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human development1

human development1 Nature- inborn traits and characteristics inherited from parents Nurture- environmental influences, both before and after birth ACTIVE (organism) VS PASSIVE (mechanistic) Organismic- People are active growing organisms that set their own development in motion ACT not react to environmental influences *cannot predict behavior by simple responses to environmental stimulus Emphasize qualitative change, see development occurring in STAGES each s stage builds on previous stage. Mechanistic- People are like machines that REACT to environmental influence, if we learn enough about human Machine we can predict what they will do *identifies and isolates factors that make people react as they do Focus on quantitative change, see development as continuous Quasi-Organismic- People change as there world changes them Perspective Belief Stage Oriented Theories PSYCHOANALYTIC Behavior is controlled by powerful unconscious urges Personality influenced by society& develops through series of crises Yes/Mechanistic Yes/Organismic Freud’s Psychosexual COGNITIVE Changes in thought occur between 0 to adolescence Learn in social context NO/Mechanistic HUMANISTIC People have ability to change lives & foster own develop. NO/Organismic Maslow Selfactualization ETHOLOGICAL Human have adaptive mechanisms to survive periods stressed: predisposition for learning NO/BOTH Bowlby’s & Ainsworth’s Attachment Theory CONTEXTUAL Development occurs through interaction between person & 5 surroundings interlocking systems of influence Child’s Sociocultural context impact on development NO/Organismic NO/Organismic Bronfenbrenner’s ecological Paul Baltes Identified 4 key principles of a life-span developmental approach:: Development is lifelong- Each period of the life span is influenced by what happened before and will affect what is to come. Each period has its own characteristics and value Development Depends on history and context- Each person develops within a specific set of circumstances or conditions defined by time and place. Human beings influence, and are influenced by historical and social context. Responding to physical and social environments but also interact with and change them Development is Multidimensional & multidirectional- Development throughout life involves a balance of growth and decline. As people gain in one area they may lose in another. People seek to maximize gains & to minimize losses by learning to manage or compensate for them Development is Pliable/Plastic modifiability of performance)- Abilities, such as memory, strength and endurance can be improved with training and practice. Observational Studies- observe behaviors in naturalistic or laboratory setting +can observe wide range of human behavior, behaviors can be clearly defined and studied, see development naturally, Inexpensive - cannot infer causality (causation), does not answer why behaviors take place Self Report Studies- interview subjects directly about thoughts and feelings or behaviors +quick, efficient, can control information individuals receive, inexpensive - not feasible with some people, clinical interviews expensive and subject to bias, respondents often give inaccurate info Correlational Studies-Documenting systematic, linear relations between variables +can determine how different variables related, identify factors that associated w/increased risk, examine relations in situations that can’t be controlled experimentally -just because 2 variables correlated, doesn’t mean they co-occur, correlations don’t prove causation Experimental Studies-manipulating 1+ variable & determining effect on 2nd variable +can determine causality, can control all other variables -costly, not feasible w/some designs (longitudinal), can’t study everything Quasi-Experimental-when it’s not possible to manipulate IV, can sometimes examine haw a- prior variations of IV are related to specific outcomes Behaviorist-studies basic mechanics of learning. Concerned w/how behavior changes in response to experience Psychometric-measures individual differences in quantity of intelligence w/IQ test. Piagetian- looks at changes in quality of cognitive functioning. Concerned w/how mind structures its activities and adapts to environment Birth Can perceive speech, cry, make some response to sound 4-6 Begins to store sound patterns & link sounds w/meaning 6-12 recognizes basic sounds of own language & becomes aware of rules 10-12 Can no longer discriminate sounds not in language 13 Understands symbolic function of naming, uses representational gestures 16-24 Learns many words, expanding vocab. Rapidly 50-400, uses verbs & adjectives 20 Uses fewer gestures: names more things 24 Uses many 2word phrases, no babbling, wants to talk 30 Learns words every day, speaks in combination of 3+ words understands well 36 Says up to 1000words, 80% intelligible, makes some mistakes in syntax SKINNER’s Classic Learning Theory-Children learn language through operant conditioning Observation, Imitation, Reinforcement NATIVISM Chomsky‘s- humans have inborn capacity for language acquisition, Children of all background learn language at same age, humans only capable of language LAD Phonemes-basic units of sound, babbling 1st evidence of phonetic production 7m PROSODY-using melody to