Human Development Part 3
Human Development Part 3 PSYC-11762-001
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This 4 page Class Notes was uploaded by Lauren Thompson on Thursday March 3, 2016. The Class Notes belongs to PSYC-11762-001 at Kent State University taught by Robin L. Joynes in Summer 2015. Since its upload, it has received 39 views. For similar materials see General Psychology in Psychlogy at Kent State University.
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Date Created: 03/03/16
Human Development (Part 3) Thursday, March 3, 2016 8:44 PM Socioemotional Development Temperament o Set of innate behavioral characteristics established at birth that typically prevail through adulthood These are behaviors you are born with/seem to be established at birth Every infant have sets of reactions different from everyone else and it stays as they grow up o This is not personality Entire set of traits Who you are o This is not character This is your moral reasoning The easy child o Adapts to change easily, happy most of the time, only cries when they actually need something and seem to stick to a schedule The difficult child o Easily over stimulated, fussy, cries a lot, doesn’t handle change well, has trouble sticking to a schedule The slow to warm up child o Right in between can adjust to change if its introduced slowly Infant attachment o This is studied the most o This is the emotional bond between an infant and its caregiver Mary Ainsworth and "The strange situation" experiments o Observational conditions Observe rxns of infants during 4 different sequence of events Mother and child playing together What was the reaction to the stranger Stranger enters Reaction to mom leaving Mother leaves the room Reaction to mom returning Mother returns and stranger leaves Stranger leaves o Attachment Styles Secure Play with mom, go and play by themselves but always return to mom Wary of stranger, not distressed, closer to mom Mom leaves and child cries Stranger cannot comfort the child Mom comes back, child is happy, easy to calm down Anxious-Ambivalent Main different is child is clingy Stranger makes them distressed Mom left Very distressed Mom returns Inconsolable, clings to mom but not comforted Avoidant Doesn’t look for mom to give any comfort, plays on own Ignores the stranger Mom leaves and child doesn’t seem to notice Not visibly distressed Has show the their heart rates increase a bit Mom returns and there is still no reaction Disorganized-disoriented Never seemed to understand what was happening Confused and dazed Couldn’t seem to decide if they should be distressed or not Harry Harlow and "The Wire Mother" experiments o This was the idea that infants need something more than just physical things Comforting and holding A stimulating environment o The monkeys were raised in different environments One half was fed by a cloth mother and the other half by a wire mother Wanted to see if they seemed to look for comfort by the mother that gave them food The monkey clung to the cloth mother at all times except for when they knew they were being fed This gave us the idea of contact comfort o Contact Comfort Contact between infants and caregivers is critical for normal social and emotional development There seems to be a link between social and emotional problems in children that were raised in a environment with no mother They are fed and given everything that meets their physical needs but not their emotional needs Diana Baumrind and Parenting Styles o Authoritarian Parenting Restrictive and punitive Very strict, definite limits and rules Based on ideology by parents, no negotiations Outcomes These kids tend to lack social skills, have poor initiative and make social comparisons about themselves o Authoritative Parenting Limits but encourages independence Enforces limits but more independence and negotiations Break Rules: you are punished but there is a discussion Outcomes Socially competent and self reliant and very socially responsible o Neglectful Parenting Not around Parents are not involved there are no limits on the behavior of the child No enforcement Outcomes Less competent and show very poor self control o Permissive Parenting No limits on behavior Very involved in child's life but they child has no limits on behavior Outcomes Low competence, they lack respect and tend to feel they are entitled to everything No one has ever told them no so they feel entitled and have no respect for authority Adolescent Development Adolescence o Transition from childhood to adulthood. Beginning around 10-12 years and ending at 18-21 years Physical Development o Puberty A period of rapid skeletal and sexual maturity that occurs during early adolescents Grow taller Sexual maturity o Brain changes during Adolescence Amygdala Emotional intelligence Matures and grows new connections Begin to mature Prefrontal Cortex Self control and decision making Overwhelmed during these emotional changes so, behavior is different Gets in fights Engage in risky sexual behavior Say things they do not mean Cognitive Development o Adolescent Egocentrism Belief that others are as preoccupied with the adolescent as he or she is Adolescents have the ability to see others points of views but, they tend to become obsessed with their own thoughts o Personal Fable Convinced that they are special, unique and invincible o Imaginary Audience Belief that everyone is noticing and watching them Extremely self conscious They tend to try to blend in or stick out Socioemotional Development o Identity development Stage in adolescence in which you must find out who you are, what you are all about, and where you are going in life Who you are, what you stand for They try out different things because they need to find themselves Finding out what you're all about