DEV PSYCH LT 1

I. Chapter 1- Introduction
a. THE LIFE SPAN PERSPECTIVE
i. Development pattern of movement or
change that begins at conception and
continues through the human life span
ii. Importance of Studying life span
development
1. Study of life span development is
intriguing and filled w/ information
about who we are, how we came to be
this way and where the future will take
us
2. Development involves growth and
decline (dying)
3. examine the life span from the point
of conception until the time when lie
will end
4. looking at the different changes will
motivate you to think about how your
experiences today will influence your
development through the remainder of
your adult years
iii. Characteristics of Life Span Perspective
1. Traditional approach: Extensive
change from birth to adolescence (esp.
during infant), little or no change in
adulthood, and decline in old age
2. Life span approach: emphasizes on
developmental change throughout
adulthood as well as childhood
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Life Increases in human life expectancy have contributed to the popularity of the life span
Expectancy approach
Boundary
iv. Some Contemporary of the human
Concerns life span is 122 years, maximum life span of humans has not
Health and -health professional recognizeofthe
changed since the beginning recorded
powerfulhistory
influences of lifestyle and psychological states
Well-being Life expectancy
on health and well-being has change the average number of years a person born in a particular year
can expect
-clinical to live
psychologists help people improve their well being
World should adapt more not only to the youth but also to the growing number of people
Parenting -there are many pressure involving contemporary family and the problems of us schools
living to age 100 and beyond
and (LGBT parents, working parents, etc.)
Lifelong
Education -no age period dominates development; researchers increasingly study the experiences and
psychological orientations of adults at different points in their lives
Sociocultur -health, parenting and education are all shaped by sociocultural context
Multidimen
al contexts -no matter what your age might be, your body, mind, emotions and relationships are
Culture:
sional
and changing and affective
>encompasses each patterns,
behavior other; beliefs and all other products of a particular group of
diversity -development has biological,
people that are passed from cognitive and socioemotional dimensions
generation
-even >results from the interaction of peoplecmponents
within dimensions, there are many over many years
Multidirecti -some dimensions
>groups culture or influences
components theofbehavior
a dimensionof itsexpand
members and others shrink (through the life)
onal -ex. Late adulthood,
Cross cultural studies: older adults might become wiser because they have more experience
than>compares
younger adults to draw upon to
aspects of 2 or more cultures;guide their decision-making, but perform poorly on
tasks>provides
that require speed in processing info.
information about the degree to which development is similar across cultures,
Plastic Capacity
or if itfor
is change
culture-specific
Ex. Cognitive skills of older adults can be improved through training and acquisition of
Ethnicity:
better strategies;
>nation: However,
rooted we possibly
in cultural possess
heritage, less capacity
nationality, for change
race, religion as we grow older
and language
Multidiscipl -Psychologists, sociologists, anthropologists,
>diversity exsists w/in each ethnic group neuroscientists, and medical researchers all
inary share an interest in unlocking the mysteries of development
>special concern = discrimination and prejudice experiences by ethnic minoritythrough the life span childres
Contextual -all development
Socioeconomic Status (SES):occurs w/in a context, or setting
-includes families,
>persons schools,
positions w/inpeer groups
society andonsooccupational,
based on educational and economic
-influenced by historical, economic, social and cultural factors
characteristics
-each type of certain
>implies influence can have adifferences
inequalities, biological inor ability
environmental
to controlimpact on development
resources and participate
Normative age-graded
in societys rewardsinfluences:
produce unequal opportunities
>similar for individuals in a particular age group;
Gender:
>influences
>characteristics include biological
of people processes
as males (ie. Puberty and menopause);
and females
>include
>few aspects of our development are more centralprocesses
sociocultural factors and environmental (ie. Beginning
to our identity and socialof formal
education and retirement)
relationships than gender
Social Normative
-governments history-graded
course of action influences:
designed to promote the welfare of its citizens
Policy -values, economics, politicsaall
>common to people for particular
shapes ageneration
nations socialbecause of historical circumstances (ie.
policy
Baby boomer
-researchers share Cubanundertaking
are increasingly Missile Crisis, beatle
studies thatinvasion,
they hope etc.)
will lead to effective social
>there is also economic, political and social upheaval (ie. Great depression, WWII, Civil
policy
rights
-ethnic and womens
minoty children rights)
are more likely to experience persistent poverty over many years
>long-term
nad live in isolated changes
poorin the genetic and
neighborhoods cultural
where makeup
social of aare
supports population
minal anddue to to
threats
immigration or
positive development abundant.changes in fertility rates are also part
Nonnormative
-parenting andlife events: the next generation is societys most important function,
nurturing
>unusual occurences
need to take it more seriously that have thata major
in the impact
past on the lives of individual people
>events do not happen to everyone;
Figure 4: Characteristics of Resilient Children & their context when they occur, they can influence people in
Individual different ways
-Good intellectual functioning; appealing, sociable, easygoing disposition
>ie. Death of a parent
-self-confidence, has high when child is young,
self-esteem; talentsearly pregnancy, winning the lottery
and faith
Growth,
Family -mastery of life involves conflicts
-close relationship to caring parent figure and competition among three goal of Human development
Maintenanc (HD): growth, maintenance, and regulation of
-authoritative parenting: warmth, structure, high expectations loss
e, and -Middle and late adulthood:
-socioeconomic advantages; maintenance
connectionsand regulationsupportive
to extended of loss in their
familycapacities
networkstake
Regulation center stage
Extrafamilial -bonds to caring adults outside the family
of Loss
Context -connections to positive organizations; attending effective schools
Co- -brain shapes culture, but it is also shaped by culture and experiences that one has or pursues
constructio
b. THE NATURE-can OFgo beyond
DEVELOPMENT genetic inheritance and environment can nutrition,
skills, give exercise, hormonal
n ofi. Biological,
-canCognitive,
author a unique And developmental path by activelychanges, etc.from the environment that
choosing
Biology,Socioemotional
things that can optimize our lives.
Processes 2. Cognitive Processes
culture, and
1. Biological Processes a. Changes in the individuals thought,
the a. Changes in an individuals physical intelligence, and language
Individual nature b. Ex. Watching a colorful mobile
b. Genes inherited from parents swing above the crib, putting a two-
c. Ex. Development of the brain height word sent., memorizing a poem,
and weight gains, change in motor using imagination, etc
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3. Socioemotional Processes
a. Changes in the individuals relationship
w/ other people, change in emotions and
personality
b. Infants smile in response to a parents
touch, toddlers aggressive attack
4. CONNECTING ERRTHANG (BCS)
a. Biological, cognitive and socioemotional
processes are inextricably intertwined
b. Ex. Baby smiling in response to touch:
response depende on biological
processes (physical nature of touch and
responsiveness), cognitive process
(ability to understand intentional acts),
socioemotional (fact that smiling often
reflects a positive emotional feelings,
help to connect in positive ways w/
others)
c. Developmental Cognitive Neuroscience:
links between development, cognitive
processes and the brain
d. Developmental Social Neuroscience:
examines connections between
socioemotional processes, development, and
the brain
5. There are many instances where BCS
processes are BIDIRECTIONAL
ii. Periods of Development
1. Developmental Period: refers to the
time frame in a persons life that is
characterized by certain features
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c. d. e.-Conception until birth

