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Myers PSYCHOLOGY Seventh Edition in Modules

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Title: Myers PSYCHOLOGY Seventh Edition in Modules


1
Myers PSYCHOLOGY Seventh Edition in Modules
  • Module 8
  • Infancy and Childhood
  • James A. McCubbin, Ph.D.
  • Clemson University
  • Worth Publishers

2
Infancy and Childhood Physical Development
  • Maturation
  • biological growth processes that enable orderly
    changes in behavior
  • relatively uninfluenced by experience

3
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 (Rovee-Collier, 1989, 1997).

4
Cognitive Development
  • Developmental psychologists try to describe how
    children think and evaluate the world.
  • The work of Piaget had a great impact in this
    area.
  • He developed a theory of cognitive development.

5
Infancy and Childhood Cognitive Development
  • Cognition
  • all the mental activities associated with
    thinking, knowing, remembering, and communicating
  • Schemas are the frameworks that we use to
    organize and interpret information.

6
Infancy and Childhood Cognitive Development
  • Assimilation
  • interpreting ones new experience in terms of
    ones existing schemas
  • Accommodation
  • adapting ones current understandings (schemas)
    to incorporate new information

7
Schema Dogs are four legged animalsScenario
child sees a cat
  • Assimilation
  • Accommodation
  • The child thinks that the cat is a dog.
  • The child changes their schema to include both
    dogs and cats as having four legs.

8
Schema Everything with wheels is a
truck.Scenario Child is presented with a
bicycle.
  • Assimilation
  • Accommodation
  • He thinks the bicycle is a type of truck.
  • He changes his concept of things with wheels to
    include trucks and bikes.

9
Piagets Stages of Cognitive Development
10
Infancy and Childhood Cognitive Development
  • Object Permanence
  • the awareness that things continue to exist even
    when not perceived

11
Characteristics of the sensorimotor stage
  • The child acts on the environment by knocking
    down blocks, making sounds, finding toes.
  • The child sees an object and reaches.
  • The child realizes that objects still exist
    although the objects is no longer seen.
  • The child cries when the parent is no longer
    present. This is called stranger anxiety.

12
Infancy and Childhood Cognitive Development
  • Baby Mathematics
  • Shown a numerically impossible outcome, infants
    stare longer (Wynn, 1992)

13
Infancy and Childhood Cognitive Development
  • Conservation
  • the principle that properties such as mass,
    volume, and number remain the same despite
    changes in the forms of objects

14
Conservation Experiments
  • Conservation of liquid quantity
  • Conservation of mass
  • Conservation of area
  • Conservation of number

15
Infancy and Childhood Cognitive Development
  • Egocentrism
  • the inability of the preoperational child to take
    anothers point of view
  • Theory of Mind
  • peoples ideas about their own and others mental
    states- about their feelings, perceptions, and
    thoughts and the behavior these might predict
  • Autism
  • a disorder that appears in childhood
  • Marked by deficient communication, social
    interaction and understanding of others states
    of mind

16
Characteristics of the preoperational stage
  • The child starts to represent the world
    internally through language.
  • The child cannot take another point of view.
  • The child thinks all objects have life.
  • The child thinks human beings created everything.
  • The child uses inaccurate logic by assuming that
    the characteristics of a specific idea can be
    applied to a similar idea birds fly airplanes
    fly birds must be airplanes.
  • The child classifies objects by only one trait
    typically color.

17
Concrete Operational Stage
  • The child can now understand simple operations
    performed on concrete reality.
  • They have a mental schema for quantity, mass,
    volume and number.
  • Change in shape does not affect quantity.
  • They can comprehend math transformations.

18
Characteristics of the concrete operational stage
  • The child begins to understand that objects can
    change shape without other changes in the
    characteristics.
  • The child understands and performs operations
    that go in the other direction.
  • The child draws conclusions from a number of
    specific facts.
  • The child classifies objects into larger classes
    of objects.
  • The child classifies by a number of
    characteristics.

19
Formal Operational Stage
  • Occurs around adolescence
  • Manipulate complex mental representation
  • Think in terms of abstractions
  • Metacognition

20
Characteristics of the Formal Operational stage
  • The child thinks abstractly.
  • The child hypothesizes.
  • The child can get specific facts from a
    generalization.

