PSY 620P January 15, 2015. January 22 – Culture in Development (cont). Lansford, J. E., Chang,...
Transcript of PSY 620P January 15, 2015. January 22 – Culture in Development (cont). Lansford, J. E., Chang,...
Advanced Developmental
Psychology
PSY 620PJanuary 15, 2015
Discussion Leader Assignments
January 22 – Culture in Development (cont). Lansford, J. E., Chang, L., Dodge, K. A., Malone, P. S., Oburu, P., Palmerus, K.,
Bacchini, D., Pastorelli, C., Bombi, A. S., Zelli, A., Tapanya, S., Chaudhary, N., Deater- Deckard, K., Manke, B., & Quinn, N. (2005). Physical discipline and children’s adjustment: Cultural normativeness as a moderator. Child Development, 76, 1234. Jaime1
Chen, X., Chen, H., Li, D., & Wang, L. (2009). Early childhood behavioral
inhibition and social and school adjustment in Chinese children: A 5-year longitudinal study. Child Development, 80, 1692-1704. Sarah1
Chen, X. (2012). Culture, peer interaction, and socioemotional development.
Child Development Perspectives. Caroline1 Bulotsky‐Shearer, R. J., Manz, P. H., Mendez, J. L., McWayne, C. M., Sekino, Y.,
& Fantuzzo, J. W. (2012). Peer play interactions and readiness to learn: A protective influence for African American preschool children from low‐income households. Child Development Perspectives, 6(3), 225-231. doi: 10.1111/j.1750-8606.2011.00221.x Liz1
Dynamic Systems Theory (Thelen & Smith)
Dynamic Systems Theory (Thelen & Smith)
Focus on: Multiple, mutual, continuous interaction of all
components of developing system
Emergence of new forms of behavior
Development as an open system▪ Self-organizing with relative plasticity
Common Themes across Current Models
Multiple levels of organization Fused, embedded, nested
Development can be seen across all units of time ms years
Development is adaptive and organized
Not just random change Limits on possible outcomes, self-organization
Developmental Systems Perspectives – Applications (cont)
Contexts are not fully independent▪ Parenting is directly associated with the type of crowd
adolescents choose to affiliate with (Brown et al., 1993)
Effects of contexts on individual can be altered by other contexts within the system
▪ Maladaptive adolescent crowd affiliation (vs. adaptive or neutral) increased adverse effects of poor parenting and diminished effects of positive parenting (Brown & Huang, 1995)
Developmental Systems Perspectives – Applications (cont)
Effects of contexts on individual can be altered by other contexts within the system High levels of support from school personnel decreased
levels of distress among young adolescents with low levels of parental support (but didn’t make a difference for kids with high levels of parental support) (Dubois et al., 1992)
▪ Restrictive and controlling parenting is adaptive in dangerous neighborhoods (e.g., Baldwin et al., 1990)
Developmental Systems Perspectives – Applications (cont)
Social Contexts are Themselves Dynamic▪ Effects of poverty on development change
depending on timing and duration▪ Greatest effects on child if (a) family in poverty for multiple years vs. shorter amounts of time, and
(b) poverty experienced early in life vs. adolescence (Brooks-Gunn & Duncan, 1997)
Developmental Systems Perspectives – Applications (cont)
Dynamic Systems Theory – Applications Focus on change, emergence of new forms,
self-organization▪ Static System xt = f (a,b,c….)
vs.▪ Dynamic System xt = f (xt-1,a,b,c….)
Dominant behaviors as attractors▪ Arousal + negative emotional valence?
Developmental Systems Perspectives – Applications
(cont) Dynamic Systems Theory – Applications
▪ State Space Grid Analysis▪ 2-dimensional grids reflecting co-occurrence of 2 or
more variables Strange Situation examples
see Howe & Lewis, 2005; Martin et al., 2005 (and entire Developmental Review, 25 special section)
Dynamic Systems Theory – Applications
▪ State Space Grid analysis of dyadic interaction▪ e.g., “Child 2 may have
been goading the seemingly affable Child 1 through negative behavior.
▪ Eventually, Child 1 responds in kind and the interaction ends in mutually high negativity, indicating a conflict has ensued.”
▪ True?C. L. Martin et al. / Developmental Review 25 (2005) , pp. 307-308
Dynamic emergence of sex differences based on emotionality
Same sex peer proclivities Other sex peer proclivities
How do these dyadic emotional dynamics differ?
▪ State Space Grid Analysis
What features attract the target child in these 3 hypothetical plots of their successive interaction partners?
Interpret…
Fig. 5. Examples of SSG using focal observations. (A) Focal SSG for
boys: Session 1 only. (B) Focal SSG for girls: Session 1 only
Interpret…
Fig. 6. Examples of SSG using focal observations. (A) Focal SSG for
same-sex playing children.
(B) Focal SSGfor other-sex playing children
A U T H O R S : S P E N C E R , P E R O N E , & B U S S , 2 0 1 2
C A S E Y B U R R O W S , 1 / 1 6 / 1 4
20 YEARS OF DYNAMIC SYSTEMS THEORY
DYNAMIC SYSTEMS THEORY
• Emphasis on “how” of development• Change occurs within complex systems that interact over
time to contribute to produce change in behavior
• Unit of analysis: organism within a given context• Systems are self-organizing
• Behavior as emergent
• Rejection of dichotomies• Nature vs. nurture• Qualitative vs. quantitative change
REMAINING CHALLENGES
• Formally connecting units of analysis• Integrating time scales• Empirical methods
Spencer et al., 2006
Smile(sleep/drowsy)
Attentive Brow(awake)
Smile(awake)
Real time Developmental time
Messinger,, et al., 2002; Dondi, et al., 2007