Infant child and development Exam 2

4 phases of attachment (Bowlby and ethological theory)

-Attachment = biological process built into a species AND lifelong emotional bonds In infancy provide basis for future relationships =Pre-attachment (6-8 weeks): infants learn to recognize their mothers by smell and sound. etc. =Attachment in the making (6-8 weeks to 6-8 months): babies begin to behave differently in the presence of familiar caregivers and unfamiliar adults =True Attachment or CLEAR CUT (6-18 months)- main types of attachment forming and world = bigger because they're walking =Reciprocal Relationships (18 months)

Which aspects of Bowlby's theory have been supported by research and which have not?

(1) Single main attachment figure-- mother WRONG -attach to more than one person 2) Attachment develops in stages (3) Internal Working Model- relationship with primary caregiver leads to expectations of caregiver's availability (4) Critical Period of 2 years Hypothesis WRONG- more of a sensitive time BUT can still attach after 3 years (Chisolm- orphanages in Romania and attachment in all kids) (5)Long Term Consequences of maternal deprivation like delinquency, reduced intelligence, aggression and depression -WRONG not as severe

What are the four patterns of attachment/insecurity and how are they identified from the Strange Situation? What types of parent-child interactions lead to the 4 different types of attachment?

(1)Secure: 60-65% upset when mother leaves, not consoled by stranger, happy when mother returns. Associated with sensitive and responsive primary care. (2)Insecure/Resistant: (10-15%) intensely distressed when mother leaves, distress mixed with rejection on return. Associated with inconsistent primary care (3)Insecure/Avoidant: (20%) unconcerned by mother's absence, showed little interest when she returns. Associated with unresponsive primary care (4)Disorganized/ Disoriented :(5-10%) Shows mixture of other 2 types of insecure attachment behaviors ® Approach/ avoidant conflict when mother returns ® May act dazed and confused at mother's return ◊ Associated with non responsive and abusive parenting

what views of attachment do we keep from Bowlby's original ideas?

- stages -attachment sets up Internal working model of expectations of a caregiver's availability -More of a sensitive period to attach rather than a critical period because can form relationships after 3 years -although some detriments, the consequences are not so dire

How does learning to walk affect social development?

-(Burton and siegal) - when walking and learning to walk= important for exploration which is important for problem solving and mental and social development -walking allows babies the practice at problem solving they need -1990s = babies hitting milestones later than before because they aren't getting tummy time because of SIDS- again- tummy time and exploration and chances to push self up = quicker milestones -Increased social interaction linked to onset of walking Consistent with DST, achievement of motor milestones produces system-wide changes across many developing domains

insecure avoidant

-20% -unconcerned by mothers absence -Little interest when she returns -Associated with UNRESPONSIVE care- child believes communication of needs has no influence on the caregiver

babies visual discrimination of objects

-AT 4 moths = pick up on cues based on MOVEMENT AND color, texture and edges! AS THEY SEE THESE OBJECTS and gain control to reach and GRASP these objects, they learn about them! BEING ABLE to differentiate objects in space = helps them when they are trying to reach and grab. MOTOR DEVELOPMENT AN OBJECT PERCEPTION: -can grasp and manipulate 4-6 months -WHEN object manioulation accelerated with velcro mittens GREATER ATTENTION!! THE MORE THEY ARE ABLE TO GRASP AND HOLD OBJECTS THE MORE INTERESTED THEY ARE IN THEM. IF THEY CAN SEE AND TOUCH AND FEEL OBJECT THEY ARE GOING TO WANT T REACH THEM MORE BECAUSE THYE GAIN THEIR ATTENTION.

What are the characteristics of attachment and how does it develop, according to the ethological theory of attachment (Bowlby).

-Child enjoys contact with parents. -Proximity Seeking (try to remain close). -Separation Anxiety- protesting when separated AKA Stranger Anxiety. -wary of strangers -Secure Base (comforted by parents' presence) Bowlby: attachment is a biological process built into species, believes in "contact comfort"

kinetic cues for depth perception

-DEVELOP AT ONE MONTH -idea of looming- as an object moves towards you it gets bigger - just a general larger size. -use this cue early on in life.

visual expansion for depth perception

-DEVELOPS at ONE MONTH -refers to the fact that as an object moves closer it fills even greater portion of the retina. WHY we flinch when people throw stuff at us -AND the fact that each individual part of it is getting bigger as well AKA use to make sure things aren't going to hit them in the face

early views of attachment

-Emphasize role of mother as provider of nourishment aka main person to attach to Psychoanalytic= mom feeds babies needs= mom attach Learning= baby sad and hungry, moms food makes happy- so they feel good when around mom BUT HARLOW- rhesus monkeys- babies choose Terry cloth mom that doesn't nourish AKA moms aren't attachment role because of nourishment- INSTEAD COMFORT

fine tuning in facial perception and is is unique to human faces?

-FIRST 6 months = NOT specific AFTER that, for rest of the year= TUNED TO HUMAN TEMPLATE BY 9 months- NO LONGER discriminate primate faces!!! this is because of experience and synaptic pruning

understanding what others think

-Hard part is getting away from egocentricism in pre operational- need to look into perspectives -Look beyond this after PRESCHOOL:

What factors influence the development of self-esteem?

-Heredity-indirectly. Genes help to make some children more sociable, attractive, smarter, more athletic. Consequently, greater self-worth -Also affected by how others view them. Parent's Discipline also related to self esteem. HIGH SE= -nurturing involved parent -positive peer comparisons -competence in child valued domains LOW SE= -peer problems -psychological disorders -bully/aggressive behavior -poor school performance ACHIEVEMENT- - high achiever = higher SE -low achievers = RISK for lower

how stable is temperament

-IS IT STABLE? -longitudinal study by tom and chess= long term stability in temperament = low ESPECIALLY when reaching adolescence -RECENT FINDINGS: -persisten children = more success at school -shy = difficulty with peer interactions -anxious= comply to parent rule -angry= prone to depression -uninhibited= low self regulation and more risk for drug and gambling

Mary Rothbart

-Identified three basic dimensions of temperament! Surgency VS extraversion- whether a child is happy and actively seeking stimulation -Negative Affect= extent to which child is angry, fearful and frustrated -Effortful Control= extent to which child can focus attentions, not distracted and can inhibit responses

How do infants integrate information from different senses?

-ONE OF FIRST integrations = sensory integration - connecting face to voice

changes in levels of self esteem

-Preschool years = HIGHEST self esteem Piaget- egocentric think of selves. -DROPS in elementary years because compare self to peers. END of elementary school = STABLE self esteem -Middle school entering = suffers because they don't know where they stand as opposed to other age mates they didn't go to school with ETHNICALLY: -US = higher self esteem in elementary than others, BUT gap changes in adolescence to opposite -MAYBE because ethnic identity discovered as teens and they raise self worth asians= low self esteem early and later as they emphasize modesty and reluctant to proclaim positive self worth

how do basic emotions change with development?

