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TAMU PSYC 107 - Development

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Development (Ch11)I. Cognitive developmenta. The emergence of the ability to think and understandb. Two of Piaget’s observations:i. Cognitive development happens in stages1. Same aged children make similar errors2. These errors differ from those made by other aged children3. Children actively seek knowledge (they’re not passive)c. Piaget’s 4 stages of cognitive development pg.430i. Sensorimotor (birth-2 years)ii. Preoperational (2-6 years)iii. Concrete Operational (6-11 years)iv. Formal Operational (11 years and up)d. Object Permanencei. The idea that objects continue to exist even when they are not visible.ii. Piaget believed that this ability was acquired during the sensorimotor stage1. But recent research suggests that infants may develop this ability (to some degree) quite early (3.5 months)e. Conservationi. The notion that quantitative properties of an object are invariant despite changes in the object’s appearanceii. To understand conservation, a child must recognize that the way the world appears is not necessarily the way the world really is.1. A sponge painted gray to look like a rock is still a sponge.2. A friendly adult is still a friendly adult even when wearing a scary mask f. Egocentrism and Theory of Mindi. Egocentrism – the failure to understand that the world appearsdifferently to different observers1. Girl covering up her eyesii. False Belief test1. Other people think what I think2. In the past, I thought what I think nowiii. Once children realize that other people have minds and those minds represent the world in different ways, we say that they have a “theory of mind” (video)g. Critiques of Piaget:i. Development may not occur in distinct stages1. Not like graduating from kindergarten to first grade, butmore like “change of seasons”ii. Piaget underestimated young children1. Motor skills interfered with performance on Piaget’s tasks2. Have to give infants tasks that allow them to “show whatthey know”II. Attachment- a strong emotional bond between caregiver and childa. Foundations of attachment Theory (1950s)i. Prevailing view: Cupboard love (behaviorism)1. Mom satisfies hunger2. This enhances pleasure3. Associate mom with pleasure4. This is why we love momii. Harlow’s famous experiment 1. He isolated monkeys 6-12 hours after birth2. Wire and Terrycloth “mothers”3. IV: Which Mother provided milk4. DV: “loving” behaviors (aka “bonding” or “attachment” behaviors)5. Results: a. The monkeys “loved their cloth mothers and hated their wire mothersb. Source of milk was irrelevantiii. Harlow’s conclusions and speculations1. Contact Comfort: Infant monkeys possess, literally, an “attachment” system—an innate predisposition to attach to a soft, warm and furry body2. Nursing ensures frequent, intimate body contactiv. Bowlbys orphans1. During WW2, the british governemtn ecavuated children from London to protect them from the German bombingsb. Attachment is Adaptivei. Human immaturity at birth1. The brain, the birth canal, and human immaturityii. Three adaptive functions of attachement1. Proximity maintenancea. Staying near the caregiverb. “the essential feature of affectional bonding is that bonded partners tend to remain in proximity to one another” (Bowlby, 1973, p. 39)2. Safe Havena. Seeking out caregiver for comfort when distressedb. Harlow found that exposing his infant monkeys to scary stimuli caused them to run their cloth mothers (but not wire mothers) for comfort.3. Secure basea. Establishing an anchor to facilitate exploration iii. Ainsworth’s “strange Situation”1. Mother, baby, & observer2. Mother & Baby3. Stranger, Mother, & Baby4. Stranger& Baby5. Mother and baby6. Baby alone7. Stranger and baby8. Mother and babyc. Attachment stylesi. Secure1. Happy to play/explore when CG is presentii. Avoidant1. Not overtly distressed by CGS departureiii. Ambivalent1. Anxious throughout the test2. Clins to CG; wary of exploring3. Inconsolable when CG leavesd. Why the three attachment styles work?i. Critical question: “Can I count on my attachement figure to be available and responsive when needed?1. Possible answers: Yes, no or maybeii. Three Attachment styles1. Secure (60%)a. Yes2. Avoidant (20%)a. No3. Ambivalent (15%)a. Maybee. Caregivers behaviors at homei. All three styles were sensible responses to the infant’s circumstances1. Secure: Caregivers are consistently available and responsive2. Avoidant: Caregivers deflect or rebuff infants’ bids for comfort3. Anxious/Ambivalent: Caregivers are inconsistent – sometimes unavailable, sometimes intrusiveIII. Moral Developmenta. Kohlberg’s stages of moral reasoningi. Preconventional1. Self Interest or hedonistic advantages are primary2. Heinz shouldn’t steal the drug because he’ll go to jail”ii. Conventional1. Conforming to the rule of law or emphasizing others’ disapproval2. “its wrong to steal”; “others will think he’s bad”iii. Postconventional1. Abstract principles and values2. “sometimes, people have to break unjust laws”b. The moral intuitionist modeli. Moral dumbfounding: the strong sense of wrongness in the absence of a compelling moral argumentii. Moral Judgment is a 2-step process1. Moral judgement rests on intuitionsa. Quick, automatic, gut-level evalutions influenced by cultural and social factors2. Moral reasoning happens after the moral judgement hasbeen made- to justify the judgementiii. Incest disgusts us because it is wrong?iv. Or incest is wrong because it disgusts us?c. The thought of pushing someone onto the track inspires a negative emotional reactioni. Leads to the


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