Development

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Development

• Language, Social Cognitive

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Language Development

• Taught? -not an easy issue, but some evidence
  ---Wild Child, need for exposure,
  community specificity
• Course of development--
• infant conversations
• babbling (back to front, front to back)
• one word
• two word
• Then syntax, and off and running
• vocab. learning plus nuances (5000 by age 5)

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Arguments for Innateness

• semi-dedicated brain tissue (Broca's, Wernicke's)
• critical period
• early start and early development difficulty
  of task (complexity of rules, 5000 words by age
  5 semi-complete set of rules
• overgeneralization not mimicry
• syntactic uniqueness (numerous issues) (many
  instances wild chn. animals, no-input lang.
  etc.)
• poor teaching and poor examples (parsing problem)

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Rule Complexity

• Within word voiced or voiceless, no mix
• Ex. I have two/to fish. Hafta works for one and
  not the other! (or I have two sheep vs. I have
  to sleep)
• Words where f t co-occur vs. v t.
• Have and to are really one word-no independent
  meaning, so rule applies!

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Thought Leads Language!

• Holophrastic speech
• Telegraphic speech
• Bye bye cat ex.
• Kids translations of adult speech

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Social Development

• This topic gets at the core of who and what we
  are.
• First Theories on Development
• Behavioral patterns of reward/punishment
• -Cognitive Growth in understanding ( Piaget on
  moral development)
• -Social learning theory (modeling imitation are
  central)-- Bobo
• -Psychoanalytic theory internalization in
  childhood (child as the father of the man?)

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Attachment Importance of Childhood
(Psychoanalytic View)

• Harlow Work incl. therapist monkeys, but there is
  need for therapy!
• Hospitalism Spitz et at./orphanage --gt retarded
  adult
• Ainsworth work a solid base from which to
  explore the world. Secure, insecure-avoidant,
  insecure-resistant (toy filled room, mother
  leaves returns) later correlation with
  adjustment But is it causal? unclear. (Child's
  temperament?)

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Day Care Attachment

• Jay Belsky on amount of time in daycare vs. type
  of attachment (secure vs.. insecure)
• Fulltime 20-35hrs. 10-20 hrs. Mother
• secure 53 65 79
  75

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Child Rearing Styles

• Autocratic, permissive, authoritative-reciprocal
  
• Affects anger, withdrawnness, independence
• Class differences external vs.. internal control
  
• ( cog. diss. theory --minimum external
  control)-- forbidden toy exper. Lepper Green
  Nisbett

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Stages of Moral Development

• Freud Very early development of base level
  superego. Rules laid in stone!
• Piaget Two levels of morality child-like and
  more adult.
• Brain involvement
• ---Damasio Ventro-medial pre-frontal area
  lets you emotionallyfeel response
  --- New work on brain damage shows two moral
  systems calculating visceral when to
  murder examples!

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Moral Development Kohlberg

• Preconventional, conventional, postconventional
  
• 1. punishment avoidance/ control of others
• 2. individual instrumental purpose egocentric
• 3. good boy good girl (mutual interpersonal
  expectations)
• 4. law and order (social system and conscience)
  
• 5. social contract
• 6. universal ethical principles
• Some criticisms or possible limitations cultural
• and relevance to behavior!

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Moral Thought--gtMoral Action?

• level 1 2 3 4 5 6
• arrested M 60 18 6 41 75
  " F 33 9 12 57 86

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Need for Achievement (McClelland)

• A. the measure Murray TAT
• B. the finding varying amounts of nAch
• C. predicts performance (goals people set, rate
  of advancement of mngr)
• D. childrearing aspects expectations for
  independence
• E. societal implications/findings electrical
  power and other things
• F. Winterbottam's dev. study (mother
  expectations)
• G. 30 countries and KWH corr. .53 (corr. with
  1925, not 1950)
• H. class differences

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Child Rearing Strategies

• Long term vs. short term
• Most important task you will face.and theres no
  instruction manual!

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Major Influences on Soc. Dev.

• Maturational
• Attachment
• Parenting Style
• Social learning
• Identification
• Lesson of Wild Child

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Cognitive Development

• How our thinking changes as we develop A Stage
  Model Some Possible Amendments

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Jean Piaget

• Father of cognitive development
• Studied his children Jacqueline, Lucienne
  Laurent
• Where does knowledge come from?

