developmental exam 1
Nature and nurture-Will discuss in Week 3-"Three identical strangers"?2. Stability and change: Role of early experience in determining vs. predicting outcomes?Critical periods vs. sensitive periods ?3. What is the nature of change?Continuity and discontinuity? (Quantitative vs. Qualitative Change) DEFINE THESE
3 key issues in life span developmental psych
Heartbeat heard with stethoscope -Length increases rapidly. By end, 7" long, 4 oz. -Fetus has eyebrows and lashes, can suck thumb
4 months
1 to 14" long, may weigh up to 2 lb.- Skin is reddish in color, wrinkled, covered with heavy protective coating called vernix caseosa
6th month
LBW: below 2,500 grams (5.5 pounds) Preterm: mostly born before Week 38•Small-for-date neonates Risks •Respiratory distress syndrome Intervention•Adequate parental education and support reduces the risk of complications.
ASSESSING THE NEONATE Low-Birth-Weight Babies (LBW)
Children seek out environments that synch with their genotypes
Active genotype-environment correlations
tandardized tests• IQ tests•SAT tests•Achievement tests•Etc. Physiological measures•Cortisol•FMRI•EEG•Genetic swabs•etc.
Additional Methods for collecting data
Field that "seeks to discover the influence of heredity and environment on individual differences in human traits and development" (page 67) Correlational studies Use studies of people of differing genetic relatedness twins- identical and fraternal adopted children
Behavior Genetics
Classical Conditioning (Pavlov)•Operant or Instrumental Conditioning (B.F. Skinner)•Social cognitive theory (observation and imitation) (Bandura)
Behavioral Views(AKA Learning Theories)
Human devel as a dynamic, interactiveprocess that begins in biology and unfurlsas a result of interchanges with the environment
Bronfenbrenner's Bioecological Model
Growth and refinement of intellectual processes of thinking, learning, perceiving, remembering, and understanding• Piaget believed that infants constructtheir world through sensorimotor scheme
Cognitive Development and what did piaget believe
The pattern of change that begins at conception and continues through the life span. Most development involves growth, although it also includes declind brought on my aging and dying" (Page 4.)
Developmental change begins at goes to involves
It is systematic, not random.• It is permanent, not temporary.• It is progressive toward an end goal. •It is steady, not fluctuating.• It occurs in a regular, predictable sequence. Devel'l change takes time. It occurs over some time over a person's life time- neither within the hour nor across generations.•It happens in all normal people.•It is related to a person's increasing age and experience.
Developmental change is different from all other types of change in many ways How?
correlational Best example: Correlation of some variable (behavior, score, skill) with AGE•Others as well, such as family structure and outcome
Developmental psychologists rely heavily on which design
Development best assessed on an individual basis. •Two-thirds to three-fourths of preterm infants catch up by school entrance. •Lowest birth weight and earlier gestational age are often associated with long-term developmental delays.
Do LBW babies catch up?
Development is a bidirectional interchange between genes and environmentGENE X Environment (G x E) interactions Environment modifies the expression of various genes e.g. 5-HTTLPR (serotonin transmitter involved in depression and cortical stress responsivity) only turned on in cases of stress
Epigenetic view
Children with certain characteristics ELICIT actions and stimuli from the environment
Evocative genotype-environment correlations
ny difference in the outcome (DV) is said to be due to the IV• There are "true experiments"-IV assigned randomly by experimenter. If experiment is well-controlled, and differences in DV can be assumed to be due to IV differences.• There are "quasi-experiments" (page 28)-Used when experiments are not possible- e.g. gender, single parenting, parenting styles-IV not really under the control of the experimenter. I nterpretation open to question... -This is what some call Natural experiments
Experimenters look at differences between groups
10 to 12" long- Fetus is exercising muscles-"Quickening"
Fifth month
Change occurs at all points on the life-span.• Some changes within the individual (intra-individual change) are not random .•Age-related changes are important changes. •Differences in the same individual over time are as important to understand as differences between individuals.
