Power Point Ch.4 AP Psych

8/2/2019 Power Point Ch.4 AP Psych

1/16

Click to edit Master subtitle style

3/2/12

Infancy and ChildhoodObjectives 5-16


2/16

Thesis

During infancy, a baby growsfrom newborn to toddler, andduring childhood from toddlerto teenager. We all traveledthis path, develop physically,cognitively, and socially. Frominfancy on, brain and mind,neural hardware andcognitive software, develop

together.


3/16

When in the placenta, our body makes1/4 quarter million nerve cells perminute then it becomes a stable 23billion at birth.

At birth your system is immature.Then from 3 to 6 years old your frontallobe develops the fastest.

Our association areas are the last to

develop.Maturation is the biological growth

processes that enable orderly changesin behavior, relatively uninfluenced byexperience.

Maturation sets the basic course ofdevelopment; experience adjusts it.

Objective 5 Brain

Development-Describe some developmental changes in a childs brain, andexplain why maturation accounts for many of our similarities.


4/16

The four major events in the motor development sequence arerolling over, sitting unsupported, crawling, then walking.

Maturation comes at different times, for example 25% of all babieswalk by 11 month, 50% usually a week after turning one, and 90%

by age 15 months. Genes play a major role in

maturation. Biological maturation

creates our readiness to walk

by age 1. Experience doesn't

have a big effect before

maturation. Example: potty training

Objective 6 Motor

Development- Explain why we have few memories of experiences duringour first three years of life.


5/16

Objective 7 Maturation and

Infant Memory- Explain why we have few memories of experiences duringour first three years of life. Studies confirm that the average earliest age of recalling memories is 3.5

years. By 4 to 5 years, childhood amnesia is giving way to rememberedexperiences.

As the brain cortex matures, toddlers develop a sense of self and their long-term storage increases and moreover, young childrens preverbal memoriesdont easily translate into their later language.

What the conscious mind does not know and cannot express in words, thenervous system somehow remembers.

Infantile amnesia- an inability to consciously recall events that happened

before age 3 and is a result of the change in the way the braincategorizes memories at that age.


6/16

Objective 8 CognitiveDevelopment

- State Piagets understanding of hoe the mind develops,and discuss the importance of assimilation andaccommodation in this process. Jean Piaget suggested that children DID NOT know less than adults, but

simply knew differentlythan adults. Children reason in wildly illogical waysabout problems whose solutions are self-evident to adults. Piaget alsobelieved that a childs mind develops through a series of stages from theirsimple born reflexes to an adults advanced reasoning power. We assimilatenew experiences, which means we convert them into familiar and currentunderstandings (schemas). We also adjust, or accommodate our schemasto fit the particulars of new experiences. As children grow older and interactwith the world, they develop and modify their schemas.

Schemas- mental molds into which we pour our experiences (also known asconcepts)

Assimilate- interpreting ones new experience in terms of ones existingschemas

Accommodate- adapting ones current understandings (schemas) toincorporate new information.


7/16

Objective 9 Piaget's

Theory and CurrentThinking-Outline Piagets four main stages of cognitive development, and

comment on how childrens thinking changes during these four stages. Mental activities associated with thinking , knowing , remembering , and

communicating is the best referred as cognition .

Birth to age 2, children experience the world through their senses andactions in the sensorimotor stage. Age 2 to about 6 or 7, children learn to use

language and can reason logically in thepre-operational stage. Age 7 to 11,children can think logically about concrete events , grasp analogies , andperform arithmetical operational in the concrete operational stage. 12 throughadulthood, they gain the ability to reason abstractly in the formal operationalstage.

The awareness that things continue to exist even when not perceived isobject permanence.

People's ideas about their own and others' mental states is theory of mindabout their feelings , perceptions , and thoughts and the behavior thesemight predict.


8/16

Objective 10 Reflecting on

Piagets Theory- Discuss psychologists current views on Piagets theory ofcognitive development. Recent research shows that young children are more capable and their

development more continuous than Piaget believed. He identified significantcognitive milestones and stimulated worldwide interest in how the minddevelops. He believed that the cognitive abilities that emerge at each stage

have begun developing at earlier ages. Piaget contended that childrenconstruct their understandings from their interactions with the world.Children are incapable of adult logic until they are getting three years old.Today's researchers also see formal logic as a smaller part of cognition thanPiaget did. Nonetheless, studies support his idea that human cognitionunfolds basically in the sequence he proposed.


9/16

Objective 11 Social

Development-Define stranger anxiety. Stranger anxiety is the fear of unfamiliar faces that infants commonly

display, beginning by about eight months of age, and then soon after objectpermanence emerges. They greet strangers by crying and reaching for their

familiar caregivers such their parents. At this age children have schemas forfamiliar faces and become distressed when they cannot assimilate newfaces into these remembered schemas.


