03.psychological development
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Psychological development
Ottilia BorossMcDaniel College Budapest2008
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Capacities of the newborn
Cognitive development in childhood Piaget Kohlberg
Personality and social development attachment
gender development
Adolescency
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N ature nurture debate
maturation
- innately determined growthand change
- fixed schedule
- different rates
- some environmental influence(e.g. motor development)
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Environmental InfluenceEnvironmental InfluenceEx perience affectsbrain development
Impoverished
environment
Rat brain
cell
Rat brain
cell
Enriched
environment
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Capacities of the newborns
Vision short-sightedness poor visual acuity double-vision
Prefer big contrasts (edges) complex features
curved lines
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T asteand
smell
ExcellentRecognizes mothers milk
Sweet-preference
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H earingexcellent at birth
6 weeks-4 months shift
sensitive totones (Mozart)speech (foreignlanguages)
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Learningandmemory
fast andexcellent
evenremembertheir fetalexperiences
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Experimental methods with babies
Conditionedkicking
3-6months
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Eye-tracking
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S tages of developmentS tages of development
infancyinfancy childhoodchildhood adolescencyadolescency adulthoodadulthood
behaviors are organized at a given theme /behaviors are organized at a given theme /a coherent set of characteristicsa coherent set of characteristics
are qualitatively different from behaviorsare qualitatively different from behaviorsat later or earlier stagesat later or earlier stages
All children go through the same stages inAll children go through the same stages inthe same orderthe same order
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Sensitive period time-window for the brain the individual is particularly receptive to certain
types of stimuli or interactions begins and ends gradually period of maximal sensitivity
Windows of opportunity
If missedthe brain has progressed past the pointat which information can be simply absorbed
- attachment- mental modeling of the environment- music- sports
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Critical period: time-window for the brain
exclusive period for acquiring a specific ability the relevant stimuli must be there begins and ends abruptly
Like: binocular vision (1-3 years)
hearing language acquisition
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Children are active
builders of theirknowledge
Like little, inquiering,
naive scientists, childrenconstantly constructand test their owntheories of the world
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S chemas(theories)
to understand
features ofthe world
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A ssimilation : incorporating
newmaterialsfrom theenvironmentinto aschema
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A ccomodationchanging the
schema tobetter fit theenvironment
ex perience fails to conform to e x isting schema
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operation: logical thinking
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S ensorimotor stage: (birth to 2 years)adapting to &
exploring the environment
brain makeup sucking and visual orienting reflexes innate tendencies to adapt to environment learn through senses repetitions with variations
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Out of sight, out of mind
8-10 month - O bject permanence Understanding that objects exist independently of
our thoughts and actions
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Preoperational stage (2 to 7 years)
Magical thinkingthere are witches, fairies ...
... andSanta Claus is comingtonight
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Animism: attributing life andthinking to inanimate objects (see
religions and mythology!)
T he sun is shining directly on to them ...
.. and there is a spirit in every tree ....
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Egocentrism : the inability to take anotherperson's perspective or point of view.
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Centration : T he tendency to focus or center ononly one aspect of a situation and ignore other
important aspects. Unable to see that objects alike inone property might differ in others
Pick the yellow triangles!
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Conservation : T wo equal physical quantitiesremain equal even if the appearance of one is
changed, as long as nothing is added or subtracted.
Centration (height O R width) and lack of conservation
Irreversibility: T he inability to mentally reverse a sequence ofevents.
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Make-believe play Pretend-play and
imitation cooking, mum-and-daddy
play
T hinking is literal and concrete(do not understand proverbs)
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T heory of mind
... understanding,that
others have feelings
and thoughts,different from ours they are intentional
agents ...
Autistic children do not have a theory of mind
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Concrete operational stageClass inclusion Classifying and generalizing on observable properties
(all dogs are animals but that not all animals are dogs).Serial ordering Arranging a set of objects according to an observable
property; establishing a one-to-one correspondencebetween two observable sets (the smaller the animalthe faster its heart beats)
Reversibility Mentally inverting a sequence of steps.Conservation Realizing that a quantity remains the same if nothing
is added or taken away, though it may appeardifferent.
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F ormal operational stageT heoretical Reasoning
T hinking scientifically, being capable of mentaloperations such as drawing conclusions, constructingtests to evaluate hypotheses.
