what is development? what is maturation? what are the domains of development? 1. biosocial...

WHAT IS DEVELOPMENT?WHAT IS DEVELOPMENT?WHAT IS MATURATION?WHAT IS MATURATION?

WHAT ARE THE DOMAINS OF DEVELOPMENT?

1. BIOSOCIAL (PHYSICAL)

2. COGNITIVE

3. PSYCHOSOCIAL

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WHAT ARE SOME WHAT ARE SOME CONTROVERSIAL ISSUES IN CONTROVERSIAL ISSUES IN

DEVELOPMENT?DEVELOPMENT?

NATURE VS. NURTURECONTINUITY VS. DISCONTINUITYRELEVANCE OF FIRST YEAR OF

LIFE TO LATER DEVELOPMENT (CRITICAL VS. SENSITIVE PERIOD)

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History of “Infancy”History of “Infancy”

Pre-Renaissance – children valued but taken for granted

Renaissance (1500s) – more interest in the study of things including development

Empiricism (1600-1700s)

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more…History of “Infancy”more…History of “Infancy”

John Locke (1600s) – “TABULA RASA”

Jean Rousseau (1700s) – infants born good from God; corrupted by Man

U. S. (late 1800s) – children are often workers in industry; abuse leads to ultimate reform and study of development

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WHAT IS A THEORY?WHAT IS A THEORY?

EXPLANATION of some relationship among variables

TIES TOGETHER different pieces of evidence into a framework

GUIDES what we investigate in research

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WHAT A THEORY IS WHAT A THEORY IS NOTNOT

NOT A FACT

NOT CAST IN STONE

NOT THE END OF A RESEARCH QUESTION

NOT UNTESTABLE

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WHAT ARE MAJOR DEV. WHAT ARE MAJOR DEV. THEORIES?THEORIES?

PSYCHOSOCIAL (PSYCHOANALYTIC)

BEHAVIOR ANALYSIS (BEHAVIORAL)

COGNITIVE

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FREUDIAN FREUDIAN PSYCHOANALYTIC VIEWPSYCHOANALYTIC VIEW

STRUCTURE OF THE MINDID (present at birth)EGO (present by about age 1)SUPEREGO (present by about age 3)

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PSYCHOANALYTIC PSYCHOANALYTIC CONCEPTSCONCEPTS

LIBIDOEROGENOUS ZONESFIXATIONUNCONSCIOUS

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More FREUDIAN More FREUDIAN PSYCHOANALYTIC VIEWPSYCHOANALYTIC VIEW

STAGE STRUCTURE OF PERSONALITY DEVELOPMENT

1. ORAL (0 - 1.5 years)

2. ANAL (1.5 - 3 years)

3. PHALLIC (3 - 5 years)

4. LATENT (5 - 13 years)

5. GENITAL (13 years - adulthood)

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ERIK ERIKSON’S ERIK ERIKSON’S PSYCHOSOCIAL THEORYPSYCHOSOCIAL THEORY

Like Freud, said development is affected by CONFLICTS

Like Freud, said development is STAGE-LIKE (DISCONTINUOUS)

Unlike Freud, conflicts are NOT pleasure driven

Erikson - conflicts are driven by unconscious NEED FOR IDENTITY

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ERIK ERIKSON’S ERIK ERIKSON’S 8 PSYCHOSOCIAL STAGES8 PSYCHOSOCIAL STAGES

(only 4 are shown)(only 4 are shown)

(0-1 yrs.) TRUST VS. MISTRUST(1-3 yrs.) AUTONOMY VS. SHAME(3-6 yrs.) INITIATIVE VS. GUILT(7-11 yrs.) INDUSTRY VS. INFERIORITY

(More STAGES in Berger text!)

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Piaget (he’ll be back later)Piaget (he’ll be back later)

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BEHAVIOR ANALYSIS (BEHAVIORAL LEARNING

THEORY) EXAMINES THE EFFECTS OF

ENVIRONMENTAL EVENTS ON WHAT AND HOW WE LEARN

SOMETIMES FOCUSES ON EVENTS THAT PRECEDE BEHAVIOR

SOMETIMES FOCUSES ON EVENTS FOLLOWING BEHAVIOR

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MORE BEHAVIOR ANALYSIS

MUST DEFINE WHAT

IS BEING LEARNEDMUST DEFINE ENVIRONMENTAL

EVENTS THAT AFFECT BEHAVIORBASED HEAVILY ON EMPIRICAL

DATA TO ASSESS LEARNINGRELIES ON SCIENTIFIC METHOD

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TYPES OF BEHAVIOR ANALYSIS

ASSOCIATIVE LEARNING (CLASSICAL CONDITIONING)

DISCRETE TRIAL LEARNING (OPERANT CONDITIONING)

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CLASSICAL CONDITIONINGCLASSICAL CONDITIONING

INVOLVES LEARNING WHAT EVENTS IN ENVIRONMENT “GO TOGETHER”

IS LEARNING OF “ASSOCIATIONS”LEARNED BY HAVING EVENTS

PAIRED WITH ONE ANOTHEREX) LITTLE ALBERT CASE STUDYOTHER EXAMPLES FOLKS?

