Developmental Psychology Lotus Diagrams PDF

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Developmental Psychology- Lotus Diagram To describe normative development

To describe individual difference

To explain individual features

Normative descriptive approach: observations, maturation, varies, cycles

Goals of Dev Psych

To optimize; enhance peoples life trajectories

Maturation: the biological unfolding of the individual according to genes

Learning: the process through which experience brings permanent change

Epigenetics: the process through which experience and environment influences gene expression

Developmental Process

Interventions: make changes to the environment

Developmental Process

Developmental Theories

Week 1Introduction

Baltes 7 Assumptions

Explain development

Give meaning/connections to knowledge

Provide a framework to organise thin

Developmental Theories

Normative change; maturation etc. Idiosyncratic change: individual differences

Goals of Dev Psych

Bronfenbrenner

Multidimensional

Involves losse gains at every

Baltes 7 Assumptions

Lifelong plast change in res to positive a negative experienc

Understanding development requires many disciplines

Contextualism as a paradigm (cultural effects)

Historical imbedded (co effects)

Microsystem: family, peers, siblings

Mesosystem: integration of micro and exo systems

Exosystem: pa work environ mass med neighborho school boa

Bronfenbrenner

Macrosyste history, soc conditions economic sys culture, law

Lifelong process

Developmental Psychology- Lotus Diagram Units of heredity information, comprised of DNA, on chromosomes

22 pairs of chromosomes, 1 pair sex chromosomes

Mitosis: normal cell division; Meiosis: cell division for sexual reproduction

Dominant-recessive gene principle; two alternative forms of the same gene = allele

Some disorders are carried on dominant genes; Huntington’s

Some disorders are carried on recessive genes; cystic fibrosis

Genes

Errors in cell division mean that mutations can occur

Recessive genes are only expressed if both parents carry it

Genetic Principles

Co-dominance; effect of recessive gene is not totally masked

Ultrasound, blood test etc.

Some traits are linked with the sex gene (typically X- male)

Down syndrome trisomy 21 (3 chromosomes)

Chromosomal abnormalities are the main cause of miscarriage

Turner syndrome (XO)

Klinefelter syndrome (XXY)

Abnormalities

Child may receive too many or too few chromosomes; due to problems during meiosis Prenatal stress associated with; heighted fear/anxiety, reduced exploration and play, social withdrawal, elevated

Mediating role of the HPA axis

Moderating role of maternal behavior

Controlled laboratory settings; ethical considerations

Animal Studies

Meaney’s Rats: caretaking quality an offset of prenatal stress exposure

Extensive literature

Rats exposed to prenatal stress who’s mothers lick them are often calmer than rats not licked enough

Genes

Genetic Principles

Prenatal Diagnosis

Abnormalities

Week 2Genes, Environment, Prenatal

Behavioural Genetics

Animal Studies

Prenatal Development

Epigenetics

Parental chronic illness, drug use, inadequate nutrition, age, history, number of previous children, mutations etc.

Teratogens; any risk factors, severity depends on timing, dosage, genetics and environments

Geminal; little teratogen influence, embryonic; maximum teratogen influence, fetal; less but still can occur

Prenatal Development

The emergence of behavior; 14 weeks= thumb sucking, swallowing, urinate, move fingers

Study of geneenvironment combinations in humans

Testing egg and sperm cells and implanting after combination if no disorder detected

Not to create perfect babiesalthough can be applied

Prenatal Diagnosis

To allow early treatment as appropriate

Facilitate planning for a child with a health problem

To facilitate informed decisio making

Experimental breeding, selective breeding, genetic manipulation/editing

Kinship studies; bpd, schizophren compare relative vs, unrelated people

Behavioural Genetics

Adoption studies how similar are unrelated people raised in same environment and vice versa Twin studies; sha 100% genes, raised in differen environments informative

Changes in appearance can be caused by nongenetic factors

Genes and environments do not make separate contributions to phenotype

Genes do not complete their wo before birth

Epigenetics

Passive; child passively receive correlated genes and environmen

Active; child’s genes actively make them seek out environments that are correlated

Evocative; child elicits reaction fro parents that lead them to provide opportunities

Developmental Psychology- Lotus Diagram Stressors: factors within the child or environment that impact the child

Culminative stress model: stressors add together until they reach a threshold

Protective factors; positive factors, that can modify/reduce risk factors

Risk and Resilience

Adaptive main effects model: developmental outcome is the result of combined effects

Birth risks to infant; prematurity, hypoxia, anoxia, low birth weight

Early environments= drugs given during birth, delivery practice/settings, early caretaking practices

Ontogeny development; individuals biological, social and developmental history

Child: prematu cries a lot, diffi to soothe, ‘unattractive’