P 9 f.tremendous growth (single cell-organism w/ brain and
behavioral capabilities); take a 9
1. Four Ages: major emphasis on the 3 and 4-time of extreme
g. h. rd i. th
Older dependence
adults whoupon adultsto learn and are
continue
rd I Birt j. -language, symbolic though, sensorimotor coordination
ages, 3 age are healthier and can lead more flexible and motivated have more adaptive and
active productive lives social learning are just beginning
behaviors compared to their
k. Childhood
a. First Age: l. and adolescence m. -transitional period between infancy
chronological-age matesandwho early childhood
do not
T 1
b. Second Age: Prime Adulthood (20-59) continue to learn)
c. Third Age: Young-old (60-79) e. Social Age connectedness w/ others and
d. Fourthn.Age: Old-oldo.(80-older) p. -preschool years the social roles individuals adopts; have
2. E 3-5
Three Developmental Patterns of Aging q. -young children become
better socialmore self-sufficient
relationships and are
w/ others care for
a. Normal Aging most individuals whose themselves happier and more likely to love longer
psychological functioning often peaks r. in-develop readiness skills and spend
than individuals who are hours w/ peers
lonely
s.
early middle t.
age, ramins u. -elementary
relatively stable school years Issues
iii. Developmental
M 50s to early
until late 6- 60s, modest decline
v. -master1.the NATURE
fundamental andskills of reading, writing,
NURTURE
in the early 80s. Marked decline can arithmetic a. Nature organisms biological
occur as individuals near death w. -formally exposed to the larger world and its culture
inheritance
b. Pathological Aging show greater average x. -achievementb. Nurture a organisms
becomes more centralenvironmental
theme and self-
decline as they age through adult years. control increases experiences
y. mild cognitive
May have z. impairment, aa. -transition
2. from childhoodand
STABILITY to early
CHANGE adulthood
A 10
develop alzheimers disease, or chronic ab. -begins w/ rapid physical changes
a. Degree to which early traits (gain in height&weight,
and
disease that impairs daily functioning body contour, and devl of sexual
characteristics characteristics)
persist through life or
c. Succesful Aging individuals whoseac. -pursuit of independence change and identity are preeminent
ad.physical, cognitive,
positive ae. and af. -establishingb. personal
STABILITY and economic
result ofindependence
heredity and
E
socioemotional 20s
development ag. -advancing in apossibly
is maintained career, selecting a mate, in life
early experiences
longer, declining later in old age ah. -learning toc. liveCHANGE w/ a person in anaintimate
takes way, start family
more optimistic
d. There ai. aj.
are many connections betweenak. -expanding personal view thatand later
socialexperiences
involvements can and
produce
M cognitive40-
biological, and socioemotionalresponsibility change (ie. Plasticity exists throughout
process so there are many connections al. -assisting next the generation
life span) in becoming competent, mature
between periods of the human life span; indivs, 3. CONTINUITY and DISCONTINUITY
ii. Significance of Age am. -reaching &-degree
maintaining
to which satisfaction
developmentin a career
involves
1. an.
Age and Happiness ao. ap. -time of lifegradual,
review, cumulative
retirement, change
adjustment to new social
(continuity) or
a. AdultsLare happier as 60they age roles and diminishing
distinct stage strength and health
(discontinuity)
b. Older people are more content w/ what aq. -longest4.span of any period
NATIVISM of development
biological; cannot grow
they have in their live ar. -YOUNG-OLD: because (65-84):
limitedhave substantial potential for
physically
c. Have better relationship w/ people who physical 5. andINTERACTIONISM
cognitive fitness, retain muchofofhow
- study cog.
matter to them, less pressured to achieve,Capacity, and can develop
individuals shapestrategis
societyw/and theare
gains and by
shaped losses
have more time for leisurely pursuits of aging society through meaning that arises in
d. Lowest levels of life satisfaction occur as. -OLDEST-OLD: (85-above): loss in cognitive skills,
interactions
from 45-54 years of age experience in chronic stress, and become
6. ENVIRONMENTALISM more
can befrail
fixed
2. Conceptions of Age at. THEORIES OF DEVELOPMENT
a. Chronological age is not very relevant to i. Psychoanalytic
understanding a persons psychological 1. Development as primarily unconscious
development (beyond awareness) and heavily colors by
b. Chronological Age number of years that emotions
have elapsed since birth; not only way to 2. Behavior is merely a surface characteristics
measure age and that true understanding of development
c. Biological Age - persons age in terms of requires analyzing symbolic meanings of
biological health; knowing the functional behavior and the deep inner workings of the
capacities of a persons vital organs; ones mind
d. Psychological Age individuals adaptive 3. Early experiences w/ parents extensively
capacities compared w/ those of other shape development
indiv. Of the same chronological age. (ex.
4.
5. 6. -results of experiences early in life
7. -as kids grow p, focus of pleasure and sexual impulses
shifts from mouth to the anus and eventually to the
genitals
8. -5 stages: Oral, anal, phallic, latency and genital
9. -adult personality is determined by how we resolve
DEV PSYCH LT 1

conflicts between sources of pleasure

10. 11. -social and reflects a desire to affiliate w/ other people
12. -development occurs through the life span
13. -emphasized importance of both early and later
experiences
14. -8 Stages of development: a unique developmental task
confronts individuals w/ a crisis that must be resolve;
15. -crisis is not a catastrophe but a turning point marked by
both increased vulnerability and enhanced potential
16. STAGES:
17. Trust vs. Mistrust: (0-1) development of trust during infancy sets the stage for a
lifelong expectation that the world will be good and pleasant place to live.
18. Autonomy vs. Shame and Doubt: (1-3) beging to discover on their own; assert their
sense of independence, realize their will
19. Initiative vs. Guilt: (3-5) encounter a widening social world, face new challenges
that require active, purposeful, responsible behavior
20. Industry vs. Inferiority: (6-10) need to direct their energy toward mastering
knowledge and intellectual skills; negative = feeling incompetent and unproductive
21. Identity vs. Identity Confusion (10-20) find out who they are, what they are all
about and where they are going in life
22. Intimacy vs. Isolation (20-30) forming intimate relationships
23. Generativity vs. Stagnation (40-50) primary concern for helping the younger
generation to develop and lead useful lives
24. Ego Integrity vs. Despair (60-above) person reflects on the past; if life review
reveals a life spent well, integrity achieve. If not, despair
25. 26. -extended Eriksons concept of Identity vs, role
confusion
27. -Identity Status: Identity exploration (E) and
commitment (C)
28. >Diffusion dont know what you want to be low (low IE, low C)
29. >Foreclosure high Commitment, low exploration
30. >Moratorium high exploration, low commitment (ie. Joining many orgs)
31. >Achievement high exploration, high commitment (#Faithful)
ii. Cognitive
1. 3. -children go through 4 stages of cog. Development as
they actively construct their understanding of the world
4. -organization and adaptation
2. 5. to make sense of the world: organize our experiences
and connect one idea to another
6. -disequilibrium, assimilation, accommodation,
equilibrium
7. -each stage is age-related and consists of a distinct way
of thinking
8. STAGES:
9. Sensorimotor: (0-2) coordinating sensory experiences (seeing and hearing) w/
physical, motoric actions
10. Preoperational: (2-7) represent the world w/ words, images, & drawings; still lack
the ability to perform OPERATIONS = internalized mental actions that allow children to
do mentally what they previously could only do physically
11. Concrete Operational: (7-11) can perform operations that involve objects, can
reason logically when the reasoning can be applied to a specific or concrete example; no
abstract thought
12. Formal Operational: (11-above) move beyond concrete experiences and begin to
think in abstract and more logical terms; adolescents develop images of ideal
circumstances; become more systematic, developing hypotheses and testing them
13. 15. -emphasis on social interaction and culture has far more
important roles in cog. Devl
14. 16. -emphasizes how culture and social interaction guide
cog devl
17. -involves leaning to use the inventions of society
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(language, math, and memory strategies)

