms new
schema. DOGS THAT MEOW.
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4 Stages (mental operations)
1) Sensorimotor Stage
Birth - 2 yrs
- learn by manipulating things (cause
and effect) video
- don’t have schema
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Object Permanence - understanding that
objects continue to exist when out of sight.
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Baby physics
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First, the infants were shown a display containing a doll.
A screen then rotated up to cover the doll.
The infants then saw a hand move into the display and
add another doll.
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Finally, the screen dropped and, depending on the
experimental condition, revealed either one doll or
two dolls.
Infants looked longer at the impossible outcome (one
doll) than the possible outcome (two dolls).
(Wynn, 2000)
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Egocentric - don’t understand that others
see the world differently.
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Self Concept
Rouge test (self-recognition test)
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Theory of Mind – able to reflect on the
contents of one's own and other's minds.
For many of those with autism or Asperger's,
mindblindness, or lack of Theory of Mind
creates major barriers to communication and
closeness. These barriers often lead to those
nearest to the individual feel, whether real or
perceived, a lack of empathy from the
individual.
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Someone who has a full grasp of
Theory of Mind will immediately
know that Sally will look where
she last left the ball. She does not
know that the ball has been
moved. A person with poor
Theory of Mind skills will
believe that Sally will look for
the ball in the box, because they
do not fully grasp that Sally will
not know what Ann has done.
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Real Life example of Egocentrism
From Rage against the Minivan
Link
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2) Pre-operational Stage (2 - 7 yrs)
- have schema (Symbolic Thought)
- can develop language
- can play “make-believe”
Irreversibility
Centration
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Lack Understanding of Conservation
Changing appearance (shape) does
not change physical properties (Amount).
Click on photo to see video
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Video - conservation
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3) Concrete Operations (7 to 11 yrs)
- begin to understand logical thought.
• Reversibility
• Causal relationships
Restricted to concrete reasoning
- things they know about.
What if people did not have thumbs??
Click here for video.
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4) Formal Operations (12 to adulthood)
Can think in the abstract
Hypothetico-deductive Reasoning
- develop and test hypothesis.
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Criticisms of Piaget
1) Ages are wrong! Video
begins at 11:55
Response: Stage not age is important!
2) Gradual changes rather than abrupt.
Domain specific ability!
- object permanence with parents
but not with toys.
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3) Underestimates Social Influences
Vygotsky – zone of proximal development.
(material that is just beyond the ability the
child currently possesses).
Scaffolding
Readiness - children only learn when they
are ready.
Research shows that interaction and
experiences can speed learning.
Your Baby Can Read?
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4) Overestimates obtainment of formal
operational thought!
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Are there Cognitive Changes that occur in
Later years?
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Module 15 (pgs 200- 203)
Moral Development (Kolberg)
Stages Reflect Cognitive Ability
1) Pre-conventional
Obedience and Punishment
Self-Interest
2) Conventional
Public opinion, social duty
3) Post-conventional
Principled
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Erickson – Psychosocial Development
(Module 15 pgs 202 -204)
Issues that we are dealing with change with age.
How these conflict are resolved will have longlasting effects.
Basic Schema for thinking about ourselves.
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Infancy - Basic Trust vs. Mistrust
Is my world a predictable and supportive place?
Toddler - Autonomy vs. Shame and Doubt
Can I do things by myself, or always rely on
others?
Preschool - Initiative vs. Guilt
Am I good, or am I bad?
- questions of morality
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Preadolescence - Industry vs. Inferiority
Am I successful or worthless?
Adolescence - Identity vs. Role Confusion
“ Who am I?”
Young Adulthood - Intimacy vs. Isolation
“How do I relate to others?”
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Middle Adulthood - Generativity vs. Stagnation
“Will I succeed in life?”
Older Adulthood - Ego Integrity vs. Despair
“Have I lived a full life, or have I failed?”
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(Module 14 pgs 188 – 195).
Issues in Infancy – Attachment
- emotional bond between child and parent.
Primate Studies
Harlow’s Monkey’s
Separated newborns
from mothers
Fear Studies
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Wire
Mother
Terry
Cloth
Mother
Food
1 hour
18 hours
per day
No Food
Less than 14 hours
1 hour
per day
Preferred contact comfort
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All of the Monkey’s had problems in adulthood
- abnormal social relationships
- abnormal sexual behaviors
-inadequate parenting behaviors
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Attachment Differences
Strange Situation Test.
Based on behavior classified as
1) Secure Attachment
2) Insecurely Attached
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Long-Term Effects
Securely attached
- more sociable
- better problem solvers
- more adaptive to new situations
- fewer behavior problems
- better adult relationships.
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Why is Attachment so Important?
Development of:
- First schema of social relationships
- Self-schema.
- general schema of the world.
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