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CLASSICAL CONDITIONING EXAMPLES

Baby Maria gets excited when she hears mother’s voice. Why? What’s been learned?

Baby Jonah gets upset when he sees a doctor’s needle. Why? What’s been learned?

Baby Isabella gets excited when she hears daddy’s car. Why? What’s been learned?

Mother’s breast starts to give milk when she hears baby’s cry. Why? What’s been learned?

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CLASSICAL CONDITIONING IN ACTION

At first baby sees needle and is not upset (sight of needle is neutral or UNCONDITIONED STIM.).

After getting a shot, baby gets upset (this occurs naturally without learning—unconditioned response).

Baby now “associates” the needle with the pain (she learned they “go together”)

This results in responding to needle as something to be avoided (needle is now a learned or CONDITIONED STIMULUS)

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CLASSICAL CONDITIONING IN ACTION (LITTLE ALBERT CASE STUDY)

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CLASSICAL CONDITIONING IN ACTION (WORD MEANINGS)

At first, sound of word “bottle” means nothing.BUT,when said by Mom who is showing bottle to

baby (pairing the two stimuli)…Baby begins to “connect” sound of word “bottle”

and the actual bottle itself.Now, if baby hears “want a bottle?” she gets

excited (unless she has a stomach ache, of course!)

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CLASSICAL CONDITIONING IN ACTION (A RELEVANT COLLEGE EXAMPLE)

What would happen to your emotions right now if I were to say the following:

BLUE BOOKS! POP QUIZ! FINAL EXAM! TAX AUDIT!

Why do we respond this way?

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OPERANT CONDITIONING

INVOLVES LEARNING WHAT TO DO BASED ON CONSEQUENCES OF PRIOR “DOING”

LEARNED BY HAVING BEHAVIORS FOLLOWED BY PARTICULAR CONSEQUENCES

EXAMPLES? (see next slide!)

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OPERANT CONDITIONING EXAMPLES

After Baby Ringo makes a sound resembling a word, his mom gives him a big hug. Ringo makes the sound again (wouldn’t you?)

After Baby Bobby sticks his finger in the dog’s nose, the dog barks loudly and snaps at him. Bobby does NOT do that again!

After Baby Angelina cries, her mother comes to comfort her. Baby Angelina thinks this works well and does it again the next time she is upset.

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OPERANT CONDITIONING TYPES

REINFORCEMENT- a consequence that increases the chance that the behavior will be made again

PUNISHMENT- a consequence that decreases the chance that the behavior will be made again

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REINFORCEMENT- a consequence that increases the chance that the behavior will be made again- can be POSITIVE (present something such as hugs, praise, kisses, access to TV or video games, stars, stickers)- or NEGATIVE (take something away such as pain, hunger, fear, annoyances, wet diaper)

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PUNISHMENT- a consequence that decreases the chance that the behavior will be made again

- can be POSITIVE (present something such as yell, loud noise, frown, pain, restraint)

- or NEGATIVE (take something away such as access to TV or video games, privileges, access to dessert)

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ANOTHER OPERANT CONDITIONING

TYPE: EXTINCTION

Like punishment, likely to decrease behavior but is done by ignoring child’s behavior (assuming this behavior had previously been reinforced)

NEVER use this if behavior child is making is dangerous

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“SIDE EFFECTS” OF OPERANT CONDITIONING

REINFORCEMENT HAPPY

PUNISHMENT NOT HAPPY

EXTINCTION NOT HAPPY

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SOCIAL LEARNING THEORYSOCIAL LEARNING THEORY(LEARN BY MODELING)(LEARN BY MODELING)

According to this theory, children have natural tendency to IMITATE.

They can learn just by watching without having behavior reinforced or punished.

BUT…children ARE often given reinforcement for imitating so it is hard to determine if this is purely innate

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SOCIAL LEARNINGSOCIAL LEARNINGTHEORY STUDIESTHEORY STUDIES

MELTZOFF & MOORE- infants imitate adult facial expressions almost at birth; also often imitate emotional responding

BANDURA AND COLLEAGUES- aggressive behavior can be learned just by watching it (but even more so if child’s aggressiveness is then reinforced)

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WHAT ARE MAJOR DEV. THEORIES?WHAT ARE MAJOR DEV. THEORIES?

