1 / 46

General Psychology PSYC 200

General Psychology PSYC 200. Development. Outline. Prenatal Development The Competent Newborn Physical Development Cognitive Development Social Development. Developmental Psychology. continuity and change across the lifespan physical cognitive social. I Prenatal Development.

rogerst
Download Presentation

General Psychology PSYC 200

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. General PsychologyPSYC 200 Development

  2. Outline Prenatal Development The Competent Newborn Physical Development Cognitive Development Social Development

  3. Developmental Psychology • continuity and change across the lifespan • physical • cognitive • social

  4. I Prenatal Development • conception to birth

  5. Zygote • sperm fertilizes the egg → zygote • attaches to uterine wall at 14 days

  6. Embryo • if zygote attaches to uterine wall → embryo • weeks 3-8 • grows from a dot to an inch • has a beating heart, limbs, fingers, and all major organs 4 weeks 8 weeks

  7. Fetus • weeks 9-40 • time of rapid growth and development • all structures and systems • skeleton • organs and muscles • viable at 25 weeks

  8. Genetic Influences • inherit set of 23 chromosomes from each parent • genes • DNA • some traits are determined simply by one gene • eye color • most involve more complex patterns of genes

  9. Environmental Influences • How can the environment influence development before a child is even born? • mother’s nutrition, stress, illness • illegal drugs, legal drugs, x-rays • terotogens • environmental agents that may harm prenatal development • Would any decent parent give their newborn a bottle full of beer? • what is safe for Mom isn’t necessarily safe for her baby

  10. cumulative impact

  11. Fetal Alcohol Syndrome • leading, known, preventable cause of mental retardation • lifelong and permanent condition • growth deficiencies • small; underweight; poorly coordinated • mental and learning disabilities • problems with learning, memory, attention span, speech, language; difficulties in school; poor reasoning and judgment; hyperactive • social difficulties • communicating; getting along with others

  12. II The Competent Newborn • impressive range and extent of abilities

  13. Reflexes • instinctual, not learned • swallowing, coughing, blinking • grasping • rooting and sucking • important for nursing • startle reflex

  14. How do we know? • Better techniques led us to discover what babies know • preference technique • habituation technique

  15. Partial List of Newborn Abilities • can see, hear, smell, touch, taste • can recognize new from old stimuli • can imitate facial expressions • can recognize their own mother’s face • can distinguish Mom’s odor and voice from that of other new Moms

  16. newborns prefer face-like images • evolutionarily adaptive

  17. III Physical Development

  18. Discussion Questions • Provide several examples of how egocentrism leads to false beliefs in young children. Then describe how passing the false belief test illustrates the acquisition of a theory of mind. • The bonding experience between an infant and her mother during breast-feeding is an important component to the development of a secure attachment. Fathers of newborns often are worried that their babies will not form an emotional bond with them because they cannot participate in this experience. Using the results from Harry Harlow's studies on socially deprived rhesus monkeys as a rationale, explain why this worry is unfounded.

  19. Brain Development • brain and nervous system are only partially developed at birth • 25% • neural networks are still forming

  20. Developmental Landmarks • Estimate the age at which about 50% of children begin to: • laugh • pedal a tricycle • sit without support • feel ashamed • walk unassisted • stand on one foot for 10 seconds • recognize and smile at mother or father • think about things that cannot be seen

  21. sit, crawl, walk, run sequence is universal

  22. IV Cognitive Development • a child’s mind is not a miniature version of an adult’s mind • fundamentally different way of thinking

  23. Jean Piaget • spent 50 years studying children’s cognitive development • babies begin with basic schemas • simple cognitive structures • sucking, grasping • cat, dog • babysitter; what happens at mealtimes, etc.

  24. Note: Many children progress to next stage earlier than Piaget originally thought

  25. Sensorimotor Stage • babies understand the world through their senses and movements • limited to what can be perceived directly • initially lack object permanence • objects continue to exist when taken away or hidden • stranger anxiety • develops suddenly, usually around 8 months • adaptive

  26. Object Permanence • http://www.youtube.com/watch?v=NjBh9ld_yIo&NR=1 1:03

  27. infants show a limited sense of object permanence as early as 4 months

  28. even at 3 ½ months! possible event impossible event

  29. 5 month-old infants may even be able to do math!

  30. Preoperational Stage • beginnings of logical thought • develop language skills • have representational thought • leads to more imaginary play • yet highly egocentric • unable to take another person’s point of view • No, my mommy! • I’m 3 years old!

  31. animistic thinking • believe inanimate objects are alive • no theory of mind • can’t grasp idea of mental representations • difficulty distinguishing between what is real and what is imagined • easily fooled by appearances • difficulty processing negatively phrased instructions • “hold the guinea pig gently” vs “don’t squeeze the guinea pig • have not yet mastered conservation • notion that quantity does not change despite changes in appearance • have trouble mentally undoing something

  32. Conservation • http://www.youtube.com/watch?v=rYcAjC_tHkE&feature=related 0:35

  33. Concrete Operational Stage • realize that others may see, think, and feel differently • thought is more logical and complex • acquire conservation of number, substance, length, area, weight, and volume • but still limited to concrete problems • can not think abstractly or hypothetically

  34. Formal Operational Stage • can think abstractly • about the world of ideas • philosophy, politics, etc. • can think hypothetically • more self-reflective

  35. V Social Development • How do infants establish emotional bonds with their primary caregivers?

  36. Imprinting • Konrad Lorenz • zoologist

  37. Harry Harlow • baby rhesus monkeys • no social contact for first 6 months • artificial “mothers” • comfort, not nourishment formed the basis of the attachment

  38. terror-stricken when placed in strange situations without their surrogate mothers • http://video.google.com/videoplay?docid=2310389945258736844

  39. Bowlby’s Attachment Theory • infants are predisposed to attach with primary caregiver • innate • use primary caregiver as a secure base

  40. Mary Ainsworth • UVA • “strange situation” • procedure for assessing a child’s attachment to its mother • classified according to their response

  41. Attachment Styles • Secure (60%) • shows distress when caregiver leaves • glad to see caregiver at reunion, but not clingy • Ambivalent/Anxious (15%) • panics when caregiver leaves • reestablishes contact, but resists caregiver’s efforts at comfort • Avoidant (20%) • not upset when caregiver leaves; does not greet caregiver upon return • Disorganized (5%) • no consistent way of coping

  42. And the winner is …. • securely attached children • play more cooperatively when interacting with friendly strangers • engage in more frequent and more mature forms of interaction with peers • more socially competent and independent in preschool; show fewer behavior problems • show better cognitive performance through at least kindergarten

More Related