developmental psychology
- Created by: shah.romaisa
- Created on: 19-04-20 10:37
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- developmentalpsychology
- theories of attachment
- Bowlby's theory of attachment
- a child would initially form only one attachment and that attachment would act as a prototype for all future relationships
- both infants and mothers have evolved a biological need to stay in contact with each other.
- maternal deprivation: spearatoion of loss from the mother as well as failure to develop an attachment
- long term consequences: delinquency, reduced intelligence, increased aggression, affection less psychopathy and depression.
- deprivation vs. privation: never forming an attachment with the mother is permanently damaging.
- robertson and Bowlby's progressive stages of distress
- protest: child cries, screams and protests angrily when their parent leaves.
- despair: child's protesting begins to stop and they appear to be calmer, refuses others attempts for comfort and often seems withdrawn and uninterested.
- detachment: if separation continues the child will start to engage with other people again, they willl reject the caregiver on their return and show strong signs of danger
- despair: child's protesting begins to stop and they appear to be calmer, refuses others attempts for comfort and often seems withdrawn and uninterested.
- protest: child cries, screams and protests angrily when their parent leaves.
- 44 thieves study (1944)
- aim: to investigate the long-term effects of maternal deprivation on people in order to see whether delinquents have suffered deprivation
- procedure: each child had their IQ tested by a psychologist who also assessed the child's emotional attitude towards others. social worker interviewed a parent to record details of Childs early life. psychiatrist conducted an initial interview with the child and accompanying parent
- results: juvenile thieves: more than half had been separated from their mothers for longer than 6 months, 32% showed affection less psychopathy, 86% of affection less psychopathy had experienced a long period of maternal separation before the age of 5.
- control group: only 2 had been separated from their mothers for longer than 6 months, none in the control group showed affection less psychopathy, only 2 had experienced a prolonged separation in their first 5 years.
- conclusions: maternal deprivation/separation in the child's early life caused permanent emotional damage, diagnosed and called this condition "affection less psychopathy",condition involves a lack of emotional development, characterized by a lack of concern of others, lack of guilt and inability to form meaningful and lasting relationships.
- evaluation: - inaccurate as participants were asked to look back and recall separations -correlational data only shows a relationship between maternal deprivation and affection less psychopathy -other external variables such as family conflict, parental income, education, may have affected the behavior
- results: juvenile thieves: more than half had been separated from their mothers for longer than 6 months, 32% showed affection less psychopathy, 86% of affection less psychopathy had experienced a long period of maternal separation before the age of 5.
- procedure: each child had their IQ tested by a psychologist who also assessed the child's emotional attitude towards others. social worker interviewed a parent to record details of Childs early life. psychiatrist conducted an initial interview with the child and accompanying parent
- aim: to investigate the long-term effects of maternal deprivation on people in order to see whether delinquents have suffered deprivation
- a child would initially form only one attachment and that attachment would act as a prototype for all future relationships
- O'Conner et al. (2013)
- examined the extent to which a social learning theory- based on treatment promoting change in qualities of parent - child relationship derived from attachment theory.
- sample: 174 4-6 year olds stratified sampling
- procedure: randomized clinical trial stratified by conduct problems were assigned to a parebnting problem, a reading intervention or non-intervention condition. in-home observations of parent-child interactions were assessed in 3 tasks: free play, challenge task and tidy up.
- parenting behavior was coded according to: -behaviour theory, attachment theory and children's attachment narratives were also assessed.
- results:-compared to parents in the non-allocation group, parents in the intervention showed increases in the positive behavioral counts and sensitive responding -changes in behavioral count measures overlapping modestly with change in attachment-based changes
- conclusions: findings demonstrate that standard social learnngtheorybased parenting interventions can change broader aspects of parent-child relationship. - this raises clinical and conceptual questions about the distinctiveness of existing treatment models in parenting research.
- procedure: randomized clinical trial stratified by conduct problems were assigned to a parebnting problem, a reading intervention or non-intervention condition. in-home observations of parent-child interactions were assessed in 3 tasks: free play, challenge task and tidy up.
- sample: 174 4-6 year olds stratified sampling
- examined the extent to which a social learning theory- based on treatment promoting change in qualities of parent - child relationship derived from attachment theory.
- strange situation
- Van iJzendoorn and Kroonenberg (1988) meta-analysis os strange situation in different countries of different cultures
- imposed metic: may lead us to assume that parents of different cultures are insensitive to the needs of their children relative to those in America.
