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Chapter 4 Map

Chapter 4 Map. Thursday, Nov 3 135 – 140 Monday, Nov 7 140 – 143 Tuesday, Nov 8 144 – 149 Wednesday, Nov 9 150 – 156 Thursday, Nov 10 156 – 162 Friday, Nov 11 Remembrance Day Monday, Nov 14 163 – 166 Tuesday, Nov 15 166 – 172 Wednesday, Nov 16 172 – 179 (staff meeting)

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Chapter 4 Map

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  1. Chapter 4 Map • Thursday, Nov 3 135 – 140 • Monday, Nov 7 140 – 143 • Tuesday, Nov 8 144 – 149 • Wednesday, Nov 9 150 – 156 • Thursday, Nov 10 156 – 162 • Friday, Nov 11 Remembrance Day • Monday, Nov 14 163 – 166 • Tuesday, Nov 15 166 – 172 • Wednesday, Nov 16 172 – 179 (staff meeting) • Thursday, Nov 17 179 – 189 • Tuesday, Nov 22 Quiz/Study Guide and Cards due

  2. Chapter 4The Developing Person • Developmental psychologists study how we change through our life - physically, mentally and socially • 3 main issues are nature/nurture, continuity/stages and stability/change

  3. Prenatal Development and the Newborn - Conception (136) • Women are born with all their eggs, but only 1 in 5000 will mature and be released • Men begin producing sperm at puberty and then continue for life (but the rate of production lessens with age) • When one sperm (of about 200 million) penetrates the egg, the egg’s surface blocks the others and pulls the sperm in to the egg. The nuclei of the egg and sperm fuse to create one cell. • http://www.youtube.com/watch?v=QnnTSvATOpc&feature=related

  4. Prenatal Development (136) • Zygote - a fertilized egg - fewer than 50% survive beyond 2 weeks • Zygote begins as a single cell and divides • Within 1 week, once the zygote is 100 cells, the cells begin to differentiate (specialize in structure and function)

  5. Prenatal Development • 10 days past conception - zygote’s outer part attaches to uterine wall forming the placenta. The zygote’s inner cells become the embryo

  6. Prenatal Development • 6 weeks after conception - organs form • 9 weeks ---- embryo is now a fetus • By 6 months the fetus is viable. It can hear. • At birth the infant prefers the mom’s voice (Bushnel 1992)

  7. Teratogens (137) • Teratogens are harmful agents (viruses, chemicals) that cross the placenta and harm the embryo or fetus • Drugs, alcohol, pollutants • Brennan (1999) found correlation between violent crime rates of men and their mothers’ smoking even after controlling for economic status and father criminality • http://www.godlikeproductions.com/forum1/message1630572/pg1 • Clip on Emanuel Kelly

  8. Fetal Alcohol Spectrum Disorder (138) • No safe amount to drink while pregnant • Alcohol depresses the central nervous systems of mother and fetus • FAS marked by a small, misproportioned head, and lifelong brain abnormalities. • About 4 in 10 mothers who drink during pregnancy have babies with FAS

  9. The Competent Newborn (138) • Babies are born with reflexes that help them survive • Withdraw limb to escape pain • Turn head to get out from under a cloth • Rooting reflex • Sucking reflex

  10. Do Babies Know? • Prior to 1960s it was thought (ex. William James) that babies experienced just “blooming, buzzing confusion”. • As neuroscience progressed, we learned that babies know a lot and can tell us a lot if we ask them to respond by gazing, sucking, turning heads

  11. Competent Newborn (138) • Babies are born preferring sights and sounds that help social responsiveness • Ex. Newborns turn heads to human voices and prefer the mother’s voice • Ex. Newborns gaze longer at human-like faces (Johnson and Morton 1991) • Ex. They gaze at objects 8 to 10 inches away (Maurer 1998) • Ex. They prefer the smell of mom’s bra (MacFarlane 1978)

  12. Habituation (139) • Def - decreased responsiveness after repeated stimulation • Novelty Preference - having habituated to the old stimulus, newborns preferred gazing at new stimulus

  13. Habituation (139) • Using the concepts of habituation and novelty preference the dog head/cat body study (Spencer Quinn 1997) shows: • 1. Infants can see • 2. Infants can remember • 3. Infants focus on the face (they gaze longer at the new dog head/cat body after looking at cat heads) • http://www.cse.iitk.ac.in/users/se367/readings/quinn-doran-09_infant-attention-in-categorizing-dogs-cats-gaze-at-heads.pdf (Article on head/body study)

  14. Applied Psychology • Using the concepts of “habituation” of “novelty preference”, how should parents buy toys for infants?

