4. INFANT DEVELOPMENT Flashcards
DEVELOPMENTAL PSYCHOLOGY
NATURE VS NURTURE
-CHANGES IN BIO, PHYSICAL, BEHAVIOURAL PROCESSES WITH AGE
-CRITICAL/ SENSITIVE PERIODS
CRITICAL PERIOD
AGE WHERE EXPERIENCES MUST OCCUR
-EX) LANGUAGE ACQUISITION
**SENSITIVE PERIOD
OPTIMAL AGE RANGE
RESEARCH DESIGN; CROSS SECTIONAL DESIGN
PEOPLE OF DIFFERENT AGES ARE STUDIED AT A GIVEN TIME
-OBTAIN DATA QUICK
RESEARCH DESIGN; LONGITUDINAL DESIGN
SAME SET OF PEOPLE STUDIED AS THEY AGE
–COHORT
-THIS IS LONG TERM, PEOPLE MAY DROP OUT
-ARE THEY ONLY SPECIFIC TO THIS COHORT
RESEARCH DESIG; SEQUENTIAL DESIGN
COMBO OG CROSS SECTIONAL AND LOGITUDINAL
-TEST SEVERAL COHORTS AS THEY AGE
-THIS DESIGN IS MORE COMPREHENSIVE
STAGES OF PRENATAL DEVELOPMENT
- GERMINAL STAGE; FIRST 2W OF LIFE, FERTALIZATION, ZYGOTE
- EMBRYOTIC STAGE; 2W-8W, EMBRYO, ORGANS START TO DEVELOP
- FETAL STAGE - 9W-BIRTH, FETUS
ZYGOTE
ONE SPERM FERTILISES AN EGG=ZYGOTE
-UNDERGOES CELL DIVISION
EMBRYO
MASS OF CELLS FORMING LIFE SUPPORT STRUCTURES LIKE PLACENTA AND CORD, AND ORGANS
TDF
TESTIS DETERMINING FACTOR; TRIGGERS MALE SEX DEVELOPMENT
-DETERMINES 6-8 WEEKS AFTER CONCEPTION
–CRITICAL PERIOD!
TERATOGENS
EX) MERCURY, LEAD, RADIATION, NICOTINE
-ENVIRONMENTA AGENTS THAT MAY CAUSE ABNORMAL PRENATAL DEVELOPMENT
SEXUALLY TRANSMITTED DISEASES
COULD PASS FROM MOTHER TO BABY AND CAUSE DAMAGE, BLINDESS OR DEAFNESS
ENVIRONMENTAL INFLUENCES, THE MOTHER
MATERNAL STRESS; PREMATURE BIRTHS, INFANT IRRITABILITY,
MATERNAL MALNUTRITION; MISCARRAIGE STILL BIRTH, IMPAIRED BRAIN DEV
ENVIRONMENTAL INFLUENCES; FETAL ALC SPECTRUM DISORDER
-COGNITIVE BEHAVIOURAL AND PHYSICAL DEFICITS CAUSED DUE TO PRENATAL EXPOSURE TO ALC
ENVIRONMENTAL INFLUENCES; FAS- FETAL ALC SYNDROME
-DISORDER WITHIN THE SPECTRUM
-CLUSTER OF DEVELOP ABNORMALITIES
EX) FACIAL ABNORM, MALFORMED BRAINS, PSYCH AND SOCIAL IMPAIRMENTS
INFANCY
-WHEN CONDUCTING A STUDY, THEY MUST CONSIDER THEIR MOTOR AND ATTN SPAN /SENSORY LIMITATIONS
-MEASURE BEHAVIOURAL RESPONSE
WILLIAM JAMES THOUGHT OF BABIES
NEWBORNS WORLD IS A BLOOMING CONFUSION; AN EMPTY AND DISORGANIZATION OF THE BRAIN
VISION IN BABIES
-CAN TRACK OBJECTS, BUT ARE NEAR SIGHTED
-20/800 EYESIGHT, BUT PROGRESSIVELY GETS BETTER IN 6 MONTHS
COLOUR VISION
NEWBORNS CAN SEE FEW COLOURS, BUT BY 3 MONTHS THEY HAVE A FULL RANGE PERCEPTION
PREFERENTIAL LOOKING PROCEDURE
-USED TO DETERMINE PREFERENCE FOR VISUAL STIMULI.
