Lifespan Development - Lecture notes 4 PDF

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Notes on the Lecture of Chapter 4...

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Emotional/ Social Development Both of the above within the first two years (Midterm 1) - Weeks 1 through 4 - Scantrons - bring pencil! - 35 questions; 1 point each - 2 or 3 short-answer questions (3 points each) Review today briefly - after todayès topics - Lecture topics not covered in textbook - Questions? - Practice-question for midterm 1 - Review approximately 9:30 - 9:50 - Office hours Monday (and use discussion forum) Question: Temperament: The most common temperament is called SECURE….(what is wrong with what I just said)...talking about attachment, not temperament. . - Socioemotional Development- Fact or Fiction? - Infant fear, as expressed in stranger wariness, signals abnormal behavior FICTION - In part because of inborn temperamental characteristics, some children are more difficult to raise and harder to live with - FACT - Attachment patterns established in infancy almost never change - FICTION - high-quality day care, even during the infantès first year does not lead to negative developmental outcomes - FACT

Emotional Development Infants are social! - What aspects of sensory and cognitive development demonstrate this? (From week 3) -

Visual: prefer for faces over scribbles Auditory: prefer- infant-directed speech (IDS) - child directed speech. Language learning - Purpose of language = communicate with others

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Other evidence that infant are social? - Some of the things will talk about today.

Emotional Dev +Social Dev. = Interrelated - ‘’Social smile’’ occurs at about 6 weeks - One of the first emotion signs. - Prefer face-to-face and ‘’synchronous (something special)’’ interaction - Coordinated and responsive to each other - Will be covered in next section (Social Development)

Specific Emotions: How do infants express emotions? - Happy or Content - 6 weeks - social smile - 3 months - laughter; curiosity - 4 months - full, responsive smiles - Angry or Sad - 4-8 months…. - Fearful - Pride or Shame Primary Emotions (6 weeks to 12 months) - Happy - Sadéangry - Fearful Secondary Emotions (18 to 22 months) - Pride - Shame - Embarrassment

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Guilt Self-awareness (such thing as yourself being a separate individual)

How empathy emerges - parents are empathic so kids are more capable of being empathetic Self-Awareness: - How do younger and older infants react to the ‘’rouge test’’? - Rouge Test (dot on nose) - Lewis and Brooks - infants aged 9-24 months - 9 month - touch mirrors nose - thinking it is another person - 18 months - self awareness takes ...they notice the red - autonomy vs Same and Doubt...pride...fear..doubt in the process of recognizing themself. - 20-months baby - touch their own nose bc they have a clear idea that they are a separate person and the reflection is them. ( -

At 24 months toddlers begin to also...me, mine and bla.

Video: -

Self-Awareness: Realization tha Discussion... - Explain babies emotional development at: - 6 weeks - Social Smile - 9 months - Primary Emotions (Happy, Fear, …) - 18 months - Secondary Emotions (Pride, Guilt, Shame, Self awareness) Temperament: Inborn differences between on person and another in emotions, activity, and Self-regulation. Do Babies Temperaments change over time - Inhabitat 4 months….then became fearful at 9, 14, 24, and 48 months… - According to change...change in temperament can happen - It is common to remain the same, but it can change from the time they are 4 months...inhibited fearful at 4 months.. Just know the relative differences

Three cardinal Temperaments (patterns of responding) - Positive and exuberant babies - At 9, 14, 24 months - big percent remain positive - Negative Mood - Fearful/angry/unhappy - Avertful control/ inhibitive fearful. THEY CAN CHANGE - ESPECIALLY FEARFUL at 4 months - Change would more commonly change for fearful More common for positive (exuberant) to stay that way over time

Social Bonds: - Synchrony: A coordinated, rapid, and smooth exchange of responses between a caregiver and an infant. -

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Some of the first temperaments: - Easy - Difficult - Slow-to-warm up - Can’t Video: - (START OF RECORDING)