-SITUATIONS that elicit emotions often change due to experience and cognitive development -FEAR: 6-7 months= stranger fear 9-24 months = masks and clowns PRESCHOOL= the dark and monsters -DISGUST: -evident in infants then changes due to different stimuli EX: might go from gross new foods to later disgust from food contamination like someone putting bugs into food BUT- for a while- if bug is taken off, disgust goes away- later on they truly realize contamination is irreversible

What are complex emotions and when do they develop? HOW are they related to self concept?

-These develop later on in life between 1 and 2 years! Embarrassment, pride, guilt and shame DEPEND on their own concept of self and ability to evaluate adults standards Embarrassment= exposed self, touch body/sheepish smile Pride= open face open body arms in air- some type of achievement or meeting of a standard Shame= app of pride, attempt to hide when don't meet a standard COMPLEX BECAUSE YOU HAVE TO BE SELF AWARE

How does adult feedback to children affect the development of learned helplessness and different types of mindsets?

-adults giving INTELLIGENCE or person praise = you must be really smart THIS fosters a learned helpless mindset -Adults giving EFFORT or process praise = you must have worked really hard THIS fosters mastery orientation GIVING successful situations and less failure doesn't help BUT changing the way they think to make it effort based does help <6 = behavior focus - its time to wash hands, you did this all by self! 6+ = emphasize effort, process, mastery and differences in learning

cultural differences in emotional expression

-asians = encourage emotional restraint. European babies smile more by 11 months than asian babies. ALSO- situations that evoke pride in some cultures evoke shame in there. -European = proud of spelling B win but Asians = embarrassed at honors and achievement US children = MORE angry. ASIANS= Buddhist where there is going kindness to all and should not hurt others.

Bowlby and attachment

-attach = enduring social emotional relationship to another adult = more likely to survive evolutionarily PREATTACH= 6-8 weeks: recognize mother sound- and smile and gaze at parents when they are held. -EVOKE interaction = first step BEFORE attachment relations TRUE ATTACH= 6-8 months to 18 months. NOW they have singled out attachment figure. (mom usually) this is new stable emotion base. ATTACH established. -shows mental representation of mother and knows mom will be there to meet Childs needs RECIPROCAL REL= new cognitive and language skills and experiences = true partnerships. TAKE initiative in interactions and socially reference. -COPE with separation better because they understand they'll come back

How do babies react to the still face demonstration?

-babies often try to get the mothers attention by pointing and clapping and imitating things they've done together AND they screech -THEY get stressed and have negative emotions Good= they're trying to imitate and play to get attention AND ability to recover when mother gives the baby attention again -Bad= stress them out and flood with negative emotions BUT - sometimes don't get to recover and get stuck in the negative emotion state

Why does Adolph propose that there are 4 learning curves when infants are learning to use depth information?

-because the visual cliff does not prove that there is real fear evident, and simply that children have to LEARN these things, they have to LEARN and relearn DEPTH information overtime they hit new motor milestones -EX: depth cues different when crawling than walking- so they have to relearn with each new posture and component. CONSTANT process of learning to learn! 4 learning curves= sitting, crawling, cruising or walking. HAVE to readjust and relearn with each upgrade in movement

How is self concept and self esteem measured in preschool and school-aged children (ages 3-12)?

-can measure at first by mirror and shopping cart tests THEN- Self concept change 2-3: Understanding ownership "mine", and autobiographical memory -AKA looking and recognizing language and verbal changes- they start showing understanding of ownership, pronouns and events that happen to them THEN- look into the way they speak of themselves even further. SO language = very important. -goes from pronouns and positive vague physical concrete descriptions AND TURNS INTO psychological descriptions in different segregated domains!

how do we know a child is self aware?

-can only experience complex emotions when there is some level of self awareness -Mirror recognition- and red dot on nose experiment -Shopping cart experiment USUALLY become self aware by the age of 2

reaching and grasping continued

-changes illustrated through how they feed themselves- 6 months = finger foods and pick them up and get them into their mouths. 1st birthday = eat with spoon! 2nd= can scoop food from dishes and place spoon in mouth preschool children = more dexterous = more precise and delicate movements with their hands and fingers. BUT HANDEDNESS: in the beginning they use both hands equally- BY 1ST BIRTHDAY = usually right handers GENES biases = handedness

false belief and second order false belief

-friends playing softball in park, Amy goes home to get glove, and goes to return to field but the others left field to get ice cream. RETURNING to field because of false belief that they were at the field SECOND ORDER: as kids leave park, Lindsay calls Amy to tell her that they are going to get ice cream because SHE COULD THINK THAT AMY WAS GOING TO FALSELY BELIEVE that they were still at the field.

infants hearing troubles

-heredity == leading cause of impairment POST BIRTH: leading cause = meningitis -concerned if they dont respond to sound or have hearing infections - misses milestones: -turn in direction of sound 4 months -respond to name 8-9 months -speak 12 months

heredity and environmental contributions to temperament

-heredity plays part SO identical twins more alike than fraternal. -environment: parents behavior affects- infants less emotional when parents are responsive. -environent can amplify genetic eff. LIKE high level negative affect = elicit harsh parenting -temp = makes children susceptible to certain environmental influences. BENEFICIAL or harmful. -Kids with DRD4 gene = more likely to benefit from positive environments and more likely to be harmed by negative environments DRD4 not temperament gene but linked to temperament BEHAVIORS. European babies = more likely to cry from injections and inoculations than Asians. MAY be heredity or the fact that asian moms soothe more

sources of self esteem

-heredity- genes make some people better than others and then more likely t have higher self worth -others view of them: parents views important. -greater self esteem when harmony and nurturing homes -discipline: reasonably expectations = greater self esteem -failure to set rules = lower

What methods have been used to study self concept in infants and pre-verbal children?

