DEVELOPMENT
Prenatal development
conception
zygote: entering 2 week period of rapid cell division
embryo: 2w to 2m
fetus: 9w+ developing human
heart begins to beat and organs form
where zygotes inner cell becomes an embryo, and outer becomes placenta
cell differentiation and division occurs
at 6m, develop enough to survive prematurely
Environment affect development
fetus can hear sounds - prefer mom's sound and language and fetus not reacting to sound suggests habituation occured alr
affected by substances
alc can prime fetus to be addicted to alcohol, affect mental or physical development - epigenetic effect
stress affect early delivery
teratogens(virus/drugs) harm fetus
debate on development
Socrates, Rousseau: innately able to do things
John Locke: came into the world as a blank slate and learn through associations
compromise: we are born equipped to rapidly learn things
babies came in the world helpless/useless
Jean Piaget: biology(innate foundation)+learning(powerful learning ability)
Vygotsky: culture+instruction
both develop method by observing young toddler's response , conc. related to observation
Piaget's cognitive development: intellectual progressions reflects a struggle to make sense of our experiences
what causes brain to move from 1 stage to the next
assimilation: categorize new experience into existing schema
accomodation: to form new schemas for things that don't fit
Birth - 2yo: Sensorimotor
at 8m - develop object permanence
2-6yo: preoperational
see world from egocentric perspective: don't understand what others see not = what you see
7-11yo: concrete operations=conservation, mental operations: ability to look at things and see theyre the same/logic
12yo-adult: formal operations=scientific reasoning/abstract ideas
"Naive realism/Objectivity Illusion"
false polarization: rank others as more extreme than you are - eg ask "ave liberal/conservative" what you say/they say about polarizing issues
Modifications
if make task easy enough to understand, show that children develop abilities faster than piaget suggested
piaget may have suggested the time ability is reliably shown
theory of mind before age 2
symbolic ability at 3yo
object permanence age 3.5m
Maturation: biological growth process that enable orderly changes in behavior, relatively uninfluenced by experience
adults have more tools
critical vs sensitive period
more strategies to help with comprehension eg mnemonics
baby experience development in
learn language
make sense of "confusion"
theory of mind
why ignored atfirst?
no one cared about cognition (while behaviorism was blooming)
piaget observed own children/case study not reliable
primitive technology - how to study a kid who cannot answer your question
we view ourselves as objective/moderate, and everyone else's view is extreme (others do top down, i do bottom up)
both side ranked others in own belief as more extreme and opposite side as extreme as well
conc: people always miss common ground, there are forms of egocentrism we never get over
group polarization - people exaggerate their own beliefs when with others
learning that just because glass is taller doesnt mean liquid volume changes
Vygotsky
culture/instructions
shift from 1 stage to the next - zone of proximal development: ppl learn best when challenged but not overwhelmed
are puzzled when seemingly blocked car could go through tracks - as seen that they stare longer
18m like crackers, but give experimenter broccoli when experimenter expressed like for it
2yo - tried to bandaid crying mom, shows that they understand mom is upset even if they aren't
includes speaking, reading etc
here study 3D scale moel representing larger space - hide snoopy in small model and see if the child understands the same happened to the large room
younger than 3yo showed they were able to understand representation with pictures, but not 3D model - maybe because picture is easier to comprehend as a representation but 3D model isn't. shows that if you make it easier to understand, they can demonstrate that ability
birth: 2500 synapse/neurons, most neurons but immature
2-3yo: 15000
10 to puberty: net loss in synapses because specialization is occuring
pruning process allow to free up space to do more
a lot is going on
Newborn ability
reflexes: respond to things instinctively
sucking when feeding milk, swallow/breathe, cry when hungry, turn to new stimuli
habituation: get used to stimuli then stop responding
dishabituation: when something causes you to respond to recurring stimuli again
eg used to bus arriving at certain time, so forget to notice, but once it didn't arrive, the next day notice
responsive to sight and sound that facilitate social responsiveness/sth human
strong affinity for mom
alt explanation to piaget saying child grows through interaction with physical environment, vygotsky says they grow through social interaction: by age 7, use words to make sense of the world - eg use inner speech
Kohlberg's moral development:
Erikson's psychosocial development
frontal lobe and hippocampus develop from 3-6yo
last to develop is associated area
brain maturation
children start to hv conscious memory at 3.5yo, before that hv infantile amnesia
by 7yo - became increasingly capable of LT memory
maturing brain develops schemas
infant only experience world through sensory impression and motor activities
babies test ideas - stare at unfamiliar gravity defying sits, peekaboo confuses kid
develop theory of mind: awareness of other's mental state
as young as 7m - tease, empathize, persuade
3-4,5yo: start to realize others can hv false belief
can flip words around, reflect it, put it upside down - still see same word
can visualize math operations flipping sides (+/- relationship)
can explain hypothetical propositions and deduce consequences eg fairness, debate human nature
Self concept: all our thoughts and feelings about ourselves
Autism Spectrum Disorder
Puberty: period of sexual maturation
preconventional morality: obey rule to gain reward; self interested
conventional morality: obey rule for social acceptance/social order
post conventional for some: action reflect self belief in basic rights/principles; individualistic
0-18m: trust/mistrust
18m-3yo: autonomy/shame&doubt
3-5yo: initiative/guilt
5-12yo: industry/inferiority
adolescence: identity/role confusion: if not fit in
young adult: intimacy/isolation
middle adult: generativity/stagnation
late adult: integrity/despair
Attachment: emotional tie with another person
secure vs insecure attachment
explanations
close to people that gives nourishment
body contact
peak at 13m
secure (60-70%): comfortable to explore when mom around, distress when not/ mom is attentive
resistant/ambivalent(10%): anxious to explore, distress or indifferent when mom not around, angry when mom leaves/ mom selectively attentive
