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1Fundamentals of Psychology 2 (4PS038)
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Simon Bignell
Psychology, School of Science
Unit 1: Developmental Psychology
The Development of Social Relations
Spring 2010
Lecture 3
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Simon Bignell
Psychology, School of Science
Learning outcomes
On completion of the module you will be able to:• Demonstrate an understanding of empirical
research and theories in:– Developmental Psychology– Abnormal Psychology– Cognitive Psychology
• Demonstrate an ability to present, explain and summarise information.
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Simon Bignell
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The module teamModule Lecturers• Simon Bignell: Room N208; Telephone: 01332 593043; email:
s.bignell@derby.ac.uk (Module Leader)
• Anna Maria DiBetta: Room N208; Telephone: 01332 593080; email: a.di-betta@derby.ac.uk
• Lovemore Nyatanga: Room N204a; Telephone: 01332 593057; email: l.nyatanga@derby.ac.uk
Module Seminar Leaders
Above plus the following Post-Graduate Teaching Assistants• Atiya Kamal: Room N302; email: a.kamal@derby.ac.uk• Lauren Kelly: Room N302; email: l.kelly2@derby.ac.uk
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Simon Bignell
Psychology, School of Science
Recommended textbooks• Passer, M, Smith, R., Holt, N., Bremmer, A.,
Sutherland, E. and Vliek, M. (2008). Psychology: The science of mind and behaviour, London: McGraw Hill.
• Chapter 13 and 14
Additional / Alternative texts:• Unit 1: Developmental Psychology:
– Siegler, R, DeLoache, J.S. & Eisenberg, N. (2006) How Children Develop (2nd Ed.) NY: Worth.
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Simon Bignell
Psychology, School of Science
Components of the module
Unit 1: Developmental Psychology: • Cognitive development (SB)
• The development of social relations (SB)
• The development of the self (SB)
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Simon Bignell
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Coursework
• Assessment is 100 percent coursework. • The deadline for the coursework is Friday
7th May 2010.• The submission will be electronic. The
submission method is to be advised.• You will submit a single portfolio of three
articles (500 words maximum each) in Word (.doc) format.
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Simon Bignell
Psychology, School of Science
Coursework (…continued)
• One article on each of the units from the module:– Developmental Psychology– Abnormal Psychology– Cognitive Psychology
• You select the exact topics!
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Simon Bignell
Psychology, School of Science
Coursework (…continued)
• The articles submitted will be aimed at an educated audience and so clear explanation will be required of scientific concepts, terms and the rationale behind each topic.
• The articles must focus on empirical work from
published research and show clearly how this research links with existing theory on a specific subject from the module.
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Simon Bignell
Psychology, School of Science
Coursework (…continued)
• Links will be provided on the module web pages to example articles from popular science publications, which students should use as a guideline (e.g. New Scientist, The Psychologist).
• Tips: Keep it mainstream; choose well; focus on a single study or paper; give equal attention to each article; read the example publications; be succinct; a short report.
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Simon Bignell
Psychology, School of Science
The Development of Social Relations
• Lifespan Approach• What are social relations?
– Gender Roles– Social Norms
• Social-Emotional Development• Bowlby’s Attachment Theory• Ainsworth’s Strange Situation• The Consequences of Early Social
Relations
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Simon Bignell
Psychology, School of Science
Lifespan Approach
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Simon Bignell
Psychology, School of Science
• We are social beings.
• People like and love, and dislike and hate. They help one another and hurt one another.
• Social relations take many forms.
What are Social Relations?
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Simon Bignell
Psychology, School of Science
‘What Mum Knows’
• 4 years of age – Mummy can do any thing!
• 8 years of age – My mum knows a lot!• 12 years of age – My mother doesn’t
really know quite everything!• 14 years of age – Naturally, Mother
doesn’t know that either!• 16 years of age – Mother? She’s
hopelessly old-fashioned!
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Simon Bignell
Psychology, School of Science
‘What Mum Knows’
• 18 years of age – That old woman? She’s way out of date!
• 25 years of age – Well, she might know a little bit about it!
• 35 years of age – Before we decide, let’s get Mum’s opinion!
• 45 years of age – Wonder what Mum would have thought about it!
• 65 years of age – Wish I could talk it over with Mum!
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Simon Bignell
Psychology, School of Science
Gender Roles• Expectations for how males and females should think, feel, and act.• Starting from the moment of birth, with blue blankets for boys and pink ones for girls, most parents and other adults provide environments that differ in important respects according to gender.
Boy’s World: action figures, sports collectibles, Tonka trucks
Girl’s World: Barbie, baby dolls, play kitchens, jewellery, cosmetics
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Simon Bignell
Psychology, School of Science
• Social Role: Consists of a Set of Norms That Characterises How People in a Given Social Position Ought to Behave.
• Social roles of “college student”, “professor”, “police officer”, and “spouse” carry different sets of behaviour expectations.
Social Norms
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Simon Bignell
Psychology, School of Science
Social-Emotional Development
• Newborns are capable of displaying basic emotional states.
• Sense of self emerges at around 18 months of age.– Begin to display pride, shame, and guilt at
around age 2.• Emotional Regulation: the processes by
which we evaluate and modify our emotional reactions.
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Simon Bignell
Psychology, School of Science
Social-Emotional Development
• Temperament: a biologically based general style of reacting emotionally and behaviourally to the environment.– An individual’s behavioral style or
characteristic way of responding.– Three clusters of temperament.
