Developmental Psych Notes PDF

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All modules of Developmental Psychology, with additional review quiz questions in bold. Professor Monica Beals, section 04. ...

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INTRO Development is multidirectional and fluid Two ways development can occur: Gradually-essentially the same -just a bigger version Drastically-completely different Importance of developmental psych (three Ps) Practical reasons-parenting, teaching Policy issues- law (child labor laws, childhood is special) Personal-understanding yourself and others Chapter 1

1/23/2018

Life span perspective- “womb to tomb” Development is… (the 6 characteristics of life development) ● Multidimensional ● Multidisciplinary ● Plasticity/malleable ● Contextual ● Multidirectional ● Life long Contexts of development ● Age-graded - specific to age groups ● History-graded - generational historical events ● Non-normative - unusual occurrences Developmental periods (DVP) -time frame in a person’s life that is characterized by certain features Stage 1-3 Prenatal-prenatal to conception to birth Infancy- from birth to a year and a half (18 months) Toddlerhood- year and a half to three years old

Stages 4-6 Early childhood- 3 to 5 years old Middle/late childhood- 5 to 6, then 6 to 10 years old. Adolescence- starts between 10 to 12, and then ends between 18 to 21 (puberty, independence, identity) Stages 7-9 Early adulthood- 20s and 30s (full independence, financially independence, career) Middle adulthood- 40s, 50, 60s. (mid 60s) (expansion, settling) Late adulthood- 65 and older (retirement, adjustment, life review) 1/25/2018 definitions of age: ● Chronological age - age 1, 2, 3, 4, 5, 6, 7, 8, 9 years old and so on ● Biological age - physical well being ● Psychological (or cognitive) age - in the mind ● Social age - role in your life, how you're connected, how strong your connection is Developmental issues: stability vs change continuity vs discontinuity Nature vs nurture Research designs Descriptive research- describing the data in the research Correlation- strength of the relationship between two variables Experimental research- changing one thing but everything else is the same Methods to collecting data 1. Observation - systematic- 2 methods, which is naturalistic (them in their ordinary setting) or laboratory induced (bring them into the lab where you research) 2. Survey and interview- can be done online, anonymously, polls, in person, through the mail, written down, etc. There is concern about bias (social desirability bias) that makes some people have the desire to look good infront of the researcher, in favor of how you want the peers to see you. 3. Standardized- very uniform, all people take the same test. Very uniform also on how it is scored. There is a concern about this method, because not everyone tests well, and not everyone tests well on all different times of the day.

4. Physiological- also biological. Measures something in the body for research (hormones, heart rate, MRI, anything you can measure in the bodily functions) 5. Case study- used in clinical psychology, study one person for a long period of time, someone that has a rare condition. Also done for ethical reasons (research was done for a girl who was locked up in her home for nine years). Time span of research Cross-sectional- multiple groups divided by age. SECTIONs of people. Advantage is that you don’t have to wait for them to grow up. Disadvantage is that you don’t know how each person changes and if they have any conditions. Longitudinal- same people over time. Advantage is that we see stability and change of those people (the negative from cross-sectional). Disadvantage is that it takes FOREVER, and people could pass or drop out from the experiment. Also the generational issue: the way we grow might be different from how we grow in the future better or worse. Can be expensive. If you mess up you need to start over no matter how far you have come. Theories (there are 9) Ecological Theory (Bronfenbrenner)- All about the environment

You are in the center:

Microsystem- your setting Mesosystem- Relationships between the microsystems. (neighborhood you live in affects what school you go to. That school affects who you’re friends with. So on. ) Exosystem- outside. No affective role, but these things affects your environment. (while your parents are at work, you don’t affect them being at work, but them being at work will affect you) Macrosystem- your culture. The culture of your family, any affiliation you have like sorority, frat, sports team, etc. Paul Baltes just think race, ethnicity, BIGGER Chronosystem- Pattern of events, transitions, or those historical graded context of development. Things that happening in the world to you or in history that changed you. (women’s right to work, to vote, affects your environment)

Theories (1/30/2018) Psychoanalytic theories Psychosexual theories - by Freud - Start at birth and end in adulthood (20s) - Problems are a result of early experiences in life - 5 stages (oral, anal, phallic, latency, genital) Psychosocial Theory - By Erikson - Start at infancy and end in late adulthood - 8 stages - Each stage has a unique developmental crisis that needs to be solved Cognitive theories Cognitive Theory - By Piaget - 4 stages, possible fifth a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational - Children actively construct their world Sociocultural cognitive theory - By Vygotsky - Emphasizes how culture and social interaction guide cognitive development - Culture and social interaction is intertwined - We have to learn to use the inventions of technology, or our social interactions will suffer. Behavioral theories *Behavior says we can scientifically study ONLY what can be directly observed and measured.

