l5 chapter 3 notes introduction
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L5 Chapter 3 Notes Introduction. Pg. 74 Developmental Psychologists- psychologists who study universal aspects of life-span development as well as cultural and individual variations. Socialization- processes by which children learn the attitudes and behaviors expected of them by society. - PowerPoint PPT PresentationTRANSCRIPT
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L5 Chapter 3 NotesIntroduction
Pg. 74 Developmental Psychologists- psychologists who study universal aspects of life-span development as well as cultural and
individual variations
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Socialization- processes by which children learn the attitudes and behaviors expected of them by society
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From conception to the 1st year
Maturation- the unfolding of genetically influenced behavior and physical characteristics
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Pg. 75 Prenatal Development
Germinal stage- conception, male sperm unites with female eggZygote- fertilized eggPlacenta- serves as the embryo’s link to food, elimination of waste, screening out some harmful substances
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Embryonic stage- embryo is 1and1/2 inches long; finger, toes, heart and circulatory system develops. Harmful effects most damaging during the embryonic stage
Fetal stage- 8 weeks now called a fetus. Greatest gains in brain and nervous system occur between 28th -40th week of prenatal development.
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Cigarette smoking- increase chances of miscarriage, premature birth, under weight baby. Negative effects of smoking may show up long after birth such as hyperactivity, (SIDS) sudden infant death syndrome, learning difficultiesHIV infected- 13-30% of babies become infected
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Pg. 76 The Infants World
Motor reflex- automatic behaviors which are necessary for survival
Rooting reflex- allows the infant to find a food source
Babinski reflex- response to touch on the bottom of the foot, infant’s toes will splay outward and then curl in
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Newborns can discriminate their mother on the basis of sight, smell, and sound
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Pg. 77 Attachment
By becoming attached to a care giver, children gain a secure base from which they can explore the worldContact comfort-innate pleasure derived from close physical contact
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Pg. 78 Harlow’s monkey studies- baby monkeys ran to a terry-cloth mother when frightened and cuddled to calm down
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Separation anxiety- 7 to 9 months, toddler becomes distressed when the primary care giver temporarily leaves them w/ strangers or a new situation.
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Mary Ainsworth: Stranger Situation Experiment- A mother places her baby in an unfamiliar situation; a stranger comes in and plays with the baby, then the mother leaves. Mother returns and the stranger leaves; mother finally leaves the child alone for 3 minutes.
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Mary Ainsworth: Stranger Situation Experiment-
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Experiment measured the child’s reaction. 3 Categories:
Seriously attached- baby cries and protests & welcomes her back
Insecurity attached Avoidant- child not caring, little effort to seek contact upon return
Insecurity attached Anxious/Ambivalent-protests her leaving, but resists contact at reunion
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Pg. 79 Insecurity attachment occurs during the 1st year of mother’s treatment. Mothers who are sensitive and responsive create secure attached infants.
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Factors that also promote the development of insecure attachment
Genetic temperament- fearful/prone to crying
Rejection by parentsStress- divorce or family members chronic
illness
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Pg. 80 Cognitive DevelopmentLanguage
From Cooing to CommunicatingProcess of acquiring language begins in the 1st month with crying and cooing.Babies understand the melody as a message, responding to pitch, intensity, and sound of language.
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“Parentese”- adult use of baby talkSymbolic gesture- 11 months, baby learns a repertoire of symbolic gestures such as smacking the lips for “food”
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Pg. 80 Telegraphic speech-(18 months to 2 years), a child’s 1st word combinations which omit unnecessary words. IE: “mama here”
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Pg. 82 The Innate Capacity for language
Noam Chomsky- Language Acquisition Device- Humans have an innate ability that allows children to develop languageSurface Structure- the way a sentence is actually spoken or signedDeep structure- contains the meaning
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Pg. 83 Piaget’s Theory of Cognitive Development
Assimilation: the process of absorbing new information into an existing cognitive structure. IE: “After a child learns what a dog is, then seeing another dog, it will recognize it as being a dog”
Accommodation- Changing or modifying your existing schemas (associations, beliefs, and expectations about a category of things or people)
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4 Stages of Cognitive Development
Sensorimotor Stage (birth –2 years): child learns through looking, touching, hearing, and putting things in heir mouth. Thinking is coordinating sensory information and bodily movements. The child is able to hold a concept in the mind. IE: the word,”fly” means an annoying, buzzing creature.