1. 1. PSYCHOSOCIAL PSYCHOSOCIAL (PSYCHOANALYTIC)(PSYCHOANALYTIC)

2. BEHAVIOR ANALYSIS 2. BEHAVIOR ANALYSIS (BEHAVIORAL)(BEHAVIORAL)

3. COGNITIVE3. COGNITIVE

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COGNITIVE THEORIES OF DEV.COGNITIVE THEORIES OF DEV.

PIAGETIAN- “structure” of information

INFORMATION PROCESSING- input/output of information

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PIAGETIAN CONCEPTSPIAGETIAN CONCEPTS

SCHEMA (or SCHEME) – the “blueprints” or “scripts” of knowledge about the world

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EQUILIBRIUM – innate tendency to try to achieve “balance” between what you think you know about the world and what the world is really all about

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ASSIMILATION – adding new information to already existing schemes

ACCOMMODATION – changing old schemes to new ones based on acquisition of new knowledge

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WHAT DRIVES WHAT DRIVES DEVELOPMENT DEVELOPMENT

ACCORDING TO PIAGET?ACCORDING TO PIAGET?

Innate, biologically driven tendency to seek out information about the world

Development progression is limited by maturation

Says you cannot learn something until you are ready no matter how good the teacher

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PIAGETIAN STAGESPIAGETIAN STAGESOF COGNITIVE DEV.OF COGNITIVE DEV.

SENSORIMOTOR (0-2 years)

What do schemas consist of?

- only what the baby can see, feel, hear, do in the present

- baby cannot really represent information symbolically and….

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BABY HAS NO

OBJECT PERMANENCE

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PIAGETIAN STAGES OF PIAGETIAN STAGES OF COGNITIVE DEV.COGNITIVE DEV.

PRE-OPERATIONAL (2-6 years)What do schemas consist of?

- child now has symbolic thought

- has learned many cause/effect relationships

- BUT child lacks much in way of logical reasoning (lacks “operations”)

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CONSERVATIONCONSERVATION: One Type : One Type of of OperationOperation

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CONCRETE OPERATIONAL (6-11 years)What do schemas consist of?- child now has learned much more in way of

logical reasoning (now has “operations”)- child can “test” hypotheses (predictions)- child is poor in ABSTRACT LOGIC (“what if”

situations that are not based in real events)

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FORMAL OPERATIONAL (11+ years)What do schemas consist of?- child can now “test” hypotheses (predictions) in

ABSTRACT LOGIC (“what if” situations that are not based in real events)

- child can plan and achieve long-term goals more realistically

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INFORMATION PROCESSINGINFORMATION PROCESSING

Examines how information is accepted into working memory, processed, stored, and outputted as action.

info processing action

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RESEARCH METHODSRESEARCH METHODSTO STUDY DEVELOPMENTTO STUDY DEVELOPMENT

VARIABLETHEORYHYPOTHESISSCIENTIFIC METHOD (see next slide)

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SCIENTIFIC METHODSCIENTIFIC METHOD

Research question proposedIdentify variablesHypothesize outcomeCollect data; objectivity required!!!!Compare actual outcome to predictionModify theory as data indicates(Rinse and repeat! )

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DEVELOPMENTAL DEVELOPMENTAL VARIABLESVARIABLES

WHAT THE BABY DOES

(DEPENDENT VARIABLES)

Behavior: language, social interactions, attention, personality traits, informational learning, play

WHAT THE ENVIRONMENT/GENES ARE DOING TO BABY

(INDEPDENDENT VARIABLES)

- parenting, stimulation, schooling, maturation

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TYPES OF RESEARCHTYPES OF RESEARCH

EXPERIMENT

- experimenter purposefully changes something in baby’s environment and measures any changes

- allows us to determine what different environmental variables do to the baby’s development

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TYPES OF RESEARCHTYPES OF RESEARCH

CORRELATION

- experimenter ONLY observes something in baby’s environment that has changed and measures any changes in baby

- allows us to maybe determine what different environmental variables do to the baby’s development

- often called OBSERVATIONAL RESEARCH

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TYPES OF CORRELATIONSTYPES OF CORRELATIONSPOSITIVE

- as one variable increases so does the other; as one variable decreases so does the other

Examples:1. Number of cupcakes you eat, and your weight2. Number of layers of clothes you wear, and your

warmth level3. Amount of words made by a baby, and the

amount of attention given to the baby

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TYPES OF CORRELATIONSTYPES OF CORRELATIONS

NEGATIVE

- as one variable increases, other decreases as one variable decreases, other increases

Examples:

1. Number of hours you exercise, and your weight

2. Number of beers you drink, and your scores on an exam

3. Amount of crying by a baby, and the amount of sleep gotten by the parents!!!

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RESEARCH DESIGNS FOR RESEARCH DESIGNS FOR DEVELOPMENTDEVELOPMENT

How does infant change as a function of age?

