Lifespan Development

Genotype=genetic inheritance

Phenotype=observed characteristics, which are attributable to heredity AND environment

1)Germinal Stage: first two weeks, fertilized egg=ZYGOTE

2)Embryonic Stage: third week thru eight week,

3)Fetal Stage: Ninth week until birth

FAS, facial deformities, retarded physical growth, heart defects, MR, hyperactivity, irritability

FAS risk is highest if mother drinks everyday or binge drinks in early stages

increased risk for spontaneous abortion or stillbirth

high risk for SIDS, low birthweight, reduced head circumference

exhibit tremors, exaggerated startle response, high pitched cry, feeding difficulties, developmental delays, irritable and difficult to comfort

LT effects uncertain, but cog and bx problems may persist at least into early school years

placental abnormalities that can cause death and stillbirth

high risk for LBW,SIDS, respiratory diseases

May have emotional and social distubances and cognitive deficits

Low Birthweigh, MR

between 35-60 percent

risk reduced with AZT is admin to the mother during pregnancy and delivery

1)severe marital discord
2)low SES
3)overcrowding or large family size
4)parental criminality
5)maternal psychopathology
6)placement of the child outside the home

....substances that cross the placental barrier and cause defects in the embryo or fetus.

....effect different organs at different times but OVERALL exposrue during the EMBRYONIC stage (3-8 weeks) is most likely to cause major structural abnormalities.

may cause delayed motor and cog dev'p, MR, and in severe cases, CP

...anoxia may be caused by several factors e.g., twisted umbilical cord, sedatives given to mother

1)exp fewer stressors following birth
2)have an easy temperament marked by a high degree of social responsivity, good communication skills, and consistent eating and sleeping patterns
3)provided with stable support from a parent or substitue caregiver

Vision

But dev'ps rapidly and is probably close to that of a normal adult by SIX MONTHS

the ability to orient toward the direction of sound.

evident shortly after birth, seems to DISAPPEAR B/T 2 & 4 MONTHS, then REAPPEARS and improves during ther rest of the first yr

10-11 months


about 12-15 months

2 years of age

evident during infancy but is not well-established until 4 or 5 years of age.

25%

80%

Grows quickly after birth, due to increase in the size of neurons and their interconnections and the formation of glial cells (myelinize nerve fibers)

Reaches full weight by age 16.

CHOMSKY and (innate) LAD

language acquisition is attributed to biological mechanisms and stresses universal patterns of lang devt.

People acquire language just by being exposed to it

lang devt is the result of a combination of biological and environmental factors.


social-communications stresses the importatnce of social interactions (e.g., the use of motherese)

Chomsky

refers to the organization of words, phrases, and sentences

Chomsky

refers to the underlying meaning of sentences

Chomsky

Speaking=transforming deep structure (meaning) into surface structure (grammatical sentences)

Listening=transforming surface structure into its deep structure

1)crying--birth, three types (basic/hunger, anger, pain)

2)cooing and then babbling-6-8weeks, 4 months

3)echolalia and expressive jargon-about 9 mos.

4)holophrastic speech (single words that express whole phrases and sentences) 1-2 yrs

5)telegraphic speech (2+ words together to make a sentence) 18 to 24 mos.

6)vocabulary growth 18-36 mos.

7)Grammatically correct sentences 2 1/2-5yrs

8)Metalinguistic Awareness 6-7yrs

18-24 months
string two or more words together to make a sentence (e.g., "me go" "more juice")

1-2 years of age
single words that express phrases and sentences

Whorf's Linguistic Relativity Hypothesis: Language determines the nature of thought, dif cultures think dif b/c they have dif lang

Piaget: Thought determines language

Nativist view: Lang and Thought are independent

Most prevalent view: bidirectional, influence one another

a sign of attachment

begins at 6-7 months, continue to 2nd year

usually followed by separation anxiety

severe distress that occurs when a child is sep from primary care giver

BEGINS at 6-8 mos.
PEAKS at 14-18

begins about 6 mons

infants will look to caregiver to determine how to respond in a new or ambiguous situation

1) Secure
2) Insecure (Anxious)/Ambivalent
3) Insecure (Anxious)/Avoidant
4) Disorganized/Disoriented

child=little distress when mother leaves; avoids or ignores when returns

mother=impatient and unresponsive or provides the child with too much stimulation

child=becomes v. upset when mother leaves; ambivalent or angry and resistant of her attempts at physical contact

mother=moody and inconsistent in their caregiving

child=exhibit fear of their caregivers, confused facial expressions, a variety of other disorganized attachment bx's (e.g., greeting mother on return, then turning away from her)

about 80% of infants who have been abused display this pattern

child=upset by mother's absense, actively seeks contact when returns

mother=emotionally sensitive and responsive to baby's cues

1)coercive interactions (the use of coercive, aggressive behaviors by both children and parents to gain compliance)

