PSY 606 Individual, Couple & Family Development

Continious vs. Discontinious

Continuous—a process of gradually augmenting the same types of skills that were there to begin with. Discontinuous - a process in which new ways of understanding and responding to the world emerge at specific times.

Neglected Children

seldom mentioned, either positively or negatively

Traditional Classroom

the teacher is the sole authority for knowledge, rules, and decision making. Students are relatively passive—listening, responding when called on, and completing teacher-assigned tasks. Their progress is evaluated by how well they keep pace with a uniform set of standards for their grade.

5-6 years gross motor skills

- Increases running spped to 12 ft per sec. - Gallops more smoothly, engages in true skipping. - Displays mature throwing and catching pattern - Rides bicycle with training wheels.

Pre-attachment phase

Built-in signals, grasping, smiling, crying and gazing into adult's eyes help bring newborn babies into close contact with other humans.

Formation of Reciprocal Relationship

(18 months - 2 years and on) rapid growth in representation and language permits toddlers to understand some of the factors that influence the parents coming and going and to predict her return. Children can now negotiate with the caregiver

Piaget: Conservation

(Concrete operational) That an object does not change its mass, weight, volume or area when the object changes its shape or appearance.

4-7 Years Cognitive Attainment - EC

- Becomes increasingly aware that make-believe and other thought processes are representational activities - Replaces beliefs in magical creatures and events with plausible explanations - Passes Piaget's conservation of number, mass, and liquid problems

Gender Stereotyping - Early Childhood

- Between 18mo-3 yrs children label their own and others' sex

Developmental Neuroscience

- Brings together researchers from psychology, biology, neuroscience, and medicine to study the relationship between changes in the brain and the developing child's cognitive processing and behavior patterns - Improved methods for analyzing brain activity while children and adults perform various tasks have greatly enhanced knowledge of relationships between brain functioning and behavior

Divorce

- Children spend an average of 5 years in single parent home. - 30 % of mothers with young children live in poverty, more are low income. - Children tend to score lower in academic achievement, self esteem, social competence, and have emotional and behavioral problems. - Authoritative parenting style. - Shield child from conflict

Controversial and Neglected Children

- Display a blend of positive and negative social behaviors. - Hostile and disruptive - They also engage in positive pro-social - Although disliked, they have qualities that protect them from social exclusions. - Bully

2-4 Years Cognitive Attainments

- Dramatic increase in representational activity, in the development of language, make-believe, play, understanding of dual representation and categorization - Takes perspective of others. - Distinguish animate beings from inanimate objects - Grasps conversations, notices transformations, reverses thinking, cause and effect - Categorizes objects on common function, behavior and natural kind & features - Sorts familiar objects into hierarchy of organized objects

Evolutionary Developmental Psychology

- It seeks to understand the adaptive value of species-wide cognitive, emotional, and social competencies as those competencies change with age - Children and adults gradually develop a wider range of adaptive behaviors. Sensitive periods occur in which qualitatively distinct capacities emerge fairly suddenly.

Bullying

- Most Boys use verbal and physical tactics - Girls via verbal - More cyberbullying. - Girls more often cyberbully with words, whereas - Boys typically distribute embarrassing photos or videos.

Freud's Psychoanalytic Perspective

- People move through a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the person's ability to learn, to get along with others, and to cope with anxiety.

Negative Impacts on Physical Growth

- Poor nutrition and poor health have negative impacts on physical growth. - When children are undernourished, disease interacts with malnutrition in a vicious spiral, with potentially severe consequences.

Zone of Proximal Development (Vygotsky)

- Refers to a range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners.

Interventions for Child Obesity & Diabetes

- The most effective interventions are family-based and focus on changing weight-related behaviors - One program, both parent and child revised eating patterns, exercised daily, and reinforced each other with praise and points for progress, which they exchanged for special activities and times together. E., Berk Laura. Development Through the Lifespan (2-downloads) (p. 297). Pearson Education. Kindle Edition.

5-6 Fine Motor Skills

- Uses knife to cut soft food - Ties shoes - Draws person with six parts - Copies some numbers and simple words.

