M11 - Lecture notes 11 PDF

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Module 11 In-Class Lecture Notes...

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Psych 100 FALL QUARTER ‘16 Module Eleven- Infancy and Childhood; ● Maturation- Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience. Physical Development; ● Critical Period- An optimal period early in the life stage of an organism when exposure to certain stimuli or experiences produces normal development. Cognitive Development; ● Cognition- All the mental activities associated with thinking, knowing, remembering, and communicating. ● Schema- A concept or framework that organizes and interprets information. ● Assimilation- Interpreting our new experiences in terms of our existing schemas. ● Accommodation- Adapting our current understandings (schemas) to incorporate new information. ● Sensorimotor Stage- In Piaget’s theory, the stage (from birth to 2 years) during which infants know the world mostly in terms of their sensory impressions and motor activities. ● Object Permanence- The awareness that things continue to exist even when not perceived. ● Preoperational Stage- In Piaget’s theory, the stage (from about 2 to 6-7) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic. ● Conservation- The principle (Which Piaget believed to be a part of concrete

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operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects. ● Egocentrism- In Piaget’s theory, the preoperational child’s difficulty taking another’s point of view. ● Theory of Mind- People’s ideas about their own and others’ mental states- about their feelings, perceptions, and thoughts, and the behaviors these might predict. ● Concrete Operational Stage- In Piaget’s theory, the stage of cognitive development (Around 7-11 years old) during which children gain the mental operations that enable them to think logically about concrete events. ● Formal Operational Stage- In Piaget’s theory, the stage of cognitive development (normally beginning about 12) during which people begin to think logically about abstract concepts. ● Autism Spectrum Disorder (ASD)- A disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction, and by rigidly fixated interests and repetitive behaviors. Social Development ●

Stranger Anxiety- The fear of strangers that infants commonly display, beginning by about 8 months of age.

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Attachment- An emotional tie with another person; shown in young children by seeking closeness to the caregiver and showing distress on separation.

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Imprinting- The process by which certain animals form strong attachments during early life.

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Temperament- A person’s characteristic emotional reactivity and intensity.

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Basic Trust- According to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers.

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Parenting Styles; 1. Authoritarian- Coercive, impose rules and expect obedience

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2. Permissive- unrestraining, Make few demands and use little punishment 3. Authoritative- confrontive, both demanding and responsive, exert control by setting rules but encourage discussion and allow exceptions ● ● ●

If parents are different styles they should discuss and come to a mutual conclusion Different degrees of each type If child is acting up in public, and the parent gives in due to embarrassment, the child will learn from that and take advantage of that in public

In Class Notes; ● Teratogens/FAS- From the mother ● Already have a concept of faces/not entirely a blank slate Module 11 ● Maturation (nature) sets the course of development; experience (nurture) adjusts it ● Nature and nurture interact ● Best time for a child to learn a language is 3-4 ● VARC - Test to figure out your learning profile ● Rats brain cells tend to be higher in an enriched environment ● Infants are capable of learning and remembering ● ^3 months old, can retain that memory for a month ● Jean Piaget- pioneering developmental psychologist who studied children’s cognitive development ● Schemas- Concepts or frameworks that organize and interpret information ● ^sort of a template of what the world is like ● Causes you to act in precise ways due to your experience ● Can adapt which will cause it to change current biases or assumptions ● Four stages of development 1. Sensatory Development- (2 or younger), Object permeance 2. Preoperational Stage- (2-6), Doesn't yet understand the principle of conservation -Theory of Mind- Understands people can be different, that not all people are good etc. (around 3-5) By 4 or 5 children anticipate false beliefs of friends 3. Concrete Operational Stage- (7-11 years) Gain the mental operations that enable them to think logically about concrete events, begin to understand that a change in form does not mean a change in quantity and become able to understand simple math and conservation 4. Formal Operational Stage (12 through adulthood)- No longer limited to concrete reasoning/able to think abstractly ● Stops at 12 ● The Marshmallow Test- Children that can wait for the next marshmallow tend to do better later on in life ● Vygotsky focused on how the child’s mind grows through interaction with the social environment ● By age 7 children are able to think and solve problems with words 3

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Children are smarter and credible than we realize but lack the language skills to communicate such ASD’s biological factors can be; genetic influences, abnormal brain development, Prenatal maternal infection, inflammation, drug use, or stress hormones Vaccines do not lead to ASD (obviously) Four boys: One girl ratio Attachment: Emotional tie with another person At about 8 months, after object permanence develops, children will display stranger anxiety Familiarity; Critical Period- Optimal period early in life when exposure to certain stimuli or experiences produces normal development Imprinting: Process by which certain animals form strong attachments during early life Securely attached - 60%, Insecurely attached - 40% Differing attachment styles reflect both their individual temperament and the responsiveness of their parents and child-care providers ^May be related to rhythm of life and parents following through with what they say/responsiveness Lack of consistent nurturing and interaction can lead to higher anxiety rates and lower intelligence Schema can affect adult relationships as well Temperament- A person’s characteristic emotional reactivity and intensity Parents tend to interact with their children according to labels based on the childs temperament Increased father separation- from 1960 to 2010 the number of the children in the US living apart from their fathers more than doubled 27% of absent fathers haven’t seen their children in the past year...