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Human Development

Human Development. Nature vs. Nurture. Watson clearly stated that development took place from a purely nurture stance

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Human Development

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  1. Human Development

  2. Nature vs. Nurture • Watson clearly stated that development took place from a purely nurture stance • Gesell stated that development was a biological process and believed that development took place through a series of genetically determined changes that take place over the course of one’s life

  3. Developmental Studies • In order to study development of human beings, we use several different designs: • 1. Longitudinal • 2. Cross-sectional • 3. Sequential

  4. Reflexes of children • Rooting reflex – • You can often stroke the baby’s cheek and see this reflex

  5. Eyeblink Reflex • Reflexive blinking that protects baby from bright lights and foreign objects.

  6. Sucking Reflex • Babies instinctively begin to suck at objects placed in the mouth.

  7. Moro Reflex • When the baby hears a loud noise or their head falls back, they may instinctively extend arms out, arch its back and bring arms toward each other as though they are trying to grab someone.

  8. Palmar and Plantar Grasp Reflex • Palmar-Curling of the fingers around an object that touches the palms. • Plantar-Stroke bottom of foot, curl toes

  9. Tonic Neck Reflex • The tonic neck reflex, or fencer response, is present at birth • This reflex usually disappears by 4-9 months.

  10. Babinski Reflex • Babinski's reflex occurs when the great toe flexes toward the top of the foot and the other toes fan out after the sole of the foot has been firmly stroked • abnormal after the age of 2.

  11. Sensory Development • Discerning faces - 1 month old babies appear to be able to distinguish mother’s face from stranger’s as long as they hear the mother’s voice as well • At 3 months, baby appears to distinguish mother from stranger with face alone

  12. Sight • Babies are born legally blind with a vision of 20/600 – you need to be no more than 8 inches from their face • By 6 months they are at 20/100 – you need to be at least a few feet away • By 9 months they are at 20/60 – they can see you across the room

  13. For the first couple of months, babies will be able to distinguish patterns, but tend to respond to blacks and reds • By 5 or 6 months, babies begin to discern colors • A word about pastels

  14. Hearing • By 1 month, babies can distinguish between the smallest variations in sound • By 6 months, they have developed the ability to understand and make all of the sounds necessary for their language structure

  15. Touch • Newborns have a well-developed sense of touch and will, over time, come to use this sense a lot • Babies will begin to explore their world using tactile sensations, which is why many of the toys for infants have different textures

  16. Smell • 1-day-old infants can distinguish between some smells • 1 ½-month-old infants can distinguish between the smell of their mother and that of a stranger (which is why people tell you to leave the baby with something that has your smell on it)

  17. Taste • Newborns appear to prefer the taste of sweet and salty and dislike bitter-tasting things • It has been observed that during pregnancy infants will lick the placenta wall which may help to develop a sense of taste

  18. Depth Perception • Visual cliff experiment -

  19. Visual Cliff Experiment • 3-month-old babies would have their heartbeat decrease when approaching the “ledge” • 6-month-old babies would have their heartbeat increase when approaching the “ledge” – would not crawl across, although some did when mother prompted them to

  20. Temperament • Thomas and Chess did a longitudinal study on American babies and found: • 40% of the babies were easy • 15% of the babies were slow-to-warm-up • 10% of the babies were difficult • 35% of the babies were a mixture of the three

  21. Follow-up studies later showed: • Easy babies more likely to be popular, social, independent and successful • Difficult babies were more likely to be involved in the law and we less popular and less well-liked

  22. Lorenz and attachment • Imprinting- • Formation of a strong bond of attachment to the first moving thing seen right after birth • Lorenz made himself the first thing seen by goslings and sure enough they followed him • The goslings follow Lorenz everywhere

  23. The Harlow’s and attachment • Baby monkeys were separated from their mothers right after birth • Some were put in a room with a wire cylinder surrogate mother • Some were put in a room with a soft, terry-cloth covered cylinder When scared, the infants preferred to go to the soft “mother”-demonstrated that attachment is about who provides contact comfort

  24. Video clip

  25. John Bowlby • 1st to study human infants • Found those separated from mothers upon birth initially cried loudly and threw tantrums • Later, crying gave way to despair • Finally, infants showed emotional detachment

  26. Mary Ainsworth • Put children in “Strange Situation” – found three types of attachment • Secure type – use mothers as a secure based, look around occasionally, limited exploration in mother’s absence. Cried when mother left and were happy upon return. (65-70%) • Insecure-avoidant type – paid little attention to mother when she was in room, separated easily from mother. Showed little distress when she left and ignored her upon return. (20%)

