Boston University Dev Psych 241

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Brain Development: Brain size increases

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-number and size of dendrites (learning)
-mylineation(processing speed)

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Brain Development: 3-6 years old

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-most rapid growth in brain
-pre-frontal cortex (improved cognitive abilities)
-More DA in neural circuits

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Gross motor skills- Improve dramaticaly (age 3,4,5)

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-age 3- simple movements (pride and enjoyment
-age 4- more adventurous play( althletic prowess
-Even more adventurous ("hair raising stunts)

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Fine Motor Skjills (age 3,4,5)

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age 3- still clumsy at picking up tiny objects
age 4- increase percision
age 5- improved hand eye

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handedness

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9:1 ratio
no difference in motor skills competency & intellect

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Nutrition

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-impacts skeletal growth body, sahpe & ability to fight disease
-pre school need 17000 cal/day
-

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Benedict formula
Basal metabolism rate

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metabolism rate and caloric needs per day

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Capabilities during infancy

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attend (focus mental resources)
Imitate( learn by model)
defferred imitation( demonstrate behaviors seen earlier)

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memory(Definition)

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retention of information over time

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Memory (infants

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-2 months can retain info about percetption -motro activities
-memory not of adult
-infantile anesia
-implicit & explicit memory

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Jean Piaget- cognitive development

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-Discrete stages (continuity vs discontinuity)
-Each new stage is built upon an earlier one
-Invariant(emerge in a fixed order for all chjildren , no skipping of stages)

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Adaption

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- Process of adjusting to the newly introducing elements in our environment
-Cognitively- adaption involves building "schemas"
Amydala- Pilot Control
-assimilation
-accommodation

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Piaget's theory- Stage 1: Sensorimotor stage

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-birth to 2 years
-sensory information (look feel, sound taste)
-motor activity (grasping, hitting)
-Key intellectual achievement "object performance"
-Development of intentionality & goal-directed behaviors
-2 important cognitive capaciites: play & imitation

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Piaget's Stage 2: pre-operational stage

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- 2 to 7 years of age
-Increase in symbolic activities
- tremendous strides in language, make- believe play , mental images of events
-Pre-operational thoguh is limite by a number of factors

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Limitations of PRe-Oreational stage 2

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Ego-Centrism
Animistic Thinking --> rain=sky crying
Inability to" conserve
-centration- more in number ratherthan amount
-irreversibility--> cannot be reverses

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AMygdala

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pilot control

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assimilation

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process where a child incorporates new information in terms of present schemas (child calls zebra a horse)

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accommodation

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schemas are modified to take into account newly understood properties of an object ( parents teach and kids learn)

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Piaget's stage 3- Concrete operational stage

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-7-11 years
-Logical thinking (deal with concrete & tangible info)
-Development of reversiblity & de-centralization
-significant advances --> ability to transform & manipulate info
-understand relationship between distance,time & speed
"transivity (mental sort objects) & clasification
-conservation increase

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Conservation

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-horizontal declage
-Sequential mastery of concepts (develops sequentialy)
-number
-lenght
-liquid
-mass
-area
-weight
-volume

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Deception

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-children under 6
-Children between 6-10
by age 11
-Children spontaneously tell truths --> ego centricism --> lies also associate with something they're not supposed to say -> make mistakes in errors in recall
age 10--> intentionality and lying increases
Supre concrete beyond age 11--> lil white lies

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Stage four- formal operational stage

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- 11-15 year of age
- abstract & hypothetical info is understood & processed
-Major characteristic
-Hypothetic-deductive reasoning
-propositional thought

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Limitations during stage 4

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-"formal operational egocentrism"
-Elkind (1981) discovervariation
-imaginary audience --> paranoia
-personal fable --> narcisism --> no one has ever love like this

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major criticism of piaget

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underestimated the cognitive abilites of children

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Measuring infant development

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-Devleloped out of tradition of IQ testing of older children

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Infant development: Bayley scales

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-motor scale, mental cale, infats behavior scale

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infant development: Fagan TEst

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How effectively infant processes info

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Language

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-verbal form of communication
-can be spontaneous written, signed
-based on system of symbols
-culture-based
-"infinitely generativityy

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Rules

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-semantics - involves meaning of words & sentences
-Pragmatics - appropriate use of languages in language in different contexts
-aspergers & asD (social pragmatics)

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5 properties

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-creative & novel
-structured/pattened --> every humnan structure has patterns
-meaninful
-referential -refers to and describes things in world
-Interpersonal/ communicative

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Structures

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-Phenomes- accents
- Morphemes- smallest unit that carries meanings
- phrases & sentences - syntax

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Theories on language development

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-Behaviorist perspective
-Nativist Perspective --> not just imitating--> LAD--> helps kids understand what they hear
-Interactionaist position--> experiences help activate learning in brain
Bruner's LASS & Berko-Gleason

