{"id":3903,"date":"2018-07-22T17:53:44","date_gmt":"2018-07-22T21:53:44","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3903"},"modified":"2018-07-22T19:03:49","modified_gmt":"2018-07-22T23:03:49","slug":"life-span-development-i","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/introduction-to-psychology\/life-span-development-i\/","title":{"rendered":"Life Span Development I"},"content":{"rendered":"

\u00a0Developmental Psychology <\/u><\/strong>\u00ad the study of age\u00adrelated changes in behavior and mental processes from conception to death<\/p>\n

\n
3 major issues o Nature VS Nurture<\/strong>\n
\n
Nature (maturational) approach<\/strong>\u00ad development proceeds in an orderly fashion and is the result from genetics<\/li>\n
Nurture (experience) approach<\/strong>\u00ad emphasizes the importance of the environment for development<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\uf0fa As a result of personal experience<\/p>\n
\n
Continuity and Discontinuity<\/strong>\n
\n
Continuity<\/strong>\u00ad development as gradual, additive process without sudden change<\/li>\n
Discontinuity<\/strong>\u00ad development as discontinuous, qualitative transformations \uf0fa Describes behavior in terms of stages\u00ad the next stage is different from the previous one<\/li>\n<\/ul>\n<\/li>\n
Stability and Change<\/strong>\n
\n
Early experience view<\/strong>\u00ad experiences of infancy as especially important for later development<\/li>\n
Later experience view<\/strong>\u00ad early experiences are important to development but no more important than later experiences<\/li>\n<\/ul>\n<\/li>\n
Interactionist Perspective<\/strong>\u00ad look at relative views of each aspect\n
\n
Development is a result of a complex interplay between nature and nurture, continuity and discontinuity, and early and later experience.<\/li>\n
Do not strongly believe in just one extreme<\/li>\n
Reaction range<\/strong>\u00ad range of genetic possibilities<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\uf0fa Environment decides where you fall in the range<\/p>\n
\u00a0Research Methods<\/h2>\n
\n
2 main types o Cross\u00adsectional research<\/strong>\u00ad studying people of different ages all at one time o Longitudinal research<\/strong>\u00ad studying the same group of people for a long period of time<\/li>\n
Problems<\/li>\n<\/ul>\n
Cross sectional studies have cohort effects<\/strong>\u00ad differences that result from specific histories of the age group studied<\/p>\n
\n
Historical trends effect age groups differently o Longitudinal studies are expensive, both in time and money.<\/li>\n
Attrition<\/strong>\u00ad loss of research participants over time<\/li>\n<\/ul>\n
\uf0fa Start with big sample<\/p>\n
\uf0fa May have problems with generalizability<\/p>\n
\u00a0Prenatal development<\/h2>\n
\n
3 main phases o Germinal phase\u00ad<\/strong> 1^{st<\/sup> 2 weeks after conception\n\nCreation of zygote<\/li>\n
Cell division<\/li>\n
Attachment of zygote to uterine wall o Embryonic Period<\/strong>\u00ad 2\u00ad8 weeks after conception<\/li>\n
Rate of cell division increases<\/li>\n
Support systems for the cells form<\/li>\n
Organs appear\u00ad organogenesis<\/li>\n
Mass of cells attached to uterine wall forms 2 layers\u00ad \u201cembryo\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\uf0fa Endoderm<\/strong>\u00ad inner layer\u00ad develops into digestive and respiratory systems<\/p>\n
\uf0fa Mesoderm<\/strong>\u00ad middle layer\u00ad develops into circulatory system, bones, muscles, excretory and reproductive system<\/p>\n
\uf0fa Ectoderm<\/strong>\u00adouter layer\u00ad develops into the nervous system and sensory receptors (ears, nose, eyes, skin)<\/p>\n
o Fetal Period<\/strong>\u00ad 2 months after conception, lasts for 7 months<\/p>\n
\nFetus rapidly gaining weight<\/li>\n
