Advanced Developmental

Psychology

PSY 620PJanuary 20, 2015

Discussion Leader Assignments

Thursday Lansford, J. E., Chang, L., Dodge, K. A., Malone, P. S., Oburu, P., Palmerus, K., Bacchini,

D., Pastorelli, C., Bombi, A. S., Zelli, A., Tapanya, S., Chaudhary, N., Deater- Deckard, K., Manke, B., & Quinn, N. (2005). Physical discipline and children’s adjustment: Cultural normativeness as a moderator. Child Development, 76, 1234. Jaime1

  Chen, X., Chen, H., Li, D., & Wang, L. (2009). Early childhood behavioral inhibition

and social and school adjustment in Chinese children: A 5-year longitudinal study. Child Development, 80, 1692-1704. Sarah1

  Chen, X. (2012). Culture, peer interaction, and socioemotional development. Child

Development Perspectives. Caroline1   Bulotsky‐Shearer, R. J., Manz, P. H., Mendez, J. L., McWayne, C. M., Sekino, Y., &

Fantuzzo, J. W. (2012). Peer play interactions and readiness to learn: A protective influence for African American preschool children from low‐income households. Child Development Perspectives, 6(3), 225-231. doi: 10.1111/j.1750-8606.2011.00221.x Liz1

  January 30th – Design, Measurement, & Analysis Approaches (cont)  

Discussion Leader Assignments

Thursday, January 30th – Design, Measurement, & Analysis Approaches

Fraley, R. C., Roisman, G. I., & Haltigan, J. D. (2013). The legacy of early experiences in development: Formalizing alternative models of how early experiences are carried forward over time. Dev Psychol, 49(1), 109-126.

  Adolph, K. E., S. R. Robinson, et al. (2008). "

What is the shape of developmental change?" Psychological Review 115(3): 527-543.

Brody, G. H., Chen, Y-F., Murry, V. M., Ge, X., Simons, R. L., Gibbons, F. X., Gerrard, M., & Cutrona, C. E. (2006). Perceived discrimination and the adjustment of African American youths: A five-year longitudinal analysis with contextual moderation effects. Child Development, 77, 1170-1189.

Oller DK, Niyogi P, Gray S, Richards JA, Gilkerson J, Xu D, Yapanel U, Warren SF: Automated vocal analysis of naturalistic recordings from children with autism, language delay, and typical development. Proceedings of the National Academy of Sciences 2010, 107:13354-13359.

 

Cultural Psychology

African clip-- https://www.youtube.com/watch?v=LpLHuE2Fymg Full movie Babies-- https://play.google.com/movies#zSoyzBabies African interaction (describe first 45 s)-- https://www.youtube.com/watch?v=vB36k0hGxDM

Cultural Psychology

All social and emotional development occurs in a cultural context

Culture involves shared beliefs and practices which unite communities and differentiate them from other communities

What may appear to be a universal feature of development, is often one of myriad, cultural solutions to a problem

Examples

What to do when baby cries Where should baby sleep Who should play with baby Who should take care of baby What about rambunctious toddlers

Individual development is how cultures continue

Cross-cultural research: Goals and methods

Culture as an independent variable that ‘acts on’ people

Previously developed and standardized research methods are applied to various cultures (e.g., Piagetian tasks, Strange Situation)

Cross-cultural research: Problems with interpretation

Understanding of language and concepts applied

Relevance and applicability of measure to daily living and survival in different cultures

Cannot easily account for heterogeneity within cultures; therefore cannot isolate causal associations (e.g., which tools matter?)

Cultural Psychology (Cole, 1996)

Culture does not act on people but instead is the “medium of human life”

An individual is fully embedded within his/her culture

Measurement must be based on locally derived procedures

Culture and development

Culture as a garden in which development occurs to culture…see Cole, 2011; pp. 57-58 An environment providing optimal conditions

for growth▪ Requires knowledge, beliefs and material

tools▪ Requires awareness of ecological setting

surrounding the garden▪ Complex internal organization

Efe infant:Multiple, simultaneous relationships

Influenced by physical, social ecological, cultural factors

Leads to a sense of self that incorporates other people Not initially

focused on one person that progresses to other relationships.

▪ Tronick, E. Z., Morelli, G. A., & Ivey, P. K. (1992). The Efe forager infant and toddler's pattern of social relationships: Multiple and simultaneous. Developmental Psychology, 28(4), 568-577.