-mirror self recognition != controversial because you need to understand more than yourself and need to know how a mirror works -Shopping cart test! child on mat thats holding shopping cart back from moving, most don't figure out why it won't move -USUALLY understand at around 18 months

summary of emotional development

-newborns experience joy and distress. -Basic emotions emerge in the first year. -Self-conscious emotions appear at 18-24 mos. and depend on cognitive awareness of self. -At 6 mos., infants recognize emotions; by 12 mos., use social referencing -With age and cognitive development, situations eliciting emotions change; children can better interpret emotion, understand causes of emotions, understand display rules, and regulate their own emotions.

habituation and dishabituation as methods for studying perception

-over time if stimulus is repeated they become habit. IN TEST PHASE show a new stimulus IF habituated = interest in stimulus goes DOWN IF dishabituated = interest goes up and they SEE A DIFFERENCE ADV: more information because they can see if there is contrast between categories. Procedure for measuring non nutritive sucking!!!

causes of insecure attachment

-predictable, responsive parenting is important early on SO IF NOT RESPONSIVE early on, then less secure infant -Depressed moms = associated with insecure attachment -Responsiveness affects IWM and could destroy expectations -Child CARE important = insecure associated with LESS sensitive and low quality care BUT maternal employment NOT related to quality of attachment -TEMPERAMENT -difficult infants = high risk for insecure attachment IF ATTACHMENT FIGURE IS NOT ATTENTIVE OR AVAILABLE THEN INSECURE -then fear, anxiety behaviors an visual checking to reestablish contact forms. -IF consistently looking for contact then avoidant -if not consistent then resistant

how self concept changes as we grow

-preschoolers tend to describe themselves regarding mostly physical characteristics- things that are observable. -Euro talks about self and asian describes self with social relationships BY 5 to 7= more likely to mention emotions and the social groups they belong to -AND level of skill in relation to class EX: im a better speller than the whole class. ADOLESCENCE: now include personality, religion, politics AND how personality changes in different settings. ALSO includes future plans AND REFLECTION BASICALLY -Preschool= concrete, here and now -Adolescence= abstract and evolving

Adoph argues that infants are "learning to learn" when developing locomotion skills. What does she mean and how her view different from the maturation view of motor development?

-questions whether babies are actually afraid of heights- OR if they are just learning to adapt and appreciate gaps, postures and slopes -VISUAL cliff= good at testing but to test if there is real fear, TAKES AWAY GLASS -NOT NECESSARILY FEAR, BUT LEARNING TO NOT WALK OFF THE CLIFF.

chisolm and romanian orphans

-romanian infants adopted by Canadians and children are able to form secure attachments with adoptive parents -younger they are when adopted = MORE securely attached -LAter adopted = more abnormal social interactions and behavior problems Later adopted children's adjustment mediated by parent/family characteristics like age, edu level, SES etc.

visual preference as method for studying infant perception

-shows infant 2 things to look at and record how long they look at each. IF they look longer at ONE then they notice a difference. OFTEN prefer patterns and happy faces! Advantage= not much to study so this is SOMETHING

emotions and school refusal

-sometimes can be because afraid of certain situations at school, or a desire for attention or even just reflect child wanting to play video games instead of going BUT = leads to poor academic performance later on! CAN be treated with behavioral and cognitive strategies. TECHNIQUES used for relaxing and reinforcement used to help kids cope with anxieties. ALSO parents can establish morning routines and reward school attendance. in meta analysis goes from 30% to 75% attendance

What are the characteristics of the three types of babies identified by Thomas and Chess?

-studied 9 diff behaviors and simplified into 3 different types of temperament -40% = easy: positive, predictable, open -10% = difficult: active, irregular, negative to new things -15%= Slow to warm up= lower activity and moodiness

motor development and maturational theory

-this theory of development reflects a natural unfolding of prearranged biological plan -longitudinal study filming babies and motor development -ALL babies seem to hit motor development milestones at the same times. BUT- all middle class white babies so

prejudice development

-usually based on social group -observed in 2-4 years AND stronger in 5-7 years. -AFTER learn about specific group they attribute positive traits towards that group -NEGATIVE views of other groups = slow beginning in elementary school- NOT because hostile but not the same as own group NATURAL kind of prejudice stable after birth and elementary school THEN declines as norms are discouraged. BUT still implicit bias

When can babies respond to touch and experience pain?

...they can sense touch first in the womb and move around in response. LATER on in pregnancy, fetus is then able to distinguish touch from pain. -first sense to actually develop. AND just as they can show whether they are in distress or not from birth in their basic emotions, as babies, they are able to respond to touch and pain from birth. -HOWEVER- of course can still respond to pain and touch in utero

how does a fixed mindset develop

1) Is it achievement? girls have more instances and yet have higher achievement 2) Negative feedback? girls have less negative feedback so no 3) HOW FEEDBACK IS INTERPRETED!! -boys get worse grades BUT get comments with grades like to messy, ty harder SO THEY DEVELOP MORE GROWTH MINDS -GIRLS get less comments at all SO they think its their own fault

infants facial perception

AT FIRST = prefer looking at faces without even realizing they're faces. -AT SIX WEEKS =newborn's in tune to human faces and. prefer organized faces over scrambled faces, and upright and attractive. THEN: start integrating voices with facial shapes BC THEY CAN SCAN: -1 month = fixate on features -3 month= internal features and scanning eyes ears and mouth AND BOY VS GIRLS AT 6 MONTHS = 100% CLEAR -CAN recognize facial expressions in 3-6 months and get emotions by looking at facial expressions. BY 9 months = social referencing!

Insecure resistant

10-15%= -intensely distressed when mother leaves -Distress MIXED with rejection on return ASSOCIATED with inconsistent child care, so sometimes Childs needs are met and sometimes they are not

reaching and grasping

4 months = successful reaching. clumsy but as they grow they can gt things more easily. not smooth but easier. -reaching involves moving hand in location GRASPING requires coordination between fingers. CANT use thumb until 7-8 months for grasping! GRASPING: adjust their hands several ways- classified babies touch and grasping of a pencil. two to three fingers okay for small objects but for larger pencil = whole hand vertically for vertically orineted and horizontal for horizontal. MOST 12 month olds grasp appropriately and then HALF 10 month olds did so. BASICALLY: 10 months old can't adjust their hands on multiple dimensions simultaneously as they grasp objects as they develop, control and coordination helps them grasp and hold- by 1 year should be able to hold with one hand and by.2 years should be bale to use both

How does self-esteem change with age?

4-6 = preschool and young elementary: -inflated self worth and may reflect what they want to be like instead of what they actually are 7-11= older elementary= differentiated, accurate and stable sense of self -self worth includes different domains

secure attachment

60-65%= upset when mom leaves, -not consoled by stranger -Happy when mother returns ASSOCIATED with sensitive and responsive care

Describe the development of achievement-related attributions. What are mastery-oriented attributions and learned helplessness.

Achievement Related : explanations for success and failure MINDSET= established attitudes- FIXED or GROWTH Mastery: response to failure to work harder Learned Helplessness: response to failure is to give up

How does prejudice develop in children?

Age 2 = preference for own group 3-5= positive traits to own group- so not prejudice, just more positive for self 6-12= know stereotypes and prejudice increases -THEN declines!!

basic emotions and when they develop?

