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Capacities of the newborn
Adolescency
ðature ² nurture debate
maturation
- innately determined growth
and change
- fixed schedule
- different rates
K
K
!
ãision
² short-sightedness
² poor visual acuity
² double-vision
Prefer
² big contrasts (edges)
² complex features
² curved lines
Excellent
Recognizes mother·s milk
Sweet-preference
maste
and
smell
§earing
excellent at birth
6 weeks-4 months ²
shift
sensitive to
tones (Mozart)
speech (foreign
languages)
Êearning
and
memory
fast and
excellent
even
remember
their fetal
experiences
Experimental methods with babies
Conditioned
kicking
3-6
months
Eye-tracking
ë
infancy ² childhood ² adolescency ²
adulthood
If missed
the brain has progressed past the point
at which information can be
absorbed
- attachment
- mental modeling of the environment
- music
- sports
Critical period:
² time-window for the brain
² exclusive period for acquiring a specific ability
² the relevant stimuli must be there
² begins and ends abruptly
Êike:
² binocular vision (1-3 years)
² hearing
² language acquisition
D
|
Influenced by Kant's
constructivist theory
of knowledge
Is development just a
lot of learning?
to understand
features of
the world
:
² incorporating
new
materials
from the
environment
into a
schema
changing the
schema to
better fit the
environment
operation: logical thinking
ë
(birth to 2 years)
adapting to &
exploring the environment
brain makeup
sucking and visual orienting reflexes
innate tendencies to adapt to environment
learn through senses
repetitions with variations
å ut of sight, out of mindµ
Magical thinking
there are witches, fairies ...
... and
åSanta Claus is coming
tonightµ
Animism: attributing life and
thinking to inanimate objects (see
religions and mythology!)
... understanding,that
morality =
developmental
process
interpersonal
interactions
åautonomousµ stage
² consider rules critically
² apply them in a selective way
Êawrence
Kohlberg·s
theory of moral
development
moral reasoning
continues
throughout the
lifespan
Êevels of moral behaviour
Êevel 1 (Pre-Conventional)
1. bedience and punishment orientation
2. Reward orientation
Êevel 2 (Conventional)
3. Interpersonal accord and conformity ( mhe good
boy/good girl orientation)
4. Authority and social-order maintaining orientation
( Êaw and order morality)
Êevel 3 (Post-Conventional)
5. Social contract orientation
6. Universal ethical principles (Principled conscience)
Personality and social development
m
:
² mood-related
personality
characteristics
² can predict
emotional and
behavioral
characteristic
features later in
life
Easy (40%)
Difficult (10%)
Slow to warm up
(15%)
Emotional
development
Êove Between
Mothers
and Babies:
are mothers
only a mere source
of food ...?
tendency to seek
closeness to
important others
ë
! "
mERRY-CÊ m§ M m§ER
had breasts
the young monkeys clung to the terry-cloth
mother whether it provided them
with food or not
ågotµ protection and comfort
Strange Situation
Parent and child are alone in a room
Insecurely attached,
ambivalent
Insecurely attached,
avoidant
Parental attitude
Goodness of fit
(matching
temperament)
Sensitive
responsiveness
(tayloring the
answers to the
babies· needs)
gender identity:
a firm sense of being a member
of one of the sexes
Psychoanalytic theory
Social learning theory
Cognitive developmental
theory
Gender schema theory
IDEðmIFICAmI ð
§ M SEXUAÊImY:
WR ðG IDEðmIFICAmI ð
ë
Rewards and pubishments of
gender-appropriate and
inappropriate behavior by
adults and peers
(reinforcement)
Gender constancy: to
understand that people cannot
change genders the way they
can change their clothes,
names, or behavior (it is a
function of cognitive
development)
Gender-schema theory
mhree key ´gender lensesµ (hidden assumptions):
²
#(men and women are different and these
differences constitute a central organizing principle of social
life)
²
(males are superior to females; male experience
is the normative standard)
²
(the first two lens are due to biological
differences between the sexes).
gender acquisition =
self-fulfilling prophecy