- can answer this using either a

LONGITUDINAL RESEARCH DESIGN

or

CROSS-SECTIONAL RESEARCH DESIGN

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LONGITUDINAL RESEARCH LONGITUDINAL RESEARCH DESIGNDESIGN

Randomly select a sample of children at the same young age (this group is called a COHORT)

Measure their capabilities for the variable you are interested in

Continue to measure their capabilities at selected age intervals (more on next slide…)

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LONGITUDINAL RESEARCH LONGITUDINAL RESEARCH DESIGNDESIGN

Advantages: provides excellent measure as to how aging affects the infant

Disadvantage: time consuming and expensive; subject attrition (“mortality”)

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CROSS-SECTIONAL CROSS-SECTIONAL RESEARCH DESIGNRESEARCH DESIGN

Randomly select some children at one age, some at another age, and some at another age (ex., 6 mos., 12 mos., and 18 mos. old)

Measure their capabilities for the variable you are interested in

Compare the groups to see if the children differ as a function of age (more on next slide…)

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CROSS-SECTIONAL RESEARCH CROSS-SECTIONAL RESEARCH DESIGNDESIGN

Advantages: easy to do; can be done in one day; relatively cheap to do; no subject attrition

Disadvantage: kids might differ not from age, but from other things like time they grew up in (called a CHORT EFFECT)

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GENETIC DIVERSITYGENETIC DIVERSITY

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UNITS OF HEREDITYUNITS OF HEREDITY

CHROMOSOMES

- threadlike structures in nucleus of all body cells

- body cells have 46 (23 pairs)

- are blueprints for maturation, growth, and cell functioning

- abnormalities may result in death, or deficits in functioning

- contain GENES and DNA (next…)

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UNITS OF HEREDITYUNITS OF HEREDITY

DNA – nitrogen-based molecules that make up GENES

GENES – units of DNA that are arranged on chromosomes in pairs

- gene pairs determine TRAITS

- gene pairs are a bit different for all except for identical twins, triplets, etc.

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CHROMOSOMESCHROMOSOMES

How does infant get 23 pairs? Mother contributes 23 singles in ovum (egg cell or

female GAMETE) Father contributes another 23 singles (from a single

sperm cell or male GAMETE) These fuse at fertilization to become 23 pairs in

nucleus of ZYGOTE A single Mom and Dad can produce about 8,000,000

possible viable combinations of genetic material!!!!!!!

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CHROMOSOMESCHROMOSOMES

How does infant get GENDER?Determined by 23rd chromosome pairXX = femaleXY = maleMother ALWAYS contributes XFather can contribute EITHER X or YFather ALWAYS DETERMINES gender of

baby

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EFFECTS OF GENESEFFECTS OF GENES

ADDITIVE EFFECTS

- gene from Mom and gene from Dad AVERAGE OUT in the child (height?)

NON-ADDITIVE EFFECTS

- gene from one parent “wins out” over gene from other parent OR gene is the same from both parents (see next slide!)

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NON-ADDITIVE GENESNON-ADDITIVE GENES

DOMINANT VS. RECESSIVE

- Dominant gene is ALWAYS expressed

- Recessive gene is typically ONLY expressed when paired with another recessive gene (see next slide…)

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What is a “CARRIER”?What is a “CARRIER”?

Person who has one recessive gene and one dominant gene for a trait

The recessive gene is hidden (not expressed)

Memory aid: think about how undercover police hide and carry a weapon. No one knows it’s there but it’s still being “carried.”

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Why does

Ringo have blue

eyes?

Why was I named

“Ringo”?

JanieJanie Johnny Johnny JoanieJoanie

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NON-ADDITIVE GENE TRAITSNON-ADDITIVE GENE TRAITS

DOMINANT RECESSIVECurly hair straight hairFree earlobe attached lobes Tongue curling tongue straightColored skin albinism (no pigment)Dimples no dimplesType A blood Type OBlood clots HemophiliaNormal metabolism Phenylketonuria

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DANGEROUS JEANS!!DANGEROUS JEANS!!

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DANGEROUS GENES!!DANGEROUS GENES!!

