Class notes
Lecture notes from Developmental and Educational Psychology (year 1)
- Course
- Institution
Lecture notes from Developmental and Educational Psychology (year 1): lecture 1, 3-6
[Show more]
Seller
Follow
fiorafleur
Reviews received
Content preview
Lecture notesLecture 1:
Terms
Fertilisation: when gametes fuse
Gametes = germ cells (1 egg, 1 sperm)
Mitosis = cell division
Cell migration: cells move within embryo
Cell differentiation: cells reach specific destination and serve specific function
Apoptosis = cell death
Identical twins: develop when inner cell mass splits
Fraternal twins: develop during conception
Teratogens = environmental influences that can lead to damage or even death of the
prenatally developing child. Extent of damage depends on: severity, duration, timing
(sensitive periods)
Attachment = an emotional bond with a specific person that is enduring across space
and time
Development human being
Zygote (0-2 weeks): migration to uterus > cell division > implantation in the uterine
wall (cells become hollow sphere with inner cell mass and later becomes support
system embryo) > hCG is secreted (pregnancy tests can detect this)
Embryo (3-8 weeks): inner cell mass forms 3 layers (different parts of the body) >
Formation neural tube (becomes brain and spinal cord) > support system develops:
placenta with umbilical cord and amniotic sac > organ systems develop (vulnerable
for teratogens)
Fetus (<9 weeks): further development of organs and systems, physical growth
(mostly lower part of the body)
Week 5-6: embryo starts moving
Week 7: hiccups
Week 10: fetal breathing (amniotic fluid flows in and out of lungs) and wake-sleep
cycle (awake 1/3 of the time)
Week 12: all behaviours of a new-born present (thumb sucking, grasping, swallowing)
Prenatal sensory experiences:
Only some visual stimulation
Tactile stimulation through movement
Amniotic fluid takes on flavour and scent of ingested food (sweet tooth)
Fetus responds to internal and external sounds
Prenatal learning:
During 3rd trimester
Animal studies: memory for amniotic fluid scent (phylogenetic continuity: humans
are similar to animals)
Research with new-borns: preference for mother’s voice (sucking pattern)
,Changing perspectives attachment:
Before 1940: Emotional care unnecessary for healthy development
After 1945: Emotional connection with caregiver is important from a very young age
Start of systematic attachment research: Attachment quality -> developmental
outcome
Attachment theory:
Babies have an innate drive to bond with their caregiver(s) -> increases survival
(evolution)
Babies use their parent as a ‘secure base’ to explore their environments
Co-regulation: regulating emotions through the parent
Attachment stages:
1. Pre-attachment (0-6 weeks): baby communicates with innate behaviours, such as
crying
2. Attachment-in-the-making (6 weeks-6/8 months): preference for familiar people,
development of trust
3. Clear-cut attachment (8-18 months): actively seeks contact, separation anxiety
4. Reciprocal relationships (18/24 months-…): understanding of others, regulation
(separation anxiety decreases)
Social-emotional development:
Enduring emotional tie between caregiver and child
Child develops an internal working model of attachment
Attachment quality is important for later social functioning
Attachment quality can be based on:
1. The extent to which the child uses the caregiver as a secure base
2. The child’s reaction to separation from and returning of the caregiver
Strange situation experiment: researching attachment styles
Attachment categories:
secure attachment (warmth, authoritative, involved)
insecure attachment
a. Insecure/resistant (ambivalent)
b. Insecure/avoidant
c. Disorganized/disoriented
Lecture 2: -
Lecture 3: seeing, thinking & doing in infancy
Perception
Newborns have low visual acuity, poor colour vision and poor contrast sensitivity ->
immature retina (low amount of cones)
Preferential looking technique
Newborns are fascinated by faces (especially attractive faces)
, Size constancy: seeing object as same size independent of distance
Intermodal perception: connect information from different senses
Newborns use common movement of pieces to identify separate objects -> object
segregation (also knowledge of gravity is used)
Perceptual narrowing: becoming worse at making foreign distinctions and also takes
place in intermodal perception
during first year, newborns develop adult-like vision
Motor development
Newborns show many unconditioned reflexes (majority is temporary)
Disappearing of stepping reflex: brain maturation, training, weight/strength
Experience speeds up or slows down motor development
Timing of motor milestones influenced by brain maturation, physical growth and
experience
Learning
General:
Habituation: auditory localisation
Classical conditioning: neutral stimulus becomes conditioned stimulus
Instrumental conditioning: reinforcement vs. punishment
Observational learning/imitation: watch/imitate a model (parent)
Special types:
Perceptual learning: learning by paying attention
1. Infants learn affordances (=what you can do with objects) and it takes some time
to reckon with the scale
2. Infants perform differentiation (=finding the relationships that remain constant)
Statistical learning: detecting statistically predictable patterns
Rational learning: using prior experiences to predict what will occur in the future
Active learning: learning by acting on the world
Cognition
Object permanence: knowledge that something still exists, even when it is out of
view
Physical knowledge: infants gradually learn more about gravity
Social knowledge: six-month-olds mentally represent the goal object of an actor’s
reach
- False-belief problems (theory of mind)
Lecture 4: cognitive & conceptual development
Part 1: cognitive
Piaget Theory
Fundamental assumptions:
1. “Child as scientist” -> children construct their own knowledge based on their
experiences (constructivist approach)
2. Children don’t need instruction
3. Children are intrinsically motivated to learn
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller fiorafleur. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $7.02. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
57114 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now