6/26/13 2/12/2013 Outline: Infancy PSYC 125 HUMAN DEVELOPMENT Summer 2013 LECTURE 3: Infancy •  Infancy: from birth -­‐ ~ 18 months •  PHYSICAL development •  COGNITIVE development •  SOCIOEMOTIONAL development Dr. Bart Moore [email protected] Office hours Tuesdays 12:00-­‐1:00 Any quesWons? 2/12/2013 Outline: Infancy •  PHYSICAL development –  Physical growth and development in infancy –  Motor development –  Sensory and perceptual development •  COGNITIVE development •  SOCIOEMOTIONAL development 1 6/26/13 Physical Growth and Development in Infancy • 
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Height and weight The brain Sleep NutriWon Height and Weight •  Average newborn –  20 inches long and weighs 7 pounds –  Most most are 18 to 22 inches long and weigh between 5 and 10 pounds •  Grow about 1 inch per month during the first year •  By year two –  Infants weigh approximately 26 to 32 pounds –  Average 32 to 35 inches in height The Brain The Typical Neuron Infants’ brains contain ~ 100 billion neurons at birth –  Changes in neurons •  Increase in MyelinaWon •  ConnecWvity among neurons increases –  Changes in regions of the brain •  Blooming and pruning vary by brain region •  Peak of synapWc overproducWon in the visual cortex followed by a gradual retracWon –  Heredity and environment influence the Wming and course 2 6/26/13 Neurons: DendriWc Spreading during infancy The Brain •  Early experience and the brain –  Children in deprived environment may have depressed brain acWvity –  Brain demonstrates both flexibility and resilience Early DeprivaWon and Brain AcWvity The Brain •  ‘Shaken baby syndrome’ –  Brain swelling and hemorrhaging 3 6/26/13 Sleep Developmental Changes in REM and Non-­‐REMSleep •  Typical new born (neonatal) infant sleeps approximately 18 hours a day –  But, tend to wake up ogen •  REM sleep –  Eyes fluher beneath closed lids –  High brain acWvity –  Dreaming in adults •  Non-­‐REM sleep –  Low brain acWvity Sleep: SIDS •  Sudden infant death syndrome (SIDS): Occurs when an infant stops breathing (apnea), usually at night –  Risk factors •  Low birth weight infants are 5 to 10 Wmes more likely to die of SIDS •  Breast feeding is linked to a lower incidence of SID •  SIDS is less likely to occur in infants who use a pacifier when they go to sleep Infant NutriWon •  NutriWonal needs and eaWng behavior –  Infants should consume approximately 50 calories per day for each pound they weigh –  As motor skills improve, infants change: •  From using suck-­‐and-­‐swallow movements –  Breast feeding •  To chew-­‐and-­‐swallow movements –  First semisolid –  then complex solid foods 4 6/26/13 NutriWon: Breast feeding •  Breast feeding -­‐ Outcomes for the baby –  Reduced GastrointesWnal infecWons –  Lower respiratory tract infecWons –  Allergies –  Asthma –  Diabetes –  SIDS NutriWon •  Breast feeding -­‐ Outcomes for the mother –  Breast cancer –  Ovarian cancer –  Type 2 diabetes •  When should the mother NOT breast feed? –  When infected with HIV or some other infecWous disease –  If she has acWve tuberculosis –  If she is taking any drug 2/12/2013 Outline: Infancy •  PHYSICAL development –  Physical growth and development in infancy –  Motor development –  Sensory and perceptual development •  COGNITIVE development •  SOCIOEMOTIONAL development Motor Development in infancy • 
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The dynamic systems view Reflexes Gross motor skills Fine motor skills 5 6/26/13 Infant Motor Development: Dynamic Systems View •  Dynamic systems theory: Motor skill is developed by: –  Development of the nervous system –  Development of the muscular and skeletal systems –  Environmental support for the skill –  Goals the child is moWvated to reach Infant Reflexes Roo=ng reflex: Occurs when the infant’s cheek is stroked or the side of the mouth is touched –  Turns his or her head in an effort to find something to suck –  video Infant Reflexes •  AutomaWc, innate, built-­‐in reacWons to sWmuli • 
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Roo=ng reflex Sucking reflex Moro reflex Grasping reflex Reflexes •  Sucking reflex: Occurs when newborns automaWcally suck an object placed in their mouth –  Enables newborns to get nourishment before they have associated a nipple with food –  Serves as a self-­‐soothing mechanism 6 6/26/13 Reflexes •  Moro reflex: A neonatal startle response that occurs in reacWon to a sudden, intense noise or movement –  May be a way to grab for support while falling –  video Gross Motor Skills Reflexes •  Grasping reflex: Occurs when something touches the infant’s palms –  Responds by grasping Wghtly –  video Gross Motor Development •  Involve coordinated large-­‐muscle acWviWes: –  Development of posture •  Posture -­‐ Dynamic process linked with sensory informaWon in the skin, joints, and muscles, which tell us where we are in space –  Learning to walk –  video 7 6/26/13 Fine Motor Skills •  Involve more finely tuned movements, such as finger dexterity •  Two types of grasps: –  Palmer grasp –  Pincer grip 2/12/2013 Outline: Infancy •  PHYSICAL development –  Physical growth and development in infancy –  Motor development –  Sensory and perceptual development •  COGNITIVE development •  SOCIOEMOTIONAL development Sensory and Perceptual Development What are SensaWon and PercepWon? SensaWon and percepWon? Visual percepWon Other senses Intermodal percepWon Nature, nurture, and perceptual development Perceptual-­‐motor coupling •  Sensa=on: Occurs when informaWon interacts with sensory receptors • 
