Developmental Psych

• 1. DISPOSITIONAL
• Orientation towards reality (eg. desires, goals)

• 2. EPISTEMIC
• Representation of reality (eg. beliefs, knowledge)

• 1. PROCESSING DIFFICULTIES
• ex. language skills, attention span

• 2. SYSTEMATIC REASONING ERRORS
• ex. cannot evaluate partial info, lack interpretive t.of.m., etc.

1. GROUP CHARACTERISTICS

2. INGROUP BIAS

3. HIGH-STATUS GROUPS

4. SELF-PRESENTATION

• 1. GRADUAL
• Implicit social group preferences are learned gradually, emerge slowly
• Possible 'critical windows' of development

• 2. EARLY & AUTOMATIC
• Group preferences emerge early, remain stable over time

• 1. PLACEHOLDER FOR OBJECTIVE EVIDENCE
• Default reaction in the absence of objective knowledge
• Group membership will not matter

• 2. ORGANIZES SOCIAL EXPERIENCE
• A schema/filter for experiences
• Group membership affects evaluation of groups

* Own-group positivity bias protects against negative perception of ingroup, but is not enough to maintain positive perception

1. DOMAIN GENERAL vs. SPECIFIC

2. NATURE vs. NURTURE

3. EXPLICIT vs. IMPLICIT

Organizing the world into natural and artificial categories; differential evaluation of categories

1. Intuitive belief that certain categories are natural (real, discovered, rooted in nature)

2. Unobservable properties (essences) cause things/people to be the way they are

3. Everyday words reflect this structure of the world

• 1. DOMAIN-GENERAL
• Reasoning about social categories is the same as reasoning about other categories
• Pick out relevant social categories, make inferences based on the category
• Perceptual cues are necessary and sufficient for social categorization

• 2. DOMAIN-SPECIFIC
• Conceptual differention among different social categories
• The type of category determines which group properties are important and what inferences are made
• Shared intrinsic properties are more important than perceptual cues

• 1. SPECIES-ANALOGY
• View people as being like different animal species
• Pay attention to intrinsic cues (body, facial features, skin color, eye color)

• 2. NOUN-LABELLING
• Noun labelling facilitates essentialization

• * Noun labelling is sufficient for social categorization
• * Perceptual cues are not necessary nor sufficient

1. GENERATIVITY

2. HUMAN-SPECIFIC

3. SPECIES-UNIVERSAL

4. CONVEYED BY SPEECH

5. LANGUAGE COMPREHENSION PRECEDES LANGUAGE PRODUCTION

• 1. COOING (6-8 weeks)
• Simple speech sounds, improved vocalization

• 2. BABBLING (6-10 months)
• Repetitive vowel-consonant syllables
• Gradually resembles their native language

• 3. HOLOPHRASTIC (10-15 months)
• One-word utterances that express a whole phrase
• Overextensions

• 4. TELEGRAPHIC (12-24 months)
• Simple sentences; contain only essential elements
• Internalized grammar rules (correct word order, overregulation errors)

• 1. BEHAVIORIST
• Operant conditioning (reinforcement from parents)
• Input: Yes
• Domain-specific: No
• Criticism: No empirical support

• 2. NATIVIST
• Universal grammar
• Modularity Hypothesis
• Input: No
• Domain-specific: Yes
• Criticism: Ignores communicative functions of language

• 3. CONNECTIONIST
• Interconnected info-processing units
• General-purpose learning mechanism
• Input: Yes
• Domain-specific: No
• Criticism: No successful models for language development

• 4. INTERACTIONIST
• Language development driven by desire to communicate
• Emphasis on social context
• Input: Yes
• Domain-specific: Some
• Criticism: Ignores syntactic development

• 1. WORD SEGMENTATION
• Where do words begin and end?
• Solutions: prosody, stress patterns, statistical learning

• 2. QUINEAN REFERENCE PROBLEM
• What do words mean?
• Solutions: whole-object bias, taxonomic bias, basic-level bias, shape bias, function bias, pragmatic cues, linguistic context, syntactic bootstrapping, mutual exclusivity bias, fast mapping

• 1. LANGUAGE & COMMUNICATION
• Mute, echolalia, pronoun reversal, pragmatic deficits, misusing words

• 2. BEHAVIOUR
• Sameness/routine, special interests, no pretend play, stereotyped movements

• 3. SOCIAL INTERACTION
• Poor attachment, socially unaware, social isolation

• 1. EMOTIONAL IMPAIRMENT
• Struggle with complex emotions and epistemic beliefs

• 2. CENTRAL COHERENCE
• Focus on small details, not big picture

• 3. EXTREME MALE BRAIN
• Advanced systematizing skills, severely impaired empathizing skills

• 4. THEORY OF MIND MODULE
• "Triad of Impairments"

1. SUBJECTIVE FEELINGS

2. PHYSIO. CHANGES

3. DESIRE TO TAKE ACTION

4. COGNITIONS

• 1. COMMON SENSE
• Stimuli - Emotion - Physio Changes

• 2. JAMES-LANGE
• Stimuli - Physio Changes - Emotion

• 3. INTERPRETIVE
• Stimuli - Physio Changes - Interpretation - Emotion

• 4. DISCRETE EMOTIONS
• Each emotion has corresponding set of physio and facial reactions
• Innate, develop early

• 5. FUNCTIONALIST
• Emphasize the functions that emotions serve

• 1. SELF-REFERENTIAL
• ex. embarrassment

• 2. SELF-EVALUATIVE
• ex. shame, guilt

1. IDENTIFY/EXPRESS OWN EMOTIONS

2. IDENTIFY OTHERS' EMOTIONS

3. PERSISTENCE

4. EMPATHY

5. DELATED GRATIFICATION

6. EMOTION REGULATION

7. UNDERSTAND DISPLAY RULES

8. SECURE ATTACHMENT

• 1. SECURE PARENTING
• Sensitive, positive, affectionate, supportive, stimulating

• 2. AVOIDANT PARENTING
• Rejecting, angry, less expressive, averse to touch

• 3. AMBIVALENT PARENTING
• Anxious, children tend to be difficult in temperament

• Constitutionally-based
• Individual differences in emotion, motor reactivity, self-regulation
• Consistent over time/ across situations

• 1. EASY
• 2. DIFFICULT
• 3. SLOW TO WARM UP

1. EXPRESSION of emotion

2. REACTION to child's expression of emotion

3. DISCUSSION with child about emotion