  27. Insecure-ambivalent type – clung to mother and were reluctant to explore environment. High level of distress when mom left and still showed distress upon her return. (10 percent) Later studies by others revealed a 4th pattern-disorganized/disoriented attachment in which the infant appears confused and were unable to approach the mother directly for supported even when distressed

  28. Effects of Daycare and Attachment • Some believe that daycare interferes with attachment • Research has shown no effects on infant – mother attachment • Some research suggest that children in daycare may be more aggressive – though this may be due to mediocre daycare • High-quality daycare seems to have no negative effects

  29. Erikson’s Eight Stages of Man

  30. Erikson Quote • "...children cannot be fooled by empty praise and condescending encouragement. They may have to accept artificial bolstering of their self-esteem in lieu of something better, but what I call their accruing ego identity gains real strength only from wholehearted and consistent recognition of real accomplishment, that is, achievement that has meaning in their culture"

  31. Erikson’s eight stages of man • Erikson is the first psychologist to go beyond adolescence and recognize that life still changes beyond this time • This is perhaps because he was practicing at a time when adolescence was a factor • The eight stages are:

  32. Trust vs. Mistrust • Birth to 1 year • To develop trust – infant’s needs must be met • Must be played with, cuddled • When care is inconsistent or rejecting, mistrust develops – child becomes suspicious and fearful

  33. Autonomy vs. Shame and Doubt • Ages 2-3 • Child developing new motor and mental abilities • Parents should encourage autonomy • If parents are impatient and does things for child, or if they are critical, the child will begin to doubt themselves and feel shame • Caution: don’t give too much autonomy

  34. Initiative vs. Guilt • Ages 4-5 • Child becomes master of his body • Begins tasks like riding a bike, running, cutting • Children who are given the freedom and opportunity to engage in tasks have sense of initiative reinforced • Parents should not try to hinder fantasy or play

  35. If parents make the child feel bad or feel like a nuisance with their questions, the child will develop a sense of guilt

  36. Industry vs. Inferiority • Ages 6-11 • Elementary school years • Love for opposite sex parent is repressed • Children really begin to learn and play by rules • Concern for how things work, how things are made, and what things actually do • Children who are encouraged to make things, do things or build things will develop a sense of industry

  37. Parents who see their child as mischievous or as messy will help the child develop a sense of inferiority School plays a critical role during this period-friends and teachers play an integral role in development It is in this stage that lifelong academic failure can begin

  38. Identity vs. Role Confusion • Ages 12-18 (some argue up to 23 today) • Seeks to find a romantic partner due to reawakened Oedipal complex • Begin hypothetical thinking, thinking about what others think of them • Adolescent works to integrate everything they know about themselves to create an identity

  39. When an adolescent cannot attain a sense of personal identity, they show role confusion, a sense of not knowing who they are or where they belong to. • Role confusion often seen with delinquent adolescents or promiscuous young girls • For some, having a negative self identity is better than having no identity at all

  40. Intimacy vs. Isolation • Ages – late adolescence to young to early middle age • People will reach out to find an intimate relationship • Able to care about another without losing oneself in the process • Parent’s have indirectly contributed to the individual’s success or failure at the earlier stages.

  41. Generativity vs. Self-Absorption (Stagnation) • Ages – middle age • Concerned with others beyond immediate family, with future generations, nature of society • Those who don’t meet this need tend to fall into focus only on their personal needs and comforts

  42. May see the person beginning to question how prosperous they were or how well they have done for themselves. • Men may go through a mid-life crisis; women may go through empty nest syndrome

  43. Integrity vs. Despair • Ages – elderly • Time for reflection on life • Hope to look back on life with satisfaction • Some look at life as a series of missed opportunities and now realizes it is too late • These people may look back and have despair over what might have been

  44. Freud Psychosexual Development • Stage 1 – Oral Stage (Birth-18 months) – erotic focus is the mouth. • Pleasure seeking activities include sucking, chewing, biting. • If needs are gratified too much or too little they continue to seek gratification as an adult

  45. Stage 2 – Anal Stage – (1 ½ years to 3) – erotic focus is on the anus – expelling or retaining feces. • If child gets locked into this stage, they continue to engage in behaviors associated with retention or elimination. They may become anal retentive or anal expulsive.

  46. Stage 3 – Phallic Stage (3 to 6 years) – erotic focus is on the genital area. • Oedipal/Electra complex • Problems resolving the complex may lead to feelings of inferiority toward their own sex and having to prove something to the opposite sex. Penis Envy Castration Anxiety

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