Social-Cognitive Theory - 3 key factors in learning/development - Behavior - Environment - Person/cognitive - Acquire behavior, thoughts, feelings, and by observing others Operant conditioning - By skinner - Consequences of behavior produces changes in probability of behavior occurrence Classical conditioning - By Pavlov - Reflexive or automatic learning through pairing - Stimulus and response Eclectic Theory - Takes the best parts for all theories

Chromosomes DNA Genes

Mitosis Meiosis -

Chapter 2 part 2 Genotype-environment Correlation (GEC) - When genes may be systematically related to types of environments in which we are exposed to. Types:

● Passive GEC- parents provide a rearing environment for their child, and the environment affects the genes. (for example, when parents read, the child is more likely to engage in reading). ● Evocative GEC- Child’s genetically influenced characteristics elicit certain types of environments. The most complicated type. (For example, Autism spectrum disorder, people with this condition prefer more of a dark, quiet environment) ● Active GEC- Child seeks out environments that they find compatible and stimulating. (you are actively seeking a place where they thrive or enjoy being) All three above are one directional Epigenetic view- ongoing, bidirectional interchange between heredity and the environment. Gene X Environment Interaction- Interaction of a specific measured variation in DNA and a specific measured aspect of the environment Development required two things: ● Genetics ● Environment

Chapter 3 Prenatal development and Birth Periods of prenatal development: 1. Germinal a. First two weeks of conception b. Creation of the fertilized egg (zygote) c. Implantation occurs - attachment of zygote to uterine wall d. Blastocyst- develop into embryo e. Trophoblast- Outer layer of cells; provide nutrition/support 2. Embryonic a. 3-8 weeks after conception b. Embryo forms - 3 layers i. Endoderm, mesoderm, ectoderm c. Amnion/amniotic fluid - bag/envelope, clear fluid where embryo floats d. Placenta- small blood vessels from mother/offspring intertwined, but do not join.

e. f. 3. Fetal a. b. c. d. e. f.

Umbilical cord- 2 arteries/one vein; connect baby to placenta Organogenesis- organ formation; during first two months of development 2 months after conception; lasta about 7 months More development, sensory experiences and learning 3 months- genitals 6 months- viable Avg birth weight- 7.5 lbs Avg birth length- 20 inches

Review: Typical prenatal development lasts between 38-40 weeks Life support system for the embryo include the  umbilical cord, placenta, and amnion.

Teratogens- any agent that could potentially cause a birth defect or negatively, alter cognitive and behavioral outcomes. - Physical - Cognitive - Behavioral defects - 3 things influence severity, damage, and type of defect: - Dose - Genetic susceptibility - Time of exposure (developmental period) - The baby is at most risk during the embryonic period because thats when they are developing the most (Umbilical cord, placenta) so whatever the mother does, consumes, … affects them Teratogens (there are 9) RX prescription medication OTC over the counter Caffeine Alcohol Nicotine Cocaine Meth Marijuana Heroin

Childbirth ● Natural- no medication;vaginal ● Prepared- special breathing, childbirth classes. Can use medication ● Cesarean Delivery- C-section. Remove from uterus through incision, breech, medical complication, emergency, STD Three stages of birth 1. Uterine contractions- 6-12 hours. One contraction lasts one minute. Every 20 minutes at the beginning. Caused by dilations 2. Actual birth- 45 minutes to an hour 3. Afterbirth- only a few minutes, placenta comes out, discard placenta and umbilical cord ***Adolescents are least likely to obtain prenatal care ***35 year old or older are increased in risks of low birth weight, preterm delivery, and fetal death. *** An APGAR score of three would mean the baby’s survival is an doubt Assess Newborn APGAR scale- assess health newborns at 1 and 5 minutes. 1. A- activity, muscle tone 2. P- Pulse, heart rate 3. G- Grimace response, reflexes 4. A- Appearance (skin color) blue means lack of oxygen 5. R- Respiration 2 points for each, 8 or more is considered healthy Emotional/psychological effects 3 postpartum - Postpartum blues - feel anxiety, sadness, upset. - Due to hormones being thrown off after placenta is expelled. - 2-3 days after birth for about 2 weeks - Postpartum Depression - Depressed, despair, anxiety, hopelessness - Dysfunctional: Has to affect your life, avoid friends, miss work, not shower - Cause can be genetic and/or environmental - 4 weeks after delivery, lasts for 2+ weeks - Postpartum Psychosis

