PSYC 3684 1st Edition Lecture 15Outline of Last Lecture I. ChuaII. Critiques of BaumrindIII. Parenting StylesOutline of Current Lecture II. Child AbuseIII. Critiques of Baumrind continuedIV. Erik Erikson’s Theory of DevelopmentCurrent LectureChild Abuse:- Physical or psychological maltreatment or neglect (severe spanking is an example)- Consequences: very negativeo Psychopathology: depression/ anxiety/ personality disorders- Structural and neurochemical changes in the Limbic system (Teicher 2002)o Smaller amygdala and hippocampus which are related to emotions and memoriesCritiques of Baumrind Continued:- Inconsistencies of parenting styleo Dwairy: 2010 3 kinds of inconsistencies:- Temporal- Between parents- Situational Adolescent distress associated with temporal and between parent inconsistencyo Bidirectional relationships (Bronfenbrenner) Child problem behavior can lead to decreased parental control or “giving up”- Parenting didn’t predict subsequent conduct problems, but conduct problems predicted changes in parenting (Huh et al 2006)These notes represent a detailed interpretation of the professor’s lecture. Grade Buddy is best Used as a supplement to your own notes, not as a substitute.o Reductions in parental controlErik Eriksons Theory of Development:- A psychosocial view- Life-span theory of human development (infancy through elderly)- How identity develops with in context of relationships and society- Development involves a sense of stages characterized by challenges or crisis that must be resolved to move on to the next stage- Stages build off of each other, so success in one stage will most likely lead to more success in other stagesFirst Stage: Trust vs. Mistrust: Infancy:- Establish a bond with trusted caregiver is the first task of this stage- Like attachment theory, the first relationship with primary caregiver is crucial- Dependence is at the heart of this stage- Helps you believe the world is a trustworthy place- Should have a healthy sense of what and who to trust and who and what not toSecond Stage: Autonomy vs. Shame and Doubt: Toddler-hood- Develop a good sense of autonomy and self-sufficiency- Maturation facilitates autonomyo Crawling becomes walking- “Mine” or “no!” --> they want to do things by themselves- Allow reasonable choices to enhance their autonomy- Give chances with patience (appropriate for parents to do)Erikson- “the child’s environment must back him up in his wish to stand on his own two feet.”- If an environment is not well suited for this, this can lead to shame and doubtThird Stage: Initiative vs. Guilt: Early childhood age 3-6- Initiate activities in a meaningful way to get children to gain initiative- Eager to try new tasks and make plans- Example) wanting to make a fort, and going home and building a fort- If criticized, then this will lead to guilt- Reward and praise (from parents)Rewards and Motivation:- Lepper, Greene and Nisbett (1973)o How does the use of rewards influence motivation?- Method:o N= 51 kids, ages 3-5 who loved to draw Expected reward Unexpected reward No reward- Assessments:o Quality of drawings during intervention (effort)o Time spent free-choice drawing (measure of interest)- Results:o Compared to other conditions, expected reward: Lower quality drawings Spent less free time drawing- Conclusion:o Rewards can back fireo When extrinsic rewards undermine intrinsic motivation= overjustifcation effect- Rewards may be useful for increasing motivation when level of intrinsic interest is initially lowPraise and Motivation:- Mueller and Dweed 1998- Easy task followed by person praise “you must be smart” vs. process praise “you must have worked hard”- Hard task followed by negative feedbacko Rated desire to persist, enjoyment, attributions- Easy task – actually assess performanceHard task: compared to those given person praise, those given process praise:- More desire to persist and more enjoyment- Also belief that failure is due to effort not intelligenceEasy task: process praise group increased performance from first to last problems vs. decreased performance for person praise groupConclusion:- Person praise teaches intelligence is fixed and can’t be changed and leads to less adaptive responses to failures- Process praise teaches kids that intelligence can be changed and improvedo