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–  Eyes, ears, tongue, nostrils, and skin •  Percep=on: InterpretaWon of what is sensed 8 6/26/13 Visual PercepWon Visual Acuity During the First Months of Life •  Visual acuity and human faces –  Babies tend to track human faces •  Perceptual constancy –  Size constancy: RecogniWon that single object remains the same •  The reWnal image of the object changes as you move toward or away from the object –  Shape constancy: RecogniWon that an object’s shape remains the same •  Only Its orientaWon changes Infants’ Following of a Briefly Occluded Moving Ball Infants’ Depth PercepWon on the Visual Cliff 9 6/26/13 Other Senses •  Hearing •  Loudness sensiWvity increases •  Pitch discriminaWon improves •  SpaWal localizaWon improves Intermodal PercepWon •  Involves integraWng informaWon from two or more sensory modaliWes –  Vision and hearing •  Touch and pain •  Already fairly well developed •  Smell -­‐ ? •  Taste -­‐ ? 2/12/2013 Outline: Infancy Piaget’s Theory of Infant Development •  PHYSICAL development •  COGNITIVE development •  Jean Piaget •  CogniWve processes •  The sensorimotor stage –  Piaget’s theory of infant development –  Learning, remembering, and conceptualizing –  Language development •  SOCIOEMOTIONAL development 10 6/26/13 Piaget’s theory: CogniWve Processes •  Schemes: mental representaWons that organize knowledge –  Behavioral scheme –  Mental scheme •  Assimila=on: Using schemes to deal with new informaWon or experiences •  Accommoda=on: AdjusWng schemes to fit new informaWon and experiences •  Organiza=on: Grouping of isolated behaviors and thoughts into a higher-­‐order system Piaget’s theory: The Sensorimotor Stage –  Object permanence: Understanding that objects and events conWnue to exist: •  When they cannot directly be seen, heard, or touched •  video Piaget’s theory: The Sensorimotor Stage •  Lasts from birth to about 2 years of age –  Construct an understanding of the world by coordinaWng sensory experiences –  Substages •  Simple reflexes •  First habits and primary circular reacWons •  Secondary circular reacWons •  CoordinaWon of secondary circular reacWons •  TerWary circular reacWons, novelty, and curiosity •  InternalizaWon of schemes 2/12/2013 Outline: Infancy •  PHYSICAL development •  COGNITIVE development –  Piaget’s theory of infant development –  Learning, remembering, and conceptualizing –  Language development •  SOCIOEMOTIONAL development 11 6/26/13 Learning, Remembering, and Conceptualizing • 
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CondiWoning (Learning) Memory ImitaWon Concept formaWon and categorizaWon CondiWoning •  HabituaWon -­‐ Decreased responsiveness to a sWmulus ager repeated presentaWons of the sWmulus •  DishabituaWon -­‐ Increase in responsiveness ager a change in sWmulaWon –  Video Learning •  Operant condiWoning: –  Requires effort (unlike classical condiWoning) –  Requires learning consequences for acWons •  InformaWon retenWon –  Facts and events Memory •  RetenWon of informaWon over Wme –  Implicit memory: Without conscious recollecWon •  Memories of skills and rouWne procedures that are performed automa0cally –  Explicit memory: Conscious remembering of facts and experiences 12 6/26/13 Concept FormaWon and CategorizaWon 2/12/2013 Outline: Infancy •  Concepts: CogniWve groupings of similar objects, events, people, or ideas •  Perceptual categorizaWon •  PHYSICAL development •  COGNITIVE development –  Example •  Conceptual categorizaWon –  Example Language Development • 
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Defining language Language’s rule systems How language develops Biological and environmental influences An interacWonist view –  Piaget’s theory of infant development –  Learning, remembering, and conceptualizing –  Language development •  SOCIOEMOTIONAL development Defining Language •  Language: system for communica0on –  Based on a system of symbols –  Spoken, wrihen, or signed –  Consists of vocabulary and syntax (rules and grammar) –  Infinite: •  Finite set of words and rules •  Endless meaningful sentences 13 6/26/13 How Language Develops •  Recognizing language sounds •  Babbling and other vocalizaWons –  Crying –  Cooing –  Babbling •  Gestures –  Showing and poinWng Language: Biology •  Regions involved in language –  Wernicke’s area: In the brain’s leg hemisphere that is involved in language comprehension –  Broca’s area: In the brain’s