BIRTH= pleasure and distress 1st year = 8 emotions (joy, interest, surprise, anger, frustration, fear, sadness, disgust) 2-4 months = social smiles 4-6 months= Anger, sadness, frustration EVIDENT with failures to achieve goals 6-7 months= FEAR- stranger anxiety 9 months = ALL BASIC EMOTIONS -Joy, interest, surprise, anger, frustration, fear, sadness and disgust

evolutionary psychology and attachment

BOWLBY= attachment = biological process built in -Harlow= contact comfort in attachment -Spitz= hospitalized children= separation produces despair and detachment AND long term emotional trauma -Infants built in behaviors make it difficult to nurture them -cries = hard to ignore -facial features= elicit nurturing responses

How does the ability to recognize other people's emotions develop?

BY 6 months= babies can distinguish happy, surprised, sadness and anger. USUALLY in mother or primary caregiver first! -CORRELATED with amount of time spent with parent per week! AKA recognize emotions in faces that they recognize before others. BY 8-12 months = SOCIAL REFERENCING -using others emotions to interpret OWN behavior BY 18 months = Can regulate own behavior to avoid making adults angry BY 3 years = LABELING emotions BY 5 years= Understand CAUSE of emotions

How does prejudice develop according to Developmental Intergroup Theory (DIT)?

Belief that bias and prejudice emerge naturally out of children's efforts to understand their social world. Biases influenced by the social environment. -WANT to know bases for classifying people -Young children = focused on dimensions LIKE race, gender, age and attractiveness MIGHT BE INNATE

According to DIT, what factors and characteristics of the social environment contribute to bias (and how)?

Biases prejudice emerge from children's attempts to understand the social world, children see a dimension used to group people and then construct hypotheses about its importance. Factors contributing to bias: -Proportional group size: smaller minority groups are more distinctive than larger -Explicit Labeling:grouping criteria like gender, reading ability ETC increase when they are GIVEN labels -Implicit Segregation: creating implicit categories of people who socialize together and noticing differences -Implicit/explicit attributions (images) -Perceptual discriminability- focus on dimensions of things like oh this is like me, this is not like me

What do studies of Romanian orphans who were adopted at different ages tell us about whether there is a critical period for attachment?

Children that were adopted early (less 4 months) were more securely attached, while later adopted (>8months) had more abnormal social interactions, behavior problems. Evidence for a sensitive period.

What is temperament and how has it been studied (i.e., what dimensions are included) by Thomas and Chess and by Rothbart?

Constitutionally based individual differences in emotional, motor and attentional reactivity and self-regulation that demonstrate consistency across situations as well as relative stability over time -constitutionally AKA should be stable over time and should be genetically linked

motion parallax

DEVELOPS AT ONE MONTH -refers to the fact that nearby moving objects move across our visual fields faster than those at a distance. -WHEN you look outside window of moving car trees move quick but the mountains in the distance = much slower USE these cues in the first few weeks

retinal disparity for depth perception

DEVELOPS BY 4 MONTHS based on the fact that the left and right eyes often see slightly different versions of the SAME SCENE: -when objects are distant the images appear in similarr positions on retina but when they are near they are in different positions START using this on at around 4 months

perceptual social linkage hypothesis (Lee et al 2017)

DOES ORE lead to racial bias?? -ORE = result of exposure within own race versus other races NATURALLY form outgrip as we build positive associations with OWN race CREATES IMPLICIT racial bias BUT NOT NEGATIVE! -we do not think negatively about outgroup, just don't have any need for other groups. NEED to train preschool and young children to other race faces to reduce implicit bias!

What is an in-group bias and when is it evident in infants/children?

Early tendency to categorize individuals (good-bad, like me, not like me, gender etc.) -in video- kids prefer the better acting things -kids pick animal that liked same snack as them -kids want BAD things or punishment to happen to the things that were bad. EARLY on and usually unconscious- just like things that are like them more

complex emotions

Emotions like pride, shame, guilt or embarrassment! -"self conscious" because they involve feelings of success when one's standards or expectations are met and feelings of failure when they aren't (18-24 months) LATER because they need an understanding of the self that usually occurs at 15 months LATER ON!! They also feel MORE emotions EX: regret and relief BUT NOT FELT APPROPRIATELY until around 9 years of age! LATER on- elementary school children can show guilt or shame in new areas they had not felt when they were younger. FEAR= also transforms almost- from afraid of the dark to concerns about school and health and personal harm BUT AS DEVELOP- need to be able to use language to VERBALIZE and respond to emotions properly

What is the difference between a growth mindset and a fixed mindset?

Growth: -belief that intelligence can grow, effort based (effort based theory of intelligence) -Success and failure are attributed to effort -response to failure = work harder (Mastery) Fixed: -belief that ability is not changeable (entity theory of intelligence) -Success and failure attributed to ability. -Response to failure= give up (learned helpless)

eliminating prejudice

INTERGROUP contact = key and is most successful when -participating groups of children are equal status -contact involves pursuing COMMON goals -parents and teacher support goal BROWN v BOARD OF ED: child development influenced by SOCIAL POLICY -oliver brown and 13 AA students enrolled kids in all white schools in 50's and when turned away they sue board of ed. -1954= Supreme Court says segregated schools unconstitutional

When do infants discriminate the vital clues needed for depth perception?

Infants area able to discriminate cues for depth perception from 4 mos., but learn to interpret depth cues as a result of crawling experience. -Development of motor skills is a result of complex interaction of many developing systems - Dynamic Systems Theory. -What infants learn in one posture must be relearned in a new posture, taking into consideration the new constraints Cultural practices can affect timing of motor milestone achievement Motor skill development intricately linked to developments in perception, cognition, and social interaction.

What aspect of temperament does Jerome Kagan believe has a biological basis and what is the evidence to support this idea?

Is shyness inherited? -EVIDENCE for stability of high and low levels of inhibited. -CHILDREN very inhibited or uninhibited at 21 months REMAIN so at 4, 5.5 and 7.5 years! -shy adults were more likely to be highly reactive and fearful in infancy and childhood -shyness- shyness is more stable over time than other temperaments and inhibited children display more intense physiological arousal in novel situations

effects of low self esteem on development

Low self esteem = -problems with peers -psychological disorders -bullying and aggressive behavior -poorly in school -low self esteem early = depression later and depression early = Low self esteem later OFTEN low self esteem contributes to the outcome, but is also caused by the outcome EX: poor peer relations reduce self esteem and disrupt FUTURE relations dropping self worth even more -HELP? -benefit from DIRECT therapy to increase self esteem -ALSO helps improving social skills

worldwide patterns of attachment

MOST countries, 50-70% infants SECURELY attached. -Japan = resistant attachment -Germans= encourage independence so AVOIDANT attachment normal -INFANTS who experience trust and compassion of secure attachment should develop into confident preschool children with good social skills IF DONT have good trusting first relationship then likely to have problems and be prone to relationship problems. HIGHER level secure attachment associated with higher quality friendships. BUT insecure = behavior problems WHEN FIRST relationship is secure and trusting they trust the world and trust others and have more positive outcomes.

strange situation Ainsworth

Mary Ainsworth uses strategy of strange situation to view babies reaction to separation to indicate type of attachment relationship between mom and infant

What are the long-term consequences of secure and insecure attachment?