Birth Process

Baby response: impact of contractions stresses baby; stimulates respiratory process

Culminative Risk: Abuse

Parent: childho of neglect, rejection, unplanned, po education, you

APGAR

Australia has highest C-section rates

Pain relief for mother may have sedative effect on infant breathing

Risk and Resilience

Birth Process

Culminative Risk: Abuse

Week 3Physical and Perceptual Development

First 3 Months

First 3 Months

Fine motor developmen progression fro reflex to volunt movement

Attunement

Perceptual Development

Postural stability; intermodal perception: different senses are combined to inform perception

Maturation vs learning; maturation is necessary but sufficient

Sleeping and states; short sleep/wake cycles over 24 hours,

Temporal organisation; innate sensitivity to babies, adaption of own behavior to babies

Seeing patterns and contrasts; visual scanning, track babies eye movements

Face perception; babies find faces interesting, prefer own mothers face, 3-6 months; determine facial expressions

Hearing; newbo can distinguis human voice recognise familiarity fro womb

Attunement

Performing behaviors that express the quality of shared states, without imitating the exact behavior

Taste: newborns can discriminate taste, sour, sweet, bitter; preferences from early exposure

Perceptual Development

Smell; highly ac at birth, prefere for breast of o mother

3 stages of labour; contractions, pushing, placenta

Crying; survival, universal, differences, communication; different cries

Context: soci support, employment, D Locomotor development: integration of primitive reflexes

Gross motor milestones: head control, rolling, propping, sitting, crawl, walk, run, walk backwards etc.

Orthogenetic: gr (global) to fin (grasp)

Developmental Psychology- Lotus Diagram Matching is largely cross modal

Some form of matching occurs innately

Touch; important for emotion development, register pain, sensitive to temp.

Intermodal exploration; infants reach, turn, mouth towards interesting things; combine senses

Developmental Psychology- Lotus Diagram Relationships between sensation and motor behavior

Begins with accidental movements/intera ions

Sensorimotor

Repition of interesting outcomes start go directed behavio

Observation in natural setting

Flexible discovery oriented approach

Schemas: patterns of thought

Adaption; assimilation, accommodation

Intelligence= basic life function that helps child adapt to environment

Longitudinal study of infants

Piaget’s Method

Few participants for infancy work

Equilibrium; use assimilation, disequilibrium prompts accommodation

Piaget’s Theory

Construction of knowledge= motivation to learn + maturation

Cross sectional study with older children

Tasks maybe too complex

Clinical method; lab setting for manipulating objects

Organisation; rearranging and linking of schemas when prompted by unsettling development

Thinking and behavior reflect a particular mental structure

Stage approach; developmental sequential, qualitative change

Symbolic representation begins/mental manipulation

Sensiry motor problem occurs 8-12 months

Infants become more object oriented

Confounding competence and performance

Stages not coherent

Inadequate support for stages

Piaget’s Method

Piaget’s Theory

Sensorimotor

2-6 years

Internal representation developed

Prelogical; one dimensional thinking; egocentrism, conservation

No attention to social and emotional influences

Limitations

Children can be trained to reason at higher levels

Limitations

Week 4Cognitive Development

Preoperational

Preoperational

Preschool education; concre props, physical practice, short instructions

Cultural bias

Overestimation of adolescent cognitive abilities

Underestimation of infants and preschoolers

Developmental Issues & Strengths

Formal Operational

Concrete Operational

Animism, realism, artificialism, magical thinking

Seriation emerging

Classification emerging

Models of thinking underlying overt behavior

Children with sensorimotor issues; impact on cognitive development

Nature vs nurture

12+ years

Abstract, logical reasoning

Metacognition and reflections

Constructivist approach, child as discoverer of learning

7-12 years

Master of logic rational thinking

Developmental Issues & Strengths

Viewed children’s thinking as different from adults

Formal Operational

Inconsistencies across domain; may only use this stage for interesting topics

Provide familiar example for more complex ideas

Concrete Operational

Can use menta operations on known objects

Wide scope of theory

Learning as an active process

50% adults are at this stage

Ability to think about future and perspective take

Continue to teach with physical props

Classification skills

Ecological validity

Adolescent egocentrism

Birth- 2 years

Not abstract; + a – but not algebr

Developmental Psychology- Lotus Diagram Human software: mental programs for how information is received, stored analyzed

Computer analogy; human brain like a computer

Memory tends to decline in old age; all forms

Encode; sensory pathways, store, retrieve; recall and recognition

Information processing

Babies translate information into coherent representations

Metamemory; knowledge about memory, knowing own understanding and abilities

Children’s cognitive abilities differ to adults

Development is continuous not stage like

Learning: children reprogram themselves

Memory strategies; rehearsal, scripts, organisation, elaboration, children use many at once

