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Developmental Psychology: Infancy to Adolescence. Ch 11 Psyc103 Dr. Jen Wright. infant brain. one of the last organs to develop…. How much brain development has been completed at birth? 100% 75% 25%. developmental processes. patterns of brain growth. effect of deprivation.
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Developmental Psychology: Infancy to Adolescence Ch 11 Psyc103 Dr. Jen Wright
one of the last organs to develop… • How much brain development has been completed at birth? • 100% • 75% • 25%
importance of sleep REM sleep– critical for neural development in brain, esp. for activity-dependent development E.g. visual system Facilitates learning/memory Sleep deprivation linked with later problems E.g. ADHD, learning disabilities Babies most at risk of disruption Premature infants in IC units
stress and brain development Exposure to excessive stress hormones is bad for brain development. Early symptoms of PTSD The brain can become incapable of producing normal stress responses. Hyper-vigilance (Ghosts in the Nursery) Emotional flatness Physical/emotional abuse and neglect can be equally damaging.
attachment theory Attachment refers to the close, emotional bond between an infant and his/her primary caregiver. Psychoanalytic Theory (Freud) Driven by oral needs during the first year Emphasized early experiences on later outcomes Behaviorist Perspective (Skinner) Driven by the need for food Learns to associate contact with mother with food Mother’s closeness continually reinforced
attachment theory Ethology (Lorenz) Rooted in Darwin’s evolutionary theory Focused on the adaptive value of behavior Imprinting Bond necessary for survival
primary criticisms Love (i.e., attachment) seen as secondary to instinctive or survival needs John Bowlby: observations of children in institutionalized care Harlow believed that the need for love and affection was necessary for survival
Harlow’s monkeys (1958) Early work with monkeys Cloth & wire mother Only one equipped with feeding apparatus Monkeys randomly assigned Observed for 5 months Both groups preferred cloth mother
Infant monkey fed on cloth mother 24 . Infant monkey fed on wire mother . . . . . 18 . Hours per day spent with cloth mother . Contact Time with Wire and Cloth Surrogate Mothers 12 . Mean hours per day . 6 . . . . . . . . . . Hours per day spent with wire mother 0 1-5 11-15 21-25 6-10 16-20 Age (in days)
Harlow’s monkeys (1958) http://www.youtube.com/watch?v=hsA5Sec6dAI http://www.youtube.com/watch?v=caM4-f6ZZBE&feature=related
attachment theory Serves 2 purposes Secure base Internal working model Mary Ainsworth (1979) Developed Strange Situation Work revealed 4 types of attachment behavior Securely Attached Insecure Avoidant Insecure Resistant Insecure Disorganized http://www.youtube.com/watch?v=QTsewNrHUHU
mirror neurons Found in the frontal and parietal lobes Fire when you A) You engage in an activity (reaching out one’s hand) B) You observe someone else engaging in the same activity. C) Both D) Neither True/False: Fire more strongly when action has some purpose or content reaching out one’s hand for a cup.
crying Crying – communication of emotion Response to distress Development of emotional self-regulation Mastery of environment – agency Biofeedback loop Soothing Swaddling – tight wrapping of baby in cloth Touch Sweet taste Soft, rhythmic sounds Vibration
crying disorders Colic (1 in 10 infants; birth – 12 weeks) Extended periods of intense crying Cause unknown Digestive problems Immature nervous system Hyper-sensitivity Prolonged crying (beyond 12 weeks) Exhibit developmental and behavioral disorders PTSD symptoms in babies Stress hormones damage hippocampus Cause hyper-vigilance
early emotional expression Earliest emotion global arousal states of attraction and withdrawal set the stage for further development develop into well-organized, sustained signals Basic emotions emotions that can be directly inferred from facial expressions. happiness, interest surprise, fear, anger sadness, disgust
Basic emotions: • Universal across all human cultures • Present in other advanced species • Include guilt, shame, embarrassment • A&B • All of the above
emotional self-regulation Strategies for adjusting emotional state to a comfortable level of intensity in order to accomplish goals Infants: withdrawal, distress, crying -- need soothing 4 mos: shift focus of attention 1 year: approach/retreat from stimulus Parents response to distress is important Sympathetic child more easily soothed, more self-regulated Non-responsive (wait to intervene) child enters into rapid, intense distress harder to soothe doesn’t develop self-regulation
emotional self-regulation When an infant’s needs are met, they can focus on the world around them and explore. Their brains take in and adapt to stimulation from the external world. When they aren’t met, they become fixated on trying to get their needs met. They stop exploring and shut out other stimulation from the external world.
emotions of others Emotional contagion: babies match the emotional expressions of caregiver Still face experiment http://www.youtube.com/watch?v=apzXGEbZht0 Social referencing: relying on another person’s emotional reaction to appraise situation Visual cliff http://www.youtube.com/watch?v=eyxMq11xWzM
Mirror neurons help infants experience others’ emotions: • Yes, because they help them match emotional facial expressions • Yes, because they stimulate a matching internal experience • Yes, because they allow infants to empathize with others. • A&B • No, because mn’s are only involved in imitation of physical behavior
emotions and self-development Emotions are important in the emergence of self-awareness Self-efficacy awareness that you can affect events in your surrounding Self-control learning to modulate emotional reactions Self-concept episodic memories external vs. internal characteristics
emergence of the conscience Self-regulatory emotions Guilt/Shame Embarrassment Pride Disgust Awareness of expectations/reactions of others Important distinction between shame and guilt. What is the difference? Why do we call these emotions “moral emotions”? moral awareness - sense of good vs. bad Inhibition of bad behavior, promotion of good behavior
empathy May be more important for moral socialization than negative emotions Global distress in infants Emotional contagion Egocentric empathy (2 yrs) Non-egocentric empathy (3 yrs+) Cognitive empathy (middle childhood) Abstract perspective-taking
temperament Constitutionally based individual differences in Emotion Motor function Attentional reactivity Self-regulation Influences the way that children develop, display, and control emotions Foundation for later personality
temperament styles Types Easy Difficult “Slow to warm up” Differences in sociability Differences in punishment/reward • Which child will be harder to reward/punish? • Easy child • Difficult child
temperament styles What else affects the development of temperament? Gender Cultural differences Goodness of fit (with parents/environment)
eating habits 2-6 year olds eat less than infants and older children. “Just right” phenomenon – picky eaters! Like: salty/sweet foods Dislike: bitter/sour foods Learning what is appropriate and not appropriate to eat Early signs of disgust Infants show “disgust” facial expression Strong food preferences
role of disgust Protection against dangerous substances Poisonous foods often bitter Rotten foods often sour Disgust expression functions as warning Protection against contamination Children not sensitive to contamination until early childhood Protection against deformity and disease
role of disgust Higher-order disgust Physical contamination social contamination 7-8 year olds “cooties” Physical contamination moral contamination Examples?
obesity Early signs of obesity as young as 2 years old Obesity rates among 2- to 5-year-olds rose to 14% for the years 2003-2006 compared with 5% in 1980 Need less food than did as an infant Problem for forcing child to “clean their plate” Especially w/ desert as an incentive! Attraction to salty and sweet foods Other contributors?
