General Psych 2General Psych 2

Prenatal Development – Mod. 7Prenatal Development – Mod. 7Infancy and Childhood – Module 8Infancy and Childhood – Module 8

March 23, 2004March 23, 2004Class #15Class #15

Development of the Embryo and Development of the Embryo and

FetusFetus Conception is the moment at which the Conception is the moment at which the

sperm penetrates the ovumsperm penetrates the ovum Once fertilized it is called a zygote, until Once fertilized it is called a zygote, until

it reaches the uterus 3-4 days later it reaches the uterus 3-4 days later Most zygotes (fertilized eggs) do not Most zygotes (fertilized eggs) do not

survive past two weekssurvive past two weeks About ten days after conception, these About ten days after conception, these

cells attach to the mother’s uterine wall cells attach to the mother’s uterine wall and will do so for approximately 37 and will do so for approximately 37 weeksweeks

Development of the Embryo and Development of the Embryo and FetusFetus

The zygote’s outer part attaches to The zygote’s outer part attaches to the uterine wall forming the placenta the uterine wall forming the placenta

The inner cells are referred to as the The inner cells are referred to as the embryoembryo

By nine weeks, the embryo clearly By nine weeks, the embryo clearly looks human and is now a fetus looks human and is now a fetus

Development of the Embryo and Development of the Embryo and FetusFetus

Obstetricians count "weeks of Obstetricians count "weeks of pregnancy" from the first day of a pregnancy" from the first day of a woman's last menstrual cycle because woman's last menstrual cycle because there is often no way to determine there is often no way to determine exactly when conception occurredexactly when conception occurred

Embryologists, however, typically Embryologists, however, typically describe the developing embryo or describe the developing embryo or fetus by the number of weeks since fetus by the number of weeks since conception conception

Role of the PlacentaRole of the Placenta

The placenta carries nourishment The placenta carries nourishment and oxygen from the mother to the and oxygen from the mother to the fetus and at the same time screens fetus and at the same time screens out many potentially harmful out many potentially harmful substancessubstances– Unfortunately some get through…Unfortunately some get through…

Fetal Alcohol Syndrome Fetal Alcohol Syndrome (FAS)(FAS)

FAS is a lifelong yet completely preventable FAS is a lifelong yet completely preventable set of physical, mental and neurobehavioral set of physical, mental and neurobehavioral birth defects associated with alcohol birth defects associated with alcohol consumption during pregnancyconsumption during pregnancy– Alcohol enters the mother’s and the fetus’ Alcohol enters the mother’s and the fetus’

bloodstreambloodstream FAS is the leading known cause of mental FAS is the leading known cause of mental

retardation and birth defects retardation and birth defects – Small disproportioned head and lifelong brain Small disproportioned head and lifelong brain

abnormalitiesabnormalities

How does a mother’s drinking How does a mother’s drinking affect her unborn child?affect her unborn child?

Facts:Facts:– Through the blood vessels in the Through the blood vessels in the

placenta, the mother’s blood supplies the placenta, the mother’s blood supplies the developing baby with nourishment and developing baby with nourishment and oxygenoxygen

– If the mother drinks alcohol, the alcohol If the mother drinks alcohol, the alcohol enters her blood stream and then, enters her blood stream and then, through the placenta, enters the blood through the placenta, enters the blood supply of the growing babysupply of the growing baby So, when a pregnant woman drinks So, when a pregnant woman drinks

alcohol, so does her babyalcohol, so does her baby

– Alcohol is a Alcohol is a teratogenteratogen, a substance , a substance known to be toxic to human developmentknown to be toxic to human development

Fetal Alcohol Syndrome Fetal Alcohol Syndrome (FAS)(FAS)

Prenatal alcohol exposure does not always Prenatal alcohol exposure does not always result in FAS—although there is no known result in FAS—although there is no known safe level of alcohol consumption during safe level of alcohol consumption during pregnancypregnancy

Most individuals affected by alcohol Most individuals affected by alcohol exposure before birth do not have the exposure before birth do not have the characteristic facial abnormalities and characteristic facial abnormalities and growth retardation identified with FAS, yet growth retardation identified with FAS, yet they have brain and other impairments they have brain and other impairments that are just as significant that are just as significant

Sad facts…Sad facts…

In addition to mental retardation, In addition to mental retardation, individuals with FAS may have other individuals with FAS may have other neurological deficits such as poor motor neurological deficits such as poor motor skills and hand-eye coordinationskills and hand-eye coordination

They may also have a complex pattern of They may also have a complex pattern of behavioral and learning problems, behavioral and learning problems, including difficulties with memory, including difficulties with memory, attention and judgment.attention and judgment.

