PSYC1102 Lecture Notes - Lecture 4: Aldous Huxley, John Donne, Psychological Manipulation
Developmental psychology examines the biological, physical, psychological and
behavioural changes that occur throughout life.
"No man in as Island, entire of it self; every man is a piece of the Continent, a
part of the main" -John Donne
•
Brave New World (Huxley, 1932)
Brave New World is a dystopian novel written in 1931 by English
author Aldous Huxley, and published in 1932. Largely set in a futuristic World
State of genetically modified citizens and an intelligence-based social
hierarchy, the novel anticipates huge scientific developments in reproductive
technology, sleep-learning, psychological manipulation, and classical
conditioning that are combined to make a utopian society that goes
challenged only by a single outsider.
•
The Lost Children: Romanian Orphanages
Harlow's Rhesus Monkey Experiment (1958):
American psychologist Harry Harlow conducted a number of experiments to
investigate the factors influencing the development of attachment by
infant rhesus monkeys to their mothers.
•
Attachment Theory:
Learning/Behaviourist Theory of Attachment (Dollard & Miller, 1950)
Attachment is a set of learned behaviours,
○
Classical conditioning: Infants form attachments to whomever feeds
them.
○
•
Evolutionary theory of attachment:
Children are biologically pre-programmed to form attachment with
others.
○
They seek out, and respond to, care and responsiveness.
○
•
“The infant and young child should experience a warm, intimate, and
continuous relationship with his mother (or permanent mother substitute) in
which both find satisfaction and enjoyment” (Bowlby 1951)
•
Attachment Theory (Bowlby & Ainsworth)
Observational Studies:•
Sensitive, responsive and attentive mothers produced babies who cried less
and were happy to explore their environments (in the presence of their
mother).
•
Less attentive/responsive mothers produced children who (a) cried often, (b)
were unresponsive/unaffectionate towards their mother.
•
Attachment Theory: The Strange Situation:
Attachment Styles:•
4 attachment styles:
Secure attachment,
○
Insecure attachment
Anxious-resistant
§
Anxious avoidant
§
Disorganised or disoriented.
§
○
•
Secure Attachment:
Babies:
Upset when mother leaves,
○
Easily soothed when she returns.
○
•
Adults:
Stable, satisfying relationships,
○
Not clingy or fearful of being abandoned.
○
•
Anxious-resistant Attachment:
Babies:
Upset when mother leaves,
○
NOT easily soothed when she returns - remains upset.
○
•
Adults:
Fears abandonment - can lead to clingy, demanding, jealous or
possessive behaviours.
○
•
Anxious-avoidant Attachment:
Babies:
Indifferent to caregiver - NOT upset when mother leaves.
○
Ignores her when she returns.
○
•
Adults:
Tends to be emotionally distant,
○
Uses independence as protection.
○
•
Disorganised Attachment:
Babies:
Inconsistent mixture of behaviour towards mother.
○
•
Adults:
Fears abandonment, but also,
○
Struggles with intimacy.
○
•
Attachment Theory: Consequences:
Poor attachment has consequences,
Children may become withdrawn, frightened, aggressive.
○
Can lead to delinquency, psychopathology.
○
An inability to form lasting relationships.
○
Even poor speech development.
○
•
Though learned from a young age, poor attachment styles can be overcome
through formation of stable relationships.
•
Four Parenting Styles (Maccoby & Martin):
Four parenting styles based on two dimensions:
Warmth vs hostility.
○
Restrictiveness vs permissiveness.
Authoritative parents,
§
Authoritarian parents,
§
Indulgent parents,
§
Neglectful parents.
§
○
•
Authoritative parents:
Set limits/enforce rules,
○
Listen and communicate effectively,
○
Are affectionate and nurturing,
○
Demand high maturity.
○
•
Children more likely to be:
Successful, happy, generous and self-reliant with high self esteem.
○
•
Authoritarian parents:
Punitive (their word is law),
○
Aloof, not nurturing,
○
Demand high maturity,
○
Poor parent-child communication.
○
•
Children more likely to be:
Obedient but unhappy, less popular with lower self esteem.