Four assumptions of life span developmental psychologists
To describe developmental changes common to all individuals•To explain the origins of these changes•To explain individual differences in these changes•To understand how change is influenced by environmental context or situations•Make predictions or hypotheses to test our descriptions and explanations
Goals of developmental science
At 2 months visual memories stored• Memories and ideas tied to actions- sensorimotor schemes• According to Piaget, ideas are sensorimotor until about 18 to 24 months of age, when they become interiorized- re-presentations
Memory and symbolic representation
Sensorimotor Stage Preoperational Stage Concrete Operational Stage Formal Operational Stage
Jean Piaget's Cognitive Developmental Stages is a STAGE Theory
Protection from Harm Informed Consent Privacy and Confidentiality Debriefing Deception (no harm and immediate debriefing)
Moral Foundations of Ethical Research with Human Participants
Age related changes•that occur in all "normal" individuals•that are orderly (predictable)•relatively enduring•cumulative•and directional -(i.e. on the way to a final mature point)
More specifically, development is the study of
There may be developmental regularity (predictability) WITHOUT early experience DETERMINING later development .•Once we describe predictable stages of development, we can predict age-related changes. •These predictable age-related changes may not depend on specific early experiences.
More subtle assumptions of developmental psychologists
Infant's reflexes Infant's ability to regulate states Infant's early perceptual abilities Infant's developing sensorimotor intelligence Caregiver(s)' responsiveness to child
Mutuality with Caregiver is facilitated by
Control/loss of control •Separateness/connectedness• Independence/dependence •Evaluating and differentiating relationship with one's parents •Giving/getting- desire to be responsible and the desire to be taken care of •Evaluating relationship with one's partner
Parenting themes and polarities that emerge in pregnancy
At 18 months, four times heavier than at birth •not yet able to climb stairs or kick a ball •begin to feed themselves and can partly undress themselves •try to repeat what they see others doing, like reading, talking on phone, even sweeping the floor
Physical and Motor Development 13- 18 months
Weigh over four times their birthweight •By 24 months, can pedal a tricycle, jump, climb steps, throw balls •Can dress/undress with assistance. •Can begin to scribble
Physical and Motor Development 19-24 months
Developing fine motor skills, used to perform tasks that require coordination and dexterity (grasping, for instance)• Developing gross motor skills: large muscles develop and strengthen• Most 8-month-olds can sit without support and stand with support
Physical and Motor Development 5- 8 months
•By 12 months, 3 times heavier than at birth •First steps •Cognitive and perceptual development progresses •learning to play social games, like "hiding" •They can manipulate their environment, getting into things like cabinets
Physical and Motor Development 9 - 12 months
Physical growth is rapid• Weight doubles•Body begins to lengthen •By 4 months, skin has lost its newborn look• Vision (acuity, tracking, depth) and hearing, decent at birth, have improved• Teeth begin to emerge at 4 months
Physical and Motor Development first 4 months
1. Meaning, the degree to which findings inside the lab generalize to the outside world 2. Just because you can produce an effect in an experiment does not mean that that is how the effect in produced in the natural world e.g .Interesting problems are often not open to experimentation
Problems with Experiments 1. Ecological validity 2. Drawing implications from experiments to development in the real world
Months 4 through 6 from the mother's point of view
Second trimester of prenatal events :
Infants can localize the sources of sounds within the first days of life• Infants are especially attentive to human speech, preferring their mother's voice• Acuity of hearing improves so that by 6 months infants have well-developed auditory perception
Sensory and Perception at birth are pretty good!