As many as 12,000 infants are born As many as 12,000 infants are born each year with FAS each year with FAS

What if I am pregnant and What if I am pregnant and have been drinking?have been drinking?

If you consumed alcohol before you If you consumed alcohol before you knew you were pregnant, stop knew you were pregnant, stop drinking now!drinking now!– Abstaining from alcohol for the remainder Abstaining from alcohol for the remainder

of your pregnancy can have a beneficial of your pregnancy can have a beneficial effect even on functions that might have effect even on functions that might have been affected by earlier drinkingbeen affected by earlier drinking

– The sooner you stop drinking, the better The sooner you stop drinking, the better the chance of having a healthy babythe chance of having a healthy baby

Smoking cigarettes during pregnancy Smoking cigarettes during pregnancy (US Dept. of Heath and Human Services, (US Dept. of Heath and Human Services,

2001)2001) The rate of smoking during pregnancy dropped 33 The rate of smoking during pregnancy dropped 33

percent between 1990 and 1999, so that in 1999 just percent between 1990 and 1999, so that in 1999 just over 12 percent of all women reported smoking during over 12 percent of all women reported smoking during their pregnancies, according to a new report from the their pregnancies, according to a new report from the Centers for Disease Control and PreventionCenters for Disease Control and Prevention– The greatest success in reducing smoking was for The greatest success in reducing smoking was for

women in their late twenties and early thirties, where women in their late twenties and early thirties, where there was over a 40 percent drop since 1990 there was over a 40 percent drop since 1990

– Teenagers were more likely than women of any Teenagers were more likely than women of any other age to smoke while pregnantother age to smoke while pregnant After experiencing a dramatic 20-percent decline in After experiencing a dramatic 20-percent decline in

the first part of the decade, smoking rates among the first part of the decade, smoking rates among pregnant teenagers–unlike women of all other pregnant teenagers–unlike women of all other ages--increased by 5 percent from 1994 to 1999ages--increased by 5 percent from 1994 to 1999

The highest rate in 1999 (19 percent) was for The highest rate in 1999 (19 percent) was for women 18-19 years of agewomen 18-19 years of age

Smoking during pregnancy is Smoking during pregnancy is related to violent crimes…related to violent crimes…

Brennan, Grekin, & Mednick (1999)Brennan, Grekin, & Mednick (1999)– Subjects were a birth cohort of 4169 males Subjects were a birth cohort of 4169 males

born between September 1959 and born between September 1959 and December 1961 in Copenhagen, DenmarkDecember 1961 in Copenhagen, Denmark

– During the third trimester of pregnancy, During the third trimester of pregnancy, mothers self-reported the number of mothers self-reported the number of cigarettes smoked dailycigarettes smoked daily

– When the male offspring were 34 years of When the male offspring were 34 years of age, their arrest histories were checked in age, their arrest histories were checked in the Danish National Criminal Register the Danish National Criminal Register

Brennan, Grekin, & Mednick Brennan, Grekin, & Mednick (1999)(1999)

Found the following data relating smoking Found the following data relating smoking during pregnancy to offsprings’ arrest rate for during pregnancy to offsprings’ arrest rate for violent crimes:violent crimes:– Mother did not smoke…8%Mother did not smoke…8%– Mother smoked 1-2 cigarettes per day…9%Mother smoked 1-2 cigarettes per day…9%– Mother smoked 3-10 cigarettes per day…11%Mother smoked 3-10 cigarettes per day…11%

%%– Mother smoked 10-20 cigarettes per day…15%Mother smoked 10-20 cigarettes per day…15%– Mother smoked > 20 cigarettes/day…18%Mother smoked > 20 cigarettes/day…18%

What do you think of these numbers???What do you think of these numbers???