leg frontal lobe that is involved in speech produc0on How Language Develops •  First words –  RecepWve vocabulary considerably exceeds spoken vocabulary –  Vocabulary spurt Environmental Influences •  Vocabulary development is linked to: –  Family’s socioeconomic status –  Type of talk that parents direct to their children •  Child-­‐directed speech: (‘parentese’) –  Higher pitch than normal, with simple words and sentences 14 6/26/13 2/12/2013 Outline: Infancy EmoWonal and Personality Development •  PHYSICAL development •  COGNITIVE development •  SOCIOEMOTIONAL development •  EmoWonal development •  Temperament •  Personality development –  EmoWonal and personality development –  Social orientaWon/ understanding and ahachment –  Social contexts EmoWonal Development •  Emo=on: Feeling, or affect, that occurs when a person is in a state or interacWon that is important to him or her –  Play important roles in: •  CommunicaWon with others •  Behavioral organizaWon EmoWonal Development •  Early emoWons –  Primary emo=ons: Present in humans and other animals and emerge early in life –  Self-­‐conscious emo=ons: Require self-­‐awareness, especially consciousness and a sense of “me” 15 6/26/13 EmoWonal Development –  Crying •  Basic cry: Rhythmic pahern usually consisWng of : –  A cry –  Briefer silence –  Shorter inspiratory whistle that is higher pitched than the main cry –  Brief rest before the next cry •  Anger cry: VariaWon of the basic cry, with more excess air forced through the vocal cords •  Pain cry: Sudden long, iniWal loud cry followed by breath holding EmoWonal Development •  EmoWonal regulaWon and coping –  Caregivers’ acWons and contexts can influence emoWonal regulaWon –  Soothing a crying infant helps infants develop a sense of trust and secure aRachment to the caregiver EmoWonal Development –  Smiling •  Reflexive smile: Smile that does not occur in response to external sWmuli •  Social smile: In response to an external sWmulus –  Fear •  Stranger anxiety: Fear and wariness of strangers •  Separa=on protest: Distressed crying when the caregiver leaves Temperament •  Individual differences in behavior and emoWons •  Chess and Thomas’ classificaWon of temprament: –  Easy child: Generally in a posiWve mood »  Quickly establishes regular rouWnes in infancy »  Adapts easily to new experiences –  Difficult child: Reacts negaWvely and cries frequently »  Engages in irregular daily rouWnes »  Slow to accept change –  Slow-­‐to-­‐warm-­‐up child: Low acWvity level »  Somewhat negaWve »  Displays a low intensity of mood 16 6/26/13 2/12/2013 Outline: Infancy •  PHYSICAL development •  COGNITIVE development •  SOCIOEMOTIONAL development –  EmoWonal and personality development –  Social orientaWon/ understanding and ahachment –  Social contexts Individual Differences in Ahachment •  Strange situa=on: ObservaWonal measure of infant ahachment •  Requires the infant to move through a series of: –  IntroducWons –  SeparaWons –  Reunions with the caregiver and an adult stranger in a prescribed order Ahachment and its Development –  John Bowlby -­‐ Four phases of ahachment •  Ahachment to human figures •  Focus on one figure •  Specific ahachments develop •  Become aware of others’ feelings Bowlby: 4 categories of babies •  Securely aRached babies: Use the caregiver as a secure base from which to explore the environment •  Insecure avoidant babies: Avoid and resist the caregiver •  Insecure resistant babies: Cling to the caregiver, then resist the caregiver •  Insecure disorganized babies: unpredictable 17 6/26/13 Caregiving Styles and Ahachment •  Securely ahached babies tended to have sensiWve and ahenWve mothers. •  insecurely ahached infants tend to have mothers that are: –  RejecWng –  Inconsistent –  Abusive Developmental Social Neuroscience and Ahachment •  Important brain areas for maternal ahachment –  Prefrontal cortex –  amygdala (‘a-­‐mig-­‐da-­‐
la’) –  Hypothalamus (‘Hip-­‐
o-­‐cam-­‐pus’) 2/12/2013 Outline: Infancy •  PHYSICAL development •  COGNITIVE development •  SOCIOEMOTIONAL development Social Contexts •  Family •  Child care –  EmoWonal and personality development –  Social orientaWon/ understanding and ahachment –  Social contexts 18 6/26/13 InteracWon Between Children and their Parents: Direct and Indirect Effects Family •  Managing and guiding infants’ behavior –  Being proacWve and childproofing the environment –  Engaging in correcWve methods •  Maternal and paternal caregiving –  Maternal interacWons centre on child-­‐care acWviWes –  Paternal interacWons usually focus on play Reciprocal socializa=on: BidirecWonal Children socialize parents, just as parents socialize children Number of U.S. Fathers Staying at Home Full-­‐Time with their Children Child Care •  Goal: Manage and guide infants’ behavior –  Provide safety & dicipline •  Usually performed by mother –  Feeding, changing diapers, bathing –  Paternal interacWons tend to be play-­‐centered 19 6/26/13 Care Arrangements for US infants with Employed Mothers 20