Smile imitation differs by 6 weeks

Wörmann, V., Holodynski, M., Kärtner, J., & Keller, H. (2012). A cross-cultural comparison of the development of the social smile: A longitudinal study of maternal and infant imitation in 6- and 12-week-old infants. Infant Behavior and Development, 35(3), 335-347. doi: 10.1016/j.infbeh.2012.03.002

The development of mothers’ contingencies

Privileged Treatment of Toddlers Cultural Aspects of Individual Choice and ResponsibilityChristine E. Mosier Barbara Rogoff Developmental Psychology 2003, 39, 1047-1060

A hefty 15-month-old…

walked around bonking his brothers and sisters, his mother, and his aunt with the stick puppet that I had brought along. The adults and older children just tried to protect themselves and the little children near them, they did not try to stop him. When I asked local people what this toddler had been doing, they commented, “He was amusing people; he was having a good time.”

Was he trying to hurt anybody? “Oh no. He couldn't have been trying to hurt anybody; he's just a baby. He wasn't being aggressive, he's too young; he doesn't understand. Babies don't [misbehave] on purpose.” (p. 165)

Guatemalan Mayan mothers “almost never overruled their toddlers'

objections to or insistence on an activity—they attempted to persuade but did not force the child to cooperate toddlers were not compelled to stop hitting others.

[Toddler] hitting was not regarded as motivated by an intent to harm because they were expected to be too young to understand the consequences of their acts for other people.” Mosier & Rogoff, 2003

Access to Desired Objects

How 3- to 5-year-old siblings and mothers handled access to objects desired by the siblings and toddlers, in Mayan families of San Pedro, Guatemala, and middle-class families in Salt Lake City, Utah.

We observed whether toddlers (14–20 months) were accorded privileged access to objects that their siblings also desired or whether toddlers and slightly older siblings were held to similar expectations.

Proportions of Events Regarding Access to an Object

Nayfeld

Event Salt Lake City San PedroToddlers eventually gained

access to the object.59 (.20) .87 (.09)

Mothers endorsed toddler’sprivileged position

.43 (.24) .63 (.22)

Mothers endorsed toddler’snonprivileged position

.25 (.13) .04 (.05)

Siblings endorsed toddler’sprivileged position

.45 (.19) .80 (.09)

Siblings endorsed toddler’snonprivileged position

.54 (.21) .19 (.09)

Maternal education (acculturation)

San Pedro mothers’ schooling related negatively to their privileged endorsements (r .50, p <.05) and related positively to their nonprivileged endorsements (r .56, p < .05).

Cross-cultural research examples…

Studies of culture specific versus universal features of development

Attachment▪ Cultural variations in rates of insecure attachment

forms, but across all cultures secure attachment is predominant style (van IJzendoorn & Sagi, 2001)▪ Results show that attachment classifications have been

consistently coded across cultures. Van IJzendoorn MH, Kroonenberg PM: Cross-cultural consistency of coding the strange situation. Infant Behavior & Development 1990, 13:469-485.

Cross-Cultural Patterns of Attachment

Cross-cultural research examples (cont)

Cognitive Development Piaget’s concrete operational stage

▪ Children in traditional, nonindustrialized societies who have not attended school show developmental lags or fail to ever show signs of conservation on Piaget’s tasks (Dasen, 1972; Dasen et al., 1979)

▪ Interpretation?

Cognitive Development

Piaget’s concrete operational stage

Piaget’s Conservation Tasks

Cross-cultural research examples (cont)

Identity Formation Cultural differences in construal of self relate to

process of identity formation

▪ Independent vs. interdependent cultures (see Markus & Kitayama, 1998)

Culturally-Mediated Learning (cont)

Piaget’s formal operational stage Formal operational stage

▪ capacity for abstract, scientific thinking▪ Ability to engage in propositional thought and

hypothetico-deductive reasoning▪ begin with a general theory of all factors that could affect

an outcome ▪ deduce specific hypotheses▪ test hypotheses systematically

Is this a universal stage (like previous stages)?

Culturally-Mediated Learning (cont)

Data on formal operational stage:▪ Not everyone (including highly educated

people) reach this stage ▪ More likely in cultures that have developed

notation systems▪ Formal operations are domain specific within an

individual

Conclude that opportunity to engage with environment in abstract ways is necessary for development culturally-mediated

Identity Formation

Cultural differences in construal of self relate to process of identity formation

Culturally-Mediated Learning:

Two Examples Debate over whether language is a

specialized domain of knowledge that requires little intentional ‘input’ to develop

What happens to language development when cultural participation is prevented?

▪ Genie▪ Deaf children of hearing parents who do not

teach sign

Culture and Development (cont)

Example: American vs. Japanese mothers’ responses to 5-month-old infants’ direction of orientation

Bornstein et al., 1990; 1991, 1992

Differences in responsiveness assumed to be based on cultural history and value orientation

Turtle task 24- to 31-month-olds

Japanese mothers more frequently assisted their toddlers in fitting a shape before the toddlers had tried to fit the shape on their own (interdependence);

American toddlers did not attempt to fit more shapes on their own (autonomy);

More American toddlers left the task than did Japanese toddlers (autonomy).