Specific TeratogensSpecific Teratogens

No way to predict risk on an individual basisNo way to predict risk on an individual basis

Research has shown possible effects of most Research has shown possible effects of most

common and damaging teratogenscommon and damaging teratogens

– AIDS and alcohol extremely damagingAIDS and alcohol extremely damaging

– pregnant women with AIDS transmit it to their pregnant women with AIDS transmit it to their

newbornsnewborns

– high doses of alcohol cause high doses of alcohol cause FASFAS

– alcohol + drug use increase risk to developing alcohol + drug use increase risk to developing

organismorganism

The Competent NewbornThe Competent Newborn

Babies come equipped with several Babies come equipped with several reflexes suited for survival…reflexes suited for survival…– The rooting reflexThe rooting reflex

Babies open their mouths and root for a Babies open their mouths and root for a nipple when someone touches their cheeksnipple when someone touches their cheeks

HabituationHabituation

This term refers to an infants This term refers to an infants decreased responding with repeated decreased responding with repeated stimulationstimulation– New stimuli get attention when first New stimuli get attention when first

presented but the initial attraction presented but the initial attraction wears off in timewears off in time

– Response is weakened with familiarityResponse is weakened with familiarity Boredom?Boredom?

Vision Capabilities of the Vision Capabilities of the NewbornNewborn

At birth, infant vision is limited by At birth, infant vision is limited by immaturities in both the eye and brainimmaturities in both the eye and brain

Newborns estimated to have 20:300 Newborns estimated to have 20:300 eyesight.eyesight.

Infants look longest at what they see best:Infants look longest at what they see best:– Large patterns with the most elementsLarge patterns with the most elements– The most movementThe most movement– The clearest contoursThe clearest contours– The greatest amount of contrastThe greatest amount of contrast

Other Senses of the Other Senses of the NewbornNewborn

At 2-3 days, newborns can hear soft At 2-3 days, newborns can hear soft voices and notice differences voices and notice differences between tonesbetween tones– Special attention paid to speech, Special attention paid to speech,

especially baby talkespecially baby talk Certain smells and tastes are liked Certain smells and tastes are liked

better than othersbetter than others– Within a few days, breast-fed babies Within a few days, breast-fed babies

prefer scent of own mother to that of prefer scent of own mother to that of another motheranother mother

Reflexes of the NewbornReflexes of the Newborn

Babies show involuntary, unlearned Babies show involuntary, unlearned reactions, or reflexes, in the first reactions, or reflexes, in the first weeks and months after birthweeks and months after birth– Swift, automatic movements in response Swift, automatic movements in response

to external stimulito external stimuli Examples of observed reflexes in Examples of observed reflexes in

infants:infants:– Grasping reflexGrasping reflex– Rooting reflexRooting reflex– Sucking reflexSucking reflex

Piaget’s TheoryPiaget’s Theory

Child psychologist Jean Piaget (1896-Child psychologist Jean Piaget (1896-1980) described the mechanism by 1980) described the mechanism by which the mind processes new which the mind processes new informationinformation– He said that a person understands He said that a person understands

whatever information fits into their whatever information fits into their established view of the worldestablished view of the world

– When information does not fit, the person When information does not fit, the person must reexamine and adjust their thinking must reexamine and adjust their thinking to accommodate the new informationto accommodate the new information

Piaget’s TheoryPiaget’s Theory Building blocks of development:Building blocks of development:

– SchemasSchemas Mental images – how we organize past Mental images – how we organize past

experiences into a framework for understanding experiences into a framework for understanding future experiencesfuture experiences

These are basic units of knowledgeThese are basic units of knowledge

– AssimilationAssimilation Here children take in information about new Here children take in information about new

objects by using existing schemas that fit the new objects by using existing schemas that fit the new objectsobjects

– AccomodationAccomodation Here a child tries a familiar schema on a new Here a child tries a familiar schema on a new

object – realizes it cannot be made to fit the object object – realizes it cannot be made to fit the object and then changes the schema so that it will fitand then changes the schema so that it will fit