4-5 years gross motor skills

- Walks down stairs, alternating feet - Runs more smoothly - Gallops and skips, with 1 foot - Throws ball with increased body rotation and transfer of weight from 1 foot to the other, catches ball with hands. - Rides tricycle rapidly, seets smoothly

preterm babies

- are born several weeks or more before their due date. Although they are small, their weight may still be appropriate, based on time spent in the uterus. can lead parents to be less sensitive in caring for them. Compared with full-term infants, preterm babies—especially those who are very ill at birth—are less often held close, touched, and talked to gently. At times, mothers of these infants resort to interfering pokes and verbal commands in an effort to obtain a higher level of response from the baby

Behaviorism

- directly observable events- stimuli and responses- are the appropriate focus of study

3-4 years gross motor skills

- walks up stairs, alternating feet. downstairs lead with 1 foot - Jumps and hops, flexing upper body - throws and catches with slight upper body involvement - pedals and steers tricycle

Rejected Children

- who get many negative votes (are disliked) - display a wide range of negative social behaviors

2-3 years Fine Motor Skills

-Puts on and removes simple items of clothing -Zips and unzips large zippers -Uses spoon effectively

Emotional Development in Middle Childhood

-Self-conscious emotions more governed by personal responsibility: pride and guilt -Emotional understanding: explain emotion using internal states, understand mixed emotions, rise in empathy, supported by cognitive development and social experience -Emotional self-regulation: motivated by self-esteem and peer approval emotional self-efficacy - mixed emotions - help them to realize that people's expressions may not reflect their true feelings.

4-5 years fine motor skills

-Uses fork effectively -Cuts with scissors following line -Copies triangle, cross, and some letters

2-3 years Gross Motor Skills

-Walks more rhythmically; hurried walk changes to run -Jumps, hops, throws, and catches with rigid upper body -Pushes riding toy with feet; little steering

five states of infant arousal

1) Regular or NREM Sleep 2) Irregular or REM sleep 3) Drowsiness 4) Quiet alertness 5) Waking activity and crying

Supporting Language Development in Infancy

1) Respond to coos and babbles with speech sounds and words 2) Establish joint attention and comment on what the child sees 3) Play social games such as pat-a-cake and peekaboo. Talk. Speak. Sing

Discontinuous vs Continuous

1.1 Is development continuous or discontinuous? (a) Some theorists believe that development is a smooth, continuous process. Individuals gradually add more of the same types of skills. (b) Other theorists think that development takes place in discontinuous stages. People change rapidly as they step up to a new level and then change very little for a while. With eachnew step, the person interprets and responds to the world in a reorganized, qualitatively different way. As we will see later, still other theorists believe that development is characterized

Formal Operational Stage

11 years onward The capacity for abstract, systematic thinking enables adolescents, when faced with a problem, to start with a hypothesis, deduce testable inferences, and isolate and combine variables to see which inferences are confirmed. Adolescents can also evaluate the logic of verbal statements without referring to real-world circumstances. 5

Adolescence

11-18 years

Other Age Graded Influences

16 to get a drivers license. Entering college at 18.

Young Adulthood

18-40 years

Early Childhood

2-6 years

Preoperational Stage

2-7 years Preschool children use symbols to represent their earlier sensorimotor discoveries. Development of language and make-believe play takes place. However, thinking lacks the logic of the two remaining stages. .

Superego

3 and 6 years of age, the conscience, develops as parents insist that children conform to the values of society. Now the ego faces the increasingly complex task of reconciling the demands of the id, the external world, and conscience—for example, the id impulse to grab an attractive toy from a playmate versus the superego's warning that such behavior is wrong. According to Freud, the relations established among id, ego, and superego during the preschool years determine the individual's basic personality.

Middle Adulthood

40-65 years

Middle Childhood

6-11 years

clear-cut attachment phase

6-8 months - 18 months) Attachment to caregiver is evident. Babies display separation anxiety, becoming upset, when their caregiver leaves.

Late Adulthood

65 years to death

Concrete Operational Stage

7- 11 years Children's reasoning becomes logical and better organized. School-age children understand that a certain amount of lemonade or play dough remains the same even after its appearance changes. They also organize objects into hierarchies of classes and sub-classes. However, children think in a logical, organized fashion only when dealing with concrete information they can perceive directly.

Learned Helplessness

A condition that occurs after a period of negative consequences where the person begins to believe they have no control. - Avoid negative evaluations of their fragile sense of ability - Do not develop the skills necessary for high achievement

Piaget's Preoperational Stage

Ages 2 to 7 Gains in mental representation: make-believe play symbol-real-world relations Limitations in thinking: egocentrism lack of conservation lack of hierarchical classification - most obvious change is a change in representational, or symbolic activity

Example of History Graded Influence

Baby Boomers

Sensorimotor Stage (Piaget)

Birth - 2 years. In Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities. Example - pull a lever to hear the sound of a music box

Bioecological Model of Development

Bronfenbrenner's approach, in which the individual develops within and is affected by a set of nested environments, from the family to the entire culture.

diversity and inequality

Children absorbe preveailing societal attitudes, associating power and privilege with white people and poverty and inferior status with people of color. - Pick up from mainstream beliefs from implicit messages in the media and elsewhere in their environment that present a world sorted into groups.