○
•
Indulgent parents:
Warm and responsive,
○
Communicate well with offspring,
○
Make few maturity demands,
○
Little discipline.
○
•
Children more likely to be:
Lack self control, be immature and self-centred.
○
•
Neglectful parents:
Cold and unengaged,
○
Indifferent and uninvolved,
○
Make few maturity demands,
○
Little discipline.
○
•
Children more likely to be:
Insecurely attached, impulsive and aggressive, bad at forming relations
with peers.
○
(Worst developmental outcomes).
○
•
Moral Development
Trolley Problem
Moral Development:
Pre-conventional level:
Morality of self interest.
○
Desire to avoid punishment and gain rewards.
○
•
Conventional level:
Morality of law and social rules,
○
Desire to gain approval and avoid disapproval.
○
•
Post-conventional level:
Morality of abstract principles,
○
Desire to act in accordance with one's own personal ethics principles.
○
•
Kohlberg
The Heinz Dilemma:
Criticisms of Kohlberg's Theory:
How universal are these stages? Do they apply equally to people of different
cultures?
•
Are they really discrete stages? Or can we reason about some issues before
we're able to reason similarly about other issues?
•
Do these stages apply equally to people of different genders?•
Development of Gender Identity:
Gender identity: a sense one has of their 'femaleness' or 'maleness'.
Generally develops around 2-3 years (but is still fragile)
○
•
Gender constancy: the sense that one's 'femaleness' or 'maleness' is a fixed,
personal attribute.
Generally develops around 6 to 7 years.
○
•
Gender stereotypes: beliefs about the characteristics and behaviours that are
appropriate for certain genders.
Often reinforced by parents, the media, peers, teachers etc.
○
Also transmitted as the child models/imitates their parents' behaviours
(when these are considered appropriate they are reinforced).
○
•
Gender stereotypes are often encouraged from a young age.•
Readings & Links
Passer & Smith (Chapter 12)•
Romania’s lost generation
(http://www.abc.net.au/radionational/programs/allinthemind/inside-the-
iron-curtain’s-orphanages/5543388)
•
Attachment theory (https://www.simplypsychology.org/attachment.html) •
Bowlby & Ainsworth
(http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf)
•
The Trolley Problem (https://www.youtube.com/watch?v=bOpf6KcWYyw)•
The Heinz Dilemma (https://www.youtube.com/watch?v=
5czp9S4u26M&feature=youtu.be)
•
Can Our Kids Go Gender Free?
(https://www.bbc.co.uk/programmes/b09202jz)
•
Lecture 4A - Social & Emotional Development
Tuesday, 28 August 2018
9:38 am
Developmental psychology examines the biological, physical, psychological and
behavioural changes that occur throughout life.
"No man in as Island, entire of it self; every man is a piece of the Continent, a
part of the main" -John Donne
•
Brave New World (Huxley, 1932)
Brave New World is a dystopian novel written in 1931 by English
author Aldous Huxley, and published in 1932. Largely set in a futuristic World
State of genetically modified citizens and an intelligence-based social
hierarchy, the novel anticipates huge scientific developments in reproductive
technology, sleep-learning, psychological manipulation, and classical
conditioning that are combined to make a utopian society that goes
challenged only by a single outsider.
•
The Lost Children: Romanian Orphanages
Harlow's Rhesus Monkey Experiment (1958):
American psychologist Harry Harlow conducted a number of experiments to
investigate the factors influencing the development of attachment by
infant rhesus monkeys to their mothers.
•
Attachment Theory:
Learning/Behaviourist Theory of Attachment (Dollard & Miller, 1950)
Attachment is a set of learned behaviours,
○
Classical conditioning: Infants form attachments to whomever feeds
them.
○
•
Evolutionary theory of attachment:
Children are biologically pre-programmed to form attachment with
others.
○
They seek out, and respond to, care and responsiveness.
○
•
“The infant and young child should experience a warm, intimate, and
continuous relationship with his mother (or permanent mother substitute) in
which both find satisfaction and enjoyment” (Bowlby 1951)
•
Attachment Theory (Bowlby & Ainsworth)
Observational Studies:•
Sensitive, responsive and attentive mothers produced babies who cried less
and were happy to explore their environments (in the presence of their
mother).
