Transcript Introduction to Psychology

Infancy and Childhood
Module 8
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Infancy and
Childhood
 Physical
Development
 Cognitive
Development
 Social Development
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Infancy and Childhood
Stage
Span
Infancy
Newborn to toddler
Childhood
Toddler to teenager
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Maturation
Biological growth processes that enable
orderly changes in behavior Preprogrammed
Maturation sets the basic course of
development, while experience adjusts it.
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Motor Development
Infants follow an orderly pattern of motor
development.
Experience has little effect on this sequence.
Profimedia.CZ s.r.o./ Alamy
Phototake Inc./ Alamy Images
Jim Craigmyle/ Corbis
Renee Altier for Worth Publishers
Link
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Averages for Americans…
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Maturation and Infant Memory
Infantile amnesia: The earliest age of
conscious memory is around 3½ years
(Bauer, 2002).
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Infancy and Childhood:
Physical Development
 Babies only 3
months old can
learn that
kicking moves
a mobile--and
can retain that
learning for a
month (RoveeCollier, 1989,
1997).
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© Michael Newman/PhotoEdit
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Infancy and Childhood:
Cognitive Development
 Cognition
 all the mental activities associated
with thinking, knowing,
remembering, and communicating
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Cognitive Development
Piaget said cognitive processes followed a
series of stages, and even though certain
children may reach stages before other
children, the order of stages is invariable.
Both photos: Courtesy of Judy DeLoache
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Infancy and Childhood:
Cognitive Development
 Schema
Generalizations that from as we
experience the world.
Provide a framework for
understanding future
experiences.
 Schema example 2:23
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Schemas
Schemas are mental molds into which we pour
our experiences.
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Figure 8.4 An impossible object
Myers: Exploring Psychology, Seventh Edition In15
Modules
Copyright © 2008 by Worth Publishers
Infancy and Childhood:
Cognitive Development
 Assimilation
 interpreting one’s new
experience in terms of
one’s existing schemas
 Accommodation
 changing one’s current
understandings (schemas)
to incorporate new information
or experiences
Flash animation of schema development:
http://projects.coe.uga.edu/epltt/index.php?title=Piaget's_Stages#Criticisms_of_Piaget.27s_Theory
Jean Piaget with a subject
Example link 1:16
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Sensorimotor Stage
In the sensorimotor stage, babies take in the
world by looking, hearing, touching, mouthing,
and grasping. Children younger than 6 months
of age do not grasp object permanence, i.e.,
objects that are out of sight are also out of mind.
Doug Goodman
Object permanence in dogs 15:20
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Sensorimotor
 Stranger Anxiety
 fear of strangers that
infants commonly
display
 beginning by about
8 months of age
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Preoperational Stage
Piaget suggested that from 2 years old to about
6-7 years old, children are in the preoperational
stage—too young to perform mental operations.
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Preoperational Stage
 Conservation
 the principle that properties such as
mass, volume, and number remain the
same despite changes in the forms of
objects.
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Preoperational Stage:
Conservation
Number
In conservation of number tests, two equivalent rows of coins
are placed side by side and the child says that there is the same
number in each row. Then one row is spread apart and the child
is again asked if there is the same number in each.
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Preoperational Stage:
Conservation
 Length
In conservation of length tests, two same-length sticks are
placed side by side and the child says that they are the same
length. Then one is moved and the child is again asked
if they are the same length.
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Preoperational Stage:
Conservation
 Substance
In conservation of substance tests, two identical amounts of clay
are rolled into similar-appearing balls and the child says that they
both have the same amount of clay. Then one ball is rolled out and
the child is again asked if they have the same amount.
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Preoperational Egocentrism
Piaget concluded that preoperational children
are egocentric.
They cannot perceive things from another’s
point of view.
When asked to show her picture to mommy, 2year-old Gabriella holds the picture facing her
own eyes, believing that her mother can see it
through her eyes.
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Theory of Mind
…the ability to
understand
another’s mental
state or perspective.
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Concrete Operational Stage
Given concrete materials, 6- to 7-year-olds grasp
conservation problems and mentally pour
liquids back and forth into glasses of different
shapes conserving their quantities.
Children in this stage are also able to transform
mathematical functions. So, if 4 + 8 = 12, then a
transformation, 12 – 4 = 8, is also easily doable.
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Formal Operational Stage
Around age 12, our reasoning
ability expands from concrete
thinking to abstract thinking.
We can now use symbols and
imagined realities to
systematically reason.
Piaget called this formal
operational thinking.
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Piaget Criticisms
You don’t have to write these down but
they are fascinating.
The gist of them is that Piaget may have
underestimated children’s abilities.
We have become more ingenious in the
ways we “ask” them questions…
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Sensorimotor Stage: Criticisms
Piaget believed children in the sensorimotor
stage could not think —they do not have any
abstract concepts or ideas.
However, recent research shows that children in
the sensorimotor stage can think and count.
1. Children understand the basic laws of
physics. They are amazed at how a ball can
stop in midair or disappear.
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Sensorimotor Stage: Criticisms
2. Children can also count. Wynn (1992, 2000)
showed that children stared longer at the wrong
number of objects than the right ones.
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Impossible
Display
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Preoperational Stage: Criticism
DeLoache (1987) showed that children as young
as 3 years of age are able to use mental
operations.
When shown a model of a dog’s hiding place
behind the couch, a 2½-year-old could not
locate the stuffed dog in an actual room, but the
3-year-old did.
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Formal Operational Stage: Criticism
