II. Factors associated with prematurity or preterm birthI. Belief in Predetermined DevelopmentII. Early Deprivation: Cognitive and Social AspectsIII. Harlow’s StudiesIV. Prenatal Environment StudiesPSYC 2700 Lecture 3 Outline of Last LectureI. Adverse Prenatal EnvironmentsII. Factors associated with prematurity or preterm birthIII. Genetic Counseling; maternal ageIV. Swaddling of Infants Outline of Current LectureI. Belief in Predetermined DevelopmentII. Early Deprivation: Cognitive and Social AspectsIII. Harlow’s StudiesIV. Prenatal Environment StudiesCurrent LectureI. Belief in Predetermined Developmenta. Gesell: Maturational Unfoldingi. Studied 25 girls and 25 boys to measure their development. Determined basic developmental stages that children of different ages will be in. ii. He thought the course of development was a biological maturational unfolding. b. Gates: Memory skills and experiencei. Memory and motor skills could effect the course of development. Tested how many digits a young child could remember. ii. Had 16 four-year-olds practice memorize digits and 16 with no practice. An hour of practice before school for 78 days. At the end the children could remember about 6 digits in a row. The non-practice group remembered about 5 digits. There was a statistically significant difference. iii. A few months later, though, the two groups were back to the same number of digits.c. Hilgard: Motor skills and experiencei. Taught children how to cut with scissors; group with practice and group with no practice;group with practice had improved motor skills temporarily, but the group with no practice soon caught up.ii. Conclusion that memory and motor skills are largely biological developments and intervention makes little difference. d. Wayne Dennis and Dennis studyi. Got twin girls and raised them in an “intellectually sterile” environment. The girl did not develop adequately at all. All their developmental areas were dangerously behind. ii. One of the children was severely disabled, the other more moderately disabled. iii. Realized that environments without intellectual stimulation were very dangerous to the children’s development. Concluded the longer that young children stay in institutions, the more negative the consequences would be. iv. Urged sisters running the orphanage to get the children adopted as early as possible. These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.II. Early Deprivation: Cognitive and Social Aspectsa. Howard Skeels (1939): Orphanage and ward studyi. Clinical child psychologist at orphanage in the mid-west of US and at a ward for intellectually disabled women. ii. Worried about the development of two little boys behind in language, motor, etc. development. iii. Moved the boys to the ward for the women. The boys were being engaged by everyone at the ward and in a year were back on track for development. iv. He proposes to send more kids to the ward because the orphanage is under pressure during the great depression. Sends 13 more struggling children to the ward, and a year later all the children showed increases in their IQ while the 12 left at the orphanage showed declines in IQ. v. He reports that years later the ones who had gone to the ward had successful, married lives later on. Those who stayed at the orphanage never were educated above the third grade and all ended up institutionalized. b. Spitz (1945): Foundling home and nurseryi. Was the consultant for these two facilities. Foundling home was were Middle class young women could give up their children, the nursery was for young women and their children who had been incarcerated. ii. The foundling children scored at about 130 IQ after their mothers left. The nursery children scored at about 97.iii. The foundling children experiences a decline to 72 IQ over time. These children were showing signs of depression and unresponsiveness. The nursery on the other hand children showed an improvement over time.iv. Foundling director had white sheets up for germs sterilization and didn’t allow children to bond with caregivers. Many of the children died when the measles hit. Researchers realized that this was a common occurrence for non-stimulated children to lack the health to fight sickness. c. John Bowlby (1951): “Hospitalism”i. Studied tuberculosis ridden children’s separation from parents.ii. A syndrome where children who had been separated from their parents during WW2 were depressed and unreactive. iii. Insisted that parents would visit their children in the tuberculosis center often and that attendants would be assigned to bond with children to avoid the development of this withdrawal. III. Harlow’s Studiesa. Isolate-reared rhesus monkeysb. Surrogate mothersc. Critical or sensitive periodsd. “Autistic-like” behavior (compare with Kanner)IV. Prenatal Environment Studiesa. Auditory Environment of child (body sounds as well as voices and other sounds could be heard from womb.b. Learned that at 24-28 weeks gestational age baby could respond to sounds outside the mother. c. Baby can recognize their mother’s speech from womb.d. Children were read one book while in the womb, and preferred it over other books after birth.e. Mothers’ heartbeat also was shown to be calming for babies to hear after