TIME SPENT LOOKING AT STIMULI IS RECORDED, INFANTS PREFER COMPLEX STIMULI
SENSES AT BIRTH
TACTILE, AUDITORY, CHEMICAL PERCEPTUAL SENSES
NEWBORN LEARNING; HABITUATION
RECOGNIZE FAMILIAR OVER UNFAMILIAR FACES REGARDLESS OF EXPRESSION
NEWBORN LEARNING; CLASSICAL AND OPERANT CONDITIONING
ACQUIRE CONDITIONED RESPONSES
-OPERANT- MAKE THINGS HAPPEN
-THEY EXPECT “REWARDS” AFTER
NEWBORN LEARNING; IMITATION
BABIES CAN IMITATE ADULT EXPRESSIONS
new born sensory and perception; sound localisation
-ability to localise sounds exists from birth until 3m of age, disappears then reappeares at 4-5m
newborn sensory and perception; phoneme discrimination
-ability to detect changes in speech sounds, even better than adults.
-disappears at 12m
newborn sensory and perception; musisc perception
can process and remember music
physical development; stages
1st; brainstem; basic survival factores
later; associative cortex ateas, frontal cortex
physical development; growth rate
brains of 5 y/o +90% of adult size
-new synapses formed, brain becomes more specialized
motor development
follows stage-like sequences that age of acquirment does not vary
ex)stand to support->pull self to stand
new born environmental and cultural influences
-physical; diet, social, toys, physical touch
-sensory; visual deprivation can perm damage vision
proximodistal princuiple
inner most important part of the body develops first
cephalocaudal principle
fetal bodies develop in a head to body fashion
cognitive developmentz; piaget’s stage model
assimilation., accommodation
-brain builds schemas to acheive understanding
-children think ab the world differently from adults
piaget’s model; assimilation
new experiences fit into existing schemas, having confidence to adapt to new things because of schemas schema; organize patterns of thoughts and actions
- produces more complex schemas
piaget’s model; accommodation
new experiences change existing schemas/ create new schemas, learn as you live
piagets stage 1; sensorimotor stage
-birth to 2y/o
-understand world through sensory experience and physical interactions
-begin to acquire language
-object permamence
object permanence;
understanding that an object still exists even though it can no longer be seen
-8 months of age
piagets stage 2; preoperational stage
- 2 -7 years
-represented symbolically through words or images
-doesnt understand convo
-their thinking reflects egocentrism; ex) others see the world the same as themselves
piagets stage 3; concrete operational stage
-7-12 years
-perform basic mental operations; simple problems and situations
-difficulty w problems that require hypothetical reasoning
-form mental maps; geography
piaget stage 4; formal operational stage
-11-12 years…
- logically think about concrete and hypothetical problems
-form and test hypotheses
hibituation studies of children
-object permanence
-proved piagets stages wrong
vygotsky; social context of cognitive development
-social interaction can influence maturation
-zone of proximal development
zone of proximal development
-difference between what a child can do independently vs what a child can do with assistance from others
-social assistance can push maturation forward in a certain age/zone thats set by biological maturation
ex) parents/older siblings help with math homework
coginitve development as a gradual process; information search stategies
-spot the difference picture;
Vurpilllot assessed eye movements of children while doing this excersise
-younger children did not succeed but older did
theory of mind
-understanding other people have different mental states
-develops at 4 yrs
-toys reflects theoty of mind
-lying and deception reflects theory of mind
false belief tasks
-
EARLY EMOTIONS; 18 MONTH
-SENSE OF SELF
-DISPLAY BASIC EMOTIONS OVERTLY
EX) ENVY, EMBARRASSMENT, EMPATHY
EARLY EMOTIONS; 2 YEARS
-LEARN AB STANDARDS AND RULES EXPECTED TO FOLLOW
-EMOTIONS LIKE PRODE, SHAME, GUILT
EARLY EMOTIONAL REGULATION
- COMES WITH AGE; EVALUATE AND MODIFY EMOTIONAL REGULATIONS
EX) SELF SOOTHING, STUFFED ANIMALS, TANTRUMS, LANGUAGE TO COMMUNICATE
-EMOTIONAL COMPETENCE; REFLECTS SOCIAL LIFE AND CAN ALSO INFLUENCE IT
imprinting
critical period- moments after birth -days after
-biologically primed form of attachment w mother
ERIKSON’S PSYCHOSOCIAL THEORY
-8 PYSCHOSOCIAL STAGES, EACH W A CRISIS TO BE RESOLVED;
-PERSONALITY IS NOT FIXED IN CHILDHOOD
-THEMES AND PATTERNS THAT EMERGE EARLY COULD BE IMPORTANT LATER IN LIFE
attachment
-sensitive period; first few years
strong emotional bond between human children and primary care givers.