More behavior problems, less positive peer and adult romantic relationships. More health problems

what happens to mother infant attachment when other people look after child in childcare majority of the time?

NO overall effects of childcare on mother infant attachment- -poor or minimal quality of care = low sensitivity and responsiveness. HIGH QUALITY parenting is needed for secure attachment. WITH high quality parenting, secure attachment is likely NO MATTER QUALITY OF CHILDCARE OUTSIDE OF HOME

What patterns are found for implicit versus explicit biases?

Negative view of others based on group membership. For preschoolers: attribute many positive traits to own group not prejudice per se, but enhanced view of their own. Negative view of other groups form more slowly beginning in the elementary school years: don't necessarily involve hostility, just other groups "come up short" Bias and prejudice common with children with efforts to understand their social worlds.

Explain what is meant by an internal working model of attachment?

Parent responsiveness affects infant's internal working model, expectations about parent's availability and responsiveness IWM= Child relationship with their primary caregiver leads to expectations regarding caregiver's availability HABITUATION study- 3 steps and 2 ovals, one bigger. SMALL oval blinks when big one far away AFTER habituated- showed ONE of two things -large one goes further away or larger one gets closer IF representing parent attachment, baby look s longer at surprising event- -BECAUSE BABIES have expectations internally about parent availability: INSECURELY ATTACHED BABIES LOOK LONGER AT PARENT RETURNING 12-16 months = evidence!

How are adult attachment styles identified in the Adult Attachment Interview?

Projective Picture System, and self-report questionnaires. assess attachment style, a personality dimension that describes attitudes about relationships with romantic partners. Adult attachment style is similar to childhood attachment -questions about childhood and relationships in childhood

resilience in the face of discrimination WANG and Hugely

RESEARCH discrimination: -discrimination by Teachers -discrimination by Peers -racial socialization -Grades -Students with parens who don't emphasize racial heritage - grades drop as discrimination increases -Students whose parents emphasize heritage, discrimination has NO impact on grades -WHEN students emphasize racial heritage they are protected from harmful effects of discrimination STRONGER ethnic identity= less impacted by discrimination

EEG recordings as method of studying infant perception

Recording brain activity during perception TO SEE whether discrimination is made and the different areas activated

newborns senses

SMELL: keen sense of smell from the start -facial expression help us know. -can smell mother by breast milk. TASTE: Highly developed! Prefer seen like breastmilk over salty! CAN DISTINGUISH OTHER TASTES though can sense difference in breast milk too. TOUCH: sensitive to touch! REFLEXES! SENSITIVE to pain provoking stimuli. CAN OFTEN match different senses like look longer when objects motion matches sound. -link their own body movement to musical rhythm CROSS MODAL PERCEPTION: easier for infants because sensory processes not yet specialized

What evidence is there for genetic contributions to temperament, i.e., that temperament is biologically rooted?

SOME evidence for genetic correlation in twin studies= -identical twins = more alike in temperament than fraternal twins! -Environment and parenting can also affect: -AND Environment can directly affect- PEOPLE with DRD$ gene may be more susceptible to environmental influences due to their temperament -IS IT STABLE? -longitudinal study by tom and chess= long term stability in temperament = low ESPECIALLY when reaching adolescence

What do the results of the study by Johnson et al. (2007) described in lecture tell us about the development of internal working models of attachment?

Securely attached infants looked longer at the unresponsive mother, while insecurely attached infants looker longer at responsive mother. Parent's working models of attachment shape their caregiving and can be trained to be more responsive LOOK longer when they are SURPRISED with the outcome or expression HABITUATION event with the ovals on different steps.

conclusions about self concept

Self Concept Self-recognition begins at 18-24 mos. (mirror & shopping cart tests) With age, children's concepts of self become more complex and more psychological Self Esteem= Differences in achievement-related attributions (growth vs. fixed mindsets) affect children's reactions to success and failure Mindsets influenced by feedback from parents and teachers Understanding Others - Prejudice and DIT Infants display in-group preferences Bias and prejudice emerge from children's attempts to understand the categories present in their social world The social environment affects which categories are salient and a source of bias

Describe the development of self-concept in preschool children and school-age children - what dimensions are evident at different ages?

Self concept change 2-3: Understanding ownership "mine", and autobiographical memory Preschool 3-5: define self in terms of concrete dimension (possessions, physical characteristics, -preferences, and competencies) distinguish between internal and external self, - positive in their self-descriptions School Age 5-11: -psychological concept of self - separate domains (Social, emotional, academic, and physical) -social comparison of self to peers academic= subjects social=relationships emotional=stresses physical=appearance and athleticism 12+ = FUTURE oriented -stable personality

mary rothbart and dimensions of temperament

Surgency/extraversion: refers to the extent to which a child is generally happy, active, vocal and regularly seeks interesting stimulation Negative affect: refers to extent to which child is angry, fearful, frustrated, shy and not easily soothed. Effortful control: extent which child can focus attention and inhibit responses. -infants who control attention tend to be happier and more active. IDEA THAT IS TEMPERAMENT IS BIOLOGICALLY BASED and includes 3 dimensions then should be observed cross culturally. PROVES to be same across cultures. PARENT child relationships are best when both parent and child adjust to each others needs

conclusions about temperament

Temperament is a stable characteristic of newborns that is shaped and modified by later experience Some dimensions (e.g., inhibition) may be more stable than others Patterns best explained by a goodness of fit model

temperament and other aspects of development

Thomas and chess= 2/3 preschoolers with difficult temperaments = behavioral problems in school. VS 1/5 with easy temperaments = behavior problems. BUT can fare better with warm supportive autonomous environments EXP: temperament influences outcomes in adolescence and adulthood: -moffit- self regulation related to range of important developmental outcomes in adolescence RESULT: children less skilled in self regulation more than 2x as likely to drop out of school and smoke and more likely to have substance abuse problems and be convicted of crime AKA when cannot self regulate correctly they are at risk for developmental paths that lead to array of undesirable outcomes. BUT ALSO ENVIRONMENT AND PARENTING:

According to Brummelman et al. (2014), how does praise from adults affect children's self esteem?

