Child Psychology Notes Exam 1 PDF

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All notes for Fall 2017 Exam 1, Dr. Stephen Hupp...

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8/17/17

CHILD PSYCHOLOGY Theories What is development? 

Change from conception to death

Terminology 

Newborn: up to one month

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Infant: up to one year (Latin for speechless)

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Toddler: one to two years old (manner of walking)

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Preschooler: two to six years old

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School age: six to twelve years old

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Adolescent: twelve to eighteen years old

Theories of Child Development  

Psychodynamic

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Biological

Behavioral/Learning Cognitive-Developmental (on second exam)

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Cognitive-Behavioral (on third exam)

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Contextual (on fourth exam)

Twitter Challenge “Sometimes my id tells me to _____. #Hupp201”

Freud 

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ID and Superego o

ID is the “devil” on your shoulder. Tells you to do things you really shouldn’t.

o

Superego is the “angel.” Tells you to be cautious.

o

Subconscious tension between the two.

o

Ego tries to reason between the two and find compromise.

Freud’s Stages o

Oral (birth – 1.5 years old) 

o

Anal (1.5 – 3) 

o

Babies “explore” the world by putting things in their mouth. Potty training

Phallic (3 – 6)

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Oedipus Complex 

Young boys have a sexual attraction to their mothers and feel threatened by their fathers because of competition.



Electra Complex 

o

Latency (6 – 12)

o

Genital (12 – 18)

  o

Young girls have a sexual attraction to their fathers.

Sexual feelings are not on children’s minds; dormant. Now interested in other people’s genitals and less interested in their own.

Criticisms 

He was missing other things that can influence development!



Can’t test his theories scientifically. 

Everything was tied back to sex. He interpreted dreams as well.



His theories are a philosophy

Erickson’s Stages (not on test – table in book) 

Basic trust vs Mistrust (Birth – 1 year)

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Autonomy vs Shame and Doubt (1 – 3 years)

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Initiative vs Guilt (3 – 6 years)

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Industry vs Inferiority (6 to adolescence)

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Identity vs Identity Confusion (adolescence)

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Also not testable

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3 more stages in adulthood

Behavioral 

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Reflexes o

Automatic stimulus response sequence mediated by nervous system

o

Stimulus  Response

Pavlov’s Dog Experiment o Meat elicits thick saliva o

Bread elicits wet saliva 

Experimental error: “psychic secretions” 

They salivated before the stimulus even arrived

o

Twitter challenge: “Like Pavlov’s dog, I salivate every time ____. #Hupp201”

o

Pavlov’s Classical Conditioning/Learning

    

Before conditioning… Neutral stimulus  No Response Unconditioned stimulus  Unconditioned Response During conditioning… Neutral and Unconditioned Stimulus  Unconditioned Response

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After conditioning Conditioned Stimulus Conditioned Response Used a bell and meat

o



Conditioned Emotional Response (John B. Watson) o

Watson focused on fear

o

First behaviorist – critical of Freud and his followers.

o

Little Albert 

Watson would put a rat in front of the baby, see how he responds

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Then, he paired a loud noise while the rat was also present. Albert was afraid after the noise. This was repeated to see if he would be afraid before the sound.

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This went on for four or five days. Soon, when the rat is present, Albert cries because he has paired it with a loud noise.

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Operant Conditioning (B.F. Skinner) o

“Consequences of behavior determine whether the behavior is repeated.”

o

Behavior  Consequence

o

Antecedent Stimulus

o

o 



State of environment before behavior occurs

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Antecedent  Behavior  Consequence

Examples 

Gambling

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Parent Attention

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Electric socket

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Why did you come to class today?

Twitter challenge: “I wish I didn’t find ____ to be so positively reinforcing. #Hupp201”

Types of Consequences

8/17/17 o

Reinforcement 

o

Punishment 

o

Consequence that increases future likelihood of the behavior it follows. Consequence that decreases future likelihood of the behavior it follows.

These two things only happen if it actually decreases or increases their likelihood of behavior.

Candy Lane Example 

Positive Reinforcement



Negative Reinforcement

o o 

Increases a behavior by adding something Increases a behavior by removing something

Child is positively reinforced because they get the candy after whining. Parent is negatively reinforced because the whining it being taken away.