18. -childrens social interaction w/ more skilled adults and
peers is indispensible to their cog devl
19. -Social interaction, collaborative learning
20. -Zone of proximal development, more knowledgeable
other, scaffolding
21. 22. -emphasizes that indivs. Manipulate information,
monitor, strategize
23. -develop a gradually increasing capacity for processing
information
24. -indiv. Perceive, encode, represent, store and retrieve
information, they are thinking
25. -best way to understand how children learn is o observe
them while they are learning = Microgenetic Method
(obtain detailed info about processing mechanism as
they are occurring from moment to moment)
26. -indirectly assess cognitive change ; seeks to discover
not just what children know but the cognitive processes
involved
27. -Microgenetic studies used discover how children
learning a particular concept in science
iii. Behavioral and Social Cognitive Theories
1. 2. -consequences of behavior produce changes in the
probability of the behaviors occurrence
3. -reinforcement and punishment
4. -key aspect of development is behavior, not thoughts
and feelings
5. -devl consists of the pattern of behavioral changes
that are brought about by rewards and punishment
6. 7. -behavior, environment, and cognition are key factors
in developments
8. -emphasizes that cog processes have important link w/
environant and behavior
9. -people cognitively represent the behavior of others
then sometimes adopt this behavior themselves
10. -reciprocal determinism and observational learning
11. -self-efficacy, expectations and behavioral capcactiy
12. -AMIM: Attention, memory, Imitation, Motivation
iv. Ethological Theory
1. 2. -Imprinting: rapid, innate learning that involves
attachment to the first moving objects seen (Goose
experiment) critical period time of imprint
3. 4. -emphasis on contact comfort
5. -monkey experiment w/ the fake moms (made of wire
and made of cloth)
6. 7. -attachment to a caregiver over the first year of life
has important consequences throughout the lifespan
8. -Secure base = develop positively in childhood and
adulthood (has CRS: consistent, responsive, sensitive
caregiving)
9. -Negative and insecure = development will not be
optimal
10. -Effects of institutional deprivation and separations
11. -Strange-Situation experiment: Attachment Styles
12. Secure: okay lang siya chill lang, easily soothe, masayahin naman (Hermione)
13. Ambivalent: di alam kung anong gagawin minsan, either cling tas mawawala n
14. Avoidant: wapakels, constantly abused and neglected (Harry)
15. Affectionless Character: use people as tools, means to
an end (Voldemort)
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v. Ecological Theory: Bronfenbrenners
Ecological Theory
1. Development reflects the influence of
several environmental systems
2. Microsystem: setting where indiv. Live,
includes persons family, peers, school and
neighborhood, most direct interactions w/
social agents take place
3. Mesosystem: relation between
microsystem or connections between
context; relation of family experience to
school experiences
4. Exosystem: links between a social setting
in which the individual does not have an
active role and the individuals immediate
context
5. Macrosystem: culture in which
individuals live;
6. Chronosystem: patterning of
environmental events and transitions over
the life course, sociohistorical
circumstances (ex. Career opportunities
for women have increased)
vi. Eclectic Theoretical Orientation: does not
follow any one theoretical approach but
rather selects from each theory whatever is
considered its best feature
au. RESEARCH ON LSD
i. Methods for Collecting Data
1. Observation Laboratory or Naturalistic
2. Survey and Interview
3. Standardized Test
4. Case Study
5. Physiological Measures: use of MRI,
EEG, fMRI and others
ii. Research Design
1. Descriptive: observe and record behavior
2. Correlational: describe the strength of
the relationship between 2 or more
events or characteristics. The stronger
relation = stronger predictive capabilities
3. Experimental: one or more factors are
believed to influence the behavior under
study changes when a factor is
manipulated
iii. Time Span of Research
1. Cross-Sectional: compare individuals of
different ages
2. Longitudinal: same individs. Studied
over a long period of time
3. Cohort Effect: people who are born at a
similar point in hostry and share similar
experiences; can powerfully affect the
dependent measures in a study
ostensibly concerned w/ age
II. CHAPTER 3 PRENATAL DEVELOPMENT
AND BIRTH
a. PRENATAL DEVELOPMENT
i. Course of Prenatal Development
1. Germinal Period (0-2 weeks)
a. Creation of the fertilized egg (zygote),
cell division and attachment of zygote
to the uterine wall
b. Differentiation: process of
specialization of cells to perform
various tasks
c. Blastocyst: inner mass of cells that will
eventually develop into the embryo
d. Trophoblast: outer layer of cells that
provides nutrition and support for the
embryo
2. Embryonic Period (2-8 weeks)
a. Cell differentiation intensifies, support
systems for cells form, orans appear
b. Mass of cells = EMBRO w/ 3 layers
- Endoderm: inner layer digestive
and respiratory systems
- Mesoderm: middle layer
circulatory, bones, muscles, excretory
system and reproductive system
- Ectoderm: outermost layer nervous
system and brain, sensory receptors
c. Life-support systems for the embryo
develop rapidly
- Amnion: bag that contains a clear fluid
which provides an environment that
has a controlled temperature and
humidity = shockproof
- Umbilical Cord: two arteries and one
vein, connects the baby to the placenta,
coming from the fertilized egg
- Placenta: disk-shaped group of tissues
where the blood vessels from mother
and offspring intertwine
d. Organogensis: process of organ
formation during the first 2 months;
organs are vulnerable to environmental
changes
3. Fetal Stage (2-9 months)
a. Growth and development continue
their dramatic course
b. Organs and body systems become
more complex
c. Development of details
d. Fetal activities: move arms, legs, head,
and mouth
e. Ultrasound; responds to mothers
voice, heartbeat and body vibrations
4. Brain Development
a. As many as 20-100 billion neurons
b. Neural Tube (18-24 days) where the
nervous system begins to form; has to
close
- Birth defects related: anencephaly and
spina bifida
- Anencephaly where the neural tube
fails to close; die in the womb or after
birth
- Spina bifida : paralysis of the lower
limbs
 DEV PSYCH LT 1
c. Neurogenesis (5th week) massive
proliferation of new immature neurons
begins to take place
d. Neuronal Migration (6-24 weeks)
cells moving otward from their point
of origin to their appropriate locations
and creating different levels,
structures, and regions of the brain
e. Neural Connectivity (23rd week)
connections between neurons begin to
occur
ii. Teratology and Hazards to Prenatal
Development
1. Teratogen: any agent that can potentially
cause a birth defect or negatively alter
cognitive and behavioral outcomes
2. Teratology: field of study that investigates
the causes of birth defects
3. Behavioral Teratology: study of exposure
to teratogens that do not cause physical birth
5.
7.
9.
12.
15.
20.
23.
26.
defects but can alter the developing brain
and influence cognitive and behavioral
functioning
4. Facts that influence severity of damage:
a. Dose greater the dose, greater the
effect
b. Genetic Susceptibility type or severity
of a teratogen is linked to a genotype of
the preggers and the genotype of the
embryo
c. Time of Exposure exposure to
teratogens does more damage when it
occurs at some points in development
than at others. Damage at germinal may
even prevent implantation; probability of
a defect is greatest at the EMBRYONIC
PERIOD when organs are being formed
d. Exposure to teratogens at FETAL
PERIOD problems in how organs
functions and stunted growth
6. TERATOGENS
8. -can function as teratogens (antibiotics)
10. -can be harmful include diet pills and high
dosages of aspirin
11. -low doses of aspirin pose no harm for fetus but
high = bleeding
13. -linked to lower birth weight
14. -babies born small for gestational age
16. -Fetal alcohol Spectrum disorders: cluster of
abnormalities and problems that appear in the
offspring of alcoholic mothers
17. -facial deformities, defective limbs, heart
problems
18. -learning problems, below average IQ,
intellectual disability
19. -NO ALCOHOL SHOULD BE CONSUMED
(US surgeon General)
21. -preterm births, low birth weight, fetal and
neonatal deaths, respiratory problems, SIDS
22. -related to having ADHD, diminished ovarian
function for girls
24. -reduced birth weight, length and head
circumference
25. -lower arousal, less effective self-regulation,
higher excitability, lower quality reflectes at 1
month
27. -stimulant; high infant mortality, low birth
weight,developmental and behavioral problems
28. -smaller head, NICU admission,
29. -less brain activations esp. frontal lobe, risks for
 DEV PSYCH LT 1

developing ADHD
30. 31. -lower intelligence, alters brain functioning
32. -linked to marijuana use at age 14
33. -still birth
34. 35. -several behavioral difficulties at birth
36. -tremors, irritability, abnormal crying, disturbed
sleep
37. 38. -incompatibility between the mothers and
fathers blood types poses another risk
39. -created by differences in the surface structure of
red blood cells
40. -mothers immune system may produce
antibodies that will attack the fetus
41. -results to: miscarriage, stillbirth, anemia,
jaundice (yellow discoloration of baby), heart
defects, brain damage, or death at birth
42. 43. -radiation, toxic wastes and chemical pollutants