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Sequence of Language Development

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Crying (birth) - types
cooing (2 mos) - happy
Pseduodialogues (3mos) -momanese- baby taulk
Babbling (6 mos)- repetition of consonant sounds --> OBAMA
Nonverbal Signs (12 mos)- to direct and control behavior of others
First words & sound play (11-16 month)- trial and error efforts to say words
Holophrasic speech (1-2 year)- one word to express sentences. express gestures and intonation
Telegraphic Language (1-2 year)- to be, concept of negation
Rapid Vocab growth (30-60 mos)
development of complex grammar forms (3-5 uyrs)

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Emotions:Def

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feelings/ affect that occurs when a person is in a state of interaction that is important to them

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Emotions: other

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-Strong biological foundation for expressions of emoion
-basica emotions/ facial expression:
-Universal but labeled differntly

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Types of Emotions:crying

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-Crying- first form of communication for newborn (improtant for bonding)

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Types of emotions: Fear

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-Fear(6-18 mos)- get comfortable with environment not used to changes
-stranger anxiety--> who are these people
-Separation protest- separated from caregivers

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Types of emotions: smiling

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smiling-
----reflexive smile -external stimuli
-----social smile - 2 to 4 mos-- voice or smile

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Social referencing

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-reading emotions of people
-emotional cues
-"cueing" & "Checking in" with mother before acting
mahler- object relations/ separation- Individuation
"practice" phrase (10-16 mos)--> constantly look at cues of parents
"cueing" & "refueling"--> read, check, act
better at this in 2nd year of life

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Temperament: definition

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an individual 's behavioral sytle and characteristic way of emotionally responding- predicts how person will be later on

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Temperament: information

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Classification (chess & thomas, 1977 &1991):
EasyChild - adapt, good mood, reg routines
Difficult Child, negatively , cries freq, slow to adapt, no reg routines
Slow to warm up child (STWU)- (confused with autistic)
Longitudinal sutdy (40% easy , 10% difficult, 30 % STWU, 35% not easily fit)
stable across chilhood years

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Temperament: Physiological factors

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"inhibited temperament"
high & stable heart rate
high levels of cortisol (stress hormone
high activity in right front al lobe
linked with excitabiity of the amygdala( fear/ inhibition
Lower levels of 5-HT (increases sense of vulnerability)-impressions

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Environmental Factors

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Gender -- girls and guys diff response (loving vs toughen up)
Cultural values behavioral inhibition is valued in some cultures
can impact parental attitudes & behaviors (acceptng of infants' behaviors & temperaments)behaviors (acceptng of infa

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Goodness of Fit

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-match between child's temperament and the environmental demand s the child must cope with
-high level fearless infant and harsh parenting linked to persistent conduct problems
-Temperament stable over childhood--> predict parent reaction

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Erik Erikson

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Ego psychologist (inherent strength of people)
Importance of social world in the development of the individual
life span dvelopment (extended freud's psychosexual theory)
conflicts at different phases of life --> work thru. and each resolution gives us strength
Gives us an "ego strength" or ego ideal" to deal with later phases
fixation(overstim, undergratification) , regression (back to earlier stage), repetition compulsion, agreement with concept of mastery

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Erik Erikson's Theory

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Trust vs mistrust (birth - 1.5)
Autonomy vs shame & doubt (1.5-3.5)
boys shame (shameless --> I meant to do that)
Initiative vs guilt ( 4-6)--> give limits to prevent
Industry vs inferiority (7-11) --> ranked in school --> praise kid's work
iD vs role confusion/ diffusion (moratorium ) (12+)--> I used to do it as a kid--> phases--> finding identity and experimentation (women more protractive --> hard to find self)
Intimacy vs Isolation (early adult)
Generativity vs stagnation/ self- absorption ( middle adult)
Integrity vs despair ( late stage adult)
Thoughts, feelings, physical closeness, spirituality, sexuality --> intimate

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HArry Harlow

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Studied attachment in primates (etologist)
Wire-cage" vs "terry cloth" mother
Importance of texture & soothing (physical)
Disruptions in attachment
Analog study in attachment but also therapy
strong link betweent he needs of organism and what the environmnent provides

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John Bowlby

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Attachment - close emotional bond between 2 people
3 types with ainsworth
Marry Main (!1990) - disorganized attachment
4th type (could not be identified by bowlby & ainsworth
Stockholm syndrome
"trama bonding:
4 phases of attachment in infancy

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4 Phases

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Birth to 2 months- infants attach to human figures
2 months to 7 mos- focused on one figure (primary caregiver)
more damage caused when mom is gone
7 months to 24 months- activlely seek contract wtih regular caregiver; enhanced by increased locomotion
24 months+ - awareness of other feelings develops; informs their actions
kids move from self centered and think of others