10/16

Objective 12 Origins of

attachments-Discuss the effects of

nourishment, body contact, and familiarity on infant social attachment. -Attachmentbond is a powerfulsurvival impulse that keeps infantsclose to their caregivers.

- Infants become attached tothose who satisfy their need.

- Body contact gave secure baseto venture into the environment.Example of how Harlow'smonkeys preferred non-nourishment.

- Critical periodis a time period

shortly after birth where theorganism feels certain stimuli andexperience. Imprintingis theprocess an animal for attachmentduring the critical period.

- Children do not imprint.


11/16

When infants are put in a strange situation (laboratory playroom) about 60% ofthem demonstrate secure attachment (with their mothers present, they playhappily and normally until she leaves. Then the child becomes distressed and

looks for contact with her as soon as she returns) Others,may demonstrate insecure attachment(less likely to explore and cling to their

mother).

Mary Ainsworth (1979) studied the attachment differences. She observedmother-infant pairs at home during their first 6 months and

1 year old in a strange situation without their mothers.

Van Den Bloom randomly assigned 6- to 9-month-old

temperamentally difficult infants to either an experimental

condition, or to an untreated control condition.

Erik Erikson and his wife Joan Erickson discovered that

securely attached children They approach life with a senseofbasic trust (a sense that the world is predictable and

Objective 13Attachment

Differences-Contrast secure and insecure

attachment, and discuss the roles of parents and infants in thedevelopment of attachment and an infants feelings of basic trust.


12/16

Objective 14 Attachment

Differences-Contrast secure and insecure attachment, and discuss the

roles of parents and infants in the development of attachmentand an infants feelings of basic trust.Deprivation of Attachment:

Babies reared in institutions without the stimulation and attention of a regularcaregiver, or locked away at home under conditions of abuse or extremeneglect, are often withdrawn, frightened, even speechless.

Though most abusers were indeed abused, most abused children do notlater become violent criminals or abusive parents.

Although children are able to recover quickly from difficult conditions,

extreme childhood trauma can leave footprints on the brain. Serotonin response has been found in abused children who become

aggressive teens and adults. "Stress can set off a ripple of hormonalchanges tha permanently wire a child's brain to cope with an evil world." -abuse researcher Martin Teicher


13/16

Objective 14 (Continued)Disruption of Attachment:

Separated from their families, both monkeys and human infants becomeupset and, before long, withdrawn and even despairing. Courts are usuallyreluctant to remove children from their homes because they fear stress ofseparation might cause lasting damage.

If placed in a more positive and stable environment, most infants recoverfrom the separation distress.

In adoption studies when children between 6 and 16 months were removedfrom their foster mothers they initially had difficulties eating, sleeping, andrelating to their new mothers. But when these were studied at age 10, littlevisible affect was shown.

Adults also suffer when attachment bonds are severed. Whether it occursthrough death or separation, the break produces a predictable sequence ofagitated preoccupation with the lost partner followed by deep sadness andeventually the beginnings of emotional detachment and a return to normalliving.


14/16

Objective 14 (Continued)Does Day Care affect attachment?

High quality day care programs usually studied showed day are is not badfor children, and does not disrupt children's attachments to their parents.

High quality child care consists of warm, supportive interactions with adultsin a safe, healthy, and stimulating environment. Poor care is boring

unresponsive to children's needs. Researchers found that at ages 4 1/2 to 6 those children who had spent the

most time in day care had slightly advanced thinking and language skills.They also had increased rate of aggressiveness and defiance.

Toddlers stress hormone levels tend to rise during days spent in day careand to diminish during days spent at home. When mothers transition from

welfare to work, their preschool children do not suffer negative outcomes.Although working mothers spend less total time with their infants they tendto partially make up for that time by giving up other activities such assocializing during their off days, they spend their off hours playing withtalking to and holding their infants.

What all children need is a consistent warm relationship with people who

they can learn to trust.


15/16

Objective 15 Self-

concept-Trace the onset and development of children's self-concept. - self concept is a sense of one's own identity and personal worth.

- children, by the age of 12, have developed a self-concept.Behavior provides clues to a baby's beginning of self-awareness.

- a child's self-concept gradually strengthens from self-recognition,to gender, group memberships, and psychological traits.


16/16

Objective 16 Child-rearing Practices

-Describe three parenting styles, and offer three potentialexplanations for the link between authoritative parenting and socialcompetence.parenting styles vary fromspanking, to reasoning, to hugs andkisses.

- authoritarian parents enforcerules and teach their children

obedience. - permissive parents submit to

their children's desires, rarelymake demands, and use littlepunishment.

- authoritative parents are bothdemanding and responsive; rulesare enforced with explanations,open discussions, and exceptions.

*the association between certainparenting styles and certainchildhood outcomes iscorrelational.

Documents

Power Point Ch.4 AP Psych