Piaget’s TheoryPiaget’s Theory

Piaget described four stages of Piaget described four stages of cognitive development and relates cognitive development and relates them to a person's ability to them to a person's ability to understand and assimilate new understand and assimilate new information:information:– SensorimotorSensorimotor– PreoperationalPreoperational– ConcreteConcrete– Formal OperationsFormal Operations

SensorimotorSensorimotor Birth to about age 2:Birth to about age 2:

– During this stage, children learn about During this stage, children learn about themselves and their environment through themselves and their environment through motor and reflex actions…motor and reflex actions… Thought derives from sensation and Thought derives from sensation and

movementmovement The child learns that he/she is separate The child learns that he/she is separate

from his/her environment and that from his/her environment and that aspects of the environment -- their aspects of the environment -- their parents or favorite toy -- continue to parents or favorite toy -- continue to exist even though they may be outside exist even though they may be outside the reach of their senses the reach of their senses (object (object permanence)permanence)

Teaching for a child in this stage should Teaching for a child in this stage should be geared to the sensorimotor systembe geared to the sensorimotor system

PreoperationalPreoperational Begins about the time the child starts Begins about the time the child starts

to talk to about age 6 or 7to talk to about age 6 or 7– Applying new knowledge of language, the child Applying new knowledge of language, the child

begins to use symbols to represent objectsbegins to use symbols to represent objects– Early in this stage the child also personifies Early in this stage the child also personifies

objectsobjects– The child is now better able to think about things The child is now better able to think about things

and events that aren't immediately presentand events that aren't immediately present– Oriented to the present, the child has difficulty Oriented to the present, the child has difficulty

conceptualizing timeconceptualizing time– Thinking is influenced by fantasy – the way they Thinking is influenced by fantasy – the way they

would like things to be – and they assume that would like things to be – and they assume that others see situations from the same viewpointothers see situations from the same viewpoint

– They take in information and then changes it in They take in information and then changes it in their mind to fit their ideastheir mind to fit their ideas

– Teaching must take into account the child's vivid Teaching must take into account the child's vivid fantasies and undeveloped sense of timefantasies and undeveloped sense of time

PreoperationalPreoperational

They are They are egocentricegocentric….….– Can’t see things from another’s point of Can’t see things from another’s point of

view yet…view yet… They may stand in front of the TV They may stand in front of the TV

blocking everyone else’s viewblocking everyone else’s view Children do not yet have Children do not yet have

conservationconservation……– They do not yet understand logical mental They do not yet understand logical mental

operations…operations… See next three slidesSee next three slides

Conservation of LiquidConservation of LiquidConservation of LiquidConservation of Liquid

Saul Kassin, Psychology. Copyright © 1995 by Houghton Mifflin Company. Reprinted by permission.

Conservation of SubstanceConservation of SubstanceConservation of SubstanceConservation of Substance

Saul Kassin, Psychology. Copyright © 1995 by Houghton Mifflin Company. Reprinted by permission.

Conservation of NumberConservation of NumberConservation of NumberConservation of Number

Saul Kassin, Psychology. Copyright © 1995 by Houghton Mifflin Company. Reprinted by permission.

ConcreteConcrete

This stage begins about first grade This stage begins about first grade and continues to early adolescenceand continues to early adolescence– During this stage, accommodation During this stage, accommodation

increasesincreases– The child develops an ability to think The child develops an ability to think

abstractly and to make rational judgments abstractly and to make rational judgments about concrete or observable phenomena, about concrete or observable phenomena, which in the past he/she needed to which in the past he/she needed to manipulate physically to understandmanipulate physically to understand

Formal OperationsFormal Operations

AdolescenceAdolescence– This stage brings cognition to its final This stage brings cognition to its final

formform– This person no longer requires concrete This person no longer requires concrete

objects to make rational judgmentsobjects to make rational judgments– At his point, he or she is capable of At his point, he or she is capable of

hypothetical and deductive reasoninghypothetical and deductive reasoning

Current ViewsCurrent Views

It seems that Piaget may have It seems that Piaget may have underestimated young children’s underestimated young children’s competence…competence…– Infants are doing more than just sensing Infants are doing more than just sensing

and moving as Piaget suggestedand moving as Piaget suggested They are thinking as wellThey are thinking as well