44. 45. -Rubella (German Measles): high risk of

50.
55.
iii. Prenatal Care
1. Screening for manageable conditions and
treatable diseases
2. Exercise has benefits during pregnancy:
reduce risk of excessive weight gain, less
likely to have high BP, improved health-
related quality of life
3. Information about pregnancy, labor,
delivery, and caring for newborn is valuable
for first time momshies
negative fetal and neonatal outcomes,
spontaneous abortion and stillbirth
46. -Syphilis: stillbirth, eye lesions, skin lesions,
congenital syphilis
47. -Genital Herpes: delivered through birth canal
48. - AIDS: can be infected through gestation,
delivery or breastfeeding
49. -Diabetes
51. -Maternal Diet and Nutrition: eat healthy and
wealthy; basically whoever the mom is (obese,
malnourished, undernourished) would affect the
baby by either being the same state or in need of
NICU; FOLIC ACID IS THE KEY also FISH
(but watch out for mercury)
52. -Maternal Age: adolescence and 35 yrs. Old-
above;
53. -Emotional States and Stress: physiological
changes occur that will affect her infant if she is
in distress; internalizing problems in adolescence
for the child; ADHD, emotional or cog probs,
54. -Paternal Factors: exposure to lead, radiation,
chemicals and pesicides may cause
abnormalities in sperm, fathers smoking can
cause problems leukemia; how to help
momshie: SUPPORT and have a positive
attitude which would improve the physical and
psychological well-being of the mother
4. Very important for women in the lowew
SES and immigrants
5. Centering Pregnancy (US): provides
complete prenatal care in a group setting
6. Nurse Family Partnerships: home visits
by trained nurses that focus on mothers
health, access to health care, parenting
and improvement on momshies life
b. BIRTH
i. The Birth Process
 DEV PSYCH LT 1
- Pre-20th century: birthing = female only; use of
untrained midwives was predominant; high
death rate for parent and child; babies died in
first year
- Modern= dramatic reductions in death rate due to
antibiotics and prenatal care
2. Stages of Birth
a. First stage: longest of the 3, uterine
contractions are 15-20 minutes apart,
contractions cause the womans cervix to
stretch and open; contractions dilate the
cervix to an opening of 10 cm (4in.) so
that the baby can move from uterus to
birth canal
b. Second Stage: babys head starts to
move to the cervix and the birth canal;
ends when baby completely emerges
from the mothers body
c. Third Stage: AFTERBIRTH- placenta,
umbilical cord, and other membranes are
attached; shortest stage, lasts only
minutes
d. Braxton-Hicks: contractions that feel
like real thing but isnt
3. Childbirth Setting and Attendants
a. Midwifery: profession that provides
health care to women during pregnancy,
birth and postpartum;
- may also give women information
about reproductive health and annual
gynecological exams
- refer to general practitioners or
obstetricians If a pregnant woman
needs medical care beyond a midwifes
expertise and skill
b. Doulas: woman who helps; caregiver
who provides continuous physical,
emotional, and educational support for
the mother before, during and after
childbirth
- Remain with the parents throughout
labor, assessing and responding to the
mothers needs
4. Methods of Childbirth
a. Medication use any number of non-
medicated techniques to reduce pain and
when to have cesarean delivery
- Analgesia: used to relieve pain,
includes tranquilizers, barbiturates,
and narcotics
- Anesthesia: used in first stage of
labor and during delivery to block
sensation in an area of the body or
consciousness;
iii.
iv. v.
viii. ix.
- Epidural block: regional anesthesia
that numbs the womans body from
the waist down; provides effective
pain relief but at the cost of have to
use instruments during vaginal birth
- Oxytocin: hormone that promotes
uterine contractions; used to decrease
duration of the first stage of labor
b. Natural Childbirth aims to reduce the
mothers pain by decreasing her fear
through education about childbirth and
teacher her partner and her to use
breathing techniques and relaxation
during delivery
- Bradley Method: involves husbands
as coaches, relaxation for easier birth
and prenatal nutrition and exercise
- Lamaze Method: prepared
childbirth; includes a special
breathing technique to control
pushing in the final stages of labor
- LeBoyer Method: if Im not
mistaken, this is the living room one
- Waterbirth: involves giving birth in a
tub of warm water in a pool or what
c. Cesarean Delivery: done when the
babys position is breech (buttocks are
the first to emerge from the vagina);
baby is removed from uterus via an
incision made in her abdomen
- Risks: infection, damage to pelvic
organs, post-operative pain
- Common in: first and/or large babies,
older moms, moms w/ prev. c-
sections
- VBAC: vaginal birth after c-section
- High BP 38 weeks tapos C-section
agad
ii. Assessing the Newborn
1. The Apgar Scale
a. Used to assess the health of newborn at
1-5 minutes after birth
b. Evaluates heart rate, respiratory effort,
muscle tone, body color and reflex
irritability
c. A score of 7-10 indicates a newborn
condition is good
d. 5 there may be some difficulties while 3
-0 baby might not survive
e. good at assessing the newborns ability
to cope with the stress of deliver and
demands of a new environment
f. identifies high-risk infants who need
resuscitation
vi. 1 vii. 2
x. Body xi. Pi
pink, nk
blue
extre
 DEV PSYCH LT 1

mes
xii. xiii. xiv. Slow xv. Fa
<100 st
bpm 10
0-
14
0
bp
m
xvi. xvii. xviii. Grim xix. C
ace ou
gh
in
g
an
d
cr
yi
ng
xx. xxi. xxii. Weak xxiii. St
ro
ng
xxiv. xxv. xxvi. Irreg xxvii. G
ular oo
and d
slow br
ea
thi
ng
w/
cr
y
1. Brazelton Neonatal Behavioral 2. Canalization: allows children natural
Assessment Scale development, ample care and diet
a. Performed w/in 24-36 hours after birth 3. Hypoxia: little oxygen sa brain cord coil
b. Used as an index of neurological 4. Apoxia: no oxygen sa brain cord coil
competence 5. Consequences of Preterm Birth & LBW:
c. Assesses newborns neurological they have more health problems and
development, reflexes, reaction to people developmental delays than normal birth
and objects weight babies;
d. Designed to assess normal, healthy, full- 6. Nurturing LBW and Preterm: Kangaroo
term infants Care
e. Attention and interactive space, CNS a. Involves skin-to-skin contact which the
instability baby is held upright against the parents
2. Bayleys Scale for Infant Development bare chest, practice 2-3 hours per day
a. Meant for children who are at least 3 b. Led to better respiratory and
months cardiovascular functioning, sleep patterns
b. Predicitive ability = low and cognitive functioning
c. Helps determine if baby is normative, c. Massage therapy and kangaroo care were
lacking or advanced equally effective in improving body
xxviii. Preterm and Low Birth Weight Infants weight and reducing hospital stay for
1. Preterm and Small for Date Infants LBW infants
a. Low Birthweight infants: <5 lbs. at birth c. POSTPARTUM PERIOD: period after
b. Preterm Infants: born 3 weeks or more childbirth that lasts for about 6 weeks until
before pregnancy has reached full term, mothers body has completed its adjustment
before 37 weeks i. Physical Adjustments: feel exhausted,
c. Small for Date: birth weight is below fatigue, and drop levels of hormones
normal when the length of pregnancy is ii. Emotional And Psychological
considered Adjustments:
 DEV PSYCH LT 1

1. Postpartum Blues: 2-3 days after birth; feel iii. Bonding: formation of a connection,
depressed, anxious & upset physical bond between parents and
2. Postpartum Depression: involves a major newborn, should encourage family
depressive episode that typically occurs bonding
about a month after delivery; have strong
feelings of sadness, anxiety, and despair
III. CHAPTER 4 PHYSICAL DEVELOPMENT IN INFANCT
a. PHYSICAL GROWTH AND DEVELOPMENT IN INFANCY
IV. P V. C VI. -earliest growth always occurs at the top (head) with physical
A e growth and differentiation of features gradually working their
T p way down from TOP - BOTTOM
T h
E a
R l
N o
S c
a
O u
F d
a
l
G
P
R
a
O
tt
W
e
T
r
H
n
VII. VIII. P IX. -growth starts at the center of the body and moves toward the
r extremities
o
x
i
m
o
d
i
s
t
a
l
P
a
tt
e
r
n
X. H XI. XII. -infants grow about 1 in. per month during first year
E XIII. -at 2 years, 32-35in in height and 26-32 lbs.
I
G
H
T