Fine detailing of body organs and systems<\/li>\n<\/ul>\n\u00a0Teratogens <\/u><\/strong>\u00ad agent that produces a malformation or raises the population incidence of malformation<\/p>\n
\nThalidomide\u00ad<\/strong> 1^{st<\/sup> teratogen\u00ad used to cure morning sickness o Phocomelia<\/strong>\u00ad \u201cseal like\u201d birth defects<\/li>\n}
Severity of damage dependent on 3 factors<\/li>\n
Dose response<\/strong>\u00ad greater the does, greater the effect<\/li>\n
Time of exposure<\/strong>\u00ad certain stages of embryonic and fetal development are more vulnerable than others\n\n1^{st<\/sup> trimester more vulnerable than 2^{nd<\/sup> and 3^{rd<\/sup> o Genetic susceptibility<\/strong>\u00ad variation in maternal metabolism of a particular drug will determine what metabolites the fetus is exposed to and the duration of exposure.<\/li>\n}}}
Genetic susceptibility of fetus to a particular teratogenic agent will have an effect on final outcome<\/li>\n
Fetus\u00ad some genotypes more susceptible to damages<\/li>\n
Pregnant woman\u00ad how fast\/slow metabolism is<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\uf0fa Substance break down rate<\/p>\n
\nTypes of teratogens o Fetal Alcohol Syndrome<\/strong>\u00ad group of abnormalities in babies born to mothers who consume alcohol during pregnancy.<\/li>\n<\/ul>\n\nMost common non\u00adgenetic cause of mental retardation in US<\/li>\n
Estimated that 3\/1000 babies will have FAS \uf0a7 Rate may be 3 times higher in some populations<\/li>\n
Causes:<\/li>\n<\/ul>\n\uf0fa Alcohol broken down more slowly in immature body of fetus than in an adult\u2019s body\u00ad alcohol levels remain high and stay in baby\u2019s body longer<\/p>\n
\uf0fa FAS usually occurs in babies born to alcoholic mothers, or those who drink more than 4\u00ad5 drinks\/day<\/p>\n
\uf0fa Dependence and addiction in mother also cause the fetus to become addicted\u00adwithdrawal may begin within a few hours after birth and symptoms may last up to 18 months<\/p>\n
\uf0fa Specific deformities of head, face, heart defects, mental retardation seen with FAS \uf0a7 Treatment:<\/p>\n
\uf0fa US FDA designated specific drugs for treating symptoms of withdrawal from alcohol in babies<\/p>\n
\uf0fa No treatment for lifelong birth defects and retardation<\/p>\n
\uf0fa 100% preventable\u00ad don\u2019t drink o Nicotine<\/strong><\/p>\n
\nSmoking during pregnancy estimated to account for 20\u00ad30% of low birth weight babies, 14% preterm deliveries, 10% of all infant deaths<\/li>\n<\/ul>\n <\/p>\n
\nOdds of developing asthma are twice as high among children whose mothers smoke more than 10 cigarettes a day<\/li>\n
Between 400,000\u00ad1 million asthmatic children have their condition worsened by exposure to secondhand smoke<\/li>\n
Smokers inhale nicotine and CO which reach the baby through the placenta and prevent the fetus from getting the nutrients and oxygen needed to grow<\/li>\n<\/ul>\n\u00a0Infant growth Patterns<\/h2>\n\nCephalocaudal pattern<\/strong>\u00ad greatest development takes place at top of body and moves gradually downwards<\/li>\n
Proximodistal pattern<\/strong>\u00ad growth starts at the center of the body and moves towards the extremities<\/li>\n<\/ul>\n\u00a0Brain Development<\/h2>\n\nAt birth\u00ad ~ 100 billion neurons, 50 trillion synapses<\/li>\n
1^{st<\/sup> 3 months\u00ad synapses multiply more than 20 times<\/li>\n}
3 year old\u00ad twice as many connections as adults o Pruning\u00ad removal of connections that are not used<\/li>\n<\/ul>\n\u00a0Motor Development<\/h2>\n\nInfant reflex<\/strong>\u00ad involuntary response to a particular stim.<\/li>\n<\/ul>\no Important because:<\/p>\n
\nProtective<\/li>\n
Provide instincts<\/li>\n
Development of voluntary movements<\/li>\n
Diagnosing abnormalities o Types:<\/li>\n
Blinking<\/strong>\u00ad response to sudden air pressure\/light change<\/li>\n
