Unit 2 Chapter 8 Textbook 2

Physical Development: - respiratory system puts O2 into blood, regulate own bod temperature, digestive system on own’s nourishment starts off slow so has high body fat, motor and brain development Infant can roll over at 2 months Preferential Looking: longer an infant looks at a stimulus, the more it prefers it ● Study on how long looks at a particular stimulus Habituation: a tendency for infants to stop paying to stimulus if it doesn’t change ● Study on how frequently stops paying attention to stimulus Reflexes: innate voluntary behavior patterns to help survival Synaptic Pruning: unused synaptic connections and nerve cells cleared away for functioning connections and cells Senses: touch is most well-developed, smell and taste are nearly developed ● Least functional are eyes due to its complex organ (rods black and white) ● Preference to look at complex patterns, 3D, human voices/faces The Visual Cliff Study (Eleanor Gibson): depth perception of a big drop – was fearful Cognitive Development: thinking, problem solving, memory Piaget’s Theory (4 Stages): importance of interaction with objects as primary factor in cognitive development. hildren form mental concepts/schemas (how info is interpreted and evolves through experiences) ● Ex. Pointing to apple and saying apple, infant now has a schema that is apple ● Assimilation: understand new things based on schemas ○ Ex. See round orange and say “apple” but create new schema for red and round for apple ● Accommodation: altering/adjusting old schemas to fit new info/experiences 1. Sensorimotor Stage (0-2 years): use senses and motor abilities to learn to voluntarily interact with the world around them and develop complex patterns a. Object Permanence: knowledge that an object exists when not in sight “peek-a-boo" that helps develop language and symbolic thought 2. Preoperational Stage (2-7 years): developing language and concepts, playing make believe of simple mental concepts a. Animism: everything is alive and has own feelings, believes Santa Claus b. Egocentrism: inability to see world through anyone else’s eyes c. Centration: focus on 1 feature on object while ignoring other features d. Fail at Conservation: changing appearance not change the object’s amount e. Irreversibility: inability to mentally reverse an action 3. Concrete Operations Stage (7-12 years): capable of conservation and reversible thinking, no centration, think logically about make-believe tales, ask questions a. Abstract Concepts: don’t have physical/concrete reality (ex. Freedom) 4. Formal Operations Stage (12-adult): abstract & hypothetical thinking Vygotsky’s Theory: The importance of Being There: importance of social and cultural interactions with other more skilled people ● Scaffolding: more skilled learner gives help to less skilled learner, thus reducing amount of help as becomes more capable ○ Scaffolding (end goal trying to accomplish task as much as they can and aid them, to work for it, to be in the zone of proximal development, cooperative effect) vs Shaping (have an end goal to achieve through reinforcements, individual effect in shaping another’s behavior) Similarity in being helped toward the end goal ● Zone of Proximal Development (ZPD): difference between what a child can do alone vs with help from a teacher, measure of what you can do ● Students learn culturally determined structures of personal stories from early conversations with their parents (storytelling) ● Unlike Piaget who thought talking to himself is egocentric, Vygotsky thought private speech was “thinking out loud” and advance cognitively Autism Spectrum Disorder: neurodevelopmental disorder (spectrum) ● Theory of Mind: ability to understand own mental states (belief, intentions, desires) but also those of others and how they different from others ○ They do not possess theory of mind, failing to understand that other people have their own points of view ○ Theory of mind (broader, understand that you are yourself, recognize have own mental state and can be influenced by it) vs. Egocentrism (sense of looking a world through own perspective, hard to understand from others) Theory of mind can be egocentrism when younger ■ Ex. Child looking at mirror and know that it is them and can touch own face = has a theory of mind as a version of them. Relates to autism Psychosocial Development Temperament: infant characteristics of “easy, difficult, slow to warm up” behaviors ● Easy: very regular in their schedules of sleep and eating Attachment (Mary Ainsworth): attachment to caregiver “Strange Situation” ● Secure: explore happily with mom as “touching base”, but wary when gone ● Avoidant: unwilling to explore or “touch base”, no concern with mom absence ● Ambivalent: clingy & unwilling to explore, wary when gone and hard to soothe ○ Ex. Clings to mother and gets upset at absence, but demands to be picked up but then kicks and pushes her away ● Disorganized-Disoriented: afriad to make eye contact, unable to decide how to feel when mom returns, fearful and dazed/depressed look on face Harlow and Contact Comfort Study: attachment influenced by food/needs but also sense of security through contact comfort ● Used monkeys and a soft to touch “mother-like” doll, but a wire mother that fed them. But the monkeys spent more time with the soft doll ● Showed importance of basic affection or love variable Self-Concept: image of oneself develops from significant interactions/people Erikson’s Theory: babies who cry more consistently when hungry are more securely attached than those who allow the baby to cry for need of attention