- attachment type is largely dependent on child rearing practices in different cultures.
- imposed metic: may lead us to assume that parents of different cultures are insensitive to the needs of their children relative to those in America.
- Takahashi (1990) Japan
- experiment is set up in a small room with one way mirror so the behavior of the infant is observed, 8 episodes lasting approx. 3 minutes each.
- Ainsworth attachment styles: secure (type b), insecure avoidant (type a), insecure ambivalent/resistant (type c)
- Van iJzendoorn and Kroonenberg (1988) meta-analysis os strange situation in different countries of different cultures
- Bowlby's theory of attachment
- theories of cognitive development
- Piaget
- cognitive development occurs with physical maturation, language is the outcome of generalized cognitive ability.
- schemas: cognitive representations of things or activities, we integrate and form new schemas in repose to our environment.
- assimilation: using an existing schema to deal with a new object or situation.
- accommodation: this happens when the existing schema does not work, and needs to be changed to deal with new object or situation.
- equilibration: we restore a balance to our schemas through accommodation in order to achieve equilibrium.
- sensorimotor stage (birth-2 years). preoperational stage (2-7years). concrete operational stage (7-11 years). formal operational stage (12+ years)
- animism: giving non-living things living characteristics
- egocentrism: inability to see things from another persons point of view. (preoperational stage)
- conservation: understanding that something stays the same in quantity even though its appearance changes.(concrete operational stage)
- object permanence: knowing something exists despite being out of sight.
- conservation: understanding that something stays the same in quantity even though its appearance changes.(concrete operational stage)
- egocentrism: inability to see things from another persons point of view. (preoperational stage)
- assimilation: using an existing schema to deal with a new object or situation.
- schemas: cognitive representations of things or activities, we integrate and form new schemas in repose to our environment.
- cognitive development occurs with physical maturation, language is the outcome of generalized cognitive ability.
- Vygotsky
- emphasizes the important role that cultural forces play in development.
- important learning by the child occurs through social interaction with a skillful tutor. the tutor may model behaviors or provide verbal instructions the child then internalizes this information using it to guide or regulate their own performance.
- cultural tools: new way of cooperating, organising, planning, communicating and calculating which then determines people's thinking.
- zone of proximal development: the area where the most sensitive instruction or guidance should be given.
- scaffolding: process in which a teacher or more advanced peer helps to structure or arrange a task so that a novice can work on it successfully.
- peer tutoring: children involved in cooperative group work - less competitive - less concerned with status - more likely to show evidence of logical thinking (Bennet and Dunne (1991)
- scaffolding: process in which a teacher or more advanced peer helps to structure or arrange a task so that a novice can work on it successfully.
- emphasizes the important role that cultural forces play in development.
- Chomsky
- Language Acquisition Device: hypothetical tool in the Brian that lets children learn and understand language quickly.
- structure in the brain that infants are born with, allowing them to quickly learn and understand language as they mature.
- role: LAD is to encode major skills involved in language learning but with focus on encoding grammar.
- evaluation: - explains unlearned grammatical errors in children - explains why learning is much easier for children. - lack of evidence to support the theory - hypothetical explanation
- structure in the brain that infants are born with, allowing them to quickly learn and understand language as they mature.
- Language Acquisition Device: hypothetical tool in the Brian that lets children learn and understand language quickly.
- Skinner
- any acquisition was due to a learning process involving the shaping of grammar into a correct form by re-enforcement
- 5 separate classes of "Verbal Operants": mands, tacts, echoic, textuals, intraverbals
- correct grammar is positively reinforced and will be sure din the future.
- autoclitic: uses all 5 of the verbal operants, a form of commentary made upon one of the verbal operants
- any acquisition was due to a learning process involving the shaping of grammar into a correct form by re-enforcement
- Piaget
- Untitled
- key studies
- Cassiba et al. (2013)
- distribution of adult and child attachment classifications in Italy
- Van iJzendoorn and Kroonenberg (1988) meta-analysis os strange situation in different countries of different cultures
- imposed metic: may lead us to assume that parents of different cultures are insensitive to the needs of their children relative to those in America.
- attachment type is largely dependent on child rearing practices in different cultures.
- imposed metic: may lead us to assume that parents of different cultures are insensitive to the needs of their children relative to those in America.
- Ashdown and Bernard (2012)
- Cassiba et al. (2013)
- theories of attachment
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