HARRY HARLOW; ATTACHMENT
-worked w infant monkeys to determine what kind of mother they prefer
-contact-comfort was more important that fulfilling a biological need like attachment or food
john balby’s child’s attachment 3 phase theory
- indiscriminate attachment; newborns behave the same to everyone
- discriminate attachment; direct attamchment behaviour towards familiar adults- 3 months
- specific attachment behaviour; infants form meaningful attachemnts with specific caregiver, becomes a secure base to explore their environment. 7-8months
child attachment; stranger anxiety
-distress towards unfamiliar individuials
-6-18months
child attachment; seperation anxiety
-distress being separated from primary caregiver
-12-16 months until 2-3yrs
child attachment; goal directed behaviiour
-share feelings wiht caregivers and maintain relationships
-3-4yrs
attachment type; strange situation test SST
-how an infant reacts when their mother returns after infant is in a room with a stranger
infant secure attachment display
-explore and react positively to strangers
-distressed when mother leaves
- happy when returns
infant insecure attachment; anxious resistant
- fearful when mother present
-demand attn
not soothed when mom returns
infant insecure attachment; avoidant
-few signs of attachment
-seldom cry when mother leaves
-doesnt seek contact when mother returns
infant insecure attachment; disorganized
confused; contradictory behaviour
styles of parenting; AUTHORITATIVE
set clear expectations and are warm
outcomes
-less behavioural problems
-most positive childhood outcome
-good grades and IQ
styles of parenting; authoritarian parents
-exert control, but are cold and rejecting
outcomes
-poor self esteem, popularity, and school performance
styles of parenting; indulgent
-warm and caring
-no rules or guidance
outcome
-self centered
-immature
styles of ofparenting; neglectful
-not warm, no rules or guidance
outcome
-insecure attachment
-trouble socializing
gender identity
-develops 2-3 years
-some sense of it becomes their identity
gender constancy
-6-7 years, understand gender as permanancy
sex typing; steryotypes
-bias actions towards specific genders;
-from infancy onwards, girls and boys are treated differently
-internalize social expectations through socializing; passive; EX) observe others to emulate
kohlbergs stage theory of moral reasoning/dev
-analyzed responses to moral dilemmas
3 main levels with substages
kohlbergs moral stage theory lvl1; preconventional reasoning
-understanding right vs wrong by punishment + reward
stage one; “but, the punishment “
stage two; “but, anticipate reward it will benefit someone else”
kohlbergs moral stage theory #2; conventional reasoning
stage 3; conformity to social expextations, approval of others
stage 4; this must be simply followed
kohlbergs moral stage theory #3; postconventional reasoning
stage 5; judgements based on general principles
individual rights are aligned with societal law
stage 6; morality is based ethically of universal principles of justice
moral behaviour and conscience development influences
- internalising societal values
-emotional regulation
-temperment
-attachemnt style/social bonds
-learning