&

W
E
I
G
H
DEV PSYCH LT 1

T
XIV. B XV. S XVI. -includes brain swelling, hemorrhaging, intellectual
R h disability, brain damage,
A a
I k
N e
n
B
a
b
y
S
y
n
d
r
o
m
e
XVII. XVIII. R XIX. -aspects of memory development, facial recognition and
e emotion, role of experience
s
e
a
r
c
h
e
s
XX. XXI. M XXII. Forebrain: farthest from spinal cord; cerebral cortex and
a serveral stuructres
p XXIII. LOBES:
p XXIV. >Frontal lobes: voluntary movement, thinking,
i personality, and internality or purpose
g XXV. >Occipital: vision
t XXVI. >Temporal: hearing, language processing, memory
h XXVII. >Parietal: registering special location, attention and
e motor control
B XXVIII. Left Hemisphere: speech and grammar
r XXIX. Right Hemisphere: humor and use of metaphors
a XXX. Lateralization: specialization function in one hemisphere of the
i cerebral cortex or the other
n XXXI. -Newborns show greater electrical brain activity in the LEFT than
the RIGHT when they are listening to speech sounds
XXXII. XXXIII. C XXXIV. Neurons: handle information processing
h XXXV. Axon: carries signals away from the cell body
a XXXVI. Dendrites: carries signals towards cell body
n XXXVII. Myelin Sheath: layer of fat cells which insulates axons
g and helps electrical signals travel faster
e XXXVIII. Myelination: involved in providing energy to neurons
s and aid in communication
i XXXIX. Synaptogenesis: creation of synaptic connections (formed
n through experiences)
N XL. Synaptic Pruning: complementary process of synaptogenesis
e where synapses are cut-off to allow more space for more
u synapses to happen when previous connections are not being
r used
o XLI. Brain Plasticity: brain is malleable or changeable, older we
n get, less malleable
s
DEV PSYCH LT 1

XLII. XLIII.R XLIV. -Experience-expectant: process expected to happen due to

o maturation (ex. Language)
l XLV. -Experience-dependent Processes: based on the environment
e (ex. Filipino)
s XLVI. -Modifiability & Compensation: parang comparative
o advantage
f XLVII. -Neoconstructivist: infants brain depends on experiences to
P determine how connections are made; genes mainly direct
l basic wiring patterns; emphasizes importance of considering
a interactions between experience and gene expression in the
y brains development
i
n
B
r
a
i
n
d
e
v
.
XLVIII. S XLIX. I L. -sleep consumed more of their time
L n LI. -approx. 18 hours/day
E f LII. -Night time waking: have difficulty going to sleep at night
E a and staying asleep until mornings
P n
t
S
l
e
e
p
LIII. LIV. S LV. -sleeping arrangements vary
h LVI. -In US: recommended to avoid infant-parent bed sharing esp.
a if infant is younger than 6 mos
r LVII. -might lead to SIDS when parents accidentally rolls over
e
d
S
l
e
e
p
i
n
g
LVIII. LIX. S LX. -SUDDEN INFANT DEATH SYNDROME
I LXI. -when infants stop breathing, usually during the nigh and die
D suddenly w/o any apparent reason
S LXII. -leading cause of infant death in US
LXIII. -recommendation is for infants to sleep on their backs
LXIV. -occurs with: abnormal brain stem functioning (serotonin),
heart arrhythmias, sleep apnea, LBW, do not use pacifier, low
SES, secondhand smoking, co-sleepers. Soft bedding)
LXV. LXVI. S LXVII. -link between infant sleep and childrens cog functioning
l likely occurs because of sleeps role in brain maturation and
e memory consolidation
e
p
DEV PSYCH LT 1

&

C
o
g
.
D
e
v
e
l
o
p
m
e
n
t
LXVIII.N LXIX. N LXX. -Infants: approx. 50 calories/a day
U u LXXI. -caregivers play an important role in infants early
T t development of eating patterns
R r
I it
T i
I o
O n
N a
l
n
e
e
d
s
&

e
a
ti
n
g
b
e
h
a
v
i
o
r
LXXII. LXXIII. B LXXIV. -4-6 mos. Human milk or alternative formula is the babys
r source of nutrients and energy
e LXXV. -has lots of benefits for both mom and child, lowers risks
a among different types of disease and sickness
s LXXVI. -breast feeding facilitates development of an attachment
t bond between the mother and infant
v LXXVII. -WHEN TO NOT BREASTFEED:.has HIV or other
s diseases that could be infected w/ milk, has ACTIVE TB,
. taking any drugs that may not be safe for infant.
B
o
tt
l
DEV PSYCH LT 1

e
LXXVIII. LXXIX. M LXXX. -Marasmus: caused by severe protein-calorie deficiency,
a results in a wasting away of body tissues in infants first
l years; becomes grossly underweight, and muscles atrophy
n LXXXI. -Kwashiorkor: severe protein deficiency ; appear well fed
u even though they are not because the disease can cause
t childs abdomen and feet to swell w/ water
r LXXXII. -severe and lengthy malnutrition is detrimental to
it physical, cognitive and social development
i
o
n
a. MOTOR DEVELOPMENT
LXXXIII. LXXXIV. -development depends on maturation and experience (Gesell)
DYNAM LXXXV. -sequence of developmental milestones not as fixed as Gesell indicated
I LXXXVI. -infants assemble motor skills for perceiving and acting
C LXXXVII. -infants must perceive something in their environment to that motivates
them to act and use their perceptions to fine tune their movements
S LXXXVIII. -motor development not a passive process in which genes dictate the
Y unfolding of sequence of skills
S LXXXIX. -nature and nurture work together as part of an ever-changing system
T
E
M
S

V
I
E
W
XC. R XCI. -are built-in reactions to stimuli, governs bodys movements which are
E automatic and beyond the newborns control
F XCII. -genetically carried survival mechanisms, allow infants to respond rapidly to
L their environment before they had the opportunity to learn
E XCIII. -approach reflexes and avoidance reflects
X XCIV. -most develop before birth and are normally present 4-8 mos. After birth
E XCV. -when reflexes disappear, babies are ready to learn
S XCVI. ROOTING: when infants cheek is stroked or the side of the mouth is
touched, infant would turn its head to the side that was touched
XCVII. SUCKING: automatically suck an object placed in their mouth, get milk
or self-soothing mechanism
XCVIII. MORO: response to a sudden, intense noise or movement, way of
grabbing support while falling
XCIX. GRASPING: something touches the infants palms, infant responds by
grasping tightly
C. G CI. -involves large-muscle activities
R CII. -POSTURE: skills require postural control, more than just holding still &
O straight; linked w/ sensory information in the skin, joins, and muscles;
S newborns can control this but can hold erect their heads within a few weeks
S after birth
CIII. -WALKING: to walk upright, baby must be able to balance on one leg as the
M other is swung forward and to shift weight from one leg to another
O
T
O
R

S
K
DEV PSYCH LT 1

I
L
L
S
CIV. F CV. IN THE SPAN OF MONTHS:
I CVI. 0-1: prone, lift head 5-10: stand w/ support
R CVII. 2-4: prone, chest up, us arms for support 6-10: pull self to stand
S CVIII. 2-5: roll-over 7-12: walk using furniture for
T support
CIX. 3-6: support some weight w/ legs 10-14: stand alone easily
Y CX. 5-8: Sit w/o support 11-14: walk alone easily
E
A
R
:
M
O
T
O
R

D
E
V

L

&

M
I
L
E
S
T
O
N
E
S
CXI. D CXII. -Toddlers become more motorically skilled and mobile
E CXIII. -Motor activity during the second year is vital to the childs competent
V development, and few restrictions, should be placed on adventurers
CXIV. -mothers in developing countries tend to stimulate their infants motor skills
L more than mothers in more developed countries
CXV. -Swaddling: wrapping infant tightly in a blanket shows slight delay in motor
I devl
N

T
H
E

S
E
C
O
DEV PSYCH LT 1

Y
E
A
R
CXVI. F CXVII. -involve finely tuned movements
I CXVIII. -infants have hardly any control over fine motor skills at birth
N CXIX. -onset of reaching and grasping marks a significant achievement in infants
E ability to interact w/ their surroundings
CXX. -PALMAR GRASP: infants grip w/ whole hand
M CXXI. -PINCER GRIP: infants grasp small objects w/ thumb and forefinger
O CXXII. -Perceptual Motor Coupling: necessary for infant to coordinate grasping
T
O
R