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2 main facets to psychosis: - Delusions - Delusions of grandeur (think you’re better than anyone else) - Hallucinations (2 types) - Auditory - Visual

Chapter 4 review The brain basics Dynamics system theory Hearing 3 aspects Sight Reflexes roots, grasp, moro,

Months

Motor development milestone

0-1

Prone, lift head

2-4

Prone, chest up, hands for support

2-5

Rolling over

3-6

Support some weight with legs

5-8

Sit without support

5-10

Stand with support

6-10

Pull self to stand

7-13

Walk using supports

10-14

Stand alone easily

11-14

Walk alone easily

13-18

Use hands and legs to climb steps

18-24

Run, kick ball, jump

Gross motor skill- big muscle, big movements like running, kicking a ball, jumping

Fine motor skills- fine movements (writing, feeding, tying a shoe, etc)

Chapter 5 2/15/2018 Object permanence- Infants understand that objects continue to exist even when they cannot be seen, heard, or touched. A-not-B error- occurs when infants make mistake of selecting the familiar hiding place (a) rather than the new hiding place (b) of an object. Assimilation vs accommodation Assimilation- using existing schemes to deal with new information/experiences (ex. Having a child divide pictures of cars and trucks to those two divided groups) Accommodation- adjusting schemes to fit new information/experiences. (ex. The child sees an SUV picture, so now adds a new group.) Piaget Cognitive motor - 1. sensorimotor stage- 0 months-2 years - Newborn to toddler - Random movements- coordinated schemes - 1. Simple reflexes (birth to one month) - Sucking, grasping, orient, moro - Automatic reflexes, random movements - 2. First habits and Primary circular reactions (PCR) (1-4MO) - Develop schemes- understand the world/exploratory - PCR- sucking thumb, jumper to flex legs - 3. Secondary circular reactions (SCR) (4-8MO) - SCR- repetition, dropping and throwing, actions have reactions - Actions are not intentional. They are still learning that actions have reactions - 4. Coordination of SCR (8-12mo) - Behavior- intentional and good oriented - Start to develop object permanence - 5. Tertiary circular reactions (TCR) (12-18mo) - Novelty, curiosity - Repeat actions/behaviors with variation - Experiment the world, search - Solve A not B - 6. Internalization of schemes (18-24 mo)

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Mental representations, hold things in mind Solve advanced object permanence problems Make believe play (symbolic play)

Habituation- decreased responsiveness to a stimulus after repeated presentations of the stimulus (baby got old of your repeated shit) Dishabituation- increase in responsiveness after a change in stimulus.

Chapter 5 Part 2 Explicit- conscious memory of facts and experiences (ex. Thinking about what you had for breakfast, what you did over the summer, ) Implicit- without conscious recollection, skills and routine procedures performed automatically. (ex. Riding a bike, driving, brushing your teeth, tying a shoe…) Vocalization - Crying- initially the only way to communicate - Cooing- pleasure during interaction with caregiver - Babbling- practice making sounds, repetition of sounds (baba, mama, gaga, papa) - *** page 158 of textbook for rule systems of language Rule systems of language 1. Phonology- sound system 2. Morphology- meaningful units (ex. “Girls” meaning “girl” is topic and the S gives us a meaning) 3. Syntax- Combining words 4. Semantics- meanings of words 5. Pragmatics- conversation/context (you speak to a 5 year old different to a 50 year old) Biological aspect of language 1. Biology a. Broca’s area- producing words (left frontal lobe) b. Wernicke’s area- understanding language (left hemisphere) 2. Environment a. Use of language is a complex learned skill b. Not a simple matter of imitation and reinforcement