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Pg. 84 Object Permanence: learning that an object continues to exist even when you cannot see or touch it. “Peek-a-boo” at 1 year of age
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Preoperational Stage- (2 to 7 yrs.): use of symbols and language accelerates. They are able to pretend. They are not capable of reason or cause and effect. Egocentric thinking- seeing the world only from your point of view
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Egocentric thinking
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Concrete Operations Stage (7-12 yrs.): Children come to understand principles of Conservation, reversibility, cause and effect
Operation- mental actions that are cognitively reversible. IE: 2x2=4,4divided by 2=2
Conservation-physical properties do not change when their forms or appearance change
Categorize things (IE: oak as a tree), order things from smallest to largest.
Nature of identity- girls will be girls even though they may wear boys clothing
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Conservation
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Pg.85 4. Formal Operations Stage- (12 yrs. to adulthood): able to abstract reason, ideas can be compared just as objects, capable of reasoning about situations they have not experienced
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Pg. 87 Moral Reasoning
Lawrence Kohlberg- Stage of Moral Reasoning/ Moral Stage can be determined by answers given to hypothetic dilemmas
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Progress through 3 levels of moral development, each with 2 stages
Preconventional morality- Young children obey rules for fear of punishment, later because hey they think it is in their best interest to obey. What is “right” is what feels good.
Conventional Morality- 10-11 years old, based upon conformity and loyalty to others, later based upon understanding of law and justice
Postconventional Morality- based upon human rights, follows conscience rather than the law
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Pg. 88 Carol Gilligan- men base moral decisions on principles of law and justiceWomen base moral decision upon compassion and caring
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Pg. 89 Gender Development
Sex- anatomical attribute of M/FGender- cultural/psychological attributes that children learn are appropriate for the sexes
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Gender identity- a sense of maleness/femaleness, around age 4 or 5 toddlers are able to label themselves as either boys or girlsGender typing- reflects societies ideas about which abilities, interests, traits and behaviors that are appropriately “masculine” or “feminine”
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Pg. 90 Influences on Gender DevelopmentBiological factors
Preschool- boys and girls congregate primarily with other children of the same sex. Children all over the world prefer to play with same sex friends
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Cognitive factors
Gender schemas- mental belief about what it means to be male or femalePg. 91 Boys desire to play w/ masculine toys is stronger than girls desire to play with feminine toys. Boys lose status when they play with girls, girls gain status when they behave like boys
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Learning factors
Gender socialization begins at the moment of birth. Newborns are given the “right” color of blanket considered to be “male or female”
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Pg.92 Gender over the Life span
At middle age, women often become more achievement oriented, men more nurturing and family oriented
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Pg. 93 How Much do Parents matter
Power assertions-parents use punishment and authority to correct the child’s misbehavior (threats & scolding) taking advantage of being bigger and stronger. Children become aggressive (poor social skills) and have poor impulse control
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Pg.9 Induction- a child rearing practice that appeals to the child’s own resources, abilities, sense of responsibility. Children are more likely to confess rather than lie
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Permissive parenting- letting the child do what ever they want. Children often will be impulsive, unmotivated, and irresponsible
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Authoritative parenting- listening to the child, set expectations
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Limits on Parental Influence
Pg. 95 temperaments- siblings may respond differently to the same method of parental discipline.Peers- children often feel they must choose between what their parents want and what their peers wantPg. 96 The conflict a child feels between parents and peers reaches its peak during adolescence