Several overlapping cohorts of different ages are studied longitudinally
Sequential cohort design
womb to tomb psychology
Some people define lifespan developmental psychology as
Smaller in size •Less attractive- less cuddly •Less predictable daily regimens •More difficult for parents to differentiate states (sleep, drowsy, awake and alert)• More difficult for premies to transition from one state to another •Less strong and reliable reflexes• Less vibrant and hearty cry• More difficulty sucking and taking in food
Special characteristics of Pre-term infants?
trust v mistrust it is resolved through mutuality with the caregiver
The major psychosocial crisis is
First trimester (weeks 1-13) Second trimester (13 - 25) Third trimester (25 - 38)
Stages of pregnancy
First trimester A private affair - morning sickness and fatigueImages of baby are shaped and reshaped, affected by parents' circumstances and child gender if known. Second trimester Quickening - becoming aware of another human lifeChanging self and preparing for change- for momTelling the world Tthird trimeste rThe world knowsThe mother becomes increasingly uncomfortableThe father is just beginning to see that this is realGetting ready for baby
Stages of pregnancy:The parentsparents'' psychological experience
1. Zygote implants in the uterus 2. Cervix thickens and secretes mucus to protect embryo 3. terus shifts and puts pressure on bladder 4. Missed periodBreast enlargement Care• Regular prenatal care critical at this time• Problems• Ectopic pregnancy, bleeding, miscarriage
The Mother's Experience: First Trimester
Degree »0 to 1.00 • Direction »Positive (+) »Negative (-)
Two Characteristics of correlations
normative age graded normative history graded non- normative individual
Types of developmental influences
3 to 4 months-infant and mothers engage in imitative talking •9 months-infant imitate more complex gestures• 18 months-deferred imitation expressed
cog development in months - immatitation
Processes that underlie development of thinking, reasoning, and problem solving are key - jean Piaget•Posited processes of assimilation, accommodation, and schemes, or frameworks of knowledge - Lev Vygotsky•Emphasized the importance of learning from other people
cogntive theories of development
a college of liberal arts is an institutionin which people of different attainments and capabilitiesregularly come togetherin a serious, persistent, and systematic effortto understand the significant dimensions of human experience-their possibilities and limits,their place in the universe,and in life."
college of liberal arts
The continuity v discontinuity issue focuses on the degree to which development involves either gradual cummalitive change (continuity) or distinct changes (discont) Continuity -- Is change a change in the amount or the degree of something? -Like height, weight, or knowledge? -This is Quantitative change.• Is change a change in the nature, kind or type of something? Qualitative change
continuity v discontinuity
Can track a moving object• Can see accurately 9 inches from their eyes. (20/100 but increases by 6 months)• Tested via habituation method • Tested via stimulus preference method have color vision
Visual abilities at birth are pretty good!
- the life span approach emphasizes emphasizes developmental changes through adulthood as well as childhood - the beleif that development occurs throughout life is central
What is Life Span Developmental Psychology? What are the goals and assumptions of Life Span Developmental Psychology
Fast •Inexpensive (don't have to follow subjects over time)
advantages of a cross sectional design
Can be sure you are looking at age changes and not cohort effects •Can look at the effects of early experiences and abilities on later developments
advantages of longitudinal
asses health of new born 1 and 5 minutes after birth evaluates - heart rate -respitoray effect -muscle tone body color - reflex irritability scored out of 10 a 7-10 says that health is good 5- says there may be developmental dissabilities 3 or below-emergency, may not survive
apgar scale
Survival •Breathing, sucking, rooting, sneezing, gagging Prrimitive• May have had survival value in evolutionary past, these reflexes disappear during first months of life
babies are born with 2 types of reflexes
Psychological and social milestone for family• Challenging transition for all family members• Pregnancy affects mothers emotionally and psychologically, as well as physically •Fathers may feel greater sense of responsibility and concern about future
birth
Compilation of detailed information on individual, family, or community through interview, observations, and formal testing •Baby biography
case study
when development occurs is it gradual or abrupt developmentalists who emphasize NURTURE describe development as a gradual, continious process those who emphasize nature often describe it as a series of distinct teachers
continuity v discontinuity
Describe extent to which two or more variables vary togetherEnables predictions
correlationa; research
Compares individuals of different ages at one point in time• Confounding• Cohort effects Different groups at different ages•Examples: • Can be done within a year• Assumptions: •All groups are equal, except for age.• The young groups will be like the older groups when in x number of years .•Assumes no cohort effects to confound the age effects
cross sectional design
The variable that is measured.•The variable that is expected, or hypothesized, to be affected by the IV.•Usually graphed on the Y axis
dependent variables
case study systematic observation
descriptive methods 1. 2.
