PSY1011 Lecture Notes - Lecture 3: Moral Development, Far-Sightedness, Visual Perception
15 May 2018
School
Department
Course
Professor
W3-DEVELOPMENTAL PSYCHOLOGY 2
Learning Objectives:
• Describe how and when children establish emotional bonds with their caregivers.
• Explain the environmental and genetic influences on social behaviour and social
style in children.
• Determine how morality and identity develop during adolescence and emerging
adulthood.
• Identify developmental changes during major life transitions in adults.
• Name common life experiences associated with middle adulthood.
• Summarise different ways of conceptualising old age.
• Identify common end-of-life issues faced by people.
11.3 INFANCY AND CHILDHOOD: SOCIAL AND EMOTIONAL
DEVELOPMENT
Individual Temperament:
• Teperaet: A idiiduals asi dispositio, hih is eidet fro ifa.
o ‘eflets atures otriutio to the egiig of a idiiduals persoalit; it a also
be affected by the prenatal environment.
o E.g stress experience by mother
▪ Negative temperaments continue to experience stress.
Attachment
• During first few years of life, infants and caregivers watch and respond to one another,
the infants begin to form attachment to their caregivers.
• Attachment: A deep and enduring relationship with a caregiver or other person with
whom a baby has shared many early experience.
• Secure VS Insecure Attachment
▪ In unfamiliar rooms, they use the mother as a home base, leaving her
side to explore and play but returning to her periodically for comfort or
contact.
▪ When the mother returns after the brief separation, the infant is happy
to see her and receptive when she initiates contact.
o Insecure Attachment
▪ Avoidant – they avoid or ignore their mother leaves, but when she
returns after the brief separation
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2
▪ Ambivalent – They are upset when the mother leaves, but when she
returns, they vacillate between clinging to her and angrily rejecting her
efforts at contact.
▪ Disorganized – Their behaviour is inconsistent, disturbed and disturbing;
they may begin to cry after their mother has returned and comforted the,
or they may reach out for their mother while looking away from her.
• Attachment Theories:
o John Bowlby
▪ Observe children in orphanages
▪ Emotional problems were the result of a lack of strong affectional tie that
binds an individual to an intimate companion.
▪ These hildres depressio ad other eotioal sars led Bol to
develop a theory about the importance of developing and maintaining a
strong attachment to a primary ca
▪ caregiver, a tie that normally keeps infants close to their caregivers.
o Attachment Behaviour: Actions such as crying, smiling, vocalizing and gesturing
that help bring an infant into closer proximity to its caregiver.
Four stages of attachment
1. Pre-attachment stage (birth to 6-8 weeks)
2. Attachment in the making (6-8 weeks to 6-8 months)
3. True attachment (6-8 months to 18 months)
4. Reciprocal Relationships (18-months on).
ATTACHMENT THEORY
➢ Mary Ainsworth
o Strange Situation Test
▪ Used to assess the type of attachment between baby and primary care
giver.
➢ Secure Attachment (60-70%)
o Explores he paret preset alaed reatio to aregier o retur
➢ Insecure-Avoidant Attachment (15-20%)
o Minimal interest in caregiver on return
➢ Insecure-anxious attachment (10-15%)
o Little exploration
o Not comforted by caregiver on return
➢ Disorganized Attachment (5-10%)
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o Separation and return confuse the baby
o Reacts in contradictory ways
o Inconsistent & disturbed behaviour
ANXIETY
❖ Stranger Anxiety
o Distress over contact with unfamiliar people
o Often occurs at around 8 months.
❖ Separation Anxiety
o Distress seen in many infants when separated from people with whom they have
formed an attachment
o Anxiety particularly apparent unfamiliar environment.
o 18-2years +
o E.g Enter pre-school and is separated from parent.
Exaple: Harlow’s Monkeys
❖ Use monkeys to approximate human behaviours
❖ Separate infant monkeys and their mothers at birth
❖ Made two segregated mothers, one mother with fur and comfort and the other with
wires but with a milk bottle.
❖ The monkey preferred the fur and comfortable mother most of the time over the
mother with the milk.
❖ The monkeys were psychologically distressed by the experiment.
Consequences of Attachment
❖ Environmental instability and stress may cause changes in the quality of attachment
(from secure to insecure)
❖ Those with secure attachment tend to have better relations with their peers in
childhood and adolescence, and they are especially likely to with their peers in
childhood and adolescence, and they are especially likely to have a good relationship
with close friends.
o Require less contact, guidance and disciplines from their teachers and are less
likely to seek excessive attention, to act impulsive or aggressively, to express
frustration or to display helplessness.
o Rated as more competent
o They have developed positive relationships with other people because they
develop mental representations, or internal working models, of the social world
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Document Summary
Learning objectives: describe how and when children establish emotional bonds with their caregivers, explain the environmental and genetic influences on social behaviour and social style in children, determine how morality and identity develop during adolescence and emerging adulthood. Identify developmental changes during major life transitions in adults: name common life experiences associated with middle adulthood, summarise different ways of conceptualising old age. Four stages of attachment: pre-attachment stage (birth to 6-8 weeks, attachment in the making (6-8 weeks to 6-8 months, true attachment (6-8 months to 18 months, reciprocal relationships (18-months on). Mary ainsworth: strange situation test, used to assess the type of attachment between baby and primary care giver. Secure attachment (60-70%: explores (cid:449)he(cid:374) pare(cid:374)t prese(cid:374)t (cid:858)(cid:271)ala(cid:374)(cid:272)ed rea(cid:272)tio(cid:374)(cid:859) to (cid:272)aregi(cid:448)er o(cid:374) retur(cid:374) Insecure-avoidant attachment (15-20%: minimal interest in caregiver on return. Insecure-anxious attachment (10-15%: little exploration, not comforted by caregiver on return. 2: separation and return confuse the baby, reacts in contradictory ways, inconsistent & disturbed behaviour.