Combinatorial Reasoning Considering all combinations of abstract items.Proportional Reasoning Stating and interpreting functional relationships in
mathematical form.Control of Variables Recognizing the necessity of an experimental design
that controls all variables but one. Probabilistic and Correlational Reasoning Interpreting observations that show unpredictablevariability and recognizing relationships amongvariables.
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Piagets theory of moral development(moral reasoning)
morality =developmentalprocessinterpersonalinteractions
parallel play - no rules
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"heteronomous" stage strict adherence to rules and duties
obedience to authority moral realism (objective responsibility,
when the letter of the law is above thepurpose of the law; the outcomes of actionsare above the intentions of the person)
immanent justice (punishmentsautomatically follow acts of wrong-doing).
autonomous stage consider rules critically
apply them in a selective way
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Lawrence
Kohlbergstheory of moral
developmentmoral reasoning
continuesthroughout thelifespan
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Levels of moral behaviour
Level 1 (Pre-Conventional)1. O bedience and punishment orientation2. Reward orientation
Level 2 (Conventional)3. Interpersonal accord and conformity ( T he good
boy/good girl orientation)4. Authority and social-order maintaining orientation
( Law and order morality)
Level 3 (Post-Conventional)5. Social contract orientation
6. Universal ethical principles (Principled conscience)
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Personality and social de velopmentT emperament : mood-related
personalitycharacteristics
can predictemotional andbehavioralcharacteristicfeatures later inlife
Easy (40%)Difficult (10%)Slow to warm up
(15%)
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Emotional
developmentLove Between
Mothersand Babies:
are mothers
only a mere sourceof food ...?
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attachment
tendency to seekcloseness to
important others
Separation an
xiety 8. months
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tested the idea
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T ERRY-CLOTH MOTH ER
well proportioned andstreamlined monkeybody made of wood
covered with rubber,sheathed in cottontowelling (soft to
touch) light bulb behind made
her warm
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WIRE-MASH MOTH ER
made of wire mesh
lacked contact comfort
had breasts
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the young monkeys clung to the terry-clothmother whether it provided them
with food or not
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got protection an d comfort
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Strange Situation Parent and child are alone in a room Child explores the room without
parental participation
Stranger enters the room, talks tothe parent, and approaches the child
Parent quietly leaves the room Parent returns and comforts the child
M ary A insworth1913-1999
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Strange Situation
Securely attached
Insecurely attached,ambivalent
Insecurely attached,avoidant
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Parental attitude
Goodness of fit(matchingtemperament)
Sensitiveresponsiveness
(tayloring theanswers to thebabies needs)
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gender identity:a firm sense of being a memberof one of the sexes
Psychoanalytic theory Social learning theory Cognitive developmentaltheory Gender schema theory
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se x -typing
culturally determined stereotyped attitudestowards men and women
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Psychoanalytic theoryPSYCHO SEXUAL DEVELO PMENT O ral
AnalPhallic Boys ( O edipus complex/castrationcomplex identify with father,develop stronger sense of morality
Girls penis envy, weakeridentification with mother, lessdeveloped sense of identity)
Latency
IDENT I F ICAT I ON
HO MO SEXUALI T Y:WRON G IDENT I F ICAT I ON
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S ocial learning theoryRewards and pubishments of
gender-appropriate andinappropriate behavior byadults and peers(reinforcement)
It is like any other of behavior(so it is subject ofmodification)
O bservation and imitation ofmodels feminine and masculinebehavior
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Barbie for girls
L ego for boys
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Cognitive developmental theory
children learn gender (andgender stereotypes) throughtheir mental efforts toorganize their social world (notbecause they are rewarded orpunished).
Gender constancy: tounderstand that people cannotchange genders the way they
can change their clothes,names, or behavior (it is afunction of cognitivedevelopment)
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Gender-schema theoryT hree key gender lenses (hidden assumptions):
gender polarization (men and women are different and thesedifferences constitute a central organizing principle of sociallife)
androcentrism (males are superior to females; male experienceis the normative standard)
biological essentialism (the first two lens are due to biologicaldifferences between the sexes).
gender acquisition =self-fulfilling prophecy
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