Transcript Developmental Psychology

Developmental
Psychology
Chapter 3
McElhaney
Key Topics
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Developmental Psychology
Outline the Nature vs. Nurture Debate
DNA + Genes as related to behavior
Human Growth SequenceKnow the period and description of each
Example: prenatal…adolescence
Why is Prenatal a sensitive period?
(Teratogens)
Fetal Vulnerability
Fetal Alcohol Syndrome
What do parents need to know about a
healthy pregnancy?
Lamaze- how doe this work psychologically?
Physiology of a new born brain
What can be understood about: deprivation
and enhanced stimulation?
List and describe-Neonate Inborn behaviors
What do we need to know about Emotional
Development Patterns?
Social Referencing
Konrad Lorenz- and Imprinting and infants
Separation anxiety/Disorder
Problems
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Attachments and how to promote secure
attachments
Harry Harlow and Baby Monkey Study
Contact Comfort
Breast Feeding and psych
Optimal Caregiving-Maternal and Paternal
influences
Diana Baumrind and Parenting StylesSpanking: is it ok?
Which type of discipline has most potential
for damage?
Outline Language Development and
maturation
Noam Chomsky vs critics
Cognitive Development and Jean Piaget
Piaget Stages
Piaget and parenting
Piaget Criticism
Vygotsky-Social Cultural theory and Zone of
Proximal Development
Scaffolding
Effective Parenting (page 126)
Our parents
Ingredients
Basic Ideas
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Genetic Heritage + Environment = Personality
Parenting + nurturing + Environment is important
 Development is effected by deprivation + Enrichment
 Emotional bonds with caregivers is very important
 Language learning is a key step in development
 Piaget’s Stage Theory- maps how thinking develops
 Vygotsky’s Theory- says A child’s mind is shaped by
human relationships
 Effective Child Discipline- is consistent, humane,
encouraging + respectful communication
 Genetics Research tells us stuff = Predications Related
to Genetic Problems can be made
Developmental Psychology
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The Study of progressive changes in
behavior and abilities
Nature
vs.
Nurture debate
Heredity
Environment
From Parents
Learning
Genes/
Models
Chromosomes
Examples
46 contained in each
Experiences
cell
Sperm and ovum carry
23 each
DNA
DNA: Deoxyribonucleic Acid
46 Chromosomes- contained in each
human cell nucleus
Sperm and Ovum Carry 23
Chromosomes Each
3
billion pairs
 Genes
 Small areas of DNA code
 40,000 genes in cells
Polygenic- something controlled by
many genes
Dominant and Recessive Features
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The feature will
appear when gene is
present
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Must be paired with
2nd recessive gene
before effect will be
expressed
Predictions related to
genetic problems can
be made
Mechanisms of recessive and
dominant inheritance.
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Recessive Inheritance
Both parents carry a
normal gene (N), and a
faulty, recessive, gene
(n). The parents,
although carriers, are
unaffected by the faulty
gene.
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Their offspring are
affected, not affected,
or carriers. This type of
inheritance was first
shown by Mendel.
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Dominant Inheritance
One parent has a single,
faulty dominant gene
(D), which overpowers
its normal counterpart
(d), affecting that
parent. When the
affected parent mates
with an unaffected and
non-carrier mate (dd),
the offspring are either
affected or not affected,
but they are not
carriers.
X and Y Chromosomes
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Two of the chromosomes (the X and the Y chromosome) determine
your gender and are called sex chromosomes:
Females have 2 X chromosomes.
Males have 1 X and 1 Y chromosome.
The Y chromosome determines the male gender, but does little else.
Each parent contributes one half of each chromosome pair to
their child –
 22 autosomal chromosomes and 1 sex chromosome.
The mother always contributes an X chromosome to the child.
 The father may contribute an X or a Y.
 Father determines the gender of the child.
Down syndrome is the most common chromosomal disorder (1
out of 800).
