Attachment Deprivation Harlow Monkey Studies Reared Monkeys in isolation or with a surrogate mother After 6 months sent back to colony Isolated monkeys showed indifference were terrified or were aggressive with other monkeys failed to form relationships with opposite sex were abusive to their offspring Attachment and Contact Comfort and comfort as a primary need hypothesized that animals humans need warmth Peer Relationships Arena for exercising independence from adults and adult control Can figure out on own what do you want to play Equal footing relationship Help translate and establish trends group belonging and behavior codes What is in what words are cool to say Serve as role models Provide emotional support Adolescence Growth Spurt Adolescence preparing for hormonal shifts maturation Asynchrony proportion Puberty impacts social and emotional development rapid growth in height and weight as the body is certain body parts grow at different speeds leading to a lack of Early maturing males have positive self concepts Early maturing females greater chance of depression anxiety eating disorders Elkind Adolescent Egocentricism Imaginary Audience behavior appearance of him herself Personal Fable way of thinking the world is focused on themselves belief that everyone in the environment is concerned with the View him herself as somehow unique or heroic He really loved me its different than when you were broken up with last year it was special For issues related to finances education and career religion and politics today s adolescents are more similar to their parents Most conflict with parents occurs about chores and dress style than sex drugs Children stay closer to their parents and cling to their parents longer into life Peers in Adolescence Role models Code Culture Group and Belonging Encourage socially positive behaviors Developmental Theories as Stage Theories Individuals must progress through stages in a particular order stages build on each other Progress is strongly related to age Development is marked by discontinuities that result in dramatic transitions Jean Paiget and Cognitive Development How a child thinks including reasoning remembering and problem solving found children were doing similar things at the same ages including making similar mistakes Development Involves Two Processes Assimilation how to fit new information into the present system of knowledge A child only knows about dinosaurs as Barney and Baby Bop New character was added BJ so children easily assimilate Accommodation existing structures don t fit so a child must develop new schemas Child goes to a natural history museum and the new dinosaurs doesn t fit the molds created of Barney Piget s Stages of Cognitive Development Sensorimotor Birth 2 years Infants learn through concrete motor actions Accomplish object permanence 6 months Develop capacity for mental imagery Organize information into categories Increasingly able to use purposeful activity The idea that objects still exist when they are not in sight the idea of peek a boo Want things that aren t present If place a blanket over a toy a child will remove the blanket Preoperational 2 7 years Gradually improve mental images Can pretend to do things Action Oriented Develop representational thoughts Have NOT mastered conservation basic properties of an object remain stable even if superficial properties change If a child smooshes down play dough they think that their isn t as much left as in a can full Flaws of Thinking in Preoperational Children Egocenticism Centration focus on one aspect of a problem and inability to envision reversing an action neglect other aspects play dough Irreversibility don t think to unflatten play dough to have more thinking characterized by a limited ability to share another person s point of view child will pick nose and cover eyes and think no one will see them psychologists will ask a child what do yout hink inside this crayon box and the child will think crayons but it is really M M s Psychologist will ask What will Suzy who hasn t seen the inside of the box think child will respond M M s Concrete Operations 7 11 years The child performs operations on tangible objects and events Show increased flexibility in thinking Can begin to see cause and effect Masters reversibility and decentration Can retrace thoughts Formal Operations 12 Begin to see abstract reasoning Understand metaphor and deductive reasoning Become more systematic in thinking Can discuss moral values Piaget criticized for understanding children s abilities not focusing enough on individual differences much research still supports his theories beliefs Erik Erikson and Lifespan Development Theory of lifespan development Believes each stage involves a psychosocial crisis a transition which is organized around social relationships and that personality is determined by these stages Stages in the Theory Stage 1 Trust v Mistrust First year of life Is my world predictable and supportive Stage 2 Anatomy vs Shame and Doubt Second and Third Years Can I do things myself or must I always rely on others Stage 3 Initiative vs Guilt Fourth through Sixth Years Am I good or am I bad Stage 4 Industry vs Inferiority Ages 6 Through Puberty Am I competent or am I worthless Stage 5 Identity vs Confusion Adolescence Who am I am where am I going Stage 6 Intimacy vs Isolation Early Adulthood Shall I share my life with another or live alone Stage 7 Generativity vs Absorption Middle Adulthood Will I produce something of real value Stage 8 Integrity vs Despair Late Adulthood Have I lived a full life Piaget and Moral Development Heteronomous Morality Ages 4 7 Rules are subject to another s laws What you are told is right or wrong Rules are absolute and real Children think rules are either handed down by G d or their fathers Autonomous Morality 7 One is subject to his her own law Things aren t all right or wrong White lies are okay lies A child can consider intentionality When you ask young kids who is naughtier they think who broke the most cups not who was doing what he was not supposed to do Kohlberg stages of moral development based on responses to this and similar situations studied moral development using the Heinz dilemma Found various Stages Preconventional Conventional and Postconventional Preconventional Level Stage 1 Punishment Orientation Right and wrong is determined by what is punished Stage 2 Na ve Reward Orientation Right and wrong is determined by what is rewarded