– Infants develop some mental Infants develop some mental representations earlier than Piaget representations earlier than Piaget suggestedsuggested

Current ViewsCurrent Views

Changes from one stage to the next are Changes from one stage to the next are less consistent and global than Piaget less consistent and global than Piaget suggestedsuggested

Children’s knowledge and mental Children’s knowledge and mental strategies develop at different ages in strategies develop at different ages in different areasdifferent areas

Cognitive development as changing Cognitive development as changing frequencies in children’s use of different frequencies in children’s use of different ways of thinking, not sudden, permanent ways of thinking, not sudden, permanent shifts from one way of thinking to anothershifts from one way of thinking to another

Current ViewsCurrent Views

In contrast to Piaget’s theory, some In contrast to Piaget’s theory, some describe cognitive development in describe cognitive development in terms of gradual quantitative changes terms of gradual quantitative changes in children’s mental capacities…in children’s mental capacities…– As children become older:As children become older:

Their information-processing skills become Their information-processing skills become betterbetter

They develop longer attention spansThey develop longer attention spans Their memory storage capacity improves Their memory storage capacity improves

markedlymarkedly

Vygotsky’s ViewsVygotsky’s Views

Russian psychologist Lev Vygotsky Russian psychologist Lev Vygotsky (1896-1934) focused not on the (1896-1934) focused not on the physical world (as Piaget did) but physical world (as Piaget did) but rather on the social world of peoplerather on the social world of people– He felt that the infant’s mind grows as a He felt that the infant’s mind grows as a

result of its interaction with other mindsresult of its interaction with other minds It’s a product of cultural historyIt’s a product of cultural history

The case study of the Wild Boy of The case study of the Wild Boy of Aveyron supports Vygotsky’s viewsAveyron supports Vygotsky’s views

Wild Boy of AveyronWild Boy of Aveyron A wild boy captured in the woods near the village of A wild boy captured in the woods near the village of

Lacaune, France, in 1797Lacaune, France, in 1797– The boy (approximately 11 years old) had apparently The boy (approximately 11 years old) had apparently

been lost or abandoned by his parentsbeen lost or abandoned by his parents– He was taken by his captors (local peasants), kicking He was taken by his captors (local peasants), kicking

and struggling, to be displayed in the village squareand struggling, to be displayed in the village square The wild boy managed to escape, but a year later The wild boy managed to escape, but a year later

(1798) he was caught by three hunters as he was (1798) he was caught by three hunters as he was climbing a treeclimbing a tree– He was then taken to a local widow's house, who fed He was then taken to a local widow's house, who fed

and clothed him for a week and clothed him for a week – The boy again ran away to the forestThe boy again ran away to the forest

But the wild boy was now less wary of human company, But the wild boy was now less wary of human company, and started showing up hungry at farmhouse doors and started showing up hungry at farmhouse doors

Wild Boy of AveyronWild Boy of Aveyron

Eventually, in 1800 with winter at its worst, Eventually, in 1800 with winter at its worst, the hungry wild boy wandered near the hungry wild boy wandered near another village and was captured again, another village and was captured again, this time by a a local leather tanner this time by a a local leather tanner

After that, Victor, as the boy came to be After that, Victor, as the boy came to be known, never returned to the wild known, never returned to the wild

The boy was dirty and inarticulate, and he The boy was dirty and inarticulate, and he moved on all fours and grunted like a beastmoved on all fours and grunted like a beast

Brought to Paris the boy was examined Brought to Paris the boy was examined and exhibited in a cageand exhibited in a cage– Victor would rock back and forth and Victor would rock back and forth and

appear completely apatheticappear completely apathetic

Wild Boy of AveyronWild Boy of Aveyron

Pioneer psychologist Philippe Pinel examined Pioneer psychologist Philippe Pinel examined the boy and diagnosed him an incurable idiot, the boy and diagnosed him an incurable idiot, doubting the story of his wild origins.doubting the story of his wild origins.

