Developmental Pysch Flashcards
Definition of Developmental Psychology
aims to explain how children and adults change over time (socially and pyschologically)
History: 1700
children were seen as ‘mini-adults’; only quantitavely different
History: Enlightenment
John Locke + JJ Rouseau: children development studied
History: 1800’s
Charles Darwin + Evolutionary Theory: adaptation, change, variation and individual differences
Industrial Revolution + 19th-century history
Childhood literary and education begins to be studied
The 1920s History
Dev Pysch becomes a scientific dicisiplines; hwoever broken into ‘nature’ vs ‘nurture’ aspects
20th Century + Now (HIstory)
- nature + nurture brought together
- ‘all encompassing’ study of development from childhood to adulthood (holistic) as whole life span deevelopment is studied
Who was Jean Piaget
a swiss scientists studied logical thinking in children from biological roots and came up with his ‘4 stages of development’ theory
John Locke
NURTURE; childs mind is a ‘tabula rasa’ at birth that sponges up experience
JJ Rousseau
NATURE: child develops due to a preconditioned biology
Genetic Epistemology Theory (2)
Piaget’s points of how knowledge is acquired in children:
- children are active agents in learning
- intellectual development is an evolutionary process occuring in progressive statges of intellectual development (each is fixed + invariant)
4 stages of Cognitive Development
- Sensory Motor
- Pre-Operational
- Concrete Operational
- Formal Operational
What happens in the Sensorimotor Stage
Birth- 2 years old
End: Object Permanence is Acquired After
Child:
- uses senses and motor skills
- beings to know items by their use
What happens in the Pre-Operational Stage
2- 6 years old
End: Imagination/Experience grows and Chidl Decenters View
Child:
- symbolic thinking
- language acquired
- ecocentrism
What happens in the Concrete-Operational Stage
7-11 Years
End: conservation, matthematical thinking and classification, ideas
Child:
- logic applications
- some objectivity
- informal interpretation
- concrete thought to real life
What happens in the Formal Operational STage
12 years- Adulthood
End: acwuire ethics, politics and social/moral interests
Child:
- think abstractly
- hypothethical ideas
- broader issues engaged with
Theories of Development (5)
Piaget
Vygotsky
Erikson
Bowly and Ainsworth
Bronfenbrenner
How did Piaget study object permanence
Placed a screen before a 6 month year old baby; showed the object ‘didnt exist’ unless the baby saw it
What was Piagets ‘A not B’ Task
2 cloths and an objec:
researcher places an object under a cloth-> baby grasps for that cloth
then:
reseracher moves object to another cloth-> baby still goes for original cloth as existence of toy was dependent on its own actions
How did Piaget study Conservation
he asked a 6 year old if playdought ofo the same size/shape was the same amount
then changed the shape of one of the playdoughs in front of the child
child in pre-operational stage would say that the changed object is of a higher quanitity
Piagets ‘building blocks of thinking’
- mental schemes guide actions that aid in working through an issue/novel situation
work by:
Assimiliation-> equilibrium (set of rules)–> novel situation (rules dont apply)–> disequilibirum–> acocmodation
- feedback kloop from environment changes shemes to adapt to new situations allowing for the accomodation of learning to occur
Butterworth Criticisms of Piaget
Critiqued his idea that babies are egocentric.
Babies follow where mom is looking= which shows that the undersatnd the mom sees somethign they dont
Donaldson critique of Piaget
Found children COULD conserve earlier than piaget predicted:
- changed the playdought tasks by changing the way the researcher asked the question:
—> used a ‘helper teddy’ that ‘changed the playdough’
Donaldson attributed that a child expects a change when researcher asks a question which influences their answer
Lev Vygotsky: what did he do/study
looked at the role of language in human society/thought
was a social ‘constructivist’; looked at how culture/society infleunces development
developed theory of scafolldly (kinds mind grows by interating with social elements and by paenting)
Theory of Zone of Proximanal Development
By Vygotsky; supposed that culture/society/environment influence social itneractions, speech and language
language and development important to how you structure your thought
Who was Erikson
looked at how individuals resolve pyschosocial conflicts to adjust to environment throughout LIFE SPAN
Theory of Psychosocial Development
the hollistic development (from cradle to grave); Erikson broke it into stages
we go through different ‘stages’ i nlife wherer are personatlities develop (they are pre-determine and progressive)
i.e. trust and mistrust in infancy or identity/role confusion in adolscence
Final stages are intertritgy and despair, stagnation, identity and isolation
Who was John Bowlby
studied the special role of social relationships between parents/children in forming personality and mental wellbeing
used animal studies and modern research and traditional psychoanalysis to conduct his studies
bomined cognitive rsearch with biology and traditional pyschoanalysis (piaget and darwin and freud)
attachment theory general gist
socio-emotional individual development is influenced by early experiences in childhood/infancy
- John Bowlby: studied mother-infant bond
- Mary Ainsworth: tested mother-infant bond
- Lorenz studied Imprinting
Lorenz Imprinting Theory 1935
ethnologist looked at how we’re biologically prepared for life;
looked at how goslings imprint to an object early in life;
used wellington boots to test this theory
found limits of imprinting= a critical window whereby the goslings lose the ability to imprint a few hours after birth
Harlows Experiment 1958
conducted experiments with rhesus monkeys:
1. cloth mom= no milk but cozy
- wire mom= cozy but no milk
results:
1. rhesus monkeys prefer cloth mom for comfort= shows caregiving crucial
- monkeys raised in isolation had severe behavior issues forever (aggression, rocking, OCD) if isolation for +3 months
What types of attachment are there
- Disorganized
- Organized (Secure and INsecutre)
- Disorder
Types of organized attachment
Secure and Insecure
and insecure is split into: avoidant and resistant-ambivalent
whatis the circle of security
parent must act as a secure basis/save haven AND a motiviator/leader to allow for a child to explore a world ‘safely’; inerplay of EXPLORATORY and ATTATCHMEN system
when parent is the ‘safe haven’; they protect/comfort and support the child (welcomes return)
when parent is ‘secure base’; parent watches, helps and enjoys with the child (Supports exploration)
what does the quality of attachment reveal
the quality of the relationship between a parent and a child
what is a secure base
the role a parent must play; this has individual braince in individuals in how stressed they are in being separated or reunited with their secure base
what are coherent attachment strategy
attachment caterogies which useful caterogies that escribe patterns of attachment in adults
what is a strategy
how an infnant uses its organizaing vehaivour relevant to attachment
Describe secure attachment
organised: the most healthy/optimal strategy where children grown up having good relationships in later life and academic success..