21
Assessing Piaget
  • Pros
  • Cons
  • We learn best when we build on what we already
    know.
  • New reasoning abilities require previous
    abilities.
  • Children dont reason with adult logic.
  • He underestimated children.
  • Development is continuous not in stages.
  • Children go through the stages more rapidly than
    was estimated.

22
Examples
  • 1. Jake looks at a string of plastic beads six
    are white and ten are blue. Jake is asked how
    many white beads there are and answers correctly
    six. He is then asked how many plastic beads
    there are and he answers ten.
  • Stage
  • Age
  • Concept

23
Social Development
  • Stranger Anxiety
  • fear of strangers that infants commonly display
  • beginning by about 8 months of age
  • Attachment
  • an emotional tie with another person
  • shown in young children by their seeking
    closeness to the caregiver and displaying
    distress on separation

24
2. Carrie can solve an algebraic equation.Stage
age - concept
  • 3. Pierre loves to play peek-a-boo. He laughs
    when someone puts a blanket over his face and
    then pulls it away.
  • Stage age concept.
  • 4. Paul sees a piece of ribbon tied in a bow.
    He unties the bow and stretches it to its full
    length. Which is longer they are the same.
  • Stage age - concept

25
Social Development
  • Harlows Surrogate Mother Experiments
  • Monkeys preferred contact with the comfortable
    cloth mother, even while feeding from the
    nourishing wire mother

26
Social Development
  • Critical Period
  • an optimal period shortly after birth when an
    organisms exposure to certain stimuli or
    experiences produces proper development
  • Imprinting
  • the process by which certain animals form
    attachments during a critical period very early
    in life

27
Social Development
  • Monkeys raised by artificial mothers were
    terror-stricken when placed in strange situations
    without their surrogate mothers.

28
Attachment
  • Work of Mary Ainsworth
  • Studied attachment between infants and mothers
  • 3 types of attachment
  • Secure attachment
  • Avoidant attachment
  • Anxious attachment
  • In all studies she observed infants reactions
    when placed into a strange, novel situation when
    their parent left them alone for short period of
    time and then returned.

29
Secure attachment
  • These infants usually appear active and happy.
  • They are willing to explore a new room if the
    mother is present. They warm up quickly to a
    stranger who talks with the mother.
  • They are not greatly disturbed if the mother is
    absent for a brief period of time.
  • When the mother returns to the room the infant
    becomes anxious and runs to the mothers side.

30
Avoidant attachment
  • These infants are not even upset by separation
    from the mother. They do not cry when she
    leaves.
  • When she returns, the infant may ignore her or
    react casually to her presence. The infant may
    even avoid her.
  • If the infant is distressed they will not seek
    contact.

31
Anxious attachment
  • These infants do not explore a strange room full
    of toys.
  • They cry and cling to the mother even before
    being separated from her.
  • They act suspicious of strangers and get very
    upset if the mother leaves the room.
  • When she returns they pout or even cry.
  • They show extreme stress when she leaves but
    resist being comforted when she returns.

32
Social Development
  • Groups of infants left by their mothers in a
    unfamiliar room (from Kagan, 1976).

33
Social Development
  • Basic Trust (Erik Erikson)
  • a sense that the world is predictable and
    trustworthy
  • said to be formed during infancy by appropriate
    experiences with responsive caregivers
  • Self-Concept
  • a sense of ones identity and personal worth

34
Social Development Child-Rearing Practices
  • Authoritarian
  • parents impose rules and expect obedience
  • Dont interrupt. Why? Because I said so.
  • Permissive
  • submit to childrens desires, make few demands,
    use little punishment
  • Authoritative
  • both demanding and responsive
  • set rules, but explain reasons and encourage open
    discussion

35
Parenting examples
  • For each scenario determine an authoritarian
    response, a permissive response, and an
    authoritative response.
  • 1. Your 7 year old daughter wants to sleep over
    at her friends house with three other girls.
    You have met the friend but not her parents.
  • 2. You decide to run away from home. You are
    caught just as you are heading out the door.
  • 3. Your 4 year old has coloured on the wall for
    the first time.
  • 4. You have missed your curfew by 30 minutes.

36
Developmental Issues
  • There are three major issues in the study of
    developmental psychology.
  • 1. Continuity and stages
  • How is our development continuous, and how do we
    develop in stages?
  • 2. Stability and change
  • What remains stable across our development, and
    how do we change?
  • 3. Nature and nurture
  • How does the interaction of nature and nurture
    affect development?
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