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Piagets Theory of Development

• Stage theory
• Children think differently in different stages
  but similarly within a stage
• Prolonged period of time in a stage, abrupt
  transition to next stage
• Four stages
• Sensorimotor, Preoperational, Concrete
  Operational and Formal Operational

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Piagets Theory of Development

• 3 processes to move between stages
• Assimilation Transform incoming information to
  fit existing way of thinking
• Accommodation Adapt thinking to new experiences
• Equilibration Integrate pieces of knowledge
  into unified whole

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Sensorimotor Period

• From birth to 2 yrs old
• Actions progress from simple reflexes to
  deliberate movements
• Object permanence realize object still exists
  even when it cant be perceived
• Internal representation ability to think about
  objects/events not immediately present

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Preoperational Period

• From 2 yrs to 7 yrs
• Learn to use symbols, signs and language
• Egocentrism cannot understand another persons
  point of view
• Failure of conservation do not yet understand
  that quantity remains the same despite appearance

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Concrete Operational Period

• From 7 yrs to 11 yrs
• Thinking becomes systematic, quantitative and
  logical
• Success at all conservation tasks number, solid
  quantity, liquid quantity
• Decentration of perception ability to classify
  objects in terms of more than one dimension

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Formal Operational Period

• From 11 yrs to adult
• Apply logical and systematic thought to abstract
  problems
• Deductive reasoning specific conclusions based
  on general hypotheses
• Inductive reasoning make generalizations based
  on specific observations

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Strengths of Piagets theory

• Good feel for what childrens thinking is like
• Asks the right questions
• Covers broad age span
• Covers broad spectrum of developments in
  childrens thinking
• Surprising observations

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Weaknesses of Piagets theory

• Underestimates competence children succeed
  earlier than predicted
• Cant explain dissociations success or failure
  depends on the way concept is tested
• No discrete stages - development occurs gradually

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Habituation

• Infants like to look at objects that interest
  them
• Infants get bored quickly
• Procedure
• Familiarization Object presented repeatedly
  until infants no longer look at it much
• New object introduced
• Infants perceive difference between old and new
  object if they look longer at new object

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Occluded rod experiment

• 4-month-old infants familiarized with A, then
  presented with either B or C
• Results Looked longer at C than B
• Conclusions
• Broken rod more novel than unbroken rod
• Rod in display A was originally perceived as
  unbroken

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Drawbridge experiment

• 4.5 month old infants
• Two conditions
• B is possible
• C is impossible
• Results Looked longer at C
• Conclusions
• Infants know box exists, even when hidden
• 4.5 month olds understand object permanence

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A-not-B experiment

• Experimenter hides toy under cover A
• 9-month-old infant successfully retrieves toy
• After several successful retrievals, experimenter
  then hides toy under cover B
• Results - Child still searches under cover A,
  even though he/she watched the toy being hidden
• Conclusions 9 month olds do not understand
  object permanence

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Problems for Piaget

• Piaget - Children dont understand object
  permanence before 8-12 months
• Underestimates competence 4-month-olds show
  some understanding of object permanence (occluded
  rod)
• Cant explain dissociation 4.5-month-olds
  looking at drawbridge understand object
  permanence but 9-month-olds searching for toys do
  not?
• Egocentrism is also challenged by picture
  presentation and also code-switching with younger
  children
• Learning may be gradual rather than stage-like

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Information-Processing Theories

• Thinking information processing
• Representation of information
• Processes - applied to representations
• Constraints - memory limits constrain
  representation and processing
• Cognitive development change in information
  processing capability
• Precise analysis of change mechanisms
• Change produced through continuous
  self-modification
• Outcomes of childs actions change information
  processing in the future

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Memory representations capacity

• Working memory span increases with age
• - Iconic memory capacity also increases with age
  (1st grade 2.5 digits, 4th grade 3 digits,
  adults 3.5 digits)

• Infants remembered that kicking made mobile move
  after 2 months

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Rehearsal as information processing

• Increase in rehearsal speed leads to increase in
  working memory capacity
• Older children do better on recall tests because
  they use rehearsal as a memory strategy

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Sociocultural Theories

• Vygotsky - father of sociocultural theories of
  development
• Cognitive development occurs in social
  interaction
• Developmental change occurs through
  internalization of socially shared processes
• Psychological functioning is mediated by cultural
  tools language
• Again, Wild Child!