Introduction Flashcards
DEVELOPMENTAL PSYCHOLOGY
- conception -> death = life span developmental
- understanding changes over time in cognitive/emotional/behavioural functioning of individual via genetic/environmental influences
- examining human behaviour across lifespan; adopting perspective range
ADULT EXPECTATIONS ABOUT HAVING KIDS
- cultures/sub-cultures/individual family heritage
- need for economic help
- primary ties/affection
- stimulation/fun
- expression of self
- adult status/social identity
INFLUENCES OF KIDS’ DEVELOPMENT
CULTURE
SOCIETY
FAMILY
INDIVIDUAL
GENES: INDIVIDUAL CONTEXT
- genome = complete set of organism’s genes
- findings = -20k genes
- shared w/most living things
TEMPERAMENT DIMENSION: FEAR
- tendency for unease/worry/nervousness to novel potentially threatening situations
- infant beh questionnaire = “how often did the baby startle at a loud noise in the week?”
- child beh questionnaire = “my kid isn’t afraid of large dogs/animals” (reversed for scoring)
TEMPERAMENT DIMENSION: ANGER/FRUSTRATION
- negative emotional response to having ongoing task interrupted/blocked
- infants beh questionnaire = “when placed on back how often does baby fuss/protest?”
- child beh questionnaire = “my kid has temper tantrums when they don’t get what they want”
TEMPERAMENT DIMENSION: ATTENTION SPAN
- attention to object/task for extended period of time
- infant beh questionnaire = “how often does babe stare at mobile/crib/picture for +5m?”
- kid beh questionnaire = “when picking up toys my kid keeps at the task til its done”
TEMPERAMENT DIMENSION: ACTIVITY LEVEL
- rate/extent of gross motor body movements
- infant beh questionnaire = “when put in bath how often do they splash/kick?”
- kid beh questionnaire = “kid seems always in big hurry to get from one place to another”
TEMPERAMENT DIMENSION: SMILING/LAUGHTER
- positive emotional response to change in intensity/complexity/incongruity of stimulus
- infant beh questionnaire = “how often does baby smile/laugh when given toy?”
- kid beh questionnaire = “kid laughs lots at jokes/silly happenings”
TEMPERAMENT DIMENSIONS
FEAR
ANGER/FRUSTRATION
ATTENTION SPAN
ACTIVITY LEVEL
SMILING/LAUGHTER
SELF-ESTEEM
BOYS
- higher in: athletics/physical appearance/self-satisfaction
GIRLS
- behavioural conduct/morality/ethics
FAMILY INFLUENCES: PARENTING
AUTHORITARIAN
- high control; low warmth
- ie. “share toy because it’s important to take turns”
AUTHORITATIVE
- high control; high warm
- ie. “share toy now because I said so!”
UNINVOLVED
- low control; low warmth
- ie. “I don’t care what you do with the toy”
PERMISSIVE
- low control; high warmth
- ie. “share the toy if you feel like it”
CHILDCARE TYPES
- when 0-4y mother = employed:
1. father (29.3%)
2. grandparent/sibling (42.1%)
3. center-based care (35%)
4. nanny (17.7%)
PARENTAL/PEER INFLUENCE: MARIJUANA
KANDEL (1973)
- non user best friends BUT parents use = 17% adolescents smoke
- user best friends BUT parents don’t = 56% adolescents smoke
- BOTH = 67% smoke
PARENTAL/PEER INFLUENCE: DEPRESSIVE SYMPTOMS
HAZEL ET AL (2014)
- children w/^ peer stress lvls + low parent support = highest depressive symptoms
- children w/parental support = same depressive lvl independent of peer stress experienced
CULTURAL INFLUENCES
- universal transition points during 2y/6-7y/puberty
- marriage
- death rituals
- child birth activities
CULTURAL INFLUENCES: PARENTING BEH
GERSHOFF ET AL (2010)
- mothers from all countries had some parenting beh similarities (beh teaching/love withdrawal)
- BUT mothers from dif countries shoed dif lvls of parenting beh
CHILD PSYCHOPATHOLOGY MODELS
MEDICAL
BEHAVIOURAL
SOCIAL LEARNING
PSYCHOANALYTIC
FAMILY SYSTEMS
MEDICAL CHILD PSYCHOPATHOLOGY MODEL
- focus on organic issues/diagnoses
- BUT studies found environment (ie. stress/negative life events) change biology
CICCHETTI & ROGOSCH (2001) - 167 school-aged maltreated kids (abuse/neglect); 204 low income non-maltreated kids
- maltreated w/internalising issues = ^ cortisol lvls (stress hormone) > non-maltreated
BEHAVIOURAL CHILD PSYCHOPATHOLOGY MODEL
- learning principles
- habituation = infant’s habituate to familiar stimuli; begins early; fosters infants’ learning
- classical conditions = generalising past experiences -> novel ones
- psychopathology = behaviour deficit/excess
SOCIAL LEARNING CHILD PSYCHOPATHOLOGY MODEL
- emphasis on individuals as active agents in environment from very young age
FANTZ (1961) - infants tested during first weeks of life show pref for patterned stimuli (smiling face) > plain stimuli (coloured dots)
SOCIAL LEARNING THEORY
- reciprocal determinism = person/environment influence each other
- cognitive processes = ie. problem solving/internal relationship/event representations
- self-efficacy = influences expectations/how much effort individual puts into achieving given outcomes
- individual learns to avoid certain situations when not confident/low self-efficacy
ERICKSON’S THEORY OF PSYCHOSOCIAL DEVELOPMENT
TRUST VS MISTRUST
- 12m
AUTONOMY VS SHAME
- 1y-31.5m
INITIATIVE VS GUILT
- 4-6y
INDUSTRY VS INFERIORITY
- 6y-puberty
IDENTITY VS ROLE CONFUSION
- adolescence
FAMILY SYSTEMS MODELS
- subsystems = couple/parent-child/sibling relationships
- each family member participates in dif relationships
- families keep same family structure even w/changes aka. homeostasis
