10/2 A. Emotional and Social Development a. Temperament i. What is temperament? 1. Babies come with “seeds of personality” = temperament a. How is temperament different than personality (or is it) ii. Is temperament biologically driven? 1. Biologically driven characteristic way of responding to environment b. New York Longitudinal Study i. Started in 1956 went on for decades 1. Did both observation and interviewed parents 2. Followed children from childhood to adulthood a. Is it still applicable to today? i. Yeah, probably c. Three different temperament types i. 9 different qualities 1. The level and extent of motor activity 2. The rhythmicity, or degree of regularity, of functions such as eating, elimination and the cycle of sleeping and wakefulness; 3. The response to a new object or person, in terms of whether the child accepts the new experience or withdraws from it; 4. The adaptability of behavior to changes in the environment; 5. The threshold or sensitivity, to stimuli 6. The intensity, or energy level, or responses; 7. The child’s general mood or “disposition”, whether cheerful or given to crying, pleasant or cranky, friendly or unfriendly 8. The degree of the child’s distractibility from what he is doing a. Compared to other babies, babies are still very distractible 9. The span of the child’s attention and his persistence in an activity a. How long will they stay engaged with the task d. Temperament i. NYLS 1. Easy child a. Most common type i. Very regular 1. Rhythmicity totally predictable 2. Respond without being upset ii. Accept new things in environment 1. Very adaptable to change iii. Sensitivity is middle of the road 1. React with low intensityiv. Mood 1. Cheerful 2. Friendly 3. Not super distractible 4. Good attention spans (not super long) 5. Tend to be pretty persistent b. About 60% of babies are easy 2. Difficult child a. 10% or less i. Pretty active (challenging) ii. Unpredictable with their rhythmicity 1. Never know when they will cooperate b. Response to new things is intense c. Don’t like change in their environment i. Not adaptable ii. Tend to withdraw from change d. Sensitivity threshold is low i. Intensity e. Disposition is cranky i. Tend to be unfriendly ii. Distractible f. Attention spans relatively short compared to easy babies 3. Slow-to-warm-up child - 15% a. Middle of the road b. Motor activity is mid range i. Rhythmicity is mid range c. Not as easy as easy baby i. Not as difficult as difficult babies d. Respond to new things cautiously i. Warm up to new experiences ii. Don’t respond with high intensity e. Not super adaptable f. Threshold with sensitivity is mid range i. More sensitive than easy babies but not as bad as difficult child g. Intensity is low h. Disposition (strangers think cranky, parents think cheerful) i. Can be pleasant but can be unfriendly if in strange place i. More distractible than easy baby j. Persistence tends to be good k. Attention span is good i. Once on task, stays onii. The Goodness-of-Fit Model 1. Women who tended to be working outside of the home a. More stay at home moms during WWII 2. Significantly high percentage of parents working outside of the home a. Temperament predicted stress levels i. Having an easy baby was important to them b. Mothers were home with their babies i. Upper middle class - fairly well off families ii. Both parents were professionals c. Stay at home moms i. Much lower in SES 1. Lower middle class poor a. Way more diverse d. Discovered that easy, difficult, slow to warm up, wasn’t as important as they thought that it was i. Going with the flow for stay at home moms e. Thomas and Chess came up with the idea for “fit” i. How the baby fits with the parent and how the parent fits with the baby 3. Changed Dev Psych because it’s applicable to interactions between everyone a. Ex: different people thrive in different classroom environments i. Depending on the person b. Ex: sample of children diagnosed with learning disabilities i. Matched kids with other similar ones in their class ii. Good fit with parents = didn’t do the things that make their parents crazy iii. Bad fit = did exactly what their parents hated iv. Kids with lowest achievement scores = not a good fit with parents and had learning disabilities v. Second lowest = control group kids, no learning disabilities with bad fit vi. Third = kids with disabilities with good fit vii. Best = no disabilities with good fit c. Babies that died in drought = easy babies, as things got worse their mothers had less food, those babies just accepted it whereas difficult babies probably didn’t → they lived iii. Does difficult = bad? 1. Masai example a. That example10/4 A. Attachment a. Cupboard theories of attachment: Parents feeding babies and babies attach because of it i. Freud: Babies come biologically fined with oral needs and parents gratify that ii. Behaviorism: also believed it had to do with feeding. Classical condition 1. Parents become associated with feeding and babies attach 2. Kind of like dogs b. Importance of touch i. Harlow's work with infant monkeys 1. Bowlby (father of attachment theory) a. Noticed that they were rearing the baby monkeys in isolation and didn’t want the monkeys to get sick (disease spreads easily) b. Attachment goes beyond feeding → critically important to primates i. Need contact comfort 1. Babies need touch B. Ethological theory Bowlby a. Development of Attachment i. Believed that babies attach to what they see, hear, and smell ii. Pre-attachment phase (birth-6 weeks) 1. Felt that they are prepared to attach and the parents responsiveness drives attachment along 2. Reciprocal behaviors: babies prefer proximity to their parents 3. First way babies recognize their parents is by smell a. Breast fed babies will orient towards their mother’s scent 4. Babies recognize the sound of their mother’s voice 5. Can hear their voice during the fetal period 6. Babies see pretty clearly 7. Near sighted -- don’t tend to look at faces in a social way a. Attracted to areas of high contrast iii. Attachment - in - the - making Phase (6 weeks to 6 to 8 months) 1. More responsive 2. More social, smile randomly 3. Proximity seeking increases 4. Social engagement increases 5. Don’t get upset around people a. No separation distress iv. Clear-Cut Attachment Phase (6-8-18-24 months)1. Show separation distress 2. Want their parents where they can see them a. Social referencing increase i. Check in