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Affected individuals have an extra copy of chromosome 21.
This unbalanced set of genes results in mild to moderate mental
retardation and numerous physical changes.
Cause associated with older male sperm defect
Human Growth Sequence
Types of Children (Charts of Developmental Milestones) another
Prenatal (conception to birth)
Germinal-zygote- (first 2 weeks)
Embryonic-embryo (2-8 weeks)
Fetal-fetus (8 weeks to birth)
Neonatal-neonate- (birth to a few weeks)
Infancy-infant (few weeks after birth till walking 17 months)
Early Childhood-toddler (15 months -2 ½ yrs) then 2-3 yrs)
Middle Childhood (6-12yrs)
Pubescence (2 yrs before puberty)
Puberty (Point of development of biological changes-sexual
maturity)
Adolescence (full social maturity)
Newborn Temperament
Types of Children (Charts of Developmental Milestones) another
Genetic?
Sensitivity
 Irritability
 Distractibility
 Typical mood
 40% are easy= relaxed + agreeable
 10% difficult=moody intense, easily angered
 15% slow to warm- restrained, unexpressive,
shy
 35% are combination of the traits
Nurture= environment
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Environment influences people
Sensitive- periods- times when children are more susceptible to
environmental influences
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“Congenital disorder involves defects in or damage to a
developing fetus.Genetic Disorders”
http://en.wikipedia.org/wiki/Congenital_disorder
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Poor Prenatal care- may cause birth defects-injuries- need good
nutrition,
Genetic disorders (inherited) NATURE
Inherited
Sickle Cell Anemia, hemophilia, cystic Fibrosis, Muscular Dystrophy,
Albinism
Fetal Vulnerability
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Mothers can pass on addiction to babies
Many medications & drugs are harmful to fetus
(page 96)
 Fetal
Alcohol Syndrome caused by
Repeated heavy drinking
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Low birth-weight
Small head
Bodily defects
Facial Malformation
Emotional, behavioral, mental disabilities
Smoking is Bad
 Mothers
who smoke
 Babies have lower scores on language
and mental ability
 Teratogens-
anything that can cause birth
defects
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Thalidomide pictures
Healthy Pregnancy
 Education
 Nutrition
 Relaxation-
stress reduction
 Avoid teratogens
 Exercise
 Education
Childbirth
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Lamaze
Lamaze Classes- Ferdinand Lemaze
Learn about what to expect and how it works
Coping + emotional support
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General Anesthesia= medication introduced to
the blood stream of the mother, to reduce pain
may cause lag in muscular & neural
development
 Epidural Block- blocks the channels of pain
(video)
 C Section
New Born Brain
 Brain
has fewer- dendrites + synapses
 During
first 3 years Brain Density
increases
 Stimulation
causes brain growth
 Deprivation = lack of stimulation
Breast Feeding
 Colostrum-
Rich protein produced by
breast first days after birth
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Prevents disease includes anti-bodies
Includes lots of touching
IQ: Study showed average of 6 point IQ Boost
For babies fed for 7-9 months
Why?:
Brain nourishment + more touching
Close to mother infant relationship
Deprivation vs. Enrichment
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Enrichment
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Complex Environment
Intellectually Stimulating
*Extra Enhanced Stimulation- increases brain size
So enriched complex, stimulating environment is good.
