PSY341 JULY 9.docx

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PSY341 JULY 9, 2012 SABRINA MIDTERM AND ASSIGNMENTS RACHEL FINAL EXAM DEVELOPMENTAL PSYCHOLOGY LECTURE 2 Correspond to upper right hand box on outline and lower, the other 3 to todays lecture Abnornla vs noirmal development - We confer growing child to be above statistival average in all aspecrts of development - A baby below average birth weight we often refer to as immature or abnormal - Baby born above birth weight refer to as healthy - Abover average is abnormal - Even though prefer aove average for all average of development brith weight is fat baby refer to it as hrealthy - The intro of developmental norms (averages) are stats collectd for particular ages and indi subject singl child is compared to those norms, these norms are milestones - Has made possible the development or progress of children aqs they grow - 3 thing careful to consider - 1. Exactly what constitrutes normal development, what is normal birthweight 7 pounds, is 8 pound baby abnormal most would say no 9 pushing it 10 pounds is abnormal? No but large 11 12 proabbly considered - 2. Factors affecting the development multiple factors affect development bio and environment - 3. Methodologigal and interpretive interpretations Normal development - 4 general principles of development - 1. Direction what develops first in terms of statue the head, development to head to tail, head is as large as torso, at birth head large as torso, - Another aspect in direction development central axis to periphery limbs not develop can walk, - 2 general principle is called progression proceeds in two ways, first from general to specific, most salient way to observe development is in infants pain reflex apply painful stimuli to newborn infants hand you do see reflexive response, - somatosensory infor not have to go all the way to brain just to spine and rxn is made, quality different reflex in infants then adults to back of hand, infant is very genral us reflexive but general , withdraw to hand, in infant the entire body withdrawl not, adults show specific reflex, to humans back of hand withdrawl the hand not conscious control level of spinal cord much more specific part of principle of progression in development - is asynchronous growth a meaning not general to specific synchronous stages, general to specific asynch is salient little bit of time then sudden during puberty development occurs at different rates and times rd - 3 personal and social in child infancy to adolescents occurs from undifferentiaited not different two infants and show blue paj to adult and pink to adult and ask what gender two different answers only way differentiate the gender is colout or pjs, gender not look different - Undiff and depenedent newborn infants dependent on caregivers unique in that infsants grow phys and cog quite slowly and become independent of caregivers quite slowly does proceed from und to dep to distinctive and self dependent and with more self control as well - 4 maturation and readiness this principle requires qualitative phys alterations in size for child to learn certain cog tasks, growth must occur in brain before certain tasks are brought on board - Matureation cog to ready to learn new tasks, try to teach child before child is matrure brain can unsderstand and leanr information us useless parents put children 2 hisotrey of classical music it is useless not ready to learn info 3 4 5 capacity to memorize does it mean anything prabbly not genius chidleren dive better by age 15 look exactly the same as other children most of time Factor affecting development - 1. Zeitgeist the current way of conceptually scince of the area is hereditary (biology) in interaction with the environment traits only expressed in important environemtn given diff envirnbemnt express different way confident schizop has biologicical cause and is partially genetic inherit predisposition twins reared about the concordance rate for schrizphrenia liklohood for both schizoprehine, is about 50 percent cant treat psychoterhapy only with drugs, - fully genetic is only 50 should be 100, bio and genetic compoinent - Environment contributres to sidoreder genes hereditary and environment may or may not be expressed depending on the environment - 2. Temperament does indeed genetically inherited not bad things genetically inherited good things are too the way interact with enviroemnt one influenced by genes is temparrent born with way interact with envi what types of temp protopersoanliy personality not develop yet in infancy birth expression of temperament seems to be built in clearly has emotional component just like personality - classify infant temp in three categories - The cat are easy, difficult, slow to warm up good news parents most fall into easy or slow to warm up, - difficult have cholic infant difficult difficult to soothe vomiting wont sleep difficult for parent to deal with not in dsm cholic not recognized disorder not stomach problems difficult temperament easy is opposite very easy to soothe perfect baby pften show both - Slow to warm up easy going but not right from get go slow to warm up slow to warm and easy outnumber diifuclt which is 15-20 percent - Film has 2 introvert and extrovert lot of research of infant temp temp infant correspond to adult maybe adult chidlernt interaction both weays - Diff temperant affect adult negatively back the other way- 3. Parent child interaction form of interaction called attachment formation of reciprocal affective bond when not occur development is delayed development arrest stops needs to develop affective bond and if not occur development arrests or stops cog and physicaly peterbab semi autobio little guy stop developing bc abandoned as infant arrested development with lack of attachment is not lack of physical needs, psych need not met physically dwevopment ceases in other species most other species even in birds birds psych Lorenz, also see this in study looked at monkeys wired mesh mother harlow studies and monkeys antisocial not know how to behave with other monkey sig of attachment needs to occur in development not just in humans, - Bonding in critical period environmental influences environmental interaction not occur in window of time not develop Effects mother and fathers - 1940s sounds touches from mother effect phys and psych wellbeing - Infants in orpphangae become delayed and detached without sig caregiving, phy and detachted emotionally - Infants not develop attachment go on to have sig problems in childhood and adulthood conduct disorder and not treated antisocial personality disorder - Critical period to treating this dsm 4 reactive attacthemnt disorder reaction lack of attachment symptoms freq show conduct disorder and show antisocial personalit disorder and means
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