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Quality Childcare

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Seems to have least adverse effect when:
smalle child-adult ratio
smaller groups
caregiver characteristics (positive talk, attachment, highly affective and lots of language stimuli)
NICHD Study - only 12% expereienced positive parental care
LOW SES Children recieved lowest care
positive childcare- kids do better in cognitive and language tasks
Poor childcare- resultied in inseculrey attached infants, but these effects wer minimized by 36 months

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Family Issues

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Transition to parenthood
Reciprocal socialization
Belsky's findings re: mother's & father's roles
Fathers who are more involved in caregiving--> mothers more intimate

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Lev Vygotsky

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emphasized how culture and social interaction guide cognitive development- Childre construct their own knowledge base - can try to force kids to learn certain thing but interest knowledge through social interaction

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Vygotsky's cognitive theory

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S-O-R- (stimulus-organism,organism and response) somewheer in between is a human factor

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"Zone of proximal development" ZPD

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range of tasks that are too difficult for children to master alone but can be learned with assitance from adults/more skilled children

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Scaffoling

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changing level of support

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information-processing theory

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influenced by technology
analogy between hardware and software (brain and cognition)
Emphasizes that individuals manipulate info, monitor it and strategize it
continuous stages
slwoly increase capacity for processing complexity and knowledge

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salient vs relevant

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children pay attention to salient(distracting things) rather than relevant features of a task

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Enhancing Safety

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individual = decreasing imulsivity, bike helmets
family/home= higher awareness of children management, parenting skills , child safety skills ,home safety, cabinet locks
school/peer= absence of plaground hazards, injury prevention
community= positive activiites for children and parents, surveillance of environment hazards and prevention policies

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physical growth

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Slow consistent growth
Calm before puberty
2-3 inches per year
age 11 girls are taller than boys
gain 5-7 lbs per year

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DQ vs IQ

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Developmental quotient vs verbal and performance quotient used in baley and fagan

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Causes of Illness & death

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medical advances
eradicated meningitis
prevent measuels,
immunization duhh

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Malnutrition

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common problem - iron deficiency (anemia), chronic disease
failure to eat adequate amounts of quality meats and dark green vegetables
low income families develop this condition
affects growth and cognitive development, lower resistance to disease
problems learning

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Obsesity

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low level of fitness

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early childhood education

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Lots of variation
attending pre-school is norm
pre-k half day programs , some day long ,

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John Bowlby

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attachment- close emotional bond between 2 people
3 types

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5 properties of language

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creative & novel
structured and patterened
meaningful
referential
interpresonal/ communicativeF

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Crying

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birth

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cooing

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2 months- happpiess

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Pseduodialogues

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3 months- momanese - baby talk

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babbling

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6 months- repetition of consonant souns

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non verbal signs

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12 months - direct and cotnrol behavior of others

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First words & sound play

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11-16 months--> trial and error efforts to say words

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Holophrasic speech

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1-2 years- one word to express sentences. express gesture and intonation

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Rapid Vocab growth

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30-60 months

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development of complex grammar forms

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3-5 years

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Harry HArlow

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Wire cage vs terry cloth mother
attachment studies ( imporacne of texture and soothing
strong link between the needs of an organism and what environment provides

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ERik Erikson

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life span development
importance of social world in the development of the individual
conflicts give us strength
ego streangth or ego ideal
fixation (overstim or undergrad), recession, repitiion, compulsion, agreement with concept of mastery

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Erik Erikson Theory: Trust vs mistrust

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birth - 1.5

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Erikson theory: autonomy vs shame & doubt

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1.5-3.5

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Erikson theory: initiative vs guilt

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4-6 year; give limits to prevent

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Erikson theory: industry vs inferiority

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7-11 years--> ranked in school---> praise kid's work

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Erikson theory: IDentity vs role confusion/diffusion

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12+ years --> phases and finding self

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Erickson theory:Intimacy vs isolation

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early adult

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Erikson theory:Generativity vs stagnation/ self absorption

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middle adult

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Erikson theory: integrity vs despair

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late stage adult

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intimate

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thoughts feelings physical clsoeness spirituality and sexuality

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phase 1 of attachment

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Birth to 2 months- infants attach to human figures

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phase 2 of attachment

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2-7 months
focused on one figure

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phase 3 of attachment

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7-24 months activley seek contract with regular caregiver; enhanced by increased locomotion

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phase 4 of attachment

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24+ months
awareness of other feelings develops; informs their actions
kids move from self centered and think of others

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caregiver's response

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secure attachement -caregivers are sensitive and cosnistently available
avoidant babies- unavailable/ rejecting caregivers
Insecure baies- inconsistent, not very affectionate caregivers
disorganized- negelct and physically abusive.