  15. Infancy and Childhood (140) • Brain and mind develop together • Association areas of the cortex (linked to memory, thinking, language) are the last brain areas to develop. • An infant’s biological development underlies his psychological development

  16. Infancy and Childhood (140) • Brain and mind develop together • Association areas of the cortex (linked to memory, thinking, language) are the last brain areas to develop. • An infant’s biological development underlies his psychological development

  17. Brain Development (140) • At birth you have most of your 23 billion nerve cells, but, your nervous system is immature • After birth neural networks develop which allow us to walk, talk, remember

  18. Brain Development (140) • age 3 to 6 - frontal lobe neural networks are most active • Age 6 to puberty - neural networks supporting language and agility are most active

  19. Maturation (140) • A genetically designed biological growth process • Enables orderly changes in behavior relatively uninfluenced by experience • Maturation sets the basic course of development, experience adjusts it.

  20. Maturation & Infant Memory (141) • Our lack of neural connections accounts for our lack of memory prior to our 3rd year • We have little conscious memory prior to 3 or 4 • (Newcombe 2000) 10 yr olds will recognize only 1 in 5 of their preschool friends’ pictures but they will physiologically respond (skin perspiration) to their former preschool friends’ pictures

  21. Motor Development (141)Maturation v. Training • Our developing brain enables physical coordination • the sequence of motor development is universal (roll then sit; creep then walk) but the timing is not • Baby development reflects a maturing nervous system NOT imitation or training. (evidence - blind babies) • Genes play a major role - identical twins tend to sit up together!

  22. Cognitive Development (143) • By 6 months of age we can comprehend • Permanence • number • simple physical laws

  23. Jean Piaget (143) • Studying children’s IQ’s in the 1920’s and noticed that children of the same age tended to give the same wrong answers • He concluded that children know differently not less than adults • He theorized that children develop cognitively in stages

  24. Schemas (143) • Piaget said that we make sense of our world using schemas • Schema - concept/mental mold (ex. cats) that we use to organize our experiences • Assimilation - interpreting new experiences by putting them into existing schemas (dog is cat) • Accommodation - adjust our schemas to fit new experiences (“cat” doesn’t include all animals)

  25. Piaget’s Stage Theory of Cognition (144) • Cognition - all mental activities associated with thinking, knowing, remembering and communicating. • Piaget believed children’s cognition develops in stages - critiques say it develops more continuously. • Critiques also say that Piaget underestimated children’s cognitive abilities

  26. Piaget’s Theory Sensory Motor Stage (144) • 0 - 2 years of age • Learn through motor (movement) and senses • Develop object permanence http://www.youtube.com/watch?v=NCdLNuP7OA8&feature=related and stranger anxiety

  27. Piaget’s TheoryPre-Operational Stage (146) • 2 to 6/7 years old • Too young to perform mental operations • Fail conservation test http://www.youtube.com/watch?v=B65EJ6gMmA4 • Egocentric - see the world from their point of view • Begin to develop “theory of the mind” • Begin to be able to think in words (talk through problems to themselves)

  28. Theory of the Mind (147) • Pre-operation children begin to develop theory of the mind - the ability to think of other people as thinking individuals - the ability to infer what others might be thinking or feeling • Autism - a disorder characterized by deficient communication and social interaction - marked by an impaired theory of the mind

  29. Piaget’s TheoryConcrete Operational Stage (148) • 7 to 11 years old • Understand the concept of conservation • Can think in words • Grasp math and logic

  30. Piaget’s TheoryFormal Operational Stage (148) • 12 years and older • Move from concrete to abstract thinking • Can imagine and use symbols • Can hypothesize and deduce consequences • Think logically

  31. Piaget’s Theory • Sensory motor • Pre-operational • Concrete operational • Formal operational

  32. Criticisms of Piaget’s Theory (149) • Continuity verses stage development • Underestimating children’s development • Piaget did get the sequence of the milestones right

  33. Social Development (150) • Aristotle - “man is a social animal” • Stranger Anxiety - emerges around 8 months of age when we become mobile ----- why??? • Attachment - mutual bond infant-parent bond

