q PSYC 101 1st Edition Lecture 11 Outline of Last Lecture II. Prenatal DevelopmentA. Four Stages of Neural Developmenta. Proliferationb. Migrationc. Differentiationd. Continued DifferentiationIII. Inappropriate Behavior During Prenatal Development a.Moderate malnutritionb.Teratogens a.Tobaccob.Alcoholc.Radiation Outline of Current Lecture: IV. Prenatal DevelopmentB. Critical PeriodsV. Newborns a.Reflexes b.Social Responsiveness VI. Cognitive Developmenta. Before Piagetb. Piaget’s Stages of Cognitive Developmenti. Sensorimotor1. Object Permanence ii. Preoperational Stage1. Lack of Conservation2. Egocentrism3. Stuck on Rulesiii. Concrete Operational Stageiv. Formal Operational Stage c. Beyond Piagetd. Lev Vygotsky’s Sociocultural Theory Current Lecture: Development ContinuedThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.Development Continued I. Prenatal Development Continueda. Critical Period: a period when an organism’s exposure to stimuli or experiences promotes OR hinders proper development. i. Ex: Alcohol: the critical damaging period – 8-16 weeksii. Ex: Light exposure: critical period – immediately after birthiii. Ex: Language, social skills, etc. II. Newborna. Rooting reflex: sucking, eating; Grasping reflex: fingers, grabbingb. Social Responsiveness: babies prefer sights and sounds (high-pitched) that are human-like i. Ex: Human interaction verses videoii. Ex: Images that look like a face verses not III. Cognitive Development – Jean Piageta. Before Piaget – John Locke: blank slate b. Piaget’s Stages of Cognitive Development: cross cultural, same order, same agei. Sensorimotor Stage (Birth to two) – experience the world through senses and actions1. Ex: tasting, putting everything in their mouth2. Object Permanence – objects continue to exist even when not perceived; develops gradually until about 18 monthsii. Preoperational Stage (Two to seven) – representing things with words andimages but lacking reasoning1. Lack of Conservation – quantity remains the same despite changes in shapea. Ex: Pizza – size of the slices; 16 is “more” than 4b. Ex: Wide glass of water verses tall glass of water; child saystall glass has more water 2. Egocentrism – inability to perceive things from another person’s point of view; theory of mind – his thoughts are universala. Ex: Hard for children to lie – not lying to be malicious, simply do not remember the truth3. Stuck on Rules – learn a rule and cannot unlearn it a. Ex: Asks mom, when is Halloween? 7 days! The next day, Halloween is in 6 days, child gets angry, because mom said 7 days! iii. Concrete Operational Stage (seven-twelve) – thinking more logically about concrete events 1. Ex: Horse is a horse AND a mammal 2. Can now perform conservation and math transformations 3. Can classify objects on several dimensionsiv. Formal Operational Stage (twelve & up) – Abstract, logical, systematic, reflective thinking begins 1. Can project themselves into the future; ex: I want to be a doctor = Med school 2. Can view self socially; ex: middle school aged children focus on popularity and appearancec. Beyond Piageti. Piaget underestimated:1. Young children’s cognitive abilities2. Cultural variability – depends what is and isn’t emphasizedd. Lev Vygotsky’s Sociocultural Theory i. Cognitive development is fueled by social interactions, and cultural influences this development ii. Language acquisitions (Social interactions) is key to cognitive development1. Ex: Children could not properly develop social skills behind a computer screen
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