•
Less attentive/responsive mothers produced children who (a) cried often, (b)
were unresponsive/unaffectionate towards their mother.
•
Attachment Theory: The Strange Situation:
Attachment Styles:•
4 attachment styles:
Secure attachment,
○
Insecure attachment
Anxious-resistant
§
Anxious avoidant
§
Disorganised or disoriented.
§
○
•
Secure Attachment:
Babies:
Upset when mother leaves,
○
Easily soothed when she returns.
○
•
Adults:
Stable, satisfying relationships,
○
Not clingy or fearful of being abandoned.
○
•
Anxious-resistant Attachment:
Babies:
Upset when mother leaves,
○
NOT easily soothed when she returns - remains upset.
○
•
Adults:
Fears abandonment - can lead to clingy, demanding, jealous or
possessive behaviours.
○
•
Anxious-avoidant Attachment:
Babies:
Indifferent to caregiver - NOT upset when mother leaves.
○
Ignores her when she returns.
○
•
Adults:
Tends to be emotionally distant,
○
Uses independence as protection.
○
•
Disorganised Attachment:
Babies:
Inconsistent mixture of behaviour towards mother.
○
•
Adults:
Fears abandonment, but also,
○
Struggles with intimacy.
○
•
Attachment Theory: Consequences:
Poor attachment has consequences,
Children may become withdrawn, frightened, aggressive.
○
Can lead to delinquency, psychopathology.
○
An inability to form lasting relationships.
○
Even poor speech development.
○
•
Though learned from a young age, poor attachment styles can be overcome
through formation of stable relationships.
•
Four Parenting Styles (Maccoby & Martin):
Four parenting styles based on two dimensions:
Warmth vs hostility.
○
Restrictiveness vs permissiveness.
Authoritative parents,
§
Authoritarian parents,
§
Indulgent parents,
§
Neglectful parents.
§
○
•
Authoritative parents:
Set limits/enforce rules,
○
Listen and communicate effectively,
○
Are affectionate and nurturing,
○
Demand high maturity.
○
•
Children more likely to be:
Successful, happy, generous and self-reliant with high self esteem.
○
•
Authoritarian parents:
Punitive (their word is law),
○
Aloof, not nurturing,
○
Demand high maturity,
○
Poor parent-child communication.
○
•
Children more likely to be:
Obedient but unhappy, less popular with lower self esteem.
○
•
Indulgent parents:
Warm and responsive,
○
Communicate well with offspring,
○
Make few maturity demands,
○
Little discipline.
○
•
Children more likely to be:
Lack self control, be immature and self-centred.
○
•
Neglectful parents:
Cold and unengaged,
○
Indifferent and uninvolved,
○
Make few maturity demands,
○
Little discipline.
○
•
Children more likely to be:
Insecurely attached, impulsive and aggressive, bad at forming relations
with peers.
○
(Worst developmental outcomes).
○
•
Moral Development
Trolley Problem
Moral Development:
Pre-conventional level:
Morality of self interest.
○
Desire to avoid punishment and gain rewards.
○
•
Conventional level:
Morality of law and social rules,
○
Desire to gain approval and avoid disapproval.
○
•
Post-conventional level:
Morality of abstract principles,
○
Desire to act in accordance with one's own personal ethics principles.
○
•
Kohlberg
The Heinz Dilemma:
Criticisms of Kohlberg's Theory:
How universal are these stages? Do they apply equally to people of different
cultures?
•
Are they really discrete stages? Or can we reason about some issues before
we're able to reason similarly about other issues?
•
Do these stages apply equally to people of different genders?•
Development of Gender Identity:
Gender identity: a sense one has of their 'femaleness' or 'maleness'.
Generally develops around 2-3 years (but is still fragile)
○
•
Gender constancy: the sense that one's 'femaleness' or 'maleness' is a fixed,
personal attribute.
Generally develops around 6 to 7 years.
○
•
Gender stereotypes: beliefs about the characteristics and behaviours that are
appropriate for certain genders.
Often reinforced by parents, the media, peers, teachers etc.