father also impt
trust earlier on affects later relationships - depends on parenting
if hv basic trust = world is predictable and trustworthy
insecure - anxious attachment: crave acceptance but think always being rejected
insecure - avoidance: avoid getting close to others
secure
deprivation of attachment
grow up under adversity - become resilient
abusive, cont - aggressive, frightened, less social and can become abusive themselves - may have sluggish serotonin
adult experience detachment - grief and partner separation
8-10yo=stable self image
Darwin: investigated by seeing if kid touched their reflection in the mirror or themself - after 15m, touch own nose
positive and negative self concept affects action
parenting
authoritarian: less social skills, esteem
permissive: can be aggressive,immature
authoritative
correlational, not causation - could be temperament affect parenting, or 3rd factor inherited traits in child
predictable sequence of development, but timing is different for everyone
selective priming comes into play/specialization
frontal lobe grow - improve judgement, impulse control, long term planning, improve myelin sheath = better connection
limbic system develop faster than frontal lobe - explains mood swing, more thrill seeking
moral intuition: gut feeling
moral action: doing sth in line with morality
moral reasoning:
moral reasoning is self absorbed
covers ability to delay gratification
switching train tracks vs pushing person into train track demonstrates dilemma of reasoning vs intuition
done through testing limits and boundaries in diff setting
social identity - how you categorize yourself
Emerging Adulthood: arounf 18-30, where you are no longer adolescence but have yet to reach/achieve full independence
Adulthood:
experience more pulling away from parents/ bickering, form own identity
middle adulthood:30-65yo
late adulthood
young adulthood
health correlated more to lifestyle than age
fertility declines - women experience menopause at around 50
decline in sensory abilities: seeing and hearing
decrease strength and stamina
brain lag in speed and reaction
weaker immunity
but acquired antibody help protect against getting sick
lose 5% brain mass - account for less inhibition, but brain can reorganize
best prospective memory - good at recall
Neurocognitive disorders/dementia: acquired disorder marked by cognitive decifits
Alzheimer's: NCD marked by neural plaques, progressive decline in memory and other cognitive functions ( reasoning, emotionally flat, disoriented/disinhibited, incontent, mentally vacant
why? loss of brain cells, deterioration of neurons that produce ACh
midlife transition - crisis when transition from more of life behind than ahead of you, most are okay
usually experience crisis bc of lifechanging events - job change, retirement, death
experience that is in line with social clock: culturally prefered timing of social events, or chance events
Adulthood commitments: Love, Work
mood is more stable, enduring and less extreme than teens. older people attend to positive emotions more than negative ones
looking at life with a sense of meaningfulness and wholeness
candles in a crayon box experiment - show from 4yo onwards
Wynn and Bloom's research on morality -
look time = like sth (contrary to habituation explanation)
look at triangle helper longer than square hinderer
Fundamental moral reasoning is born with
5m - reach for nice yellow puppy, bc saw it as helpful
3m - look at yellow puppy much longer than blue puppy
Also born with sense of justice: if the doll stole a ball before the blue/yellow puppy demonstration - infant chose blue puppy
Also born with "evil"
infant likes doll that likes the same snack, show negative feelings towards doll that didn't like same snack, bc reached for blue puppy
people are bias to like/favor similar things to themselves -explains racism
social deficit: hard to read intention of others
if you say cup with a picture of a cup, may not understand you are naming it unless you're point it out quite literally
Harlow
Baby monkey go to feeding mom first, then stay with cloth mom for the rest of the time
jumps to cloth mom when in a fearful situation
If raised away from any mom, when put in fearful situation, corner themselves
Bowlby
close bond of mom and child = pleasurable and help in fearful situation
Ainsworth "strange situation"
how baby responds to mom leaving is telling of their relationship
stranger +mom - happy kid and shares and is social
mom leaves, stranger is there - show sign of tension, become quiet
mom returns - smile and less tension
mom and stranger leaves - visibly upset/crying
stranger returns - still upset, let pick up but not fully effective
mom return - interact and seek contact they need from mom
test on secure attachment kid
mom abruptly leaves causes anxiety, mom return immediately hug and seek closeness
Prof's take: early relationship doesn't = social relationship in the future (NOT ENOUGH RESEARCH TO PROVE YET), but early relationship model can be used to mirror what adult relationship can look like
avoidant (20%): not care about caregiver at all
10-15% of kids are born either very shy or very outgoing - can be corrected through parenting
the activity level of the child is the most biological side of temperament observed already
Parenting STILL MATTERS
Harlow: monkey behavior can be corrected if younger monkeys come in and socialize with the shy momless monkey
adopted children can change drastically
Judith Harris - The Nurture Assumption suggests peers matter more than parents
Humans are designed to adapt to a group - from the moment in daycare
Attribute to peer and biology - developed from the idea that parents and kids can turn out rlly different, twin separate at birth are similar
Parents should still raise kids well and develop good relationship, but not that much influence in little things so don't try to be overly involved in decisions/habits or attribute their success to parenting
Criticism: research mostly on superficial behavior eg smoking, language - complicated
a lot of behavior is domain and situation specific - depending on what is investigated - parents have control over diff things
peer: impt in social/esteem, parent: impt in future choice/religion
peer: in little things like habits, likings. parents: in moral character
Gender: psychological male or female
Gender role socialization: people treat kids of diff gender differently
treat boys to be more active and to explore
treat girls to be less active, tell them they're pretty and talk more to girls
In the lab, finding differences in gender is less significant than society makes it to be
because people don't see gender as relevant in studies, but in social setting is exaggerated because recognize gendered situations