Despite the grim prognosis, a young physician Despite the grim prognosis, a young physician and teacher of deaf-mute and retarded and teacher of deaf-mute and retarded children named Jean-Marc-Gaspard Itard took children named Jean-Marc-Gaspard Itard took charge of the boy's educationcharge of the boy's education– Victor learned how to read, say a few words and to Victor learned how to read, say a few words and to

obey simple commands, but he never properly obey simple commands, but he never properly learned to speaklearned to speak

He died in 1828He died in 1828

Vygotsky’s ViewsVygotsky’s Views

The major theme of Vygotsky's theoretical The major theme of Vygotsky's theoretical framework is that social interaction plays a framework is that social interaction plays a fundamental role in the development of fundamental role in the development of cognitioncognition

Vygotsky (1978) states: "Every function in Vygotsky (1978) states: "Every function in the child's cultural development appears the child's cultural development appears twice: first, on the social level, and later, twice: first, on the social level, and later, on the individual level”on the individual level”– First, between people (interpsychological) and First, between people (interpsychological) and

then inside the child (intrapsychological)then inside the child (intrapsychological) This applies equally to voluntary attention, This applies equally to voluntary attention,

to logical memory, and to the formation of to logical memory, and to the formation of conceptsconcepts

All the higher functions originate as actual All the higher functions originate as actual relationships between individualsrelationships between individuals

Vygotsky’s Views: Vygotsky’s Views: Zone of Proximal Zone of Proximal

DevelopmentDevelopment Another aspect of Vygotsky's theory is Another aspect of Vygotsky's theory is

the idea that the potential for the idea that the potential for cognitive development is limited to a cognitive development is limited to a certain time span which he calls the certain time span which he calls the "zone of proximal development" (ZPD)"zone of proximal development" (ZPD)– Full development during the ZPD depends Full development during the ZPD depends

upon full social interactionupon full social interaction– The range of skill that can be developed The range of skill that can be developed

with adult guidance or peer collaboration with adult guidance or peer collaboration exceeds what can be attained alone exceeds what can be attained alone

Vygotsky’s ViewsVygotsky’s Views

Two main principles:Two main principles: – Cognitive development is limited to a Cognitive development is limited to a

certain range at any given age certain range at any given age – Full cognitive development requires Full cognitive development requires

social interaction social interaction

AttachmentAttachment

A deep, affectionate, close, and A deep, affectionate, close, and enduring relationship that an infant enduring relationship that an infant has to his or her caregivers during has to his or her caregivers during their first year of life is of utmost their first year of life is of utmost importanceimportance

This is illustrated in This is illustrated in Harry Harlow’sHarry Harlow’s experiments with monkeys at the experiments with monkeys at the Primate Laboratory of the University Primate Laboratory of the University of Wisconsin of Wisconsin

Harlow (1959)Harlow (1959)

In Harlow's initial experiments infant monkeys were In Harlow's initial experiments infant monkeys were separated from their mothers at six to twelve hours separated from their mothers at six to twelve hours after birth and were raised instead with substitute after birth and were raised instead with substitute or 'surrogate' mothers made either of heavy wire or or 'surrogate' mothers made either of heavy wire or of wood covered with soft terry clothof wood covered with soft terry cloth– In one experiment both types of surrogates were In one experiment both types of surrogates were

present in the cage, but only one was equipped with present in the cage, but only one was equipped with a nipple from which the infant could nursea nipple from which the infant could nurse

Some infants received nourishment from the wire Some infants received nourishment from the wire mother, and others were fed from the cloth mothermother, and others were fed from the cloth mother– Even when the wire mother was the only source of Even when the wire mother was the only source of

nourishment, the infant monkey spent a greater amount of nourishment, the infant monkey spent a greater amount of time clinging to the cloth surrogatetime clinging to the cloth surrogate

Harlow’s Surrogate Harlow’s Surrogate MothersMothers

Unfortunately…Unfortunately…

The actions of surrogate-raised The actions of surrogate-raised monkeys became bizarre later in monkeys became bizarre later in life…life…– They engaged in stereotyped behavior They engaged in stereotyped behavior

patterns such as clutching themselves patterns such as clutching themselves and rocking constantly back and forthand rocking constantly back and forth

– They exhibited excessive and They exhibited excessive and misdirected aggression misdirected aggression