Belief psychologist; 4 years, understand complex relations between false belief and behavior, false belief understanding

Coherent understanding of other people as mental beings; helps predict behavior

Understand links between beliefs and behavior, logic of mental stage language and false beliefs

Reality psychologist: 3 years; mental representation/see form other perspective, no false belief yet

Theory of Mind

Desire psychologist18-24 months; start to understand others have different desires

Vagueness of measurement of ZPD

Attention: selective attention shifting from 4 months, increased, but declines with age

Social scaffolding, guided participation, problem solving abilities

Memory is demonstrated by young infants; habituation, operant conditioning

Scaffolding; provides support, extends range of & aids understanding

Explicit; conscious, recall, improves with age, processing time gets shorter, knowledge base changes

Implicit; unconscious, unaware, conditioned associative behavior; does not improve with age

Child made aware of other response; causes disequilibrium

The importance of others when learning

Children lear through interact emphasis on so interactions an cultural origin

Information Processing

Memory

Vygotsky

The range of tasks that are too difficult to master alone

What the learner could do with guidance

Skills within th zone are ripe f developmen

Newborns are primed to interact with humans; facial expressions, talking

Theory of Mind

Week 5Cognitive Development

ZPD

Learner is drawn into the ZPD

ZPD

Parent/teache instruction mo fruitful in this zo

Egocentrism- 2 years; everyone thinks, sees, and likes the same things as child

Joint attention and social referencing 8-12 months

Limitations

Strengths

Application

Involves cultural context, social customs and guided participation

Parents naturally build bridges between present abilities and new skills

Process is th same at ever stage

Need for greater education of developmental variability in contexts

Difficulties studying links between broad socio-historical contexts and child interactions

Acknowledgement of individual differences; correct western bias

Attention to sociocultural aspects

Integration of learning development

Children learn from teacher, parents, peers, schools neighborhoods

Cross cultural shaped by beliefs and goals of community

Offer enough assistance

Strengths

Focus on change and dynamic assessment

Apprenticeship concept; informal learning, engaging in cultural actives

Application

Private speec guide thinking becomes inne speech

Limitations

Memory

Focus on cont

Vygotsky

Socio-cultura approach; cultur central

Developmental Psychology- Lotus Diagram Assess ZPD emphasize learning potential

Assess abilities in culturally appropriate ways

Developmental Psychology- Lotus Diagram Appears in first few years of life

Easy: positive approach, regular sleep/feed, mostly positive, 40%

Slow: inactivity, mild reactions, slow adaptability, ‘easy’ but under stimulated, 8%

Individual differences in behavior

There is no link between parenting and child temperament

Nature: genetics, grandparent reports, twin studies

Nurture: prenatal environment, birthing, culture

Mostly stable over time, caregiver agreeance,

Infant temperament

Focus on individual factors; present at birth

Goodness of fit: matching of abilities & motivation to demands

Nature, Nurture & stability

Parenting and hereditability contribute to stability

Temperament patterns

Predictive and enduring of coherent outcomes

Parent and cultural characteristics may impact stability of parenting

Age and gender can affect stability of parenting (difficult temperament hard over time/for boys)

Temperament may impact parenting, also vice versa

Difficult: irregular, withdrawal, slow adaptability, intense & negative mood, 12%

Emotions present in infancy

Infant temperament

Nature, Nurture & Stability

Temperament patterns

Reactivity

Self-regulation

Threshold of responsiveness

Differences in emotional expression of infants and toddlers; determine good ‘match’

Emotion Development II

Week 6 Temperament and emotion

Dimensions of temperament

Attention span

Dimensions of temperament

Quality of mood

Application and implication

Methodological challenges

Distractibility

Intensity

Adaptability/rhyth micality/regulatory

Expression of emotion becomes socially: regulated, accepted, reinforced, learned, respected Individual differences in negative emotions may be due to temperament

Emotion development II

Voluntary control of emotions: pretending to be happy/angry

Socialization: learned foundations of complex emotions through parents/experience of others

ToM helps with understanding more complex emotions

Emotion development

Emotion understanding: good judgement of own & others emotions, use words to describe

Emotion regulation: managing emotions (negative and positive), pretending when expected

Co & self-regulation; supports shifts from external to internal regulation

Parents need to take child individuality seriously

Parents to learn to seek/understand children’s cues

Temperament and parenting have reciprocal influences

Most studies rely on parent interviews/surveys

Mixed methods are optimal: teacher & parent, laboratory procedures

Lab assess: fear, anger, sadness, exuberance, persistence

Emotion expression: preschool: gestures, empathy, displaying emotions

Emotion development

Fast learning of new capacities not in sync with learning of selfregulation

Extra support for parents with more ‘dif...