WHY doesn't telling a kid how amazing they are lift praise? FOR children with LOW self esteem, Inflated praise = -Increase in pressures to perform exceptionally well -Decreases in challenge seeking behavior and attitudes.

Explain the goodness-of-fit model of the relationship between temperament and environment. How does this concept apply to research by Stephen Suomi?

Whether or not temperamental patterns persist depends on the goodness of fit between child's temperament and parental childrearing - baby monkeys and their mothers perceptual interactions account for how the monkey behaves with their own children SO passed down- -BUT can be through NONGENETIC things- -- WHATEVER mother they are around, biological or not, they tend to have that behvior themselves LOOK UP STEPHEN SUOMI RESEARCH -studying individual differences in temperament AND how genetic and environmental factors interact -Watch monkeys grow up with different genetic background

recursive thought

a Childs ability to think about what others are thinking about EX: he thinks that she thinks -Lindsay thinks that AMY thinks that they are still at the field to play ball ALLOWS children to get along better with their peers. But sometimes leads people to take advantage of other children

self esteem

a persons judgements and feelings about his or her own worth -4-5 years = earliest we can measure. ELEMENTARY: how competent in doing schoolwork, athletic competence, social competence and physical appearance ELEMENTARY: academic self concept = more specialized ADOLESCENCE: other dimensions added, job competence, romantic appeal etc.BIG = social -can now distinguish different self worth in different social relationships

internal working model

a set of expectations about a parents availability and responsiveness, BOTH generally AND in times of stress -WHEN parent = dependable and caring, babies trust them and rely on them for comfort. -PARENTS have own models of relationships with their parents that guide their own interactions with their infants. ONLY PARENTS with secure attachment representations = likely to provide sensitive caregiving that promotes secure attachment representations in their infants BUT can be taught ho to be more sensitive mothers.

personal fable

a teenagers tendency to believe that their experiences and feelings are unique and that no one has ever felt the way they do.

personal fable

a teenagers tendency to believe that their experiences and feelings are unique and that no one has ever felt the way they do. SELF ABSORPTION demonstrated by this! -experience these feelings that no one will ever feel the way that they do

display rules AND HOW they develop

as children develop, they begin to learn these which are culturally specific standard for appropriate expressions of emotion in a particular setting or with a particular person. EX: know that expressing sadness at funeral is appropriate and smiling is not. ANOTHER EX: responses to gifts are challenging DEVELOP mental strategies to avoid situations PREschooler= do this by controlling anger evoked by peers more than if it was evoked by non peers. ALSO differ culturally as asians bottle up emotions more than US children who are more open

children describing others

as they grow, self descriptions become more abstract and richer. AND CHANGES in way describe others. -AT first= concrete things, physical appearance and possession -THEN: psychological traits, -can understand others feelings better and integrates more than one traits AND can use behavior to infer certain traits as early as 4-5 AND can correctly predict future outcomes based on traits now. TEND TO SEEK OUT positive traits the most!

fine motor skills

associated with grasping and holing or manipulating objects. -holding scissors or holding their bottle

regulating emotions

attention = important in regulation. CONTROL emotions by diverting attention to less emotional stimuli, thoughts or feelings. -OR reappraise situation to provoke less emotion. EX: feeling super nervous think about it as super excited. REG begins 4-6 months. -EX: scared infant moves close to parent to control fear. BUT as they develop = less help from others. AND they develop mental strategies like aversion and distraction to avoid thinking about negative things INEFFICIENT regulation of emotions = more conflicts with peers and less relationships.

facial recognition and autism

autism often is associated with not making eye contact with others. -SCREENING tests to look for early signs of autism AKA -babies that look into someones eyes are less likely to have autism later on. IF looking more at hands and objects that might indicate autism is likely to develop later on.

temperament

behavioral styles that are fairly stable across situations and are biologically based. Thomas and Chess: infant behavior varies along 9 temperamental dimensions including activity and persistence. -EASY babies = most common, -DIFFICULT= less common -SLOW TO WARM= less com.

physical fitness

being phsycailly active = great benefit for children: -promotes muscle bone growth and cardiovascular health and cognitive processes -30 minutes 3x a week lowers obesity risks BUT: -not enough PE -Too much TV and leisure SPORTS: can help activity ALONG with self esteem and learning initiative -help social skills and learn how to work in groups! Hazards too: -deliquent behavior -when adult coaches encourage and emphasize winning over skill and criticize = children lose interest and stop playing. WHEN FEELING burned out they quit playing! NEED TO HAVE realistic expectations for children and coaches and praising children more than just criticizing them!

racial bias theory Bigler and Liben

bias emerges naturally as children put forth efforts to understand their social world -categorize parents and peers in groups that go together THEN they learn how to classify each -Jacob= white boy -Children developed bias in favor of their OWN color group when teachers make color salient in day care environment. -BECAUSE children eager to know about social worlds, they categorize skillfully they notice group differences easily. HUGE problem eliminating bias. CAN encourage children to interact multiracially with boys and girls and teachers can be careful to avoid using gender labels.

recognizing others emotions

by 4-6 months = distinguish facial expressions associated with certain emotions. -CAN distinguish HAPPY from sad faces. and angry voices etc. -pay attention to happy faces longer AND more attentive to scary stimuli social referencing: looking to parents r others to search for cues to help infants interpret the situation when they are in unfamiliar situation. -BY 18 months= more sophisticated referencing- when adults comment angrily of toys kids avoid them. SO use tones not just faces CANNOT yet tell if people are faking emotions though until an adult. LATER ON= understanding how things make us sad AKA thinking about unpleasant things make us sad! USUALLY BY KINDERGARTEN and in elementary = learn mixed feelings. LEARN ABOUT EMOTIONS by hearing parents talk about them- more they talk about how they feel and why = better at learning about emotions.

when do children understand real versus false emotions?

by 5-6 years of age, kids know how to mask their own emotions with facial expressions AT THE SAME TIME= understand simultaneous emotions and DISPLAY rules or what is appropriate culturally

pictorial cues to depth perception

by 7 months they use this! -cues like those used by artists to convey depth in drawings and paintings. Examples include linear perspective and interposition -INTERPOSITION= some objects look like they're front of others in paintings -RELATIVE SIZE= 2 rowers in picture but one further back looks smaller -TEXTURE/GRADIENT= closer to the object = texture gets more obvious and further away texture looks smoother -LINEAR PERSPECTIVE= parallel lines that go further away look like they're merging together

motor skills

coordinated movements of the muscles and limbs. -PERCEPTION often guides Childs movement- vision helps to avoid obstacles.