Babinski reflex<\/strong>\u00ad toes fan out and go back<\/li>\n
Crawling<\/strong><\/li>\n
Moro\u2019s Reflex (startle reflex)\u00ad<\/strong> sudden loss of support<\/li>\n<\/ul>\n\uf0fa Throw head and arms back with arms grabbing<\/p>\n
\uf0fa Evolutionary trait<\/p>\n
\nPalmar and Plantar grasp<\/strong>\u00ad grab something placed in palm\/arch \uf0fa Important for attachment<\/li>\n
Sucking reflex<\/strong>\u00ad nurse if something placed in mouth<\/li>\n
Rooting reflex<\/strong>\u00ad stroke the side of face, turn to nurse<\/li>\n<\/ul>\n\u00a0Senses: <\/u><\/p>\n
\nVision<\/strong>\u00ad infants can see even at birth, though a range of 20\/400\u00ad 20\/600 o Robert Fantz\u00ad infants demonstrate wide variety of visual preferences\n\nSharp outlines with lots of contrast<\/li>\n
Complex patterns with curvy elements<\/li>\n
Moving objects<\/li>\n
Human face<\/li>\n<\/ul>\n<\/li>\n<\/ul>\no Tracking<\/strong>\u00ad focus attention on moving object and follow it<\/p>\n
\nHearing<\/strong>\u00ad babies can hear even before birth o Prefer songs\/voices heard in utero\u00ad Mozart effect o Motherse\/child\u00addirected speech<\/strong>\u00ad helps gain language\n\nIncreased tone<\/li>\n
Sing\u00adsong voice<\/li>\n
Repetitive<\/li>\n
Slowly, annunciate clearly<\/li>\n<\/ul>\n<\/li>\n
Touch<\/strong>\u00ad very important for bonding\u00ademotional health o Pressure can help calm babies down<\/li>\n<\/ul>\no Newborns suck fingers because lips and fingers have many touch receptors\u00adself soothing<\/p>\n
\nTaste<\/strong>\u00ad highly sensitive o Favorite flavor\u00ad sweet<\/li>\n
Smell<\/strong>\u00ad acute\u00ad can pick out mother\u2019s breast pad by smell<\/li>\n<\/ul>\n\u00a0Attachment <\/u><\/strong>\u00ad strong affectional\/emotional bond with special others(primary care giver) that endures over time<\/p>\n
\nAinsworth and Freud\u00ad 2 researchers<\/li>\n<\/ul>\no Mother\/baby sets stage for all future relationships<\/p>\n
\nTheoretical roots:\n\nEvolutionary psychology<\/strong>\u00ad infants are motivated to seek out the attention and proximity of adults for their survival\n\nCannot do anything for themselves\u00ad want protective force<\/li>\n
Corresponding motivation for adults to care for children<\/li>\n
Neotenous features<\/strong>\u00ad distinguish adults from juveniles<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\uf0fa Lets us know they are young and need care\/protection<\/p>\n
\nPsychoanalytic orientation<\/strong>\u00ad early experience with caregivers lead to the formation of \u201cworking models\u201d of the self and of the attachment figure.\n\nCaregivers accessibility and level of care and one\u2019s feelings about ones deservedness of that care, will have implications for future judgments of the self and relationships with others<\/li>\n
Bowlby\u00ad \u201csignificant risk of psychopathology later in life should attachment become inconsistent\/ < satisfactory<\/li>\n
Freudian interpretation\u00adlooks at interactions o Behaviorist View<\/strong>\u00ad Hulls drive reduction model<\/li>\n
Feeding is basis for attachment<\/li>\n
Mother satisfies baby\u2019s hunger drive\u00ad becomes a learned drive<\/li>\n
Look at primary drive of hunger<\/li>\n
Harlow\u2019s infant rhesus monkey studies<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\uf0fa 2 mothers\u00ad 1 covered in wire, 1 in terry cloth<\/p>\n
\uf0fa Even when only fed by wire mother, monkeys preferred cloth monkeys<\/p>\n
\uf0fa Contact\/comfort seemed more important than feeding<\/p>\n
\uf0fa Social deficits<\/p>\n
\nAttacked for no reason, cower<\/li>\n
Males raped<\/li>\n
Females abandoned\/abused infants<\/li>\n<\/ul>\n\uf0a7 Feeding as basis of attachment in humans<\/p>\n
\uf0fa Cannot perform same study\u00ad unethical<\/p>\n
\uf0fa Naturalistic observation\u00ad babies become attached to people who rarely feed them\u00ad comfort over food<\/p>\n