Punishment o

Decreases a behavior

o

Ignoring the behavior is not punishment. It is “extinction”

Bandura’s Social Cognitive Theory 

Observational Learning o Learning also occurs through imitation o

Watch others get rewarded

o

Bobo doll experiment 

Two versions of a video shown to a child. One would have the adult beating the bobo doll be rewarded after the beating and one would not be rewarded.

o

Social learning mainly occurs through parents, but could be others

Measuring Child Behavior Physiologic Measures 

Galvanic skin response o

Measures how much subject is sweating

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Respiration

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Heart rate

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Can even be used on infants

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All of these can be used in lie detectors

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Strengths:



o

More objective

o

You can record information from a baby, babies can’t talk!

Weaknesses:

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Self-Reports 

Questionnaire



Interview

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How old were you the first time you broke a law?

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Strengths: o



It’s simple and easy

Weaknesses: o

People can lie

o

People may think they are telling the truth but are telling a false memory

Twitter Challenge 

“The first law I broke was ______” #Hupp201

Sampling Behavior With Tasks 

Strength:



Weakness: o

Not every child will perform the same way

o

May or may not actually represent what you are trying to prove

o

Other factors can affect the results

Systematic Observation 

Setting/Situation o

Naturalistic 

o

Home or school

Structured 

More control, in a lab



Could also be in a home or school if the person initiating the experiment asks for certain things to happen

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Recording Method o

Narrative 

o

Write down anything you see – like a journal

Event 

How many times does a child hit?

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Measuring the frequency of when an event occurs

o

Example: “Everybody Loves Raymond – Ray Disciplines Ally”

o

Write down what you are seeing in narrative form 

Parent tells Ally to pick up toys

  

She refuses Threatens no desert Child doesn’t want dessert



Dad comes in and tries to help

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o

  

Becomes more stern – says that if he has to follow the mother’s rules ally does to Grandmother offers candy and a kinder approach, criticizes father’s parenting Threatens to take away tv

  

Counts to two, two and a half, finally three Child screams “No I hate you!” Grandmother says you shouldn’t yell at your children in front of people

Now record in event form- Talking back and Non compliance 

Talking back – III

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Noncompliance – IIIII

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Can’t always be reliable – people perceive “talking back” and “noncompliance” differently

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To complete a successful event study, you must come up with definitions for whatever you are looking for

Evaluating Research 

Reliable measure o

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

Valid Measure o

Does this really reflect what is going on?

o

Is counting 24 toilets in three seconds an effective measurement of intelligence?

Representative Sample o

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The smaller the study, the more problematic the study may be

Research Designs o

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Interobserver reliability – when two or more observers complete an experiment

Correlation Designs 

Two things may correlate but they do not cause each other

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Could have a third variable

Experimental Designs o

o

Group Designs 

Pretest and posttest

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Quasi experimental – one group that goes through an intervention to see how it



affects depression. Experimental – two groups. One group gets intervention, one doesn’t.

Single Case Designs 

A-B Design 

How many hours of exercise did you complete after each week passed by?



Still quasi-experimental

Continued from AB Design 

We can get a lot more data from a single case study since it is only one person being studied.

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To turn this from quasi-experimental to experimental, you must change the conditions back to how



Do this a couple of times, making it ABABAB continuously, then you can confidently say that whatever

they were in the baseline and then look at the data. Turns into an ABA design and it is called reversal. the condition change was caused the data to occur 

Another option to change it to experimental would be to add a second person to the study. This other person’s baseline longer. The condition change line will start on a different date. o

It now is called a multiple baseline study across participants

Genetics “Intellectual and personality development… are routed in biology.”

Biological Perspective 

Maturational Theory o Arnold Gesell (early 1900s) o

Natural unfolding of biological plan

o

Experience has little effect

o

He would train one child of a set of twins how to walk but not the other.

o

However, he found that no matter how much training, the one twin will not be faster or better at walking than the other twin

o

He generalized this experience on other parts of development, such as happiness and obedience



Ethological Theory o Evolutionary Perspective  o

Inherit adaptive behaviors

Konrad Lorenz (mid 1900s) 

Environment affects learning during critical period.

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Became the first moving object baby chicks would see so they would imprint on him instead of their actual mother.

o

“I wish a bunch of ___ would follow me around because ___”...