Lecture 7 PSYCH 250 1st EditionOutline of Last Lecture I. The Sensorimotor StageA. Piaget RevisedII. Information Processing TheoryIII. The Visual ClifIV. MemoryV. Theories of Language DevelopmentVI. Universal LanguageOutline of Current Lecture VII. Theories of Early Psychosocial DevelopmentVIII. Proximal and Distal ParentingIX. Emotions in the First Year of LifeX. TemperamentXI. AttachmentA. Attachment ClassificationsCurrent LectureThere are several theories to early psychosocial development. The most researched and widely known are:- Psychoanalytic Theory- Behaviorism- Cognitive Theory- Sociocultural TheoryPsychoanalytic TheoryThis theory was highly developed by Freud who believed that “conflicts during the oral and analstages of early childhood shaped the child’s adult personality.(Too strict of toilet training could lead to an anal retentive personality)Erik Erikson closely followed Freud’s work, but believed that development occurred over the lifespan, and not just in a few short years. He developed a schematic of 8 stages from birth to death. How an individual solves the conflict between the 1st stages will ultimately impact the second stage.Stage 1: Trust vs. MistrustInfants will learn basic trust (trust of caregivers) if the environment they are in is a secure place where their needs are met.Stage 2: Autonomy vs. Shame & DoubtIn this stage toddlers will either succeed or fail in acquiring a sense of self-control. Control that is, over their own bodies and actions.BehaviorismThe behaviorist perspective states that the emotions and personality of infants and children are molded as parents reinforce or punish a child’s behavior (operant conditioning). Children repeat the behaviors that they observe, as seen by Albert Bandura’s Bobo Doll ExperimentCognitive TheoryThe cognitive perspective states that infants form an idea of what they should expect from other people in terms of relationships and behavior. The early experiences of an infant are important because of:- Beliefs- Perceptions (how the infant will perceive its environment)- MemoriesSociocultural TheoryThis theory believes that cultural and social interactions and circumstances play a fundamental role in the development of an infant. Ethnotheory is a sub-theory of Sociocultural perspective, and is a theory rooted in a specific culture or ethnic group. (Proximal vs. Distal Parenting)Proximal and Distal ParentingProximal: involves very close, physical contact the child’s entire bodyDistal: parenting style that focuses more on intellect than bodily contact (talking face – to – face).In a study done by Keller in 2004, 78 parents and infants from the Nso people of West Africa, and Urban Greece were studied to determi9ned the correlation between proximal and distal parenting, and the child’s behavior. The study showed that:- Nso mothers were proximal parents- Greek mothers were distal parents.- Nso toddlers did NOT recognize themselves in a mirror but were very compliant- Greek toddlers were aware of their reflections, but NOT very compliantThis shows that whether we are aware of it or not, our culture is reflected in our parenting stylesEmotions in the First Year of LifeHappiness- Smile in social settings- Laughter- 6 – 10 weeks- 3 – 4 monthsAnger - General distress- Real anger- Present at birth- 4 – 8 monthsFear - Stranger wariness, and separation anxiety - 8 – 12 months**Sadness is not an emotion that should be seen in the 1st year**Self – Conscious Emotions: arise in the 2nd year as children become aware that they separate and unique individuals. These emotions are:- Shame- Embarrassment- Guilt- Envy- PrideThese emotions all stem from a toddlers new sense of Self – Awareness. This is the realization that you are separate from others, and are your own unique individual. The “me-self” of this realization generally arises between 15 and 18 months of age.TemperamentTemperament: refers to “constitutionally based individual diferences” in: Emotions, Activity & Self-Control. Temperament has four diferent structures:- Easy (40% of babies)- Difficult (10% of babies)- Slow-to-warm-up (15% of babies- Unclassified ( 35% of babies)Babies who are classified as difficult will not necessarily always be difficult. The environment truly matters when it comes to determining the temperament of an infant. This correlation can be seen in Goodness – of – Fit. This is the match between an infant’s temperament and his or her environment.AttachmentAttachment is the close emotional bond between an infant and their caregiver that developed over the first year of life.Synchrony: is the coordinated interaction between the infant and the care-giver that begins the process of attachments. This interaction is crucial for socioemotional development.Internal Working Model: this model consists of a set of expectations that an infant forms early in life about how available their attachment figures are. Quality of the care giving is key to how infants will develop this perspective of their caregivers.Measuring AttachmentAttachment can be measured using a technique called the Strange Situation. This is a 20 minute laboratory session that takes place when the infant is about 1 year old (strange environment without caregiver present). This experiment assesses behaviors such as:- Seeking or avoiding closeness to an adult- Maintaining or resisting contact- Levels of infant’s distress- How easy it is to comfort the infant upon reunion to attachment figure- Ability of infant to use PCG as a secure baseAttachment can be ordered into four classifications under this strange situation: A, B, C, D typesType A (Insecure – Avoidant): Occurs in about 10 – 20% of infants.  Explores toys Does NOT cry when caregiver leaves Avoids or ignore caregiver once they returnType B (Secure): Occurs in about 50 – 70% of infants. Explores toys May cry when caregiver leaving Happy when caregiver returns Long-term Outcomes: usually positive, good social skills, well – liked, happyType C (Insecure – Resistant): Occurs in about 10 – 20% of babies Little to no exploration of toys Cries when caregiver leaves Remains upset and angry upon caregivers returnType D (Disorganized): Occurs in about 5 – 10% of babies Bizarre and inconsistent behavior with caregiver Type D babies may be abused or neglected Long –