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