visual acuity

defined as the SMALLEDT pattern that can be distinguished dependently -FROM BIRTH: babies respond to lights and track moving obj CLARITY OF EYESIGHT MEASURED WITH THIS!! (show them non patterned pictures and then pictures with stripes and other patterns and most look at patterns longer) BIRTH = blur - 2 months clearer and 6 months = CLEAREST!! CAN SEE 20 feet as well as adults can see at 200-400 feet!! (AT one month) CAN SEE COLOR LIKE ADULTS at 3-4 months

Explain the role of culture and experience in the achievement of motor milestones. Consider effects of values placed on particular milestones, use of external supports (e.g., slings, walkers), and cultural views on sleep positions for babies.

different cultures place different emphases on different motor practices EX: -US= promotes early walking and crawling -PIGGYBACKING= in certain countries promotes earlier sitting and walking -Balinese: First 210 days of life babies are divine so their feet are not to touch the ground and are ALWAYS carried thus NOT promoting early milestones -Beng= sitting and crawling is something to be proud of but walking discouraged until about a year

differentiation and integration in coordination

distinguishing the mastery of different individual motions OR combing them in order to have a coherent working whole EX: not until 9-15 months that children master component skills that allow them to coordinate and independently walk novice walkers = 1500 steps per hour.

ADHD continued

drugs like Ritalin can help them focus. ALSO interventions to help improve social skills help FORED TO inhibit impulsive hyperactive behavior! MTA= 18 scientists expert in ADHD- and 600 children assigned to different treatment RESULT= mediation along is best way to treat hyperactivity! BUT adding some intervention and skill is better than treating with meds alone. AA and hispanic OFTEN less diagnosed even with same problems. SO CANNOT BE TREATED even if they need it

cultural influences on identity

ethnic identity= feel as part of ETHNIC group and learn customs and traditions of their groups culture and heritage. STAGES: -disinterest before learning -curiosity and exploring -achieve ethnic self concept OFTEN change the way they see and refer to themselves when they learn more about their heritage ALSO: more likely WHEN parents encourage BENEFITS: higher self esteem, better interactions, happier and worry less. LESS affected by discrimination BUT when children adapt to new culture and parents stuck in older culture, they are less supportive of their children BIRACIAL and shifting racial identities who identify themselves as white = LESS successful in school.

basic emotions

experienced by people worldwide and consist of 3 elements. -subjective feeling, physiological change and an overt behavior. EX: roommate takes umbrella: subj = anger, phys= increased HR behav = scowling. SOME think babies = happy or sad only. SOCIAL smile = 2-3 months when they see other people. -4-6 months = anger -6 months = stranger wariness (first 2 years- BUT less scared if familiar environment, slowly warming up to child) ADAPTIVE -disgust= at certain odors or touching gross things.

the function of emotions

fundamental approach= useful because they help people adapt to their environment. -EX: fear makes us walk in safer places to avoid danger -disgust keeps people away from things that can make them ill

visual cliff and does it invoke fear of heights?

glass covered platform, on one side a pattern appears directly under the glass but on the other it appears several feet below the glass. ONE side looks shallow and other has drop off. -NEARLY all babies refuse to cross onto the deep side. AKA WHEN BABIES can crawl they can perceive depth! IF NOVICE CRAWLER then can sense a rise in HR near the cliff BUT crawl anyway THEY GET SCARED OF HEIGHTS WHEN THEY DEVELOP DEPTH PERCEPTION HOW do they develop this perception? THROUGH discrimination of visual cues and experience with locomotion

posture and stepping

in the first few months after birth infants use visual cues and inner ear mechanisms to adjust their posts. need more than just moving feet and balance to walk. they don't often start attempting steps until 10 months because need to be able to hold themselves upright BUT stepping reflex lets them know how to step before they can actually start taking steps

critical period hypothesis

infant needs continuous maternal care for first 2 years. if attachment process is broken or disrupted during first 2 years child will suffer irreversible long-term consequences

Bahrick and Lickliter -intersensory redundancy theory

infants perceptual system particularly attuned to amodal information that is presented to multiple sensory modes -amodal= info that can be presented to different senses such as duration rate and intensity AKA stimulation is best for infants when multiple senses are included EX: wen infant sees mom clapping has visual and auditory information and focuses on info conveyed to both senses and pays less attention to to info only available to one sense like color of nail polish. AKA if infants are sensitive to the info presented redundantly to multiple senses then they should notice changes at a younger age

dynamic systems theory

involves many distinct skills that are organized and reorganized over time to meet the demands of specific tasks - -Motor development involves changes over time in CNS, perception, posture, balance, movement possibilities, perceptual cues, environmental supports. These systems have to be mastered separately THEN they are interconnected. -walking involved balance and moving limbs and perceiving environment and can only be done by coordinating thee systems ENVIRONMENTAL CUES: use systems in body and cues to judge surfaces! more likely to cross a wide bridge than a narrow one.

The other race effect (Kelly 2007)

look at discrimination from different infants in different racial groups. -USE habituation and Caucasian babies ages 3, 6 and 9 months. HABITUATE baby tone face then show them novel faces of the SAME race at different ORIENTATION at 3 months = recognize all variety of faces By 6 months = By 9 months = can only recognize faces of their OWN race BY NINE MONTHS = OTHER race eff.

evolutionary psychology

many human behaviors represent successful adaptation to the environment -some behaviors make it more likely that people will reproduce and pass on their genes to future generations

visual acuity and scanning development

more complete scanning as visual acuity increases - allowing infants to go from focusing on external things at 3 months and then -FEATURES of face to distinguish differences in faces -features to detect emotions USUALLY discriminate happy, sad, and angry BY 9 months = social referencing. ANALYZING particular features to guide behavior

consequences of discrimination

often times people are deprived of resources and privileges THIS creates a stressful experience and range of harmful outcomes like low self esteem, depression and less success in school

nature/nurture in own race face processing (Bar Haim) DIFFERENTIAL EXPERIENCE HYPOTHESIS

people tend to have more contact with faces form their own race SO they are better at recognizing their own races. -3 groups of infants -Caucasian -African -Cross raced PREFERENCE determined by exposure Caucasian= Caucasian African=African Cross raced = equal preference both FAMILIARITY = preference SO if exposed more to face then prefer that face. ORE CAN be modified by experience: -3 months eliminate caucasian after 3 minutes of different asian faces -6 months, 70 minute exposure of asians faces, ORE no longer evident BASICALLY with age, more exposure to other races is needed to keep up with ORE

Robert Selman theory of understanding others thinking

perspective taking- trying to see the way others think by looking at things from their eyes -Understand other in stages in their cognitive development % STAGES undifferentiated: neither understand why they want to do different things Social informational: understand others want to do different things based on other people lacking information EX: I know you like TV but if you knew what I knew you'd want to play games Self reflective: want to understand why each want to do different things Third person: step back and imagine how others view disagreement Societal: remove selves further and see what many people think EX: people think silly to watch TV on sunny day

Perceptual development AT BIRTH

poor acuity and little focus = POOR contrast sensitivity AND can see NON vivid color NOT full spectrum 3 - 4 months = SAME color vision as adults! PREFERENCE for HIGH contrast and HIGH colors like super patterned things AND PREFER MOVING OBJECTS!