S
K
I
L
L
S
a. SENSORY AND PERCEPTUAL
CXXIII.SENSA CXXIV. -information interacts w/ sensory receptors (eye, ears, nose, tongue,
TION skin)
CXXV. -sensation of heating occurs when waves of pulsating air are collected
by the outer ear and transmitted through bones of the inner ear to the
auditory nerve
CXXVI.PERCE CXXVII. -interpretation of what is sensed
PTION
CXXVIII. EC CXXIX. -directly perceive information that exists In the world around us
OLOGI CXXX. -connects perceptual capabilities to information available in the world
CAL of the perceiver
VIEW
CXXXI.AFFOR CXXXII. -opportunities for interaction offered by objects that fit within our
DANC capabilities to perform activities
ES CXXXIII. -ex. Pot may afford a toddler to bang on it
CXXXIV. -directly and accurately perceive these affordances by sensing
information from the environent
CXXXV. VI CXXXVI. -onfants look at different things for different lengths of time
SUAL CXXXVII. -2 days old: looked at patterned stimuli, such as faces and
PREFE concentric circles
RENC CXXXVIII. -2-3 weeks preferred to look at patters, longer than red, yellow or
E white discs
METH
OD
CXXXIX. HA CXL. -Name given to decreased responsiveness to a stimulus after repeated
BITUA representations of the stimulus
TION
CXLI. DISHA CXLII. -recovery of a habituated response after a change in simulation
BITUA
TION
CXLIII.VISUA CXLIV. -newborn is 20/40
L CXLV. -nerves and muscles and les of the eye are still developing
PERCE CXLVI. -Perceptual Narrowing: infants are more likely to recognize faces to
PTION which they have been exposed to and less likely to recognize which
they have not been exposed
CXLVII. CO CXLVIII. -infants color vision improves
LOR CXLIX. -by 8 weeks or 4 weeks, infants can discriminate some colors
 DEV PSYCH LT 1

VISIO
N
CL. PERCE CLI. -sensory stimulation is changing but perception of the physical world
PTUAL remains constant
CONST CLII. -Size Constancy: recognition that an object remains the same even
ANCY though the retinal image of the object changes as you more toward or
away from the object; farther away from us an object is. The smaller its
image on our eyes (3 months of ages shows this)
CLIII. -Shape Constancy: recognition that an object remains the same shape
even tough its orientation changes (ie. 3 months of age has this)
CLIV. PERCE CLV. -infants dont perceive occluded objects as complete
PTION CLVI. -they only perceive what is visible
OF CLVII. 2 mos.: infants develop ability to perceive occluded objects as a whole
OCCL
UDED
OBJEC
TS
CLVIII. DEPTH CLIX. -Infants develop the ability to use binocular cues to depth by
PERCE approximately 3-4 months of age
PTION
CLX. HEARI CLXI. -fetus can recognize mothers voice
NG CLXII. -Loudness: infants cannot hear soft sounds quite as well as dults can,
stimulus must be louder to be heard by a newborn than by an adult
CLXIII. -Pitch: less sensitive to the pitch of a sound than adults are
CLXIV. -Localization: can determine the general location from which a sound
is coming from; 6 mos = proficient at localizing sounds or detecting
origins
CLXV. TOUC CLXVI. -newborns do respond to touch
H CLXVII. -regular gentle tactile simulation: have positive developmental
outcomes
CLXVIII. -newborns can also feel pine newborn infant males cried
intensely during circumcisions
CLXIX. SMEL CLXX. -newborns can differentiate odors
L CLXXI. -expressions on their faces seem to indicate that they like the way
sweet smells would have compared to sour smells
CLXXII. -familiar odors would have a calming effect on baby
CLXXIII. TA CLXXIV. -sensitivity to taste is present even before birth
STE CLXXV.-learns tastes prenatally through amniotic fluid and in breast milk
CLXXVI. -makes facial expressions when tasting sweet, bitter, or sour
solutions
a. PERCEPTUAL DEVELOPMENT
i. Intermodal Perception involves integrating information from 2 or more sensory
modalities (vision and hearing), exists even in newborns, newborn can localize a sound and
look at an object only in a crude way; even young infants can coordinate visual-auditory
information involving people
ii. Perceptual Motor Coupling distinction between perceiving and doing has been a time-
honored tradition in psych; explore how people assemble motor behaviors for perceiving and
acting; babies coordinate their movements w/ perceptual information to learn how to
maintain balance, reach for objects in space, and move across various surfaces and terrains,
action educates perception
iii. Perceptual Experience Critical For: normal psychological growth and development;
shows interplay between biology and experience
CLXXVII. CHAPTER 5: COGNITIVE DEVELOPMENT
a. PIAGETS THEORY OF INFANT DEVELOPMENT
CLXXVIII. CLXXIX. Sch CLXXX. -actions or mental representations that organize
Cogni emes knowledge
CLXXXI. -structured by simple actions that can be performed
on objects, such as sucking, looking and grasping
CLXXXII. CLXXXIII. Beh CLXXXIV. Physical activities characterize infancy
avioral
DEV PSYCH LT 1

Scheme
s
CLXXXV. CLXXXVI. Me CLXXXVII. Cognitive abilities that develop in childhoods
ntal
Scheme
s
CLXXXVIII.CLXXXIX. Ass CXC. When children use their existing schemes to deal with
imilatio new information or experiences
n
CXCI. CXCII. Accom CXCIII. adjust their schemes to take new
modatio information&experiences into account
n
CXCIV. CXCV. Organiz CXCVI. Grouping of isolated behaviors and thought into a higher-
ation order system
CXCVII. CXCVIII. Equ CXCIX. -considerable movement between states of cognitive
ilibratio equilibrium and disequilibrium as assimilation and
n accommodation work in concert to produce cognitive
change
CC. -mechanism which children shift from one stage of
thought to the next
CCI. CCII. Simple CCIII. -1st month after birth: sensation and action are
SENS Reflexe coordinated primarily though reflexive behavior
s
CCIV. CCV. First CCVI. -Habit: scheme based on a reflex that has become
habits completely separated from its eliciting stimulis
and CCVII. -Primary Circular Reaction: attempt to reproduce an
Primary event that initially occurred by chance (ex. Infant sucks
Circular his fingers that are placed near mouth)
Reactio
ns
CCVIII. CCIX. Seconda CCX. -infant becomes more object-oriented, mving beyong
ry preoccupation w/ self; not intentional or goal-directed but
Circular they are repeated because of their consequences
Reactio CCXI. -infants repeat actions for the sake of fascination
ns
CCXII. CCXIII. Coordin CCXIV. -infant must coordinate vision and touch, eye and hand
ation of CCXV. -coordination of scheme and intentionality is one of the
Seconda significant changes
ry
circular
reaction
s
CCXVI. CCXVII. Tert CCXVIII. -12-18 mos; become intrigued by the many
iary properties of objects and by the many things that they can
Circular make happen to objects
Reactio CCXIX. -schemes in which the infant purposely explores new
ns possibilities w/ objects, continually doing new to things
to them and exploring their results;;NOVELTY and
CURIOSITY
CCXX. CCXXI. Internali CCXXII. -18-24 mos.; infants have the ability to use primitive
zation symbols;
of CCXXIII. -Symbol: internalized sensory imge or word that
Scheme represents an event
s
CCXXIV. CCXXV. Obj CCXXVI. -understanding that objects continue to exist even
ect when they cannot be seen, heard, or touched
Perman
ence
CCXXVII. CCXXVIII. The CCXXIX. -coordination of secondary circular reactions is an
Evalu A-not-B infacnts inclination to search for a hidden object in a
DEV PSYCH LT 1