change meaning, Semantics-knowledge words have meaning, requires knowledge of symbols SYNTAX- grammar of language, making sentences 24m Pragmatics-unspoken rules, culturally based TEMPERAMENT Stable, early appearing constellation of personality characteristics believed to have hereditary basis, way of reacting/approaching a situation Gender typing begins very early fathers especially promote. Emotional expressions/communications Attachment Theory- emotional tie between infant and caregiver, any activity on babies part that leads to response from adult is seen as attachment seeking Secure-infant cries when mom leaves & actively seeks out when returns Avoidant-infant rarely cries when separated & avoids contact upon return, angry Ambivalent-infant becomes anxious before separation, extremely upset during absence & seeks and resist contact on return Disorganized-Disoriented-After separation infant shows contradictory behaviors, least secure may greet mother brightly and then turn away, possible abuse, insensitive, intrusive Emotional Communication-essential for infants who depend on adults for care. Begins with crying, smiling and laughing. Emotions such as embarrassment, empathy and envy do not develop until after development of self awareness-understanding they are separate functioning beings Self Concept-sense of self: descriptive & evaluative mental picture of one’s abilities & traits Stages Physical self-recognition & self awareness 18-24m Self description & self evaluation 19-30 Piaget’s preoperational Thought 0-2 Sensorimotor schemes based in action, Means-end Behavior, separation of self 2-7 Pre-Operational- Schemes based in symbols. must overcome egocentrism, illogical problem solving skills & focus on single dimensions/irreversibility. Symbolic functioning-ability to use symbols, words, #’s or images to which a person has attached meaning Children shoe symbolic function through deferred imitation, pretend play, and language 7-11 Concrete Operational- Schemes based in logic, ability to perform mental operations, have external object present must Have understanding of spatial concepts map or model Categorization: seriation, transitive inference, class inclusion, inductive & deductive reasoning Conservation: identical clay balls can be shaped different child will know there same size Number: count in there head, add, solve story problems 11-15 Formal Operations Schemes abstract mental structures, thinking logical, flexibility of thought Theory of MIND- children become more aware of mental activity and the functioning of the mind. Sara wants to save cookies for herself so she hides them from her brother in the toilet Knowledge about thinking-know about thinking, but unaware when it occurs & what people are thinking about Fantasy vs. Reality happens between 18m - 3yrs False Beliefs & Deception-realization that people hold mental representations of reality that can be wrong. 4-5yrs D effort to plant false beliefs in someone, requires child to suppress impulse to be truthful differentiate lie and mistake Appearance vs. Reality-require child to refer to 2 conflicting images (milk white or green) Language Development- vocab. Increases rapidly through fast mapping (absorbing meaning after hearing it once). More competent in pragmatics as engage in social speech. Private speech thought to help integrate language with thought. Intelligence testing-scores influenced by influenced by social & emotional functioning Stanford-Binet Intelligence Scale-measures memory, spatial orientation and practical judgment Wechsler Preschool & Primary Scale of Intelligence-3-7yrs yields verbal and performance scores/combined Test based on Vygotsky’s approach focus on potential than achievement ZPD when combined with scaffolding (support of child while mastering task) can help parents and teachers guide progress Child centered programs child actively direct their own learning experience appear more effective than academically directed or middle of the road. Head start adopted whole child approach. Goals to improve health, enhance cognitive skills and foster self confidence, relationships, social responsibilities, and sense of dignity and self worth. While IQ gains do not last, decreased likelihood of juvenile delinquency, increased graduation rates Fivush-Process in which parents teach children how to remember. Elaborativeness about emotional event depends on if child male or female Mothers talked about sadness more with daughters Mothers talked more about fear, anger with sons. Through conversations with parents about past, children learn importance of talking about past, learn what’s important to recount and how to describe experiences Generic-produces script of familiar routines to guide behavior, helps know how to act Episodic-Long term memory of specific experience linked to time and place Autographical memory-form’s persons life history Implicit-preserved in unconscious. Studies suggest people may retain early memories of which they are not aware, that may affect behavior SELF CONCEPT-image of self and understanding of how others see them, determines how we feel about ourselves and guides actions 1st Single representation-all or nothing can not see real self is not same as ideal self 2nd Representational mappings-logical connections between aspects of self/all positive 3rd Representational