• Easy• Difficult• Slow-to-warm-up Thomas & Chess (1977)
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Simon Bignell
Psychology, School of Science
The Attachment Process
• Imprinting: a sudden, biologically primed form of attachment.
• In humans infancy is a sensitive but not critical period for attachment.
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Simon Bignell
Psychology, School of Science
The Attachment Process
• Developmental psychologists once thought that infants develop intense attachments to caregivers primarily because caregivers satisfy the infant's need for food.
• Harry Harlow, in experiments to study learning in monkeys, found otherwise. His studies demonstrated the importance of "contact comfort" in infants.
• What matters? Nourishment or contact• Choose between two surrogate “mothers”.
– Cold wire mother versus warm cloth mother.
– Infants preferred cloth mother across situations.
• Contact comfort is critical to attachment.
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Simon Bignell
Psychology, School of Science
Bowlby
• John Bowlby proposed attachment theory, which is influenced by ethological theory and posits that children are biologically predisposed to develop attachments with caregivers as a means of increasing the chances of their own survival.
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Simon Bignell
Psychology, School of Science
Bowlby
• Secure base is Bowlby’s term for an attachment figure’s presence that provides an infant or toddler with a sense of security that makes it possible for the infant to explore the environment
• Mary Ainsworth, Bowlby’s student, extended and tested his ideas
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Simon Bignell
Psychology, School of Science
Bowlby’s Four Phases of Attachment1. Preattachment phase
(birth to 6 weeks)The infant produces innate signals that bring others to his or her side and is comforted by the interaction that follows.
2. Attachment-in-the-making (6 weeks to 6-8 months)The phase in which infants begin to respond preferentially to familiar people.
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Simon Bignell
Psychology, School of Science
Bowlby’s Four Phases of Attachment
3. Clear-cut attachment (between 6-8 months and 1½-2 years)Characterised by the infant’s actively seeking contact with their regular caregivers and typically showing separation protest or distress when the caregiver departs.
4. Reciprocal relationships (from 1½ or 2 years on)Involves children taking an active role in developing working partnerships with their caregivers.
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Simon Bignell
Psychology, School of Science
The Strange Situation• Ainsworth developed a laboratory
procedure called “The Strange Situation” to assess infants’ attachment to their primary caregivers.
– In this procedure, the child is exposed to seven episodes, including two separations and reunions with the caregiver and interactions with a stranger when alone and when the caregiver is in the room.
– Using this procedure, Ainsworth identified three main attachment categories. VIDEO
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Simon Bignell
Psychology, School of Science
Attachment Categories
1. Secure Attachment is a pattern of attachment in which an infant or child has a high-quality, relatively unambivalent relationship with his or her attachment figure.
– In the Strange Situation, a securely attached infant, for example, may be upset when the caregiver leaves but may be happy to see the caregiver return, recovering quickly from any distress.
– When children are securely attached, they can use caregivers as a secure base for exploration.
– About two-thirds of middle class children are securely attached.
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Simon Bignell
Psychology, School of Science
Attachment Categories2. Insecure/resistant (or ambivalent) attachment is a
pattern in which infants or young children (about 15% of middle class children) are clingy and stay close to their caregiver rather than explore the environment
In the Strange Situation, insecure/resistant infants tend to become very upset when the caregiver leaves them alone in the room, and are not readily comforted by strangers
When the caregiver returns, they are not easily comforted and both seek comfort and resist efforts by the caregiver to comfort them
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Simon Bignell
Psychology, School of Science
Attachment Categories3. Insecure/avoidant attachment is a type of
insecure attachment in which infants or young children (about 20% of infants from middle-class families) seem somewhat indifferent toward their caregiver and may even avoid the caregiver.
– In the Strange Situation, these children seem indifferent toward their caregiver before the caregiver leaves the room and indifferent or avoidant when the caregiver returns.
– If these children become upset when left alone, they are as easily comforted by a stranger as by the caregiver.
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Simon Bignell
Psychology, School of Science
Attachment Categories
4. Because a small percentage of children did not fit into these categories, a fourth category, disorganised/disoriented attachment, was subsequently identified.
– Infants in this category seem to have no consistent way of coping with the stress of the Strange Situation.
– Their behaviour is often confused or even contradictory, and they often appear dazed or disoriented.
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Simon Bignell
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The Consequences of Early Social Relations• Many investigators now believe that
children’s early relationships with parents influence the nature of their interactions with others from infancy into adulthood, as well as their feelings about their own worth.
• Secure infants are better socially adjusted and have an increased capacity for compassion and altruism.
• Insecure infants have more behavioural problems.
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Simon Bignell
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The Consequences of Early Social Relations• Children who were securely attached as
infants seem to have closer, more harmonious relationships with peers than do insecurely attached children.
• Secure attachment in infancy also predicts positive peer and romantic relationships and emotional health in adolescence.
• Securely attached children also earn higher grades and are more involved in school than insecurely attached children.
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Simon Bignell
Psychology, School of Science
The Consequences of Early Social Relations
• It is unclear, however, whether security of attachment in infancy has a direct effect on later development, or whether early security of attachment predicts children’s functioning because “good” parents remain “good” parents.
• It is likely that children’s development can be better predicted from the combination of both their early attachment status and the quality of subsequent parenting than from either factor alone.
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Simon Bignell
Psychology, School of Science
Summary
• The development of social relations • Lifespan Approach• What are Social Relations?
– Gender Roles– Social Norms
• Social-Emotional Development• Bowlby’s Attachment Theory• Ainsworth’s Strange Situation• The Consequences of Early Social Relations