Psych 101 1st Edition Lecture 8 Outline of Last Lecture I II Conception Zygote Embryo Fetus Fetal Stage A Dangers B Fetal Alcohol Syndrome III Competent Newborn s Inborn Skills Rooting reflex Sucking reflex Crying when hungry IV Maturation and Experience V Brain Development Building Connecting Neurons VI In the womb Beginning at birth In infancy In early childhood Motor Development 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 VII Baby Memory Infantile amnesia Outline of Current Lecture I Cognitive Development Jean Piaget A Assimilation and Accommodation B The course of Developmental Stages 1 Assimilation and Accommodation 2 The Course of Developmental Stages II Sensory Motor Stage Object Permanence III Preoperational Stage Conservation Egocentrism Developing Theory of Mind IV Concrete Operational Stage V Formal Operational Stage VI Lev Vygotsky Alternative to Piaget VII Social Development Attachment A Origins of Attachment B Origins of Attachment Familiarity VIII Attachment Variation Styles of dealing with Separation 1 Secure Attachment 2 Insecure Attachment anxious style 3 Insecure Attachment avoidant style A What causes the different attachment styles Nature or Nurture B Deprivation of Attachment IX Childhood Self Concept X Childhood Hypothetical Parenting Styles 1 Authoritarian 2 Permissive 3 Authoritative A Outcomes with Parenting Styles Current Lecture I Cognitive development Jean Piaget Cognition refers to the mental activities that help us function including problem solving figuring out how the world works developing models and concepts storing and retrieving knowledge and understanding and using language We don t start out being able to think like adults Jean Piaget studied the errors in cognition made by children in order to understand in what ways they think differently than adults A Assimilation and Accommodation How can a girl use her dog schema when encountering a cat She can assimilate the experience into her schema by referring to the cat as dog OR She can accommodate her animal schema by separating the cat and even different types of dogs into separate schemas B The course of Developmental Stages Jean Piaget believed that cognitive development 1 Is a combination of nature and nurture Children grow by maturation as well as by learning through interacting playing with the environment 2 Is not one continuous progression of change Children make leaps in cognitive abilities from one stage of development to the next II Sensory Motor Stage From birth to age 6 In the sensorimotor stage children explore by looking hearing touching mouthing and grasping Learned at 6 to 8 months is object permanence object permanence is the knowledge that things exist even when out of sight i e Mothers face is still there even if her hands are covering it Can children think abstractly in this stage No but there is some innate understanding III Preoperational Stage AGE Kids in this stage can represent their schema and even some feelings with words and images They can also use visual models to represent other places and perform pretend play Conservation refers to the ability to understand that quantity is conserved does not change even when arranged in a different shape Kids in this stage do not have conservation yet Egocentrism Can t take another person s point of view Kids in this stage can only see through their own eyes For example when Bob is asked if he has a brother bob says Yes my brother Jim When Bob is asked if Jim has a brother Bob says no Developing theory of mind is when these children begin to see outside themselves I E Bob understands that yes Jim has a brother and that brother is me IV Concrete Operational Stage begins at age 6 7 to age 11 Children now grasp conservation and other concrete transformations They also understand simple mathematical transformations the reversibility of operations i e reversing 3 7 10 to figure out that 10 7 3 V Formal Operational Stage Age 11 and up VI VII VIII Concrete operations include analogies such as My brain is like a computer Formal operations includes allegorical thinking such as People who live in a glass house shouldn t throw rocks understanding this statement is a comment on hypocrisy not someone in a glass house Lev Vygotsky Alternative to Piaget Vygotsky studied kids too but focused on how they learn in context of social communication Principle children learn thinking skills by internalizing language from others and developing inner speech put the big blocks on the bottom not the top He saw development as building on a scaffold of mentoring language and cognitive support from parents and others Social Development Attachment Attachment refers to an emotional tie to another person In children attachment can appear as a desire for physical closeness to a caregiver A Origins of Attachment Experiments with monkeys suggest that attachment is based on physical affection and comfortable body contact and no based on being rewarded with food B Origins of Attachment Familiarity Most creatures tend to attach to caregivers who have become familiar Birds have a critical period hours after hatching which they might imprint This means they become rigidly attached to the first moving object they see Attachment Variation Styles of dealing with Separation Reactions to Separation and Reunion 1 Secure Attachment Most children 60 percent feel distress when mother leaves and seek contact with her when she returns 2 Insecure Attachment anxious style Clinging to mother less likely to explore the environment and may get loudly upset with mothers departure and remain upset when she returns 3 Insecure Attachment avoidant style Seeming indifferent to mother s departure and return A What causes the different attachment styles Nature or Nurture On the nature side Temperament refers to a person s characteristic style and intensity of emotional reactivity Some infants have an easy temperament they are happy and relaxed with predictable rhythms of needing to sleep and eat Some seem to be difficult they are irritable with unpredictable needs and behavior On nurture side Mary Ainsworth believed that sensitive responsive calm parenting is correlated with the secure attachment style B Deprivation of Attachment IX X If children live without safe nurturing affectionate caretaking they may still be resilient that is bounce back attach and succeed However if the child