Social Development: Socail Bonds: Synchrony: A coordinated, rapid, and smooth exchange of responses between a caregiver and infant. How do infants learn of other’s emotions? - Taking turns - Sharing Emoitonal Dev + Socail Dev. = Interrelated - Prefer face-to-face and “”synchronous”” interaction - Coordinated and responsive to each other - Mother try to respond contingently and predictably - What happens if they do not? Still-Face Paradigm: - Around 2-3 months, infants react if mother’s face becomes still (netural) - They frown, and looks for a problem, cry, keep looking back to see if mother’s expression has changed - Restless, trying to get a reaction. - Stronger reaction from infant with history of successful interchanges - Sudden change not normal - STILL-FACE Procedure: Video - they can tell right away something is different. - Social Development - Attachement - Definition: According to Ainsworth, an affectional tie that an infant forms with a caregiver - Background: - Startd with Bowlby - Separation anxiety - Stranger fear/stranger anxiety (few months older) - PROCEDURE: - “Strange situation” Procedure: - The baby plays; mother is nearby - A stranger enters the room, talks to the mother - Mother leaves the room, stranger stays with baby - Mother returns and the stranger leaves - Baby is reunited with mother -

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Don’t have to memorized the percentages...know clear majority is secure...less in insecure-avoidant//insecure-resistant // much less in disorganized.

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Know the names of the following pattern Secure attachment (most common attachment style): (10-20) distressed when mother leaves, and happy when she returns Indifferent/avoidance: (50-70) ...doesn’t care, when she leaves...doesn’t seek mother when she returns Insecure-resistant/ambivalent: (10-20) (almost like expressing to mother - still upset that she left): Very distressed when mother leaves, but still distressed when she returns Disorganized: (5-10) The baby does things that are inconsistent...that are not linked with the other categories.

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Mary Ainsworth - Individual differences in attachment styles - Categorized attachment styles based on: - Strange Situation (Ainsworth, blehar, waters, & Wall, 1978) ATTACHMENT (cont.) - Study: - Secure attachment (at 15 months) - + - High maternal sensitivity (at 2 years) = ...What? (What developmental outcomes at 3 years? - Confidence… - Greater self worth/self-esteem - Willingness to try new situations… -

1. 2. 3. 4. 5. 6. 7.

Empathy Outgoing Social Confidence Less temperamental More capable of self-soothing Courageous

---- SOCIAL COMPETENCE ---- LANGUAGE SKILLS ---- SCHOOL READINESS --- FEWER BEHAVIOUR PROBLEMS

Social Development (attachment): - Video: Separation Anxiety Video: - Video: - 9 month-old baby: - Anxious when mother left, happy when they came back - 8 month-old baby: Stranger Fear: - Video: - 13- month - Child moves away from stranger -

9-month - unphased by stranger

Attachment: - Video: - General attachment: (44:000) Social referencing: - Between 6-12 months - Reading the emotional que of others to guide their own behaviours - to gage wat is meaningful in their life and in society. THE DEVELOPMENT OF SOCIAL BONDS - Referencing: Seeking information about how to react to an unfamiliar or ambiguous object or event by observing someone else’s expressions and reactions. Knowing what’s on other’s minds: - Research: by 18 months, children are able to infer diverse food preferences between themselves and others - Judging the experimenter’s facial expression and offering her the snack she preferred (i.e., broccoli), even thought it was NOt the one they preferred (i.e., goldfish crackers; Repacholi & Gopnik, 1997) - Realizing you are a separate entity from others and that others would have different preferences. Developing the ability to form social bonds… - Imitation (3 months) - Prefer mom’s voice...

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Joint attention (9 months) - Others have emotions and feelings (not?) the way they do. Gaze-following - Babies will look where the baby is looking...so they follow the parent’s gaze (johnson - would children do gaze following with robots - yes, only if the robot was doing contingent behaviour) - Didn’t react if they ..didn’t respond to the toddler 0 Gaze-following is specific...related to joint attention......

MIDTERM: - At 7 - Feb. 6th -

Office hours 2:30 - 4:30

Review: 1. Sample practice midterm questions. 2. Focus for short answer: a. Generally things we talked about a lot i. One comes from week two, and the other comes from week 4 3. Don’t need to know too much about alleles, chromosomes. a. Do we need to know decises tat are inhereited compared the ones that cause by teratogens...but we need to know about teratogens b. Are there different 4. DISCLAIMER - anything in the book could show up = with exception of chapter 4 (we didn’t have to read the entire chapter 4. 5. Huntington's… 6. Want ot know what epigenetics...a little about that….heritability...if one has what is the chance 7. We don’t need to know genotype vs. phenotypes 8....