Systems- multidimensional concept 0-Do not understand that 2 feelings can coexist Can’t be happy and scarred 1-Aware of two emotions but must be + or - towards same target Happy and Glad 2- Capable of RM have 2 emotions still + or - towards different targets 3-Integrate sets of + & - emotions but towards different targets 4-can describe conflicting feelings toward same target Erikson Stages-permanently shape personality resolution of stage require balance of + & - Trust vs. mistrust 0-18m Sense of world is good & safe Hope Autonomy vs. shame 12-18m Balance of independence & self Will Initiative vs. Guilt 3-6yrs Develops initiative Purpose Industry vs. Inferiority 6-P Learn skills of culture Skills Identity vs. id confusion P^ Determine sense of self Fidelity Intimacy vs. Isolation 20+ Makes commitments to others Love Generativity vs. stagnation 30+ Guiding next generation Care Integrity vs. Despair 40+ Acceptance of ones life Wisdom Gender Identity-awareness of one’s gender and all it implies Biological- difference traced to biological factors Psychoanalytic- gender occurs when child identifies with parent Cognitive- once child learns sex, sort info about behavior by gender and act accordingly Gender Identity-* Gender Stability-* Gender Constancy +Gender Schema- organizes info about appropriate behavior from culture Once sex know develop concept of what it means to be male/female Socialization-gender typing result of socially transmitted standards Parental, peer, cultural influences Functional-lowest cognitive level, involving repetitive muscular movement, run skip hop Constructive-2nd level, use of objects to make something, blocks, crayons Pretend-3rd level, imaginary people or situations Solitary-plays alone w/toys that are different then other children’s Parallel-play alone w/same toys as nearby children Cooperative-play in organized group w/common goal formal game Influences on play gender and culture Discipline-methods for teaching child character, self-control, and acceptable behavior, tool of socialization Reinforcement/Punishment-must be consistent, immediate & fair to be effective Power Assertion-discourages behavior w/physical or verbal enforcement: demands, threats, spanking Inductive-induces behavior by appealing to child’s sense of fairness: setting limits, explaining, discuss Withdraw of Love-involve ignoring, isolating, or showing dislike for child Permissive-self expression & self regulation parents resources not models Authoritative- Blending respect for child’s individuality w/effort to instill social values Physical abuse-action taken to endanger child Neglect- failure to meet child’s basic needs Sexual abuse-sexual activity involving child Emotional-action or inaction that may cause behavioral, cognitive, emotional disorder Can cause disorganized-disoriented attachments to parents, and negative disoriented self images. Especially effects later school performance, social relationships, adaptability and problem solving Girls More skilled in verbal Boys more skilled in numeric and visual spatial task Few gender differences in social behavior Aggression boys greater than girls Girls label emotions more than boys Information Processing: memory is filing system with 3 steps Encoding-info prepared for long-term storage Retrieval- when info need taking it out of file Working memory short term place for info being worked on. Visual and verbal maybe separate. Central Executive controls processing of info from working to long term storage Long term virtually unlimited storehouse. Metamemory understanding of processes of memory improves with age Elaboration-Making mental associations Improvements in memory may contribute to mastery of conversation task Intelligence ability to solve problems or create culturally valued products. Componential-analytic aspect of intelligence: determines how efficiently people process info Tells people how to solve problems, monitor situations and evaluate results Experimental-determines how people approach novel or familiar task. Allows people to compare new info w/what they already know & come up with new ways of putting them together. Contextual- determines how people deal with environment. Ability to size up info and decide what to do next: adapt it, change it or get out Disruptive behavior disorders common among 4 yr but disappear by middle school Oppositional defiant Disorder-pattern marked by negativity, hostility, defiance Conduct Disorder repetitive pattern of aggressive antisocial, violating social norms School Phobia-unrealistic fear of going to school Separation Anxiety-excessive prolonged anxiety concerning separation Social Phobia-fear of and/or avoidance of social separation Childhood Depression Prolonged sense of friendlessness, inability to have fun, concentrate, fatigue. Heredity thought to be modest. Girls more subject then boys. Behavior Therapy-therapeutic approach using principles of learning theory to encourage desired behavior or eliminate undesirable ones. Every time child puts toy away get reward Stressful events are apart of childhood but when stress becomes overwhelming, this can lead to psychological problems. Resilient children weather adverse circumstances, function well despite challenges or threats, or bounce back from traumatic events Bibliography:

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