Physiological adaptation and regulation ·Sleep, distress, arousal ·Sensori/perceptual/ motor functions· Reflexes, learning, motor movements Sensori-motor intelligence (Chapter 5)· object permanence and early schemes ·causality· spatial relations Emotional development (next week, Chapter 6)·Attachment to others (next week, Chapter 6)
developmental Tasks of Infancy
Confounds cohort effects with age effects •Difficult to be certain that different aged groups are equivalent- i.e. sampled from the same population• Can't examine the antecedents and consequents of variables
disadvantages of a cross sectional design
Takes a long time• Expensive •May be difficult to generalize to different cohorts• Selective dropout can confound age effects
disadvantages of longitudinal design
2-8 weeks after conception- begins when blasytopct attaches to uternine wall - cell divison intensifies -support systems for cells form -organs appear
embryonic period
Look for differences between groups"true experiments": Individuals assigned to groups at random"quasi-experiments" : differences between two groups not randomly assigned
expirimental
Seventh month- Fetus continues to grow and exercise-If born, fetus can survive with assistance Eighth month-18", 5 lbs. -If born, good chances of survival Ninth month -Position changes for labor and delivery• Baby drops down into pelvis and head ready in birth position-20"; 7.5 lbs. -Skin coated with creamy protective coating
fetal development in the mother's third trimester
last abouts 7 months- 2 months after conception gorwth and development continue most dramtically during this time
fetal period
To describe developmental changes common to all individuals•To explain the origins •To explain individual differences •To understand how change is influenced by environmental context or situations•Make predictions or hypotheses
goals of lifespan developmental psychology
systematic acquisition, organization, and evaluation of information.
he scientific method refers to the
The independent variable is hypothesized, or expected, to influence behavior •The IV is that variable manipulated by the investigator -e.g. television watching-In contrast, the DV is that variable hypothesized to be affected by the IV e.g. aggressive behavior. •IV is the "X" in the causal statement "x causes y".• Must have a minimum of two levels, because comparing two situations or conditions
independent varaibles
Lifelong- early adulthood is not the end point of development - no age period dominates development Multidimensional- has biological, cognitive and socioemotional demisnions •Multidirectional• Plastic • Multidisciplinary •Contextual•Involves growth, maintenance, and regulation of loss• Co-construction of Biology, Culture, and the individual KNOW WHAT THESE MEAN
life span perspective is
womb to tomb psychology
lifepsan developmental psychology is
Same participants are studied at various points in time to see how they change with age Same group at different ages Will take as long as the sample is following•Only one cohort Assumptions: •Can generalize from this cohort to others• Assumes no selective dropout- all subjects are equally likely to be present for all ages
longitudinal design
less than 5 pounds 8 ounces very low = less than 3 lbs 4 oz extremely low= less than 2 lbs
low birth weight infants
1. biological 2. psycho dynamic 3. behavioral 4. cognitive DEFINE
major types of theoretical frameworks for human development
Questionnaire•Paper and pencil method that asks respondents to answer question Survey•Questionnaire administered to a large group Interview•Questionnaire that is administered verbally, usually in a one on one setting
methods for collecting data
- weight gain -showing - fetal movements felt -bigger appetite Care-Monthly doctor visits continue- Ultrasound Problems-Gestational diabetes; Rh incompatibility; increased blood pressure-Miscarriage; premature labor
mothers 2nd trimester
-Colostrum in preparation for nursing -Emotional connection between mother and baby grows - Fetal hiccups and thumb-sucking visible on sonogram - Fetus has regular activity and rest periods CareWeekly visits (beginning in 32nd week) Ultrasound to assess position; pelvic exam to check cervical dilation •Problems Increased blood pressure, bleeding, bladder infectionPremature labor