error familiar location rather than look for the object in the new
one;
CCXXX. -failure in memory
CCXXXI. CCXXXII. Per CCXXXIII. -perceptual abilities are highly developed at an early
ceptual stage
develop CCXXXIV. -underestimating infants & overestimating
ment & adolescents
expectat
ions
a. LEARNING, REMEBERING, AND 1. Rovee-Collier: infants as young as 2-6
CONCEPTUALIZING months of age can remember some
i. Attention focusing of mental resources on experiences through 1
select information, improves cognitive 2. Mandler: argue that infants in Colliers
processing many tasks experiments were experiencing Implicit
1. When individuals orient their attention to memory
an object or event 3. Implicit Memory memory without
2. Dominated by an conscious recollection--memories of skills
ORIENTING/INVESTIGATIVE and routine procedures that are performed
PROCESS: involves directing attention to automatically
potentially important locations in the 4. Explicit Memory conscious
environment remembering of facts and experiences;
3. SUSTAINED ATTENTION/FOCUSED improves substantially during the 2nd year
ATTENTION: new stimuli typically elicit of life; continues to improve in second
an orienting response ; allows infants to year as these brain structures further
learn about and remember characteristics mature and connections between them
of a stimulus as it becomes familiar increase
4. Habituation decreased responsiveness to 5. Infantile or Childhood Amnesia- most
a stimulus after repeated presentations of adults can remember little if anything from
the stimulus their first year of life
5. Dishabituation increase in 6. Hippocampus and self-concept
responsiveness after a change in iii. Measures Of Infant Development
simulation 1. Neonatal Intensive Care Unit Network
6. Infants attentions is strongly governed by Neurobehavioral Scale used to evaluate
novelty and habituation newborns
7. Joint Attention 2 or more individuals 2. Development Quotient distinguish
focus on the same object or event normal and abnormal functioning in
a. Ability to track anothers behavior (ie. infants; motor, language, adaptive,
Following someones gaze) personal-social; subscores in these
b. One persons directing anothers categories to provide and overall score
attention 3. Bayley Scales of Infant Development
c. Reciprocal attention assess infant behavior and predict later
d. 1st birthday: infants have begun to direct development; has 5 scales: cognitive,
adults attention to objects that capture language, motor, socioemotional, and
their interest adaptive; low predictive validity
e. increases infants ability to learn from iv. Factors that Influence intelligence
other people 1. Ecological perspective
ii. Memory involes retention of information 2. Parents; genes IQ of parents and what
over time; you inherit (range of IQ)
b. LANGUAGE DEVELOPMENT
c. d. e. - form of communication (spoken, written, or signed)
De L based on a system of symbols

f. g. h. -sound system of language; includes sounds that are

La P used and how they may be combined

i. j. k. - units of meaning involved in word formations

M

l. m. n. - involves the way words are combined to form

S acceptable phrases and sentences
DEV PSYCH LT 1

o. p. q. -refers to the meaning words and sentences; required

S attributes related to meaning

r. s. t. -final set of language rules involves the appropriate

P use of language in different contexts

u. v. w. -long before infants speak recognizable words, they

Ho B produce a number of vocalizations
x. -CRYING: can signal distress; there are different types
of cry
y. -COOING: gurgling sounds that are made in the back
of the throat and usally express pleasure
z. -BABBLING: produce strings of constant-vowel
combinations
aa. ab. ac. -showing and pointing
G ad. -may wave bye-bye, nod to mean yes,