Piaget's cognitive-developmental theory,

Children actively construct knowledge as they manipulate and explore their world. Piaget's Stages.

Gender Stereotyping in Middle School Age

Children extend their awareness of gender stereotypes to personality traits and academic subjects. - From 3-6th grade, boys strengthen their identification with masculine traits, while girls will experiment with other gender activities (girls more androgynous)

Constructivist Classroom

Encourages students to construct their own knowledge. Many are grounded in Piaget's theory, viewing children as active agents who reflect on and coordinate their own thoughts rather than absorbing others. - Includes richyly equipped learning centers, small groups and indiviudals solving self chosen problems, and a teacher who guides and supports in response to children's needs.

Age-Graded Influences

Events that are strongly related to age and therefore fairly predictable in when they occur and how long they last are called age-graded influences. For example, most individuals walk shortly after their first birthday, acquire their native language during the preschool years, reach puberty around age 12 to 14, and (for women) experience menopause in their late forties or early fifties.

history-graded influences

Examples include epidemics, wars, and periods of economic prosperity or depression; technological advances like the introduction of television, computers, the Internet, smartphones, and tablets; and changes in cultural values, such as attitudes toward women, ethnic minorities, and older adults. These history-graded influences explain why people born around the same time - also called a cohort tend to be alike in ways that set them apart from people born at other times.

Early Childhood Cognitive Development

Expansive language growth Handedness Gross motor Memory Fine motor take a giant leap Self Help - dressing and feeding Drawing improvements - more realistic

Vygotsky's Sociocultural Theory

Focuses on how culture—values, beliefs, customs, and skills of a social group—is transmitted to the next generation. social interaction—in particular, cooperative dialogues with more knowledgeable members of society—is necessary for children to acquire ways of thinking and behaving that make up a community's culture.

Child Sexual Abuse

Fondling, intercourse, exhibitionism, commercial exploitation through prostitution or production of pornography, and other forms of sexual exploitation - more likely to girls than males. - usually by male member of family or close family friend. - more linked to poverty, marital instability, and weakening family ties.

Strange Situation Test

Gradually subjecting a child to a stressful situation and observing his or her behavior toward the parent or caregiver. This test is used to classify children according to type of attachment—secure, resistant, avoidant, or disorganized/disoriented. Mary Ainsworth

Behaviorism - Watson

He concluded that environment is the supreme force in development and that adults can mold children's behavior by carefully controlling stimulus- response associations. He viewed development as continuous—a gradual increase with age in the number and strength of these associations.

Attachment in the making (6 weeks to 6-8 months)

Infants respond differently to a familiar caregiver than to a stranger; learn own actions affect others and develop sense of trust; don't protest when separated from parent

School Refusal

Most cases of school refusal appear around age 11 to 13, in children who usually find a particular aspect of school frightening—an overcritical teacher, a school bully, or too much parental pressure to achieve.

Differences in Play between mothers and fathers

Mothers - more often provide toys, talk to infants, and gently play conventional games like pat-a-cake and peekaboo. Fathers - especially with their infant sons—tend to engage in highly stimulating physical play with bursts of excitement that increase as play progresses

Skinner's Operant Conditioning

Operant Conditioning theory. According to Skinner, the frequency of a behavior can be increased by following it with a wide variety of reinforcers, such as food, praise, or a friendly smile, or decreased through punishment, such as disapproval or withdrawal of privileges.

rejected-withdrawn children

Passive and socially awkward, overwhelmed by social anxiety - Hold negative expectations about interactions with peers and worry about scorn or being attacked

Options to Reduce Pain in Childbirth

Prepared childbirth, Lamaze. Classes, Relaxation and breathing. Medication, epidural, analgesics

Gender Typicality

The degree to which the child fees similar to others of the same gender.

Informational Processing

The human mind is viewed as a symbol-manipulating system through which information flows - Children and adults change gradually in perception, attention, memory, - Children and adults are active, sense-making beings who modify their thinking as the brain grows and they confront new environmental demands. Both early and later experiences are important.

The Microsystem

The innermost level of the environment, this system, consists of activities and interaction patterns in the person's immediate surroundings. Bronfenbrenner emphasized that to understand development at this level, we must keep in mind that all relationships are bidirectional: Adults affect children's behavior, but children's biologically and socially influenced characteristics—their physical attributes, personalities, and capacities—also affect adults' behavior.