Parents open kids to experiences- colors, music, people, things
to see, taste, smell, touch
Deprivation
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Lack of stimulation
IQ down
Emotional Scaring
Poverty can impact developmentLower IQ- Fearful, unhappy
Prone to hostile- aggressive behavior
Developmental Periods:
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Neonates= New Born Infant
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Very Responsive
Interest in Human Face
Inborn Behaviors
• Grasping Reflex- object pressed for the palm of neonate
• Rooting Reflex= head turning & Nursing
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Caused by touching babies cheek
• Sucking Reflex= to obtain food
• Moro Reflex= baby clings to mom when fear/sounds
Neonate Vision
 Mimic Facial Expressions
 Can see 1 foot away
 Drawn to Familiar faces
 Babies can see large patterns & shapes
 Adult vision is 30 times sharper
 See curves, circles, bright lights
 At 6 months different shapes
 At 9 months differentiates between animals
 Age 2 unusual objects interest kids
Maturation
 Concept
of physical growth + Body-Brain
System
 There is an ordered sequence of
development
Emotional Development (see chart)
 Patterns
exist
 Basics of Anger, Fear, Joy
 All basic emotions appear before age 2
 They appear in an order
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Social Smile:
By age of 10 months- infants smile when
someone is nearby
Early growth is extremely rapid
Social Attachments (key aspect)
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Self Awareness
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1. Depends on brain maturation
2. Self recognitionOccurs usually 15 months
Social Referencing:
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End of first year
Babies use social referencing
Observing others to obtain information or guidance
Helps tell us how to respond
Imprinting
(Animals/some birds
only)
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Rapid early learning of permanent behavior
patterns
Konrad Lorenz
Ethologist (Studied animal behavior patterns)
Study of Imprinting
Geese follow first large moving object they see
Geese- imprinted on Lorenz
Imprinting applied to humans = Emotional
Attachment
Emotional Attachment (bonding)
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During first year of life
 Attachment by infant to
caregivers
 Separation Anxiety (evidence of
emotional attachment)
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When babies exhibit behavior of
crying, fear,
When left alone or with strangers
Intense Separation Anxiety is a
problem
Separations Anxiety Disorder
5% of all children (1 in 20)
Children manifest misery when separated
Excessive fear
Reluctant to leave home
Reluctant to sleep at friends house
Reluctant to go to school
Attachment Qualities:
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1. Securely Attached:
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When mothers leave and return
Stable positive emotional bonds
Upset by mom’s absence but seek to be near when returned
Secure Attached by year 1 is good
• More resilient- show curiosity
• Problem solving ability
• Social Competence in preschool
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2. Insecure-Avoidant:
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Anxious emotional bond
Turn away from mother
When they return
3. Insecure Ambivalent
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Anxious emotional bond
Seek to be near returning mom
Resist contact with mom
Harry Harlow Baby
Monkey Studies:
Baby Monkey Separated from mothers
Surrogate mothers- Wire and Soft
Monkeys went to soft mom
 Contact Comfort
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Babies cling to soft mothers for Security +
Comfort in fearful situations
Babies/kids get reassured feelings
Relates to sensitivity of brain development
Video
Maternal/Paternal Influences
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Maternal Influences
Best to allow/provide childreneducational experience
Let children initiate activities
 Optimal Caregiving:
1. Proactive maternal
2.
Involvement
Parental Responsiveness
a.
b.
To child – feelings & needs
Parent need to change
approach over time
1.
Paternal influences
a.
b.
c.
Playmate for infants
Tactile- lifting
tickling
Physically Arousingi. Rough play
ii.Come and go
iii.Action oriented
iv.Exploratory
v.Risk taking
Researchers Diana Baumrind found 3 styles
Parenting Styles
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Authoritarian:
 Expectations stay out of trouble
 Rigid rules
 Strict obedience
 Put responsibilities on kids
 Kids have few rights
 Children- usually obedient, self
controlled
 Must accept parent view of right and
wrong
 Emotionally stiff
 Withdrawn
 Higher rates of drug abuse
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Overly Permissive:
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Little guidance
Too much freedom
Low accountability
Rights but few responsibilities
Rules not enforced
Spoiled kids
= poorly behaved child
Authoritative
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Firm consistent
guidance
With love & affection
Not harsh
Not rigid
Encourage child:
To act responsibility
To think
To make good
decisions
Children are
competent
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Independent
Self controlled
Assertive
Spanking:
Studies say no
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Most kids show no signs
of long term damage
If spanking is used with
supportive parenting
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Problem: Frequent
spanking = aggression
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Could cause emotional
damage
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Problem: spanking
doesn’t change behavior
by itself.
