1 EDHD Final Study Guide Social Development Self and Temperament o Self Categorical self 2 3 months discover that they can cause things to happen 6 months realize separate from other people 18 months distinct individuals Based on sex age etc What is and isn t like me Self awareness Cognitive development Social interaction Social relationships secure attachments Social feedback positive and negative Ability to recognize self o Temperament Dimensions Early genetically based tendency to respond in predictable ways Easy or difficult Thomas Chess 9 dimensions of infant behavior 3 categories 1 Easy even tempered content happy tolerant of frustrations 2 Difficult active irritable slow to adapt cry a lot tantrums 3 Slow to Warm Up moody inactive respond mildly Goodness of Fit between temperament and environment Thomas Chess How much child s temperament is compatible with demands and expectations of social world Reciprocal influences interactions over time Shapes development of later personality development Harlow 1959 1962 Food vs Security Rhesus infant monkeys Attachment emotional bond to another person Mary Ainsworth theory of attachment o Strange Situation mothers and 1 year old o Attachment need vs exploration o 4 Behaviors Separation anxiety Willingness to explore Stranger anxiety Reunion o 4 Types of Attachment Secure 60 Secure attach good peer relationships intimate friendships positive romantic relationships AKA attachment affects future social relationships Resistant 10 sometimes Ambivalent Avoidant 15 Disorganized 15 2 Attention and Executive Functions Outcome Goals 1 Explain what executive functions are and do 2 Understand the two key aspects of attention 3 Discuss the development of suspected causes and treatment of ADHD Executive Functions o Set of general purpose control mechanisms processes that regulate the dynamics of human cognition and action o Related but separable abilities o Linked to the PFC and frontal lobes relation to dopamine o Core component of self control self regulation o Different definitions models What are EFs o Higher order EFs fluid intelligence Reasoning Problem solving Planning o 3 Core EFs Cognitive flexibility Working memory Inhibition Inhibitory Control o Response inhibition self control o Ability to control attention behavior thoughts and emotions o Resisting temptations and acting impulsively o Makes it possible to change and choose how to react behave rather than just creatures of habit o Discipline to stay on task despite temptations delay gratification o Selectively attend choose ignore suppress o Resist unwanted thoughts or memories o Difficult for young children Marshmallow Test o Early in life predicts outcomes throughout life Cognitive Flexibility o Closely linked with response inhibition and working memory o Develops later o Being able to change consider other perspectives spatially interpersonally o Being able to change how think about something outside the box o Being flexible to adjust to changed demands or priorities o Large overlap with creativity and task switching task switching NOT multi tasking o Task switching improves during childhood Attention o Focusing of perception and cognition on something in particular Goal of perceptual development during childhood 3 o Attention closely linked to EFs o Controlled processes Mediated by EF and attention More accurate but slower o Automaticity Less reliant on EF and attention Frees attentional resources Faster but more prone to error Attention Span o 2 to 3 yrs old average of 18 minutes and easily distracted o 5 to 6 yrs old often persist for 1 hour or more o Improvements occur from ages 5 6 to 8 9 due to myelination o Beyond ages 8 9 little increase in the length of sustained attention but become more accurate Selective Attention o Orienting system directed captured by something in the environment o Focusing system selective attention deliberately seek out maintain while ignoring irrelevant cues Infants are not good at selective attention Significant increase b w 3 and 4 years ADHD 3 Components o Inattention Does not seem to listen easily distracted trouble following instructions does not complete tasks tends to be forgetful and unorganized Acts before thinking and cannot inhibit urges to blurt or to take a turn Restless and fidgety very active have difficult temperaments irregular feeding and o Impulsivity o Hyperactivity sleeping patterns o Development 2x as many boys to girls under diagnosed B w 5 9 school age children By grade school years fidgety restless and inattentive to school work Estimated 20 outgrow behavior Adolescents perform poorly in school or drop out and behave impulsively Early adulthood lapses of concentration procrastinate make impulsive decisions More severe the more likely it is that later life outcomes will be poor o Suspected Causes Deficiencies in EF Difficulty in inhibiting and regulation behavior Low levels of dopamine and norepinephrine Genetic predisposition 60 90 of the variation in ADHD Identical twins First degree relatives including parents increase risk by 4 5x Not one ADHD gene Environmental factors May influence whether genetic predisposition develops into ADHD Whether the individual adapts well or poorly o Treatment Many with stimulant drugs Ritalin increases dopamine and facilitates attention Possible over prescription of stimulants and side effects Medicine alone more effective than behavioral treatment alone Combo of medicine and behavior treatment superior to medicine alone reducing ADHD symptoms improve academics social adjustment parent child relations 4 Early Childhood Outcome Goals Preoperational Stage Piaget o Symbolic Capacity 1 Discuss the characteristics of preoperational thought 2 Explain how gender identity develops for infants and children Greatest cognitive strength of the preschooler can refer to past and future pretend or fantasy play imaginary companions Limitations Perceptual salience focus on most obvious features can be fooled by appearance Centration center attention only on a single aspect of a problem Single classification sort by single dimension at one time Irreversible thought cannot mentally undo an action Static thought fail to understand processes of change or transformations from one state to another Egocentrism view the world solely from own perspective difficulty recognizing others points of view Difficulty with tasks that require logic Gender Identity o Begins right after birth Boys in masculine terms Girls as