TV Viewing for Infants and Toddlers

This video deficit effect—poorer performance after viewing a video than a live demonstration—has also been found for 2-yearolds' deferred imitation, word learning, and means-end problem solving Toddlers seem to discount information on video as relevant to their everyday experiences because people do not look at and converse with them directly or establish a shared focus on objects, as their caregivers do. - Negatively related to language process

The Mesosystem

The second level of Bronfenbrenner's model, encompasses connections between microsystems. For example, a child's academic progress depends not just on activities that take place in classrooms but also on parent involvement in school life and on the extent to which academic learning is carried over to the home

Stages

Theories that accept the discontinuous perspective regard development as taking place in stages—qualitative changes in thinking, feeling, and behaving that characterize specific periods of development. The stage concept also assumes that people undergo periods of rapid transformation as they step up from one stage to the next. In other words, change is fairly sudden rather than gradual and ongoing (Continuous )

Non-normative Influences

These influences are events that are irregular: They happen to just one person or a few people and do not follow a predictable timetable. Consequently, they enhance the multi-directionality of development. such as; getting married late, struggle with an illness like cancer, parenthood or having children.

In-Group Favoritism

This form of favoritism emerges first; children simply prefer their own group, generalizing from self to similar others

Out-group Prejudice

This prejudice requires a more challenging social comparison between in-group and out-group. But it does not take long for white children to acquire negative attitudes toward ethnic minority out-groups when such attitudes are encouraged by circumstances in their environments.

Freud's Psychosexual Theory

This theory, which emphasizes that how parents manage their child's sexual and aggressive drives in the first few years is crucial for healthy personality development.

Infancy and Toddlerhood

birth to 2 years

Cognitive Development Theory

children actively construct knowledge as they manipulate and explore their world

perceived popularity

children's judgments of whom most of their classmates admire

Pavlov's experiment

classical conditioning experiment, making a dog associate the sound of a ringing bell to that of food - making the dog salivate at the sound

The Macrosystem

consists of cultural values, laws, customs, and resources (countries that have good workplace benefits for parents, pensions, etc.)

The Exosystem

consists of social settings that do not contain the developing person but nevertheless affect experiences in immediate settings (Parents workplace)

mastery-oriented attributions

crediting their successes to ability-a characteristic they can improve through trying hard and can count on when facing new challenges. And they attribute failure to factors that can be changed or controlled, such as insufficient effort or a very difficult task

Ego

ego, the conscious, rational part of personality, emerges in early infancy to redirect the id's impulses so they are discharged in acceptable ways.

Bandura

emphasizes modeling, aka imitation or observational learning as powerful source of development. social cognitive - children select what they will imitiate. personal standards of behavior and a sense of self-efficacy that will help them succeed.

newborn reflexes

eye blink, rooting, sucking, moro, palmar grasp, tonic neck - (fencing position), stepping, babinski (stroke sole of foot

resilience protective factors

high intelligence, warm parental relationship, coping strategies, caring adult outside of family, socially valued talents (i.e. music or athletics), easygoing sociable dispositions, community resources and opportunities.

out-group favoritism

minorities view majority more favorably than own group

Erikson's Psychosocial Theory

psychosocial theory, He emphasized that in addition to mediating between id impulses and superego demands, the ego makes a positive contribution to development, acquiring attitudes and skills that make the individual an active, contributing member of society. A basic psychosocial conflict, which is resolved along a continuum from positive to negative, determines healthy or maladaptive outcomes at each stage.

Bowlby's Ethological Theory of Attachment

recognizes the infant's emotional tie to the caregiver as an evolved response that promotes survival

peer acceptance

refers to likability - the extent to which a child is viewed by a group of age mates, such as classmates, as a worthy social partner - powerful predictor of psychological adjustment.

gender contentedness

the degree to which the child feels comfortable with his or her gender assignment

gender identity

the individual's sense of being male or female

Id

the largest portion of the mind, is the source of basic biological needs and desires..

Rejected-Aggressive Children

the largest subtype of Rejected Children, show high rates of conflict, physical and relational aggression, and hyperactive, inattentive, and impulsive behavior

Popular-antisocial children

tough boys-athletically skilled but poor students who cause trouble and defy adult authority-and relationally aggressive boys and girls who enhance their own status by ignoring, excluding, and spreading rumors about other children

infant crying

unique vocal signature, usually due to physical needs

popular-prosocial children

who get many postive votes - both well-liked (socially preferred) and admired (popularity) Academic and social competence

Controversial Children

who get many votes both positive and negative