Chapter 6 Socioemotional development in infancy (2/20/2018) Temperament- How you respond/react - Onset- how quickly you react to a situation - Strength- how strong your response is (length) - Length- How long you react - Offset- How quickly it turns off Chess and Thomas - Easy - General positive mood; quick to establish new routines - Chill temperament - Difficult - React negatively; cry often; irregular daily routines - Slow to Warm up - Low activity level; low mood intensity; somewhat negative - “Oh well” mood for everything Rothbart and Bates - Extraversion/Surgency - Uninhibited- impulsive; sensation seeking - Negative affectivity - Inhibited- easily distressed; cry; fear; frustration - Effortful control - Self regulation- self soothing

Poll everywhere Qs and As

1. Piaget believed that children's thinking in one stage is ____ than that in another stage qualitatively different 2. According to John Bowlby, at what age do infants or children begin to take into consideration the feelings of others before acting? 24 months onward

3. _____________ area is involved in speech production and ________ area is involved in speech comprehension.

4. The sensorimotor stage of development lasts from birth to about _____ and divided development into ______ stages. Two; six 5. Jerome Kagan's classification of temperament focuses on: Inhibition to the unfamiliar 6. Iwhich substage does an infant's actions become more object oriented? Secondary circular reactions 7. Most of the ________ emotions occur for the first time at some point in the second half of the first year through the second year. Self-conscious 8. List a self-conscious emotion. 9. Which of the following terms is used to describe the mutually regulated interactions between parents and infants? Synchronous 10. Which of these lists includes the sensorimotor stages in the correct order? Simple reflexes, tertiary, schemes

11. __________ argued that infants develop an internal working model of attachment. Bowlby 12. The word "toy" is an example of a: Morpheme (unit) **** syntax is structure, phoneme is sound 13. Jeremy is a securely attached infant; Jason is classified as an insecure attachment. Which of the following statements about later functioning for these children is TRUE? Jeremy is likely to have more self-confidence than Jason

Chapter 6 Part 2 (2/22/2018) Emotion- Happy - Sad - Anger Cries (3 types) - First- Lungs filled with air, the minute they are born. - Basic- Rhythmic pattern. Their way to get them attention - Anger- louder. More air is pushed through their vocal chords. Sign for the baby needing something(hungry, etc) - Pain- different pattern than the basic. They tend to hold their breath

Smiling (2 types) - Reflex- starts during the first month of life, only when they are sleeping. - Social- response to external stimulus. Can start as two months of age. Fear ( 2 types) - Stranger anxiety fear- Fear of not knowing the person that others do around you. starts at 6 months, peaks at one year, then goes away. - Separation Protest- cry when caregiver leaves. Starts at 7 months, peaks at 15 months Attachment - Freud - Believed that babies become attached to people that gave them oral satisfaction ( fed them, gave them pacifier, etc) - Erikson - trust vs mistrust - believed babies become attached to ones that care for them. comfort, care, soothing - Bowlby - sees attachment in 4 stages ; 1 figure, things, other’s emotion. - Harlow - Worked with monkeys. Realized that comfort is valued over food Strange situation- Mary Ainsworth - Introductions, separations, and reunions with caregiver and stranger. Sees the children’s reactions to the stranger and when the mother comes back

Chapter 7 (2/27/2018)

Part 1- Cognitive development in Early childhood Piaget ●

Preoperational Stage ●

2-7 years

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Children begin to represent the world with words, images, and drawings

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Dominated by Egocentrism (Belief that everyone experiences and sees the world as they do)

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2 substages: ●

Symbolic Function Substage- Mentally representing an object that is not present: vastly expand child’s world.

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Describing something that’s not there

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Scribbling to represent family/home/pets

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Intuitive thought Substage- use primitive reasoning and want to know answers to questions

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Basic deduction and why why why why why all day long about everything

Limits of Preoperational Thought ●

Centration - centering of attention on one characteristic to the exclusion of all others (ex. Looking at a woman with blue hair, and the child thinks she is a mermaid)

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Conservation - (lack of) awareness that altering an object/substances appearance does not change its basic properties (Liquid, number, matter) (ex. Same amount of water but one glass is wider, and the child thinks the thinner glass has more water in it).

Animism- a belief that anything that is not capable of action has action. Executive Functioning- Manage thoughts to engage in goal directed behavior and self-control. ●

Example- the marshmallow test with toddlers

Vygotsky ●

States that Learning new thing...