\uf0fa Toddlers separate from attachment figures tend to form attachment to something soft and cuddly\u00ad teddy,blanket<\/p>\n
\nAinsworth\u2019s Strange situation\u00ad 8 stages to measure the level of attachment beween infant and carefiver o Infant and caregiver are briefly introduced to playroom o Parent and child play alone in the room o Stranger enters room and plays with baby o Parent leaves, baby alone with stranger o Parent returns and stranger leaves o Parent leaves, child alone o Stranger returns\n\nParent returns, stranger leaves<\/li>\n<\/ul>\n<\/li>\n
Major Attachement Types o Securely\u00adattached infants<\/strong>\u00ad use mom as secure base\n\nSocial referencing<\/strong>\u00ad check in with mom before doing something<\/li>\n
Little fuss when left alone<\/li>\n
Happy to see mom return o Insecure\u00adavoidant infants<\/strong>\u00ad ignore mom<\/li>\n
May not notice leaving<\/li>\n
Avoid attempts to interact with mom o Insecure\u00adanxious\/ambivalent<\/strong>\u00ad preoccupied with mom<\/li>\n
Never leaves mom\u2019s side<\/li>\n
Fuss when leave<\/li>\n
Mad when mom returns but wants to be picked up<\/li>\n
Mom is unpredictable= constant focus o Insecure\u00addisorganized\/disorientated<\/strong>\u00ad not securely attached but does not fit well in other categories<\/li>\n<\/ul>\n<\/li>\n
Effects of Institutional Care and Neglect\/Abuse o Affectionless characters<\/strong>\u00ad not able to bond to others\n\nUse others for own ends<\/li>\n
Hurt without guilt<\/li>\n<\/ul>\n<\/li>\n<\/ul>\no Reactive Attachment Disorder<\/strong>\u00ad result of severe neglect\/abuse<\/p>\n
\u00a0Adolescence <\/u>\u00ad ages 10\u00ad20<\/p>\n
\nPuberty<\/strong>\u00ad biological changes during adolescence that lead to an adult\u00adsized body and sexual maturity o Menarche<\/strong>\u00ad 1^{st<\/sup> cycle occurs about 2 years into puberty<\/li>\n<\/ul>\no Adolescent growth spurt<\/strong>\u00ad adolescent gains a lot of height, weight, and skeletal growth<\/p>\n
\nAsynchronous<\/strong>\u00ad different parts hit at different times<\/li>\n
Starts in extremities<\/li>\n<\/ul>\n\u00a0Parenting Styles <\/u><\/strong>\u00ad kind of practices that parents exhibit in relation to their children and effects<\/p>\n
of practices.<\/p>\n
\n2 main dimensions o Demandingness<\/strong>\u00ad degree to which parents set down rules\/expectations of behavior and require children to comply<\/li>\n<\/ul>\no Responsiveness<\/strong>\u00ad degree to which parents are sensitive to children\u2019s needs and express love, warmth, and concern<\/p>\n
\nTerms for parenting styles\u00ad Diana Buamrind o Authoritative<\/strong>\u00ad high in both dimensions\n\nClear behavior rules<\/li>\n
Know consequences<\/li>\n
Emotional give\u00adtake\u00ad willing to discuss<\/li>\n
Most positive outcome\u00ad high self esteem, relationships o Authoritarian<\/strong>\u00ad high in demandingness, low in responsiveness<\/li>\n
Strict rules<\/li>\n
Do not express love, concern<\/li>\n
Rely on \u201cbecause I said so\u201d<\/li>\n
2 types of children<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\uf0fa rebellion<\/p>\n
\uf0fa dependent\u00ad cannot make own choices<\/p>\n
\nmore likely to use physical violence in\/out of home<\/li>\n<\/ul>\n\nIndulgent<\/strong>\u00ad low in demandingness, high in responsiveness\n\nDo not enforce behavior standards<\/li>\n
Spoiled\u00ad not prepared for frustrations\/responsibilities o Indifferent<\/strong>\u00ad low in both dimensions<\/li>\n
Minimize time\/amount put into parenting<\/li>\n
Impulsive, delinquents\u00ad do not care what they do and cannot foresee consequences<\/li>\n<\/ul>\n<\/li>\n
US families o Indifferent most common\u00ad 37% o Authoritative 32% o Authoritarian\/Indulgent\u00ad 15% each<\/li>\n