Rudiments of such thinking begin earlier (age 7)
than what Piaget suggested, since 7-year-olds
can solve this… (Suppes, 1982).
If John is in school, Mary is in school. John is in
school. What can you say about Mary?
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Piaget Stages Mnemonic
Smart
People Cook
Fish
Sensorimotor,
Pre-operational,
Concreteoperational,
Formal-
Link: Dr. Britt
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Reflecting on Piaget’s Theory
Today’s researchers believe the following:
1. Development is a continuous process.
2. Children express their mental abilities
and operations at an earlier age,
changes between stages less consistent
than Piaget thought.
3. Formal logic is a smaller part of
cognition than Piaget thought.
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Personality Development
 Freud’s Psychosexual Stages
 the childhood stages of development
during which the id’s pleasure-seeking
energies focus on distinct erogenous
zones
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Personality Development
Freud’s Psychosexual Stages
Stage
Focus
Oral
(0-18 months)
Pleasure centers on the mouth-sucking, biting, chewing
Anal
(18-36 months)
Pleasure focuses on bowel and bladder
elimination; coping with demands for
control
Phallic
(3-6 years)
Pleasure zone is the genitals; coping with
incestuous sexual feelings
Latency
(6 to puberty)
Dormant sexual feelings
Genital
(puberty on)
Maturation of sexual interests
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Octapuses Always Play Love
Games
Oral
Anal
Phallic
Latency
Genital
Link:
Dr. Britt
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Social Development
 Critical Period
 an optimal period, when an organism’s
exposure to certain stimuli or
experiences produces proper
development
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Language (evidence of critical
period)
 We are all born to recognize speech sounds
from all the world’s languages
Percentage able 100
to discriminate
90
Hindi t’s
80
70
60
50
40
30
20
10
Infant speech
sound
discrimination
0
Hindispeaking
adults
6-8
months
8-10
months
10-12
months
Infants from English-speaking homes
Englishspeaking
adults 43
Children never
exposed to any
language (spoken
or signed) by about
age 7 gradually
lose their ability to
master any
language.
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Critical Period
Learning new languages gets
harder with age.
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Social Development
 Imprinting (evidence of a critical
period)
 the process by which certain animals
form attachments during a critical
period very early in life.
Link 1:39
Link :40
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Social Development
 Attachment
 an emotional tie with another person
 shown in young children when they seek
closeness to the caregiver and display distress
on separation
 So why do we become attached…..
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Harlow and Attachment
 Harlow’s Surrogate
Mother Experiments
 Monkeys preferred
contact with the
comfortable cloth
mother, even while
feeding from the
nourishing wire
mother
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Link 2:59
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Harlow’s Methodology and
Results
FED ON WIRE MOTHER
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MEAN HOURS
PER DAY
MEAN HOURS
PER DAY
FED ON CLOTH MOTHER
18
12
6
0
1-5
6-10
11-15
16-20
21-25
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18
12
6
0
1-5
DAYS OF AGE
- cloth mother
6-10
11-15
16-20
21-25
DAYS OF AGE
- wire mother
Monkeys separated from their mothers in
early infancy and raised in their own cages
Two artificial mothers: one wire and wood,
one cloth
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Separation Anxiety
Separation anxiety peaks at 13 months of age,
regardless of whether the children are home or
sent to day care.
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Attachment
 Mary Ainsworth – Strange situation
How do the babies respond?
Link 3:15
Why do we care? Your
attachment predicts your
social competence!
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Secure Attachment
Most children have secure
attachment
Use mom as a home base and return
periodically
Happy to see mom upon return
Most common in US. 60%
…so far so good!
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Insecure Attachment
Some have insecure attachment, 30%
Avoidant – avoid or ignore mother on
return
Ambivalent –upset when mom leaves,
but vacillate between clingy and angry
on return
Disorganized – inconsistent, disturbed,
disturbing – may reach out for mom
while looking away (Moss 2004)
Link 2:10
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Deprivation of Attachment
In such circumstances children become:
1. Withdrawn
2. Frightened
3. Unable to develop
speech
Link 13:20 Attachment Disorder
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Your attachment could
effect your sex
life…wha…….
As adults they were
unable to have normal
sexual relations….
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Social Development
 Basic Trust (Erik Erikson)
 a sense that the world is predictable and
trustworthy
 Self-Concept
 a sense of one’s identity and personal
worth
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Social Development:
Parenting Styles
 Authoritarian
 parents impose rules and expect obedience
 “Don’t interrupt.” “Why? Because I said so.”
 Permissive
 submit to children’s desires, make few demands, use
little punishment
 Authoritative (the best one)
 both demanding and responsive
 set rules, but explain reasons and encourage open
discussion
 Rejecting-Neglecting
 completely uninvolved; disengaged. Expect little and
invest little
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Parenting Styles
Parental Acceptance
High
High
Authoritarian
Authoritative
Low
Parental Control
Low
Neglectful
Permissive
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Social Development:
Child-Rearing Practices
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End
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Star wars according to a 3 yo.
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Myers PSYCHOLOGY
Seventh Edition in Modules
Module 8
Infancy and Childhood
James A. McCubbin, Ph.D.
Clemson University & Aneeq Ahmad,
Henderson State University & Amy Jones
w/ Garber edits
Worth Publishers
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References erikson stuff

http://www.alanchapman.com/erik_erikson_psychosocial_theory.htm

http://www.childdevelopmentinfo.com/development/erickson.shtml

http://childstudy.net/erikson.php

http://webspace.ship.edu/cgboer/erikson.html

http://www.nndb.com/people/151/000097857/

http://www.nytimes.com/books/99/08/22/specials/erikson-obit.html

http://www.phillwebb.net/History/TwentiethCentury/Continental/Psychoanalysis/Erikson/Erickson.htm

http://www.nytimes.com/books/99/08/22/specials/erikson.html

http://education.stateuniversity.com/pages/1960/Erikson-Erik-1902-1994.html

Educational Psychology: Theory and Practice
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Pending deletion
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Harlow’s Legacy
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