in experiment: child is tries to have pxotimity to adult in stress/novel stiuation but returns to exploring once base is secure
in ‘strange situation’; child reduces exploration, is a bit strssed/cries as parent leaves but when attachment figure redurns calm down and resume exploration
Describe avoidant attachment
organized; detrimental attachment behaviour + overfocus on exploration
in ‘strange situation’ experiment; child overfocuses on exploration, might even ignore attachment figure it they return or focus more on stranger
impression; child is fine/non-attached/indepdnent
reality= child just as stressed (shown by heart rate/galbanic skin conductance)
Describe ambivalent-resistant attachment
organised: too much focus on attachment
child= very depdentn on attachment figure
in strange situation experiment; child stressed by seperation, cries a lot while/when parent leaves and then difficult yto calm down even when AF returns (might not return to exploration at all)
Describe disorganized attachment
unclassified cases; added by Main + Soloman:
contradictory/variable strategies (fear, freezing, disoretnation, rocking)
child might become even frightented when AF return (conflict situations/malteratement)
strategies relative to different parents
Mary Ainsworth did what
concerned with individual variances of attachment:
conduced studies in uganada and balitmore
development strange situation lab procedure
Ainsworth First Study
Observed families at home in Uganda:
reviswed Bowlblys papers and reformualted attachment theory
Ainsworth Second Study
proplonged visits to families in Baltimore
looking at children from 1-12 month ages
looked at mother-infant patterns and individual differents in moms respones to infants signal
Strange Situation Lab Procedure (Outline it)
AInsworth: observed and videod attachment relationships between attachment figure and child to analyze different attachment systels
included infants of 12 months (as thats when the first signs of selectivve attachment occured)
looked at:
- how children react in strage/novel situations with strangers when mo mleaves room and then the subsquent reunion
- intiate brief seperations
- looked at the circle of security
what was the attachment triology
book series by ainsworth looking at loss and seperation (1969)
Looked at
- initial indiscriminable attachment (children only focus on primary care giver)
- attachement (children use attachment figure as secure base to explore environment and for reassurance)
what is selective attachment
having one/two people specifically whereby seperation/stranger anxiety is shown and this person is seen as the prominent attachment figure where proximity is key
evolutionary function of attachment
protects infant from danger but allows for development
how might one measure attachment in children
- ainsworth strange situation proceudre
- attachment questionaire set
- narrative stories/picture repsones
- direct interviews
how might one measure attachment in adults
- adult attachment interviews
- adult attachment projective picture system
- self reported questionnaires
Bowlby + Life Span Attachment
‘from cradle to grave’; theories that attachment styles in early life consistent with attachment later in life as just our attachment figures changes (parent to best friend to romanitc partne)
what are IWM
‘internal working models’; mental representaiton based on epxeriences with attachment figure that anticipate future interactions with others
(how we internalize our expectations of attachment figure in our own reactions/respones)
are IWM constant
nope! can change throughout life as we develope different views of self, relationships and others
parenting interventions are helpful here t
what are AAI
adult attachmet interviews
what do AAIS do
look at adult attachment patterns/states of mind
semi-structure interviews that ask people about their childhood and current relationships
look at memories and quality of relationships with carefigvers
key is COHERENCE not CONTENT as secure asults tend to give unified/balanced accounts
adult ‘attachment’ caterogies
secure autonomous
insecure dismissive
insecure preocuppied
unresolved/disorganized
non-classifiable
what did the Minessota longiutundal atttachment studies reveal
there is a continuinity of attachment patterns;
parenting styles of attachment tend to also manifest themselves in chidlren
explain intergenerational transmissions of patterns of care
care-giver tends to use own parenting style/attachment model in care-tyle of children which creates a a cycle of conitnuinuity
hence the caregivers mental representation of attachment influences their qualtiy of care which is then placed into the infants IWM and then creates a cycle
what are parenting interventions and what are the 2 types
used to change parenting styles in at/risk, malgreteated or negelected communities
two types are:
1. IPP (infant parent pyschotherapy)
- PPI (Pyschosocial educational parenting)
what are IPP
Infant Parent Pyschotherapy:
collaboration between parent and child in therapy to improve their attachment relationship
chases away negative maternal representation modes of parent/cchild interactions
what are PPI
pyscosocial educationalparenting interventions
focus on training moms to adopt good parenting skills, coping strategies and learn about child development
tries to provide assitance in developing social support networks