Parenting Effects are reciprocal\/bi\u00addirectional o Children\u2019s reactions change parents parenting styles<\/li>\n<\/ul>\n\u00a0Piaget\u2019s Cognitive Developmental Theory \u00ad series of stages<\/h2>\n\nDefinitions o Schema<\/strong>\u00ad cognitive structures or patterns consisting of a number of organized ideas that grow and differentiate with experience\n\nChange over time<\/li>\n
Becomes more complex as we think differently o Adaptation<\/strong>\u00ad individual\u2019s ability to fit into or adapt to the environment. Occurs via balancing 2 complimentary activities<\/li>\n
Assimilation<\/strong>\u00ad absorbing new information into existing schemas<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\uf0fa Close to what you already know<\/p>\n
\uf0fa Does not change the way you think<\/p>\n
\uf0fa Lab and chichuia EX<\/p>\n
\nAccommodation<\/strong>\u00ad adjusting old schemas or developing new ones to better fit with new information<\/li>\n<\/ul>\n\uf0fa Pushes cognitive development<\/p>\n
\uf0fa Previous way does not allow new information<\/p>\n
\uf0fa Dog and Cat EX<\/p>\n
\nStages\n\nSensorimotor Development<\/strong>\u00ad babies are learning to coordinate their mother reactions with sensory input\/environment\n\nNot thinking\u00ad do not have language yet<\/li>\n
Get control over body to get information from environment<\/li>\n
Object permanence<\/strong>\u00ad they realize that just because something is out of their sight doesn\u2019t mean it no longer exists<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\uf0fa Teddy bear under blanket EX<\/p>\n
\nPreoperational Stage<\/strong>\u00ad tremendous increase in representational ability\n\nSymbolic representational ability<\/strong>\u00ad objects can be represented by symbols<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\uf0fa Developing in language<\/p>\n
\nMistakes in Logic<\/li>\n<\/ul>\n\uf0fa Egocentrism<\/strong>\u00ad inability to compare perspectives<\/p>\n
\nDo not understand others experience the world differently<\/li>\n
Shared consciousness<\/li>\n<\/ul>\n\uf0fa Animism<\/strong>\u00ad inanimate objects are alive<\/p>\n
\uf0fa Syncretism<\/strong>\u00ad belief that unrelated events are related in some way<\/p>\n
\nUsually because they occur at the same time<\/li>\n<\/ul>\no Concrete\u00adoperational stage<\/strong>\u00ad reasoning becomes more flexible, logical, organized, and more powerful<\/p>\n
\nLimited\u00ad can only think about concrete information<\/li>\n
Do not reason about abstract concepts<\/li>\n
Use more scientific reasoning o Formal operational stage<\/strong>\u00ad ability to \u201coperate on operations\u201d because adolescents and near\u00adadolescents can now think abstractly<\/li>\n
Abstract, logical, idealistic<\/li>\n
Adolescent egocentrism<\/strong>\u00ad problem comparing perceptions o Personal fable<\/strong>\u00ad belief they are unique<\/li>\n
Leads to characteristic adolescent behavior<\/li>\n
Keeping dairy, taking risks o Imaginary audience<\/strong>\u00ad belief they are center of attention<\/li>\n
Everyone looks at you\/judges you<\/li>\n<\/ul>\nBoth fade away with time but do not go away\u00ad our way to keep order<\/p>\n","protected":false},"excerpt":{"rendered":"
\u00a0Developmental Psychology \u00ad the study of age\u00adrelated changes in behavior and mental processes from conception to death 3 major issues o Nature VS Nurture Nature (maturational) approach\u00ad development proceeds… Continue Reading Life Span Development I<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[99],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3903"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3903"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3903\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3903"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3903"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3903"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}}}