2)poor parental monitoring of children's activities

PATTERSON ET AL

children initially learn aggressive bxs from their parents who rarely reinforce prosocial behaviors, use harsh discipline, and reward their chidlren's aggressiveness with approval and attention; over time aggressive parent-child interactions escalate

Aggressive children differ from their peers in
1)self-efficacy beliefs (it is easy to perform aggressive acts but difficult to inhibit aggressive impulses)

2)beliefs about the outcomes of their bx (expect aggression will be followed by positive consequences)

a UNIVERSAL, CONSTRUCTIVIST model of development

the incorporation of NEW KNOWLEDGE into existing cogntive schemas

the MODIFICATION of existing schemas to incorporate new knowledge

1)Sensorimotor
2)Preoperational
3)Concrete Operational
4)Formal Operational

Birth to 2 years

thought is based on action, learns about objects based on sensory information

important accomplishments: OBJECT PERMANENCE (begins at about 8 MOS)-aka the "object concept" obj cont to exist when they are out of sight
CAUSALITY (about 10 MOS)
DEV'T OF SYMBOLIC (REPRESENTATIONAL) THOUGHT-about 18 MOS; enables child to use language to think about actions before performing them

TWO to SEVEN YEARS OLD

Symbolic play, can solve problems mentally , learn thru the use of language

incomplete understanding of cause and effect; MAGICAL THINKING

Egocentrism, cannot tk on another's POV

Do not recognize that actions can be reversed (irreversibility) and focus on most noticeable features of objects (CENTRATION)

SEVEN to ELEVEN YRS

CONSERVATION--depends on the operations of reversibility and decentration. Conservation of NUMBER, then LIQUID, LENGTH, WEIGTH, then DISPLACEMENT VOLUME

ELEVEN PLUS YRS OLD

able to think abstractly, relativistically, and hypothetically, a renewed egocentrism (adolescent egocentrism) which can be attributed to the increasing capacity to "think about thinking"

includes the personal fable (belief that one is unique and not subject to the natural laws that govern others) and the imaginary audience (belief that one is always the center of attention)

identity development

Adolescent must achieve a stable sense of personal identity or face a variety of psychological problems in later life

Erikson

the phase of adolescence where the adolescent experiments with various roles as a mean of identifying an acceptable one

1)identity diffusion-no id crisis, no exploration, no commitment
2)identity foreclosure-adoption of an id without having an id crisis, imposed by others
2)identity moratorium-midst of id crisis, experimenting with alternative id, marked by confusion, rebelliousness and dissatisfaction
4)identity achievement-resolution of an id crisis and commitment to an identity

acknowledge the impact of biology on cog dev't but place greater emphasis on SOCIAL AND CULTURAL FACTORS

sociocultural theory of cognitive development--cog devp is always FIRST INTERPERSONAL then INTRAPERSONAL

the discrepancy b/t a child's current developmental level and the level of development that is just beyond his current level but can be reached when an adult or more experienced peer provides appropriate scaffolding (aids)

...it involves modeling, providing cues, and encouraging the child to think about alternative plans of action

dev't involves interactions between the individual and his context in 4 levels:
1)microsystem-immediate environment
2)mesosystem-interactions between the components of the microsystem (impact of home on school)
3)exosystem-broader environment (local community, mass media)
4)macrosystem-overarching environmental influences (cultural beliefs, economic conditions, political ideologies)

1) preconventional
2)conventional
3)postconventional

each has two stages

1)Punisment and Obedience Orientation: goodness or badness of an act depends on the consequences. Right=AVOID punishment

2)Instrumental Hendonism: Consequences still guide, but judgments are more based on OBTAINING rewards than on avoiding punishment

3)Good boy/Good Girl orientation: Right Acition is the one that is liked or approved by others

4)Law and Order orientation: moral judgments are based on the rules and laws est. by legitimate authorities


SHIFT FROM PRECONVENTIONAL TO CONVENTIONAL ABOUT 10-11 YRS

SHIFT FROM CONVENTIONAL TO POST in LATE ADOL or ADULTHD

5)Morality of Contract, Individual Rights, and Democratically Accepted Laws--the morally right action is the one that is consistent with democratically determined laws
6)Morality of Individual Principles of Conscience--right and wrong are determined on basis of broad, self-chosen, universally applicable principles

females base moral judgments more on concerns related to caring, compassion, and responsibility to others (relationship factors); males are more based on laws and principles

1) Premoral Stage--prior to age 6, exhib little concer for rules
2)Heteronomous morality-7 to 10 years old; rules are set by authority figures arnd are unalterable
3) Autonomous Morality--around age 11; rules are arbitration and alterable, judge acts more on intention than on consequences

Very young children are spontaneous liars, which is "natural" and harmless. By age 7 or 8 they begin to intentionally communicate false statements

Subsequent research shows that children as young as 3 or 4 lie intentionally, most often to avoid punishment or obtain reward