To make matters worse…To make matters worse…

Sex behavior was for all practical purposes Sex behavior was for all practical purposes destroyed… destroyed… – Sexual posturing was commonly Sexual posturing was commonly

stereotyped and infantilestereotyped and infantile– Frequently when surrogate-raised Frequently when surrogate-raised

female monkey was approached by a female monkey was approached by a normal male monkey, she would sit normal male monkey, she would sit unmoved, squatting upon the floor… unmoved, squatting upon the floor… Harlow referred to this as a posture in Harlow referred to this as a posture in

which “only her heart was in the right which “only her heart was in the right place”place”

And worse…And worse…

When a typical surrogate-raised male When a typical surrogate-raised male approached an in-estrus female he approached an in-estrus female he would clasp the head instead of the would clasp the head instead of the hind legs, and then engage in pelvic hind legs, and then engage in pelvic thruststhrusts

Other surrogate-raised males would Other surrogate-raised males would grasp the female's body laterally, grasp the female's body laterally, whereby all sexual efforts were futilewhereby all sexual efforts were futile

And still worse…And still worse…

Later in life, the behavior of these monkeys as Later in life, the behavior of these monkeys as mothers themselves – the 'motherless mothers' mothers themselves – the 'motherless mothers' as Harlow called them – proved to be very as Harlow called them – proved to be very inadequate ... inadequate ... – These mothers tended to be either indifferent These mothers tended to be either indifferent

or abusive toward their babiesor abusive toward their babies– The indifferent mothers did not nurse, The indifferent mothers did not nurse,

comfort, or protect their young, but they did comfort, or protect their young, but they did not harm themnot harm them

– The abusive mothers violently bit or The abusive mothers violently bit or otherwise injured their infants, to the point otherwise injured their infants, to the point that many of them diedthat many of them died

Fortunately…Fortunately…

Most infants do have a Most infants do have a consistent caregiver…consistent caregiver…– Usually this is the mother to whom they Usually this is the mother to whom they

can form an attachmentcan form an attachment– By the age of six or seven months By the age of six or seven months

infants show signs of preferring their infants show signs of preferring their mother to anyone elsemother to anyone else Once this attachment has been Once this attachment has been

formed, even a 30 minute separation formed, even a 30 minute separation can be very stressful to the infantcan be very stressful to the infant

– Later on, infants develop attachments to Later on, infants develop attachments to their fathers as welltheir fathers as well

Variations in attachmentVariations in attachment

The amount of closeness and contact The amount of closeness and contact the infant seeks with either parent the infant seeks with either parent depends on:depends on:– The infantThe infant

Those who are ill or tired may require more Those who are ill or tired may require more closenesscloseness

– The parentThe parent If a parent is absent or unresponsive then If a parent is absent or unresponsive then

the infant is likely to need more contact the infant is likely to need more contact when the parent is aroundwhen the parent is around

Secure AttachmentSecure Attachment

Sroufe et al. (1983)Sroufe et al. (1983)– Studied securely attached infants (12-18 Studied securely attached infants (12-18

months of age) and then again when months of age) and then again when were 2-3 years of age…were 2-3 years of age… They found they were more outgoing, They found they were more outgoing,

responsive, enthusiastic and persistentresponsive, enthusiastic and persistent Functioning much better than Functioning much better than

insecurely attached toddlersinsecurely attached toddlers The infant’s urge to be close to mother The infant’s urge to be close to mother

is balanced by urge to explore the is balanced by urge to explore the environmentenvironment

Types of Insecure Types of Insecure AttachmentAttachment

AvoidantAvoidant– Infant tends to avoid or ignore mother when she Infant tends to avoid or ignore mother when she

approaches or returns after a brief separationapproaches or returns after a brief separation AmbivalentAmbivalent

– Infant is upset when mother leaves, but acts Infant is upset when mother leaves, but acts angry and rejects mother’s efforts at contact angry and rejects mother’s efforts at contact after a brief separationafter a brief separation

DisorganizedDisorganized– Infant’s behavior is inconsistent, disturbed, and Infant’s behavior is inconsistent, disturbed, and

disturbingdisturbing

Development of Motor Development of Motor SkillsSkills