Newborns Reflexes Rooting: –turning their head to suck for food. Sensory abilities: –Prefer...
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Transcript of Newborns Reflexes Rooting: –turning their head to suck for food. Sensory abilities: –Prefer...
![Page 1: Newborns Reflexes Rooting: –turning their head to suck for food. Sensory abilities: –Prefer human voices to non-human –human faces to test patterns. –Within.](https://reader031.fdocuments.in/reader031/viewer/2022032604/56649e595503460f94b529ee/html5/thumbnails/1.jpg)
Newborns Reflexes
• Rooting: – turning their head to suck for food.
• Sensory abilities: – Prefer human voices to non-human– human faces to test patterns.– Within days they prefer mom’s smell and
voice to non-mom’s.
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Reflexes
• Startle: or jumping to loud or sudden noises.
• Diving: babies hold their breathe underwater.http://www.youtube.com/watch?v=mFnFQZtNzx8
• Grasping: touch his palm, he’ll grab.• The may lose some of these as cognitive
abilities develop, allowing thought to replace reflex.
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Review: (not necessary to copy down)
• Infantile Amnesia: due to incomplete neural connections, few explicit long-term memories are able to be formed. – However, implicit memories of motor skills,
images, sounds and language development are built.
– Not episodic memories.
• Remember: learning is development of neural connections and synaptic change.
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Newborns
• At this stage the brain has a high degree of plasticity.
• If one brain part is damaged, another part will pick up its function.
• Plasticity decreases as we get older.
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Motor Development
• Visual Cliff experiment: shows babies can see depth, about the same time they can crawl.
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Cognitive Development: Jean Piaget
• Child psychologist who first promoted the idea that children are not little adults with less knowledge.
• Recognized that cognitive development occurs in sequences
• in the same order for all children, no matter where they are born.
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Piaget: Important contributions• Schemas: frameworks (concepts) in
which the mind organizes and interprets information.
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Assimilate: you add new examples into a schema: four legged animals with tail go into concept of dog.
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Accommodation: means you subdivide or change your schema: this four legged, tailed thing is different than a dog, it’s a new concept: cow.
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Piaget: Stages of Development Sensorimotor: 0-2
• Experience the world through their senses. Walking, putting stuff in their mouths.
• Lack object permanence up until 8 or 9 mths.
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Sensorimotor stage• At about same time as object
permanence, stranger anxiety develops.
• Hint: Look for the test question that this occurs at the same time as object permanence kicks in.
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Preoperational: 2 to 6
• Children use language, but lack logical and abstract reasoning. Do NOT think logically about the physical world. – Make believe feels real, they don’t wonder
how Santa visits all those houses in one night.
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• Egocentricism develops and they are unable to understand what others are thinking.
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Preoperational: cannot understand conservation
• Conservation: understanding that volume or mass stays the same even when shape changes:
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Another example of egocentrism thru conservation
• Do you have a brother? Yes.• Does your brother have a brother? No.• 8+4= 12. • What does 12-8=. I don’t know.• Close your eyes. Can I see you? No• How many brothers and sisters do you have? 2.• How many children do your parents have? I
don’t know.
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Egocentrism in adults in the digital age
• Examples?
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Criticism of Piaget: Theory of minds begins to develop
• Theory of minds: the knowledge that others feel differently than you, that they have different motives and understandings.
• Only humans, chimps and elephants proven to develop this.
• Use “lipstick test” to prove.
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Theory of minds
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Scores
• Fall between 9-36 with higher scores indicating empathy and need to categorize.
• Females tend to empathize more than males.
• Autistic people tend to score low on empathy (theory of minds) and higher on categorization, although they also categorize differently than non-autistic people.
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Autism
• Pervasive disorder of theory of minds– marked by inability to understand what others
think and feel– difficulty with social interactions,
communication deficits, repetitive behaviors, and cognitive deficits.
– Spectrum, not exact
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Remnants of Egocentrism
• Once we can do something, difficult to understand how others can’t.
• We imagine others notice us more than they do, particularly adolescents.
• False consensus and overconfidence effect.
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Concrete Operational: conservation and reversibility develop
• Conservation: the ability to understand that properties such a mass, volume and numbers remain the same even if they change in shape or form.
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Concrete Operational
• Reversibility: relationships flow both ways. In terms of arithmetic operations and social relationships. Ask a 4 year old (preoperational)
• Remember math problem and sibling question from before?
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Concrete operational: 7 to 11• Children can think logically
• they now question Santa, but cannot think abstractly yet, not understanding concepts that can not be seen or touched.
• The ideas of truth and justice are not considered, only rewards and punishments.
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Different cognitive ways of looking at your dog.
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Formal Operational: 12+
• Abstract and systematic reasoning developments.
• Ability for mature moral reasoning occurs: Does someone who steals bread for his starving children deserve to go to jail?
• They can solve for x (an unknown) and understand what that means.
• They can analyze poetry for symbolism of greater truths.