mothers 3rd trimester
Average full-term newborn weighs 5 pounds, 8 ounces to 9 pounds, 8 ounces• Typically 19 - 22 inches long• May have enlarged genitalia• Surge of adrenaline and noradrenaline •High levels of beta-endorphins• Upon birth, babies make major adjustments to their respiration, circulation, digestion, and temperature regulation
new born
ndividual factors such as divorce, unemployment, illness, career changes
non normative life events
similar for people in a particular age group biological (puberty and menapause) and social changes like
normative age graded
common to people of a particular generation because of historical circimunstances historical events such as wars, depressions, and epidemics long term changes in genetic and cultural makeup due to immgration
normative history graded
Children adapt to their environment and adjust their psychological structures (schemes) by assimilation and accommodation assimilation- change object to fit scheme Accommodation- change scheme to fit object They learn about the world through their senses and bodies and through the manipulation of objects By 8 months, infants develop rudimentary object permanence, the ability to have a conception of an object when it is not present Objects, however, are still tied to actions on them
paige sensiormotor period
Parents provide both genes and environments
passive genotype-environment correlations
Sensorimotor•Birth to 2 years Preoperational•2 years to 7 years Concrete operational•7 years to 11 or 12 years Formal operational•11 or 12 years and up
piaget's Stages of Cognitive Development
Germinal --starts @ conception Embryonic --starts at 2 weeks Fetal -- starts at 8 weeks
prenatal stages Stages of Prenatal Development
psychodynamic theories describe developemnt as a primarl unconsius and hevaily colored by emotion true understanding of development means understadning symbololic meaning of behavior stress early expirences with parents shape devlopment Role of unconscious mind and interactions of psychic processes emphasized - Sigmund Freud•Three processes (id, ego, superego) and five psychosexual stages - Erik Erikson•Psychosocial theory, emphasizing individual and social interactions, in which people pass through eight stages.
psychodymanic approach
Case Studies (Genie, Victor, Little Hans)Ethnographic studies
research designs - descriptive investgation
best acquired through scientific study.
scientific study Psychology assumes that knowledge about development is
systematic organization of knowledge.
scientific study is
Rudiments of depth perception present very early in life• At six months infants use spatial cues to react defensively• Meaning of depth is learned more gradually as child experiences environment
sensory and Perceptual Development
Observational method in which researchers go into everyday settings and observe and record behavior while being as unobtrusive as possible •Naturalistic observation •Laboratory observation
systematic observation
any agent that can potentially cause a birth defect or negativley alter behavioral/ cogntive outcomes exposurfe to teratogens in the fetal period more likely to cause probs with ho organs function dmage during germinal period can prevent implantation embroynoic more vulnerable than fetal
teratogens
first 2 weeks after conception creation of fertialized egg (zygote), cell division and the attachment of the zygote to the uterine wall - rapid cell divison occurs in this period (mitosis) - differentiaion occurs- specializtion of cells to perfrom different tasks - cells now called blastoycates
the germinal period
precise definitions of terms--Operationalization • Empirical methods which are replicable repeatable
the scientific method requires
Interdisciplinary; builds on ideas from multiple sources•Avoids rigid adherence to single theory BUT•Contributes to development of more comprehensive theories YES AND NO•Can be contradictory and confusing and lead to "fuzzy" thinking
theoretical approaches Eclecticism
Broad frameworks of understanding •Organized, coherent sets of ideas that help us understand, explain, and make predictions
theories