Warm up- page 6

1. Warm up- page 6 • Id these words in your own words • X chromosome • Testosterone • Gender role • Gender Identity • Gender typing • Norm • Social Learning Theory • Gender Schema Theory

2. Chapter 4: Developmental Psychology pt. 1

3. Developmental Psychology • Branch of psychology that studies physical, cognitive, and social changes through out the life span. • Look for commonalities between us. • Look at issues of: • Nature/nurture • Continuity/Stages • Stability/Change

4. Prenatal Development • Zygote: fertilized egg…eventually develops into a embryo after 2 weeks. • Cells rapidly start dividing to create a multicellular organism and differentiate to create organs. • Fewer than half survive to become embryos.

5. Prenatal Development • Embryo:developing human organism. Considered embryo from 2 weeks to 2nd month. • This stage is when pregnancy is officially established…woman will miss period. • Week 4-8 are when all major organs begin functioning. When teratogens have greatest effect.

6. Prenatal Development • Fetus: developing human organism from 9 weeks after conception until birth. • After 12 weeks most of major development is “finished” except for brain and lungs. • Responsive to sound • After 6 months…premature babies’ organs sufficiently formed to allow chance of survival. Week 16 Week 20

7. Teratogens • Agents such as chemicals and viruses that can reach the embryo or fetus during prenatal development and cause harm. • Examples: AIDS virus, drugs, alcohol can all be passed onto baby and cause damage. Fetal Alcohol Syndrome

9. No safe amount of alcohol 1 in 750 infants Small, misproportioned head, brain abnormalities Leading cause of mental retardation Fetal Alcohol Syndrome

10. Newborn Capacities • Come equipped with reflexes ideally suited for survival. Ex: rooting reflex: baby’s tendency when touched on the cheek to open the mouth and search for food.

11. Newborn Capacities • Habituation: describes infants’ decreasing responsiveness to repeated stimuli. Infer that newborns have cognitive ability to differentiate between different visual stimuli.

12. Maturation • Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience. • Genetic blueprint unfolding • Stand before walking • In terms of brain development, natural maturation causes neural interconnection to multiply rapidly after birth. • However, severe deprivation and abuse will retard development. Furthermore, increased stimulation will cause early neural connections. • Maturation sets the basic course of development; experience adjusts it.

13. Earliest memory is hardly before age 3 After age ¾ we organize memories different Maturation and Memory

14. Normal Maturation

15. Maturation and Motor Skills • Maturation also influences motor development. • The sequence of complex physical skills, from sitting, standing, walking, are nearly universal are across the world. • Overall, experience has a limited effect until certain muscular or neural maturation occurs. Ex: Potty Training.

16. Cognitive Development

17. Jean Piaget • Developed stages of cognitive development • Mental activities associated with thinking, knowing, remembering and communicating • Schemas: concepts of phenomena developed by humans that increase with development. Adjusted by: • Assimilation: interpreting one’s new experience in terms of one’s existing schemas. Ex: kids and “doggies” • Accommodation: adapting one’s current understandings (schemas) to incorporate new information. Ex: new schema for groundhog.

18. Know This Chart

19. Piaget’s Stages • Stage 1: Sensorimotor:birth to 2, experience world mostly through your sensesand movement. Major Development During this stage: • Stranger Anxiety • Object Permanence:awareness that things continue to exist even when not perceived. Why Babies like peek-a-boo.

20. Piaget’s Stages • Stage 2: Preoperational: 2-6, child learns to represent things with language but does not understand concrete logic. Major Development During this stage: • Pretend Play • Language Development • Egocentrism:inability to take another point of view.

21. Theory Of Mind • Although still egocentric they begin to form a theory of mind • Realizing that people have minds and think • Ask Why? • Begin to empathize,tease, take another perspective

22. A disorder characterized by deficient communication and social interaction Autism

23. Age 7 children no longer need to always think out loud Pre operational and operational Use inner speech Lev Vygotsky

24. Piaget’s Stages • Stage 3: Concrete Operational:7 to 11, child begins to think concretely and complete math operations. Major Development During this Stage: 1. Conservation: principle that mass, volume, and number remain the same despite their form.