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1. Power Assertion:
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Types of Discipline:
Physical Punishment
Force
Take away privileges
Effects:
Defiance, rebellious, fear, hatred
of parents
2. Withdrawal of Love
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Withholding affection
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Refusing to speak to a child
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Rejecting
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Threatening to leave
Effects:
 Self –Esteem= Self Regard
 High Self Esteem = worthwhile= is
important
 Low Self Esteem = connected to
physical punishment and
withholding of love
 Anxious
 Insecure, dependent on adults for
approval
3. Management
Techniques:
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Combine
Praise
Recognition
Approval
Rules
Reasoning
Related to self-esteem
Problem:
Need to adjust to kids level
Psychology in Action= Effective
Parenting
*Most people parent the way they were parented.
Thus more mistakes are made.
2 Ingredients of Effective Parenting:
1 Communication
2 Discipline
What to do:
Set Boundaries of behavior for kids
Be consistent= stable rules of conduct- creates security
Problems
Saying one thing and doing something else
Making statements you don’t mean
Overstating consequences
Not checking to see if the child has done something wrong
Contradicting rules set by spouse
Mean what you say
Responding differently to same behavior
Piaget
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Cognitive Development
Jean Piaget (Swiss 1950s)
Theory & Insight into how kids develop thinking
Found cognition progresses through stages
Children’s thinking is concrete (less abstract)
Need examples- objects to see or touch
Piaget believed learning occurs through
Schema
Theory
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Schema: is a mental
model the brain uses
to organize
information and
integrate new
information into the
existing model or
schema-
Assimilation and
Accommodation
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Assimilation:
We interpret new
experiences in terms
of our current
understanding or
Schema
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Kids use existing
knowledge to new
situations
Accommodation:
We adjust our
schema to
incorporate new
experiences= refining
our schema
Ideas + knowledge
are modified to fit new
requirements
 “New ideas are
created to
accommodate new
experiences.”
Piaget
 Age
0-2 Sensorimotor Stage
 Age 2-7 Preoperational Stage
 Age 7-11 Concrete Operational Stage
 Age 11 and up Formal Operational:
Abstract
Piaget Stages:
 Age
0-2 Sensorimotor Stage
 Non-verbal intellect
 Learning Coordination
 Senses
 Object permanence
 Objects continue to exist when out of sight
Age 2-7 Pre-Operational Stage
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Before 6-7 children think concretely
Age 7 more logical thinking
Begin to think symbolically
Still intuitive beginning logic
Language developing
Egocentric= unable to see the viewpoint of
others – self concerned
Selfish
Age 7-11 Concrete Operational Stage
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Concept of conservation developed
Idea that objects have mass and volume
constancy
Proportions
Children begin to use time, space and number
Logical Thinking
Concrete objects
Categories
Principles
Age 11 and up Formal Operational:
Abstract
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Abstract Principles develop
Less egocentric
Adolescent
Can consider Hypothetical Possibilities
Adult abilities
Inductive Reasoning
Deductive Reasoning
Formal thinking needs and enhanced by (not just maturity)
Environment
Knowledge
Experience
Wisdom
Blooms
Taxonomy
Vygotsky and Socio-Cultural
Theory of Cognition
Children’s thinking develops through dialogues with
expert others (more skilled)
 Children are guided by experts = Tutors=
parents=teachers
 Zone of Proximal (close) Development (Learning)
 Children can achieve more complex/higher levels with
support working with expert others or skilled partners
 Scaffolding=
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Temporary Support to help kids learn
Must be responsive to children’s needs
Mental bridges
 Horror
A
Story of Neglect and Abuse:
Dark Matter of Love (about Attachments
and orphans)