○
Also transmitted as the child models/imitates their parents' behaviours
(when these are considered appropriate they are reinforced).
○
•
Gender stereotypes are often encouraged from a young age.•
Readings & Links
Passer & Smith (Chapter 12)•
Romania’s lost generation
(http://www.abc.net.au/radionational/programs/allinthemind/inside-the-
iron-curtain’s-orphanages/5543388)
•
Attachment theory (https://www.simplypsychology.org/attachment.html) •
Bowlby & Ainsworth
(http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf)
•
The Trolley Problem (https://www.youtube.com/watch?v=bOpf6KcWYyw)•
The Heinz Dilemma (https://www.youtube.com/watch?v=
5czp9S4u26M&feature=youtu.be)
•
Can Our Kids Go Gender Free?
(https://www.bbc.co.uk/programmes/b09202jz)
•
Lecture 4A - Social & Emotional Development
Tuesday, 28 August 2018
9:38 am
Developmental psychology examines the biological, physical, psychological and
behavioural changes that occur throughout life.
"No man in as Island, entire of it self; every man is a piece of the Continent, a
part of the main" -John Donne
•
Brave New World (Huxley, 1932)
Brave New World is a dystopian novel written in 1931 by English
author Aldous Huxley, and published in 1932. Largely set in a futuristic World
State of genetically modified citizens and an intelligence-based social
hierarchy, the novel anticipates huge scientific developments in reproductive
technology, sleep-learning, psychological manipulation, and classical
conditioning that are combined to make a utopian society that goes
challenged only by a single outsider.
•
The Lost Children: Romanian Orphanages
Harlow's Rhesus Monkey Experiment (1958):
American psychologist Harry Harlow conducted a number of experiments to
investigate the factors influencing the development of attachment by
infant rhesus monkeys to their mothers.
•
Attachment Theory:
Learning/Behaviourist Theory of Attachment (Dollard & Miller, 1950)
Attachment is a set of learned behaviours,
○
Classical conditioning: Infants form attachments to whomever feeds
them.
○
•
Evolutionary theory of attachment:
Children are biologically pre-programmed to form attachment with
others.
○
They seek out, and respond to, care and responsiveness.
○
•
“The infant and young child should experience a warm, intimate, and
continuous relationship with his mother (or permanent mother substitute) in
which both find satisfaction and enjoyment” (Bowlby 1951)
•
Attachment Theory (Bowlby & Ainsworth)
Observational Studies:
•
Sensitive, responsive and attentive mothers produced babies who cried less
and were happy to explore their environments (in the presence of their
mother).
•
Less attentive/responsive mothers produced children who (a) cried often, (b)
were unresponsive/unaffectionate towards their mother.
•
Attachment Theory: The Strange Situation:
Attachment Styles:
•
4 attachment styles:
Secure attachment,
○
Insecure attachment
Anxious-resistant
§
Anxious avoidant
§
Disorganised or disoriented.
§
○
•
Secure Attachment:
Babies:
Upset when mother leaves,
○
Easily soothed when she returns.
○
•
Adults:
Stable, satisfying relationships,
○
Not clingy or fearful of being abandoned.
○
•
Anxious-resistant Attachment:
Babies:
Upset when mother leaves,
○
NOT easily soothed when she returns - remains upset.
○
•
Adults:
Fears abandonment - can lead to clingy, demanding, jealous or
possessive behaviours.
○
•
Anxious-avoidant Attachment:
Babies:
Indifferent to caregiver - NOT upset when mother leaves.
○
Ignores her when she returns.
○
•
Adults:
Tends to be emotionally distant,
○
Uses independence as protection.
○
•
Disorganised Attachment:
Babies:
Inconsistent mixture of behaviour towards mother.
○
•
Adults:
Fears abandonment, but also,
○
Struggles with intimacy.
○
•
Attachment Theory: Consequences:
Poor attachment has consequences,
Children may become withdrawn, frightened, aggressive.
○
Can lead to delinquency, psychopathology.
○
An inability to form lasting relationships.
○
Even poor speech development.
○
•
Though learned from a young age, poor attachment styles can be overcome
through formation of stable relationships.