25. Piaget’s Stages • Stage 4: Formal Operational:12 to adulthood, ability to abstractly reasonand use abstract logic. Major Developments During This Stage: • Abstract Logic: hypothetical situations, ideas like communism • Mature Moral Reasoning: ideas like “right to life,” “right to liberty,” Etc.

26. Current Thinking • Piaget’s sequence is right but timing is not exact. • Some cognitive events occur earlier than he thought and process as a whole is more continuous. • Did not give children enough credit

27. Warm up • pick up warm up off of the overhead. Work in groups to complete it • All work must be complete in 10 minuets

28. Social Development

29. Attachment • Emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.

30. Harlow’s Theory of Attachment Attachment is based on: • Body Contact • Familiarity • Responsive Parenting

31. Body Contact • Infants become intensely attached to entitities that provide comfortable body contact to them. Things like rocking, warmth, and feeding make attachment stronger. • IMPORTANCE: NOT nourishment that provides attachment as originally thought.

32. Familiarity • Also key in understanding attachment. • A.) Critical Period:optimal period shortly after birth when certain events must take place to facilitate proper development. Ex: First moving object a duckling sees it will attach to as its mother…would follow person, moving ball, etc. • B.) Imprinting:process by which certain animals form attachments during a critical period very early in life. NOT FOR HUMANS. However do become attached to what they know.

33. Responsive Parenting • Responsive Parenting leads to secure attachment. • Secure Attachment: in mother’s presence will explore new territories and play comfortably. When mother leaves will become distressed, when returns will seek contact with her. • 60 % of all infants

34. Responsive Parenting • Insecure Attachment: in mother’s presence are less likely to explore their surroundings; cling to mother. When leaves, cry loudly and remain upset or seem indifferent to their mother’s comings and goings.

35. Why Secure or Insecure • Mary Ainsworth • Studied 1 year olds in “strange situations” without mothers • Found-sensitive, responsive mothers had secure children • Found-insensitive, unresponsive mothers, mothers who respond when convenient, had insecurely attached children

36. Securely attached children approach life with basic trust A sense that the world is predictable and reliable Attachment also reflects romance styles Secure Attachment predicts social competency

37. Consequences of Insecure Attachment • Under conditions of abuse and neglect, humans are often withdrawn, frightened, even speechless. • Harlow’s monkeys often incapable of mating or extremely abusive, neglectful, or murderous towards first-born. • Most abusers were abused; abused are more likely to abuse…even though the majority of them don’t.

38. Disruption of Attachment • Separation from loved ones can have devastating results • If removed and placed in a more stable environment most effects of the separation disappear • Adults also suffer when attachment bonds are severed

39. Children need consistent, warm relationships with people they can trust Daycare has both good and bad effects Daycare and Attachment

40. Self- Concept- a sense of their own identity and personal worth Develops by age 12 The next big step after attachment Self –Concept

41. Parental Authority Questionnaire 1. Permissive- relatively warm, non demanding, noncontrolling parent • #s- 1,6,10,13,14,17,19,21,24,28 2. Authoritarian- parents who value unquestioning obedience and attempt to control their children’s behaviors, often through punitive disciplinary practices • #’s- 2,3,7,9,12,16,18,25,26,29 3. Authoritative- parents who use firm ,clear but flexible and rational modes of child rearing • #’s- 4,5,8,11,15,20,22,23,27,30 4. Total them up

42. Social Development: Child Rearing Practices- Baumrind • Authoritarian • parents impose rules and expect obedience • “Don’t interrupt” • “Why? Because I said so.” • Permissive: • submit to children’s desires • make few demands • use little punishment

43. Social Development- Child-Rearing Practices • Authoritative • parents are both demanding and responsive • set rules, but explain reasons • encourage discussion • Children have highest self esteem and social competence • Rejecting-neglecting • disengaged • expect little • invest little