ADHD attention deficit hyperactivity disorder

problems paying attention. 3-7% school children have it and more boys than girls 4:1 ratio. -some have problems with academics and getting along with peers -others have overactivity problems,s and inattention along with impulsivity LINKED TO TV, food allergies and sugar RISK by affecting alerting and executive networks of attention and brain structures that support said networks ENVIRONMENT contributes: drugs prenatally can cause

self concept

refers to the attitudes, behaviors and values that a person believes make him or her a unique individual EX: I am shy and smart and self conscious and sometimes I can be loud USUALLY: begins as child becomes aware that he or she exists. THEY start realizing they existAND THEN 18-24 months - recognize red mark on nose in the MIRROR AND TOUCH MIRROR -MORE aware in western societies where culture emphasizes independence. -NOT JUST mirror recognition but look longer at pictures of themselves than others AND recognize continuity that they are the same person but an older version of what they used to be

attentions

refers to the processes that allow people to control input from the environment and regulate behavior. Orienting network = ass. with selections so determines which stimuli to ignore Alerting network: keeps attentional processes prepared and ready for stimuli executive network: monitoring thoughts and feelings. MOST COMPLEX AND LONGEST developing TOOLS of the mind = program for preschool and kindergarten children pretend to improve the attentional processes of executive network. EX:pretend play staying in character helps improve attention and encourages flexible improv behavior.

auditory threshold

refers to the quietest sound a person can hear! -ADULTS have easier measuring threshold! AND infants can't hear QUITE as well as adults -Infants hear tones best if they sound like human speech -SENSITIVE to rhythmic structure AROUND 4 and a half months, babies recognize their own names!

disorganized disoriented attachment

shows a mixture of other 2 types of insecure attachment -approach/avoid conflict when mom returns -might be dazed and even confused at mothers return Associated with NONresponsive and abusive parenting

walking

some cultures provide daily training sessions for walking - Kenya: children learn to sit by being propped up -jamaica = walking by routine that allows babies to practice walking SOME cultures discourage motor development paraguay: carry them all time Chinese: only allow crawling on bed with pillows Infants in developing nations = crawling at older ages than earlier generations. BECAUSE today babies have less tummy time so they have less opportunity to discover and prop themselves up BUT THEY NEED TO SLEEP ON BACK BECAUSE SIDS 2 year olds hurried walk and by 5-6 they run easily and can change direction and speed quick.

cones

specialized neurons in the back of the eye that detect wavelength of light THEREFORE lead to color perception!! COLORs wavelength changes! Blue and Violet = shorter than greens and yellows! Red and orange are longest! BY 3 OR 4 MONTHS INFANTS CAN SEE COLORS AS ADULTS CAN

Walkers on walking development (BURTON AND SIEGAL)

studied 109 babies between 6 and 12 months - half babies use walkers and half don't over 3 month period. -LOOKED at motor development, milestones and problem solving AT 3 months= babies using walkers = walked, sat, crawled later than those without BECAUSE they don't get to experience and explore on their own they are further behind mentally as well

stability of temperament

temperament more stable from preschool years to adulthood than infancy to adulthood. -temperament resembles personality EX: extraversion linked to more affectionate and enjoying company of others. -introverted = reserved and solitude. COULD MEAN that introversion and extraversion blend of temporal dimensions temperament evokes certain treatment and behavior in environments around people.

locomotion

the ability to move around the world. NEWBORNs can't really move that much but must learn how to crawl and stand and walk 4 months = sit upright and support 6/7 = stand with assistance 11=stand no help 12= start walking CONSIDERED toddlers when they can start walking kind of because toddling manner of walking and or moving 24 months should be able to climb steps kick balls and walk backwards

illusion of invulnerability

the belief that misfortune ONLY happens to others. -Think they can do dumb stuff and nothing will happen and that those things only happen to other people.

sensory and perceptual processes

the means in which people select, modify, receive and organize stimulation from the world. -FIRST step in complex process of KNOWING

research on racial bias aside from bigler and liben

the presence ALONG of a different group is sufficient enough to generate bias, PEOPLE are just bias from early on to choose own group over other different groups.

size, shape, color, brightness constancy

the realization that an objects actual size remains the same despite the changes in the size of its retinal image. AKA: moms head isn't shrinking as she gets further away SSON recognize this constancy for other things too! -Realize the door can move while remaining the same shape and the sunshine can move but same brightness

adolescent egocentricism

the self absorption that marks the teenage search for identity. -wrongly assume that THEY are focus of others attention- BASICALLY- phenomenon IMAGINARY AUDIENCE where they feel like they are actors and everyone is watching them.

Face perception and fine tuning

this is a global ability that is fine tuned with experience -ATTRACION to face because of contour and movement. 6 weeks to 3 months = PREFER to see normal non scrambled faces START to integrate faces and voices -START SCANNING- exploration of internal features!! FIRST 6 months can recognize ALL faces but then brain becomes specialized to tune in JUST human faces and prune rest of ability to differentiate BY 9 months they are NO LONGER able to discriminate

role of fathers in attachment

usually attachment is between moms and infant BUT dads too. -PHYSICAL play is norm for dads where as moms spend more time with them reading and talking. -INFANTS often prefer playing with Dad BUT rely on mom when upset. BUT these differences change now that parents tend to share breadwinning responsibility

habituation

when a novel stimulus is presented, babies pay much attention, but they pay less attention as it becomes more familiar. -USE to study perception by presented stimulus until baby barely response anymore and then present NEW stimulus, if the infant responds strongly, they can obviously distinguish.

narcissism

when children and adolescents have grandiose view of themselves, believe they are. better than others and YET relish attention and compliments from others -CONSEQUENCE of too high of a self esteem. PRONE to aggression when they don't get their way and prone to depression when they discover reality.

patterson and Bigler- Developmental Intergroup theory

would making a person related feature (shirt color) more salient or noticeable increase a bias based on that feature? children assigned to red and blue shirt groups and teacher refers to groups in everyday interactions -biases formed by 3-5 year olds in 3 weeks -Considered OWN group happier and more desirable to play with BIASES not fixed= CAN be induced based on trivial or non stable attributes LABELING groups= contributes to n group bias severity BASICALLY: DIT= groups segregated, children conceptualize groups as different in meaningful ways SHOW preferential BIAS towards own group