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Piaget: Criticisms• The main argument with Piaget’s finding was
that some of the skills he identified occur at younger ages than he supposed. – He simply did not develop the sensitive enough
tests to find them.
• Also many feel the stages are continuous, not one stopping and another starting.
•However, the stages and skills he uncovered are widely accepted today.
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Social Development: Attachment
• Babies naturally attach to parents/consistent others– more comfortable with what is often seen.
Mere-exposure effect.
• There may be a critical period for attachment: if it does not occur during a certain period they child will have problems attaching later on.
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Attachment styles
• Mary Ainsworth: Strange situation test: mother leaves baby in room with strangers. http://www.youtube.com/watch?v=QTsewNrHUHU
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Ainsworth Cont’d
• Secure: cries for a minute, goes off and plays, runs back to mom when she returns.
• Insecure/ambivalent: baby cries uncontrollably, can’t be comforted, mother’s return doesn’t help.
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Attachment
• Develops from interaction between baby and others. – Physical touching is essential for normal
growth and development.
• Responsive Parenting is the key to secure attachment.– Those with a secure base, feel more
comfortable exploring the world, know that there is a safe haven.
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Imprinting
• Imprinting is what ducks do… not people
• Baby ducks will follow there first thing they see assuming it to be their mother.
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Harlow’s Experiment• Showed monkeys would seek comfort and
warmth over food and…
http://www.youtube.com/watch?v=OrNBEhzjg8I
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what lack of attachment could do.Monkeys can literally die from lack of love.
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Attachment
• Certain inborn temperaments predispose children to attach easily.
• Temperaments tend to endure and babies help “create” the environment they live in.
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Attachment
• life stages are centered around attachments followed by separation
• specific childhood attachment style/stages can affect:
• Birth • infant to adolescent to leaving home• marriage and parenthood• being a parent to kids leaving, marriage
to death of spouse.
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Effects of Insecure attachment
• Most abusive parents were abused. But not most abused kids become abusers.
• Most criminals were abused, but most abused kids do not become criminals.
• Other symptoms: nightmares, depression, drug and alcohol abuse, binge eating, aggression.
• Difficulty attaching to others as adults, and may move from relationship to relationship.
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Attachment Influences: Temperament
• Related to the degree of excitability/reactivity/ activity levels:
• Pleasant: easygoing, relaxed, quiet, placid, predictable.
• Difficult: irritable, intense, reactive, unpredictable.
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Parenting types can affect self-concept
• Authoritarian: demands unquestioned obedience. Do as I say!! Tend to be unresponsive.
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Parenting Types
Permissive: allow children to make own decisions without supervision. Submit to children’s whims, get them what they want.
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Parenting types• Authoritative: both demanding and
responsive. Exert control by setting limits, but encouraging input from the child and negotiation of rules, particularly with older children. Encourages discussion and cooperation.
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Parenting Types
Rejecting-neglecting: disengaged, vest little, give little.
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Behavioral Outcomes correlated with Parenting style
• Authoritarian: lacks good decision-making, tend to be moody, low self-esteem. Will cooperate with the group.
• Permissive: lack self-discipline and confidence; trouble making decisions.
• Authoritative: self-reliant, friendly and self-confident. Higher self-esteem. Feel in control of their lives.
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Parental style and behavioral outcome: Correlational, so...
• Not necessarily causation.
• Perhaps temperament creates parenting style or the combination of parental temperament and children’s temperament creates parenting style.
• Do your parents treat your siblings differently?
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Parental Influence
• Children heavily influence attitudes toward faith, politics and other social attitudes. (excluding sex and drug use).
• Parents provide children with much of their non-family environment (neighborhood, schools, friends, etc.)
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Criticism of Parental Influences
• Recent studies of questioned the affects of child rearing on human development: generally, within extremes, other environmental influences have more power than parents: (friends, personal experiences, teachers, etc.)
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Gender Identity: Sense of being male or female.
• People develop concepts of how a boy or girl “should act”, gender-typing
• sense of being a boy/girl, gender-identity.
• Developed by observations and imitation (family/culture): social learning theory
• Gender schema theory: after learning concepts of male or female (schema) adjusting behavior/attitudes to match.
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Child Care
• Quality, low teacher-student ratios, stimulating, day care seems to have a moderately positive effect and little negative effect on children or attachment to parents.
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Divorce and Children
• 90% of Children of Intact families have problems that fall within “normal ranges.”
• 74% of Boys and 66% of Girls in divorced families fall into that range.
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Causes of problems in Children of Divorce
• PARENTAL LOSS
• ECONOMIC LOSS
• MORE LIFE STRESS
• POOR PARENTAL ADJUSTMENT
• LACK OF PARENTAL COMPETENCE
• EXPOSURE TO INTERPARENTAL CONFLICT
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Development and Culture
• Attitudes toward work, family, behavior and education vary based on culture.
• Culture changes from place to place and time to time.
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Development and Culture
• Culture and cultural expectations also contribute to schematic development.
• Asian children encouraged to develop self-concepts related to group, Western children as independent people.
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