Jan 27The three domains- Social- Cognitive- PhysicalWhat is development?- Development IS different than learning because of below.- Orderlyo Goes in a sequenceo Babies developing, crawling/creeping on tummies, supportive walking, walk like monsters (stagger), get better and manage to walk freely Becomes automatic (don’t think about how many inches to lift footper step)o Putting words together. Understanding semantics and syntax. Language develops- Turn taking in language before actual words or sentences are said (babies babbling in turns)- Directionalo Tends to build on itselfo Crying, cooing, babbling, one word sentences, two word sentences, real sentences Does not usually regress but it absolutely can- Trauma or aging Does not usually happen that it goes from crying to sentences- Stableo Once they have acquired a particular skill set they usually hold on to it. They can have it and lose it while they’re really getting it but once they get it they have it. Aging can cause loss of this.Major Issues in Development- Quantitative vs. qualitative change- DEVELOPMENT IS CHANGE OVER THE LIFESPAN FROM CONCEPTION TO DEATH- Quantitativeo Amount- Qualitativeo Difference in the kind of thing Pizza vs. apple- Difference in qualityo Is the difference we see in development quantitative only or also qualitative? Physical changes- Structural changes- Bigger = quantitative o Cognitive and social changes Not how much you know, but the way in which you think or feel about things – qualitative  Merriwether’s child feeling about death. Ask questions that seem inappropriate because they don’t understand or feel death.- Continuous or discontinuous?o In one sense it is continuous (quantitative) and linear in the other it is discontinuous.o Discontinuous Stages, steps, levels- Qualitative- Genetic vs. environmento Virtually everything is an interactiono How much is nature and how much is nurture? Which one affects development more and in what scenarios? Walking, dementia, hair, eyes- Importance of Contexto Lab vs. real worldo Binghamton University is a context for development- World Viewo Organismic vs. Mechanistic Theorieso Organismic Qualitative change Don’t suggest that there is not quantitative change but INSIST there is qualitative change INSIST that development is active and not reactive (passive)- Our activity drives developmento We are agents There is movement towards a goal Reach an end state when you are done developing called teleological - Model is a butterfly or a frog/toado Shows change. Egg  caterpillar  butterfly - Stages are very unlike each other. The end result is what makes it teleological Piaget – clinically organismic theory- Has stages, active development, movement towards a goal, presumed in formal operationso Mechanistic NO qualitative change, only quantitative Passive reaction NO movement towards a goal, you are never done developing Example- Machine, watch, tick tock goes on forever Learning theory – no qualitative change, keep learning, everyone learns. Matter of more vs. less. Reinforcement vs. punishment. Youreact to what has happened and you are never done.o Contextual The thing you have to think about first and what is the most important is the CONTEXT of development.- Some time ago psychologists did experiments only in the lab and took the results separately from the context. Did what happen in the lab happen in real life?- Study development in the CONTEXT where it happens.- i.e. asking questions in class (male vs. female) can study inside of the classroomTheories- Behaviorismo Classical conditioning came out of Pavlovian conditioning NOT training a new behavior. Teaching a new association Little Albert (Watson)- Rat did not creep him out initially- Classically conditioned the fear by showing the rat and making a loud noise. He became afraid of the rat (US) the UR is the fear. CS is the rat. CS is crying.- Generalization was shown when the condition was extended to other similar stimuli.- Mother pulled him out of study before he could be unconditioned. - Died as a child from an illness. Merriwether conditioned herself to throw up in a roomo Operant conditioning Based on consequence Behavior modification An animal behaves and there is a consequence- Reinforced – likely to increase- Punishment – likely to decrease Have to very carefully track outcomes over time – works very well– can take months to change a behavior- Used a ton in the 70s but now people don’t have the patience - Now we just use drugs to modify behavior Application is modifying disruptive behavior in kidso Social Learning Theory (Bandura) Imitation Symbolic imitation- Created films of people behaving a certain way and showedthem to kids to see if they would model the behavioro They did- Investigated aggressive child behavioro Biggest problem with kids right now is that kids will model the violent media they see nowo Kids TV has more instances of violence per minute than adult films Bobo doll – kid on TV hit doll with novel words and techniques Kids followed the novel hostile language Doll became victim of assault Guns were more attractive Increased aggression in general Kids would imitate the adult behavior without any reinforcement needed. Imitated symbolic media.- Ethologyo From biologyo Understand behavior through its natural environment Contextual world viewo Seeks to understand the adaptive or survival value of behavior and its evolutionary historyo Important ethological concepts – study baby and sexual behaviors and what drives them Imprinting- Gozlings (ducks) will imprint on the first moving thing they see. Imprinted on Konrad Lorenz. - Allows them to recognize their own species- Sheep imprinted on Merriwether- Does this happen to human babies?o They can’t walk so they don’t imprint. Sensitive/critical periods- When imprinting happens- Immediate period upon hatching. - Ends after 48 hours. Bonding- A baby’s version of imprinting.- Babies and parents formed a mutual attachment within the hour after birth.o Believed hospital practices messed this up.o Studied not drugged women.o Premies that bonded hit developmental milestones closer than the ones that didn’t.o Changed hospital practices. Drug not given Fathers/partners present during birth- Work was never replicated. Study was done again but finding wasn’t found.-