ae. af. ag. -understand their first words earlier than they speak
F them
ah. -infancts recognize their name when someone says it
(5mos)
ai. -RECEPTIVE VOCABULARY: words the child
understands; exceed spoke or EXPRESSIVE
VOCAUBALARY: words the child uses
aj. -VOCABULARY SPURT: rapid increase in
vocabulary that begins at approx.. 18 mos.
ak. -OVEREXTENSION: tendency to apply a word to
objects that are not inappropriate for the words
meaning (dada for men)
al. -UNDEREXTENSION: tendency to apply a word too
narrowly; children fail to use a word to name a
relevant object
am. an. ao. -convey meaning w/ just 2 words
T ap. -child relies heavily on on gesture, tone, text
aq. -TELEGRAPHIC SPEECH: use of short and precise
words w/o grammatical markers such as articles,
auxiliary verbs & other conectives
ar. as. at. -ability to speak and understand language requires a
Bi B certain vocal apparatus as well as a nervous system
with certain capabilities
au. -BROCAS AREA: involved in producing words
av. -WERNICKES AREA: language comprehension
aw. -APHASIA: damage to either of these ares; loss or
impairment of language processing
ax. -Chomsky: proposed that humans are biologically
prewired to learn language at a certain time and in a
certain way
ay. -LANGUAGE ACQUISITION DEVICE (LAD):
enables the child to detect certain features and rules of
language, including phonology, syntax and semantics.
az. ba. bb. -Language is not learned in a social vacuum
E bc. -young children are intensely interested in their social
world and that early in their development they can
understand the intentions of other people
bd. be. bf. Interaction View of Language: emphasizes that
Int children learn language in specific contexts
bg. -childrens vocab is linked to the familys
socioeconomic status and the type of talk that parents
direct to their children
 DEV PSYCH LT 1
CCXXXV. CHAPTER 6: SOCIOEMOTIONAL
DEVELOPMENT IN INFANCY
a. Emotional Development
i. Emotions feeling, or affect that occurs
when a person is in a state or an interaction
that is important to him or her, especially to
his or her well-being
1. Communication w/ others
2. Behavioral organization
ii. Infants communicate important aspects of
their lives such as joy, sadness, interest and
fear
iii. Emotions are both influenced by biological
foundations (nature) and by a persons
experience (nurture)
iv. EMOTIONAL: embeddedness in
relationships and culture w/ others provide
diversity in emotional experiences
v. Social relationships provide the setting for
the development of a rich variety of
emotions
vi. Culture differences occur in emotional
experiences
vii. Early Emotions
1. Primary emotions: present in humans
and other animals. Appears first 6 mos of
infant development, includes surprise,
interest, joy, anger, sadness, fear, disgust
2. Self-conscious emotions: requires self-
awareness that involves consciousness
and a sense of me; includes jealousy,
empathy, embarrassment, pride, shame
and guilt; occurs for the first time at
some point in the 2nd half of the 1st year-
2nd year.
3. Other Conscious emotions: involve the
emotional reaction of other when they
are generated
viii. Emotional Expression and Social
Relationships
1. Involved in infants first relationship
2. Ability of infants to communicate
emotions permits coordinated
interactions w/ their caregivers and the
beginning of an emotional bond between
them
3. CRYING important mechanism
newborns have for communicating w/
their world
a. BASIC CRY usually consists of a
cry, followed by a briefer silence,
shorter whistle that is somewhat
higher in pitch than the main cry
b. ANGER CRY variation of basic
cry in which more excess is forced
through vocal cords
c. PAIN CRY sudden long, initial
loud cry followed by breath holding,
no preliminary moaning is present
4. SMILING key social signal; very
important aspect of positive social
interaction in developing a new social
skill
a. REFLEXIVE SMILE smile that
does not occur in response to
external stimuli; appears during the
first month after birth; usually during
sleep
b. SOCIAL SMILE smile that occurs
in response to external stimulus,
typically a face in the case of the
young infant
c. Infants social smile can have a
powerful impact on caregivers
5. FEAR abused and neglected infants
can show fear as early as 3 mos
a. STRANGER ANXIETY most
frequent expression of an infants
fear, infant shows a fear and
weariness of strangers, not all infants
show distress when they encounter a
stranger; usually emerges gradually
b. SEPARATION PROTEST infants
experience fear of being separated
from their caregiver; crying when the
caregiver leaves
6. EMOTION REGULATION AND
COPING an ability to inhibit,
minimize, the intensity and duration of
emotional reactions
a. Infants suck thumbs to soothe but
usually rely on caregivers to soothe
their emotions
b. Caregivers actions influence the
infants neurobiological regulation of
emotions
c. Caregivers help infatns modulate
their emotion and reduce the level of
stress hormines
d. Context can influence emotion
regulation
e. Often affected by fatigue, hunger,
time of day, which people are around
them and there they are
b. Temperament
i. Involves individual differences in behavior
styles, emotions, and characteristic ways
of responding
ii. REACTIVITY variations in speed and
intensity with which an individual
responds to situations w/ positive or
negative emotions
iii. SELF-REGULATION variations in the
extent or effectiveness of an individuals
ability to control his or her emotions
iv. Chess and Thomas Classification on
Temperament
 DEV PSYCH LT 1
1. Easy Child positive mood, quickly
establishes regular routines in infancy,
adapts easily to new experiences
2. Difficult Child reacts negatively and
cries frequently, engages in irregular
daily routines, slow to accept change
3. Slow-to-warm-up Child low activity
level, somewhat negative, displays a low
intensity of mood
4. Found out that three basic clusters of
temperament are moderately stable
across the childhood years
v. Kagans Behavioral Inhibition
1. Focuses on the difference between a shy,
subdued, timid child and a social
extraverted bold child
2. Inhibited Children react to many
aspects of unfamiliarity w/ initial
avoidance, distress, or subdued affect
3. Extremely Uninhibited Children
meaning intensely super active
vi. Rothbarth and Bates Classification
1. Extraversion/Surgency approach,
pleasure, activity, smiling, and laughter;
uninhibited children fit here
2. Negative Affectivity fear, frustration,
sadness and discomfort; easily
distressed, cry a lot; fits inhibited
children category
3. Effortful Control attentional focusing
and shifting, inhibitory control,
perceptual sensitivity and low-intensity
pleasure; show an ability to keep their
arousal from getting too high and have
strategies for soothing themselves; low
on effortful control = unable to control
arousal & becomes easily agitated
vii. Important point: Children should not
be pigeonholed as having only one
temperament dimension, such as
difficult of negative affectivity; look at
multiple dimensions
c. Goodness of Fit
i. Refers to the match between a childs
temperament & the environmental
demands the child must cope with
ii. Differential Susceptibility model and
biological sensitivity to context model
emphasize that certain characteristics
(difficult temperament) that render
children more vulnerable to difficulty in
adverse contexts also make them more
susceptible to optimal growth in very
supportive cinditions
d. Personality Development
i. Trust following a life of regularity,
warmth, protection in the mothers womb,
infant faces a world that is less secure
ii. Developing a Sense of Self
1. Difficult because infants cannot verbally
express their thoughts and impressions
2. Cannot understand complex instructions
from researchers
3. MIRROR TECHNIQUE yung
lalagyan ng dumi sa nose to see if the
child will wipe the mirror or wipe the
dirt of his own nose
4. 1 year old did not recognize
themselves in the mirror
5. signs of self recognition began to appear
among some infants who were 15-18
mos.
6. 2 yrs. Old children recognize
themselves
iii. Independence
1. Autonomy vs. Shame & doubt
2. Autonomy builds as the infants mental
and motor abilities develop
3. Not only can infants walk, but they can
climb, open and close, drop, push,etc.
4. Can learn to control their own muscles
and impulses
e. Social Orientation/Understanding
i. Social Orientation
1. Infants are captivated by the social world
2. Attuned to the sounds of human voices,
esp. voices of caregivers
3. Become adept at interpreting the
meaning of facial expressions and voices
4. Face-to-face play often begins to
characterize infant-caregiver interactions
5. STILL FACE PARADIGM caregiver
alternates between engaging in face-to-
face interaction/ the infant and
remaining still and unresponsive.
6. 2-3mos: infants show more withdrawal,
negative emotions, self-directed
behavior when caregivers are still and
unresponsive
ii. Locomotion
1. Able to explore and expand their social
world as they learn how to crawl, walk,
and run
2. Newly developed, self-produced
locomotion skills allow the infant to
independently initiate social
interchanges on a more frequent basis
iii. Intentional and Goal-Directed Behavior
1. Perceiving people as engaging in
intentional and goal-directed behavior is
an important social cognitive
accomplishment that initially occurs
toward the end of the first year
2. JOINT ATTENTION occurs when
caregiver and infant focus on the same
object or event; gaze-following help the
infant to understand that the other people
have intentions
iv. Social Referencing
DEV PSYCH LT 1
1. Developing the ability to read the
emotions of other people
2. reading emotional cues in others to
help determine how to act in a particular
situation
3. mothers facial expression influences
whether an infant will explore an
unfamiliar environment
CCXXXVI.
CCXXXVII.
i. Infants Social Sophistication & Insight
1. Researchers are discovering that infants
are more socially sophisticated and
insightful at younger ages than was
previously envisioned
2. Reflected in infants perception of
others actions as intentionally motivated
and goal-directed
b. Attachment and its Development
i. Attachment
1. Close emotional bond between 2 people
2. Freud Oral satisfaction
3. Harlow contact comfort
4. Erikson physical comfort; trust vs.
mistrust; sensitive care
5. Bowlby importance of attachment and
responsiveness of caergiver
6. Does not emerge suddenly but rather
develops in a series of phases, moving
from a babys general preference for
human beings to a partnership w/
primary caregivers.
7. Phases of Bowlbys conceptualization of
attachment
a. Phase 1: Indiscriminate Social
Responsiveness (0-2mos) direct their
attachment to human figures
b. Phase 2: Discriminate Sociability (2-
7mos) becomes focused on one figure,
primary caregiver, as the baby learns to
distinguish familiar from unfamiliar
people
c. Phase 3: Attachments (7-24mos)
specific attachments develop;
increased locomotor skills = actively
seek contact w/ regular caregivers
d. Phase 4: Goal Corrected Partnerships
(24-onwards) become aware of others
feelings, goals, and plans; begins to
take these into account in forming their
own actions
8. Bowlby: Infants have INTERNAL
WORKING MODEL OF
ATTACHMENT simple mental model
of the caregiver, their relationship and
the self a deserving of nurturant care
c. Individual Differences in Attachment
i. Strange Situation observational measure
of infant attachment that takes about 20
mins. In which the infant experiences a
series of introductions, separations, and
reunions w/ caregiver and an adult stranger
in a prescribe order
1. Securely Attached use caregiver as a
secure base from which to explore the
environment
2. Insecure Avoidant show insecurity by
avoiding the caregiver, the wapakels
3. Insecure Resistant cling to the caregiver,
resist the caregiver by fighting against
the closeness, perhaps by pushing or
kicking
4. Insecure Disorganized babies might
seem dazed, confused, fearful, strong
patters of avoidance, resistance or display
certain specified behaviors
d. Caregiving Styles and Attachment and
i. Caregivers of Secure babies - who are
SENSITIVE and are CONSISTENTLY
available to attend the babies needs
ii. Caregivers of avoidant babies - tend to be
unavailable or rejecting; dont respond to
their babies signals and have little
physical contact w/ them
iii. Caregivers of resistant babies
inconsistent, sometimes respond to their
babies needs and sometimes dont, tend to
not be very affectionate w/ their babies,
show little synchrony
iv. Caregivers of disorganized babies
neglect or physically abuse them
e. Developmental Social Neuroscience
i. Research on the role of hormones and
neurotransmitters in attachment has
emphasized the importance of 2
neuropeptide hormones: OXYTOCIN &
VASOPRESSIN in forming the maternal-
infant bond
ii. Oxytocin released during breastfeeding
and by contact and warmth
f. Social Contexts
i. Family
1. Parents want to develop a strong
attachment w/ infant
2. but also want to maintain strong
attachments w/ spouse, friends and
career
3. mutual influence that parents and
children exert on each other goes beyond
specific interactions in games such as
peek-a-boo
4. RECIPROCAL SOCIALIZATION:
socialization that is bidirectional;
children socialize parents just as parents
socialize children;
5. TRANSACTIONAL: reciprocal
interchanges and mutual influence
processes are sometimes referred to as
this
DEV PSYCH LT 1
6. mother and infant engaged in a variety
of behavrios while they looked at each
other contributes to the reciprocal
socialization
7. PARENT-INFANT SYNCHRONY
temporal coordination of social
behavior; played an important role in
childrens development
8. SCAFFOLDING parents time
interactions in such a way that the infant
eperiences turn taking with their parents;
a. involves parental behavior that
supports childrens efforts;
b. allows them to be more skillskul than
they would be if they had to rely on
their own abilities
c. caregivers provide a positive,
reciprocal framework in which they
and their children interact
9. genetic and epigenetic factors are being
studied to discover not only parental
influences on children but also childrens
influence on parents
10. sensitive parenting involves warmth and
caring that can help babies become
securely attached to their parents
11. Important aspects of parenting involves
managing and guiding their behavior in
an attempt to reduce or eliminate
undesirable behaviors:
a. Being proactive, childproofing the
environment
b. Engaging in corrective methods
when infants engage in undesirable
behaviors
12. Maternal and Paternal Caregiving: dapat
both parents and mothers
ii. Child Care
1. Parental leave is needed after giving
birth
2. Child-care policies around the world
varies; (Europe 14-week maternity
leave but in US 12-week maternity
leave w/o pay)
3. many factors influence the effects of
child care: age of child, type of child
care and quality of the program
4. child care is provided in large centers w/
elaborate facilities and in private homes
5. infants and toddlers are more likely to be
found in family child care and informal
care settings
6. Children were more likely to experience
poor-quality child care if they come
from families w/ few resources
(psychological, social, economic)
7. High quality child care also involves
providing children w/ a safe
environment, access to age-appropriate
todays and participation in age-
appropriate activities