  34. Origins of Attachment (150) • Attachment requires: • Comfort/body contact • Familiarity • responsiveness

  35. Body Contact (151) • Nourishment alone is not enough • In a study of monkeys, Harry Harlow separated the infants from the mothers for sanitation - the infants bonded to blankets http://www.youtube.com/watch?v=ctGWQHa80ew&feature=related • In experiments with wire/feeding mothers and cloth/non-feeding mothers, Harlow found that the babies attached to the cloth mothers using them as safe havens when distressed and a secure base from which to explorehttp://www.youtube.com/watch?v=KlfOecrr6kI

  36. Familiarity (151) • Humans do not imprint, but do become attached to people/things that become familiar to them • Critical Period - optimal period when a child will learn best and most easily - ex. Shortly after birth child will bond to parent given the needed exposure to that parent • Imprinting (Lorenz, 1937) - a gosling will imprint to the first moving thing it sees after birth.

  37. Responsiveness (152) • Parent notices what the baby needs and responds to that need consistently, timely, lovingly • Securely attached infants are happy in mom’s presence, are distressed when she leaves, can be calmed by mom and courageously explore http://www.youtube.com/watch?v=fg9QCeA4FJs (Scared Harlow Monkey) • Insecure infants are the opposite - are often clingy

  38. Responsiveness - Studies • Ainsworth (1979) strange situation test - sensitive mothers had infants who displayed secure attachment (and vice versa) http://www.youtube.com/watch?v=HH_swXJLQI4 • Van den Boom (1990) experiment varied parenting styles (nurture) while controlling temperament (nature). 68% of the difficult babies became securely attached if parents had sensitive response training. Only 28% of the difficult babies attached when the parent didn’t get the training.

  39. Secure Attachment Studies • Harry Harlow learned that the insecurely attached monkeys were terrified in new situations

  40. Fathers and Attachment (153) • Expectant fathers’ sex hormones change (Story 2000) • Absent fathers put children at increased risk for psych and social disorders after controlling for income and education differences (Myers 2000)

  41. Secure Attachment (154) • Socially competent • Confident • Attack challenges with more persistence and enthusiasm • More responsive and outgoing to other children • Develop the ability to trust that effects them lifelong (Erik Erikson’s 8 stage theory)

  42. Insecure Attachment (154) • Withdrawn • Frightened • Emotionally scarred • Harlow’s monkeys either cowered or lashed out to other monkeys as adults, were incapable of mating, were abusive as parents if artificially mated • But, (Helmreich 1992) also found that most abused children do not grow to be abusers/criminals - they are more resilient

  43. Insecure Attachment (155) • Ferris (1996) found that hamsters who were repeatedly threatened/attacked when young grew to be adults who were cowards with same-size hamsters and bullies with smaller hamsters. Their serotonin levels were lower. • Early abuse and excessive exposure to stress hormones also can permanently alter the development of the limbic system

  44. Disruption of Attachment (155) • Infants moved to new homes before 6 months of age or between 6 and 16 months will both have initial problems eating, sleeping and relating to new parents - but by age 10 both groups are similar - you can re-attach! • Frequent changes of homes are much more damaging to a child’s attachment

  45. Day Care and Attachment (156) • Erel (2000) finds no major effect on attachment • A 2002 study of 1100 children is care from 1 month of age, found that by 4 1/2 years old the children had slightly advanced thinking and language skills but were also more aggressive and defiant • Family qualities, child temperament and goodness-of-fit appear to be more important to a child’s attachment than whether or not they go to daycare. • Cultures vary in child rearing - “it takes a village to raise a child”

  46. Self-Concept (156) • In infancy, the major social achievement is attachment • In childhood, it is developing a positive self of self. • Self-concept - a sense of your own identity and personal worth

  47. Self-Awareness/Self-Recognition • In 1877, Charles Darwin thought that self-awareness begins when we recognize our image in a mirror • At 6 months old the baby thinks the mirror image is another baby • Butterworth (1992) - by 18 months the baby with a spot put on its face will touch its own face when he sees the mirror image - they have a schema for their own face and know that the spot doesn’t belong

  48. Self-Recognition Leads to Self Concept • By 5 or 6 kids describe themselves by gender, group membership, psychological traits and in comparison to other kids. • By 8 to 10 self concept is a stable trait • Self concept affects your actions and expectations

  49. Child Rearing Practices (157) • Authoritative Parents • Authoritarian Parents • Permissive Parents (Baumrind 1996) • All differ in rules, reasons for rules, communication, negotiation, warmth, expectations • All differ in the results- children’s self-esteem, social competence, self-reliance, self control

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