Estimated that each person carries on average about 20 recessive genes that could cause serious abnormalities

Fortunately, unlikely that you will mate with someone who also carries those recessive genes

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SEX-LINKED GENESSEX-LINKED GENES

FOUND ON 23 CHROMOSOME PAIR ON X CHROMOSOMES (NOT Y)

If RECESSIVE, will be expressed in MALES!!! Why? Because there is nothing to counteract it (is a single gene instead of a pair)

Examples: some types of colorblindness; also may account for many forms of illness and MR seen in males

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CHROMOSOMAL ABNORMALITIESCHROMOSOMAL ABNORMALITIES

Occurs when gamete formed through uneven division

Gamete has wrong number of single chromosomes (NOT usual 23!)

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CHROMOSOMAL CHROMOSOMAL ABNORMALITIESABNORMALITIES

Scary news: this actually occurs in 50% of all ZYGOTES!!!!!

But…most miscarry very early because infant is not viable

1/200 births has some form of chromosomal abnormality

Characteristics of this are called SYNDROMES

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What are some SYNDROMES caused What are some SYNDROMES caused by chromosomal abnormalities?by chromosomal abnormalities?

DOWN SYNDROME (TRI-SOMY 21)

- most often occurs from extra 21st chromosome (“3 CELLS on 21”)

- easily recognizable from outward characteristics

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SYNDROMES Caused by SEX SYNDROMES Caused by SEX Chromosomal (23Chromosomal (23rdrd Pair) Abnormalities Pair) Abnormalities

X_ TURNER SYNDROMEXXY KELINFELTER SYNDROMEXYY “SUPERMALE”

SYNDROMEXXX, or XXXX (Unnamed)“Broken” X Fragile X (Fra X)

SYNDROME

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PREDICTING AND DETECTING GENETIC or PREDICTING AND DETECTING GENETIC or CHROMOSOMAL ABNORMALITIESCHROMOSOMAL ABNORMALITIES

One option is GENETIC COUNSELING1. If already have child with abnormalities2. If have relatives with abnormalities3. If already had miscarriages4. If parent age is high5. If gene pool has had problems (Tay-Sachs

in some of Jewish descent; Sickle-cell Anemia in some of African descent)

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Carrier (parent) blood testExamples: sickle-cell anemia, Tay-Sachs,

PKU, hemophilia

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Fetal Tests

1. AMNIOCENTESIS – from amniotic fluid

2. CHORION VILLUS SAMPLING – from placental membrane (chorion)

3. ULTRASOUND

– externally obtained

image (see picture)

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PRENATAL DEVELOPMENTPRENATAL DEVELOPMENT

PREGNANCY LASTS ABOUT 38-40 WEEKS (OR ABOUT NINE MONTHS)

HAS THREE PERIODS OF GROWTH:ZYGOTE (GERMINAL)EMBRYOFETUS

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1. ZYGOTE DEVELOPMENT1. ZYGOTE DEVELOPMENT

During germinal period (0-14 days), the following occurs:– MITOSIS (CLEAVAGE)– NO GROWTH IN SIZE– FORMS TWO LAYERS – one becomes

PLACENTA (other the BABY, of course!)

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2. EMBRYO DEVELOPMENT2. EMBRYO DEVELOPMENT

During WEEKS 3 – 8 the following occurs:DIFFERENTIATION (CELLS SPECIALIZE!)

into 3 layers:ENDODERM (inner)MESODERM (middle)ECTODERM (outer)

NEURAL TUBE (early brain and spinal cord) see next

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NEURAL TUBE PROBLEMSNEURAL TUBE PROBLEMS

ANENCEPHALY (missing cortex)SPINA BIFIDA (exposed SPINAL NERVES

Both reduced by FOLIC ACID (type of B vitamin)

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PRENATAL BRAIN CELLS PRENATAL BRAIN CELLS (neuron growth)(neuron growth)

BRAIN FACTORY: 10,000 generated per minute!!BRAIN FACTORY: 10,000 generated per minute!!

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EMBRYO DEVELOPMENTEMBRYO DEVELOPMENT

HOW DOES GROWTH OCCUR?CEPHALOCAUDAL

“Head down”PROXIMAL-DISTAL

“Center outward”

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3. FETUS DEVELOPMENT3. FETUS DEVELOPMENT

WEEKS 9-40 MOSTLY MAKES UP 2-3 TRIMESTER2ND TRIMESTER – ORGANS COME

“ONLINE”3RD TRIMESTER – MOSTLY GROWTH

plus MYELIN FORMATION– Becomes VIABLE in 3rd Trimester!

what is development? what is maturation? what are the domains of development? 1. biosocial...

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