•
Four Parenting Styles (Maccoby & Martin):
Four parenting styles based on two dimensions:
Warmth vs hostility.
○
Restrictiveness vs permissiveness.
Authoritative parents,
§
Authoritarian parents,
§
Indulgent parents,
§
Neglectful parents.
§
○
•
Authoritative parents:
Set limits/enforce rules,
○
Listen and communicate effectively,
○
Are affectionate and nurturing,
○
Demand high maturity.
○
•
Children more likely to be:
Successful, happy, generous and self-reliant with high self esteem.
○
•
Authoritarian parents:
Punitive (their word is law),
○
Aloof, not nurturing,
○
Demand high maturity,
○
Poor parent-child communication.
○
•
Children more likely to be:
Obedient but unhappy, less popular with lower self esteem.
○
•
Indulgent parents:
Warm and responsive,
○
Communicate well with offspring,
○
Make few maturity demands,
○
Little discipline.
○
•
Children more likely to be:
Lack self control, be immature and self-centred.
○
•
Neglectful parents:
Cold and unengaged,
○
Indifferent and uninvolved,
○
Make few maturity demands,
○
Little discipline.
○
•
Children more likely to be:
Insecurely attached, impulsive and aggressive, bad at forming relations
with peers.
○
(Worst developmental outcomes).
○
•
Moral Development
Trolley Problem
Moral Development:
Pre-conventional level:
Morality of self interest.
○
Desire to avoid punishment and gain rewards.
○
•
Conventional level:
Morality of law and social rules,
○
Desire to gain approval and avoid disapproval.
○
•
Post-conventional level:
Morality of abstract principles,
○
Desire to act in accordance with one's own personal ethics principles.
○
•
Kohlberg
The Heinz Dilemma:
Criticisms of Kohlberg's Theory:
How universal are these stages? Do they apply equally to people of different
cultures?
•
Are they really discrete stages? Or can we reason about some issues before
we're able to reason similarly about other issues?
•
Do these stages apply equally to people of different genders?•
Development of Gender Identity:
Gender identity: a sense one has of their 'femaleness' or 'maleness'.
Generally develops around 2-3 years (but is still fragile)
○
•
Gender constancy: the sense that one's 'femaleness' or 'maleness' is a fixed,
personal attribute.
Generally develops around 6 to 7 years.
○
•
Gender stereotypes: beliefs about the characteristics and behaviours that are
appropriate for certain genders.
Often reinforced by parents, the media, peers, teachers etc.
○
Also transmitted as the child models/imitates their parents' behaviours
(when these are considered appropriate they are reinforced).
○
•
Gender stereotypes are often encouraged from a young age.•
Readings & Links
Passer & Smith (Chapter 12)•
Romania’s lost generation
(http://www.abc.net.au/radionational/programs/allinthemind/inside-the-
iron-curtain’s-orphanages/5543388)
•
Attachment theory (https://www.simplypsychology.org/attachment.html) •
Bowlby & Ainsworth
(http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf)
•
The Trolley Problem (https://www.youtube.com/watch?v=bOpf6KcWYyw)•
The Heinz Dilemma (https://www.youtube.com/watch?v=
5czp9S4u26M&feature=youtu.be)
•
Can Our Kids Go Gender Free?
(https://www.bbc.co.uk/programmes/b09202jz)
•
Lecture 4A - Social & Emotional Development
Tuesday, 28 August 2018 9:38 am
Document Summary
Developmental psychology examines the biological, physical, psychological and behavioural changes that occur throughout life. "no man in as island, entire of it self; every man is a piece of the continent, a part of the main" - john donne. Brave new world is a dystopian novel written in 1931 by english author aldous huxley, and published in 1932. American psychologist harry harlow conducted a number of experiments to investigate the factors influencing the development of attachment by infant rhesus monkeys to their mothers. Learning/behaviourist theory of attachment (dollard & miller, 1950) Classical conditioning: infants form attachments to whomever feeds them. Children are biologically pre-programmed to form attachment with others. They seek out, and respond to, care and responsiveness. The infant and young child should experience a warm, intimate, and continuous relationship with his mother (or permanent mother substitute) in which both find satisfaction and enjoyment (bowlby 1951)