Who was Urie Bronfenbrenner
looked at how both nature/nurture (person and environment) affect development and created the ecological systems theory
what is the ecological systems theory
a bioecological modelof human development= a child is raised in context of expanding and multi-variable systems in which a person is integrated
macrosystem
social ideology/values (government, education)
excosystem
indirect environment systems; laws, economy,
mesosystem
connctions between systems; police, teachers, etc
microsystem
direct interactions in activites, roles and key relations; parents, friends, home, church, school
technosystem
media, internet, phone, social media,
individual ‘system’
age, sex, health (GENES; nature)
what can developmental trajectories be broken down into
equifinality and multifinality
equifinality
having different development pathways that lead to the same outcome (depression)
multiffinality
having the same early experiment (maltreatment) but not the same outcome
what is a risk factor
a condition/circumstance that increases the likihood of developing a pyschopathological disorder
define ‘vulnerability’
factors that increase response to risk/predispotiion to negative outcomes in high risk candidates
what is a protective factor
promotes + maintains health development
explain resilience
good adjustment despite being at high risk
results of parenting interventions
before interventions: high avoidance/disorganized attachment
afer= more secure attachment style and less disorganised/avoidant ambigalent
definition of attachment theory
ways of conceptualization the propensity of human beings to make strong affectional bonds to paritucular others and the emotional distrses/pesronality distrubances that might result from this
definition of attachment behaviour
any form of behabiour resulting in a person attaining/retaining proxmiity to another individual (usually diffeerntiated, stronger and or wiser)
its different that feeding/sexual behaviour class
features of attachment behaviour (7)
- specificity
- duration
- engagement of emotion
- ontogeny
- learning
- organization
- biological function
specificity
direction of behaviour towards specific, preferred individuals
duration
attachtment endures but might be supplemented for other type
learning
learning to distinuish familiar from strange attachment
ontogeny
attachment develops in first 9 months; the more interactions with a person the more attachment
organization
relationships are mediated by simple and sophisticated behaviour activated by how the attachment figure responds
biological function
almost all mammals maintain proximity in early stages to parental figure
how is attachment different from dependenc
dependnece= not related to pxomiity or directed at somone specific or has a strong feeling/biological function
Minessota Longintudnal Study
followed 180 people from 3 months before birth to age 34
mainly children born in poverty (different care qualities and developmental outcomes)
all domaints of development studied (cognition, language, socio-emotional) + CONTEXTS (school, home, peers, etc)
looked at parenting and own development of chidlren
results of Minessota Longintudnal Study
- nutrition in earl trimesty important (nutrition of mom)
2. ‘early’ is a relative concept
Schaffer + Callender
demonstrated that hospitalized babies in first few months (before 7) have negative attitudes towards staff
but kids before 4 months= showed no decrease in security of attachment
Sameroff and Chandler
development the ‘transcational model’: premature infacts catch up over first year in middle class contexts due to increased response to their need and social support
Sroufe Case
demosntrates how childs who withold emotional expression is due to rejectio when they express a need
result= might later isolate themselves from others
Cumulative Pathways
different modes of development where each ‘stage’ is an interaction between the individua; the moment and the environment (cumulative history more important than early history)
what are 5 risk factors that paredict adoslecence beahviour problems
child maltreatment witnesses violence family distruption family life stress SES
what is a schemea
a mental framework that helps us interpret information
what is assimilation
interpreting novelities in context of existing schemas
what is accomodation
changing/adjusting our schemas to novelties
engagmenet of emotion
(e.g. love, grief, anxiety, etc)
Dependence in contrast to attachment (5)
- not specifically related to maintaining proximity
- not directed towards a specific individual
- does not need to imply an ENDURING bond
- no biological function
- person depdenent= usually seen as clingy/less admirable
how was attachment seen untill the 1950s
Until mid-150s
attachment seen as a way for individuals to reduce drives (like hunger) which need another human
- primary need= food and sex dependence
- secondary need= personal relationships
form of disturbances:
- parent sees child as replica of himself
- treating the child as if they were a sibling/jealous
why are children scared when parent gone
react with fear when not with attachment figures even when not in dangerous situations due to the RISK OF danger.
—> this is part of mans basic behavioral equipment (bowlby by 1973); therefore anxiety in separation is normal and healthy.
