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HDE 1MALecture 6

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Announcements:o On Chalkboard:

o Review Session: Monday 10/20 @ 10-11:50am

o Room: TBA

Previous Lecture:

This Lecture:

Chalkboard outline:I. Organism, environment

a- "Maturation"b. 'T.fon-social"

I.

TAs are also trying to organize a second review session' Possibly Monday 10/20

from 1-3pm, but there is-no room available at that time- TAs asked for a show of

hands for who would NOT be able to make it to the review session from 10-

1 1:50am and it was the majority of the class. They are now also considering

another review session from 6-8pm on Monday 10120'

Handout of study questions: Dr. Harper will pick 3 of the 10 questions from the

handout to put oo ttt" exam. We will pick 2 of those 3 to write essays about'

TAs say to look over questions before the review sessions in order to actively

purticipi" in the discussion! They are there to answer questions, not review the

entire quarter thus far-

On Chalkboard:o HDE l00A: Notes available @ classical Notes! (In the Memorial

Union.)Tracy made an announcement about voter registration (deadline=I0/20, Monday)'

She handed out voter registration forms to those in need. [f more information is

needed, go to room 365 in the Memorial Union.

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II.

Infants:a. Not totallY Passive.b- Give offsignals in order to express needs (e.g. different types of baby cries)-

c. I{ave an impact on adults' lives.d. Learning goes both ways (we teach them, and they teach us)-

e. Babies are attuned to parenting, and parents are attuned to needs of infants.

f- Regulates mother's physiology and behavior for a while before and after birth.

Co adaptation:a. "All parties are more or less equipped" to survive-

Maturation:a. Typical development of a species in their averagelexpected environment.

b. Development follows environment.

c. The system sets targets/goals for itself:

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Physical growth:a- After birth, a baby must breathe and digest on its own and it is adapted to do so.b. Requires food and shelter. But is that all??

i. Romanian orphans in an orphanage (see example in textbook pg.251):1. Didn't receive enough stimuli for normal cognitive growth.

ii- 40,000 orphans in lreland in the 1700s; how many iurvived to adulthood?:> Only 45 children.l. Depends on resources, hygiene, etc.2- What went wrong?

iii- Spitz (MD): went to Latin America to compare oqphans to middle-classchildren, children of fisherman, and to children of women in prison.

1. Roughly 40 children in each group.2. By 4 years of age, numbers of orphans dropped to 21.3. Growth was almost stopped; 4 year old orphans were at the

development stage of a normal 2 year old.4- Children were being fed and changed properly (food and hygiene),

but there was not very much ht'man contact at all!iv. Stanford students experiment:

1. Put orphans on waterbeds with the sound of a heartbeat to mimichuman contact.

2- This seemed to help development. Weight gain increased andgrowth went back to normal.

v. If mother and baby are separated for more than a few months, the baby'sdevelopment suffers!

1. The baby's growth is retarded andcompromised.

the immune systern is

2- If the separation is less than a few months, the baby's developmentgoes back to normal (no harm done). Otherwise... ttt" baby doesnot fare so well, and may even die.

c. What level of nutrition do kids need?i. Experiment: 2 groups of kids

l. Group I eats a normal diet.2- Group 2 gets suppremented20% of the carories intake per day.

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ii. This change turned out to be related to emotional stress directed at group 2during meal time (not optimal for digestion).

d. Baltimore study of cold/rejecting familiesi- Kids were not gaining weight (some were even raiding trash cans for

v. Different *;r*:l*"lationa. Even children who are deaf and blind survive thanks to other stimuli.b- But input determines developmental growth.c- Everything depends on input (but we have yet to understand all of the different

options to satisfr needs of input).VI. Failure to thrive

a. Signals something is wrong with the baby.b. OR that parents are neglectful.

VII. Vegetation vs. physical growtha. Baby will throw an arrn (or foot) in the direction of an interesting stimulus.Vm. Spitza_ Findings: Orphans'agel

6 months old12 months old2 years old

b. Data srrggests that there is stillthan j ust dieVnutrition.

b. The girls were isolated and suffered,stimuli.

X. Teachingflearning:

Home Kids'ages: 3 months old: 7 months old: I year old

more difference between home kids and orphans

c. Orphans: showed less hand play, less mouth exploration, and seemed to have lostcontrol of motor skills (they didn't move

"u"n if they were uncomfortable). E.g.

they would cry because they were lying on top of a ioy, but they didn't roil ovJreven though they had the ability too. This seemed like a form ofiesression.d. When those orphans were placed in foster homes:

i' lngir development caught up quickly! The children thrived again andpicked up those skills that were atrophying.

ii- Are these results based on the "teachings'iof foster parents?1' Experimenl severely retarded babies *"." giu"n to retarded foster

parents:

a. This still shows helpful to development.b- Therefore, it can't f" tn" "teaching,, of parents that makes

the difference in deveropment... "rrin

physicaily being with

x. Iranian children experimen, a caregiver makes a positive difference'

a' The boys thrived when they were put into groups with each other. They learnedhow to play games together.

developmentally. They did not have enough

a' Being around/seeing interesting things going on may be enough to get childrengoing and act as a catalyst to learning.

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b. E.g.amother cat gives a mouse to a kitten and snatches it away when the baby

gets it in their payl"mouth. The mother continues to do this until they leam to hold

on to that *o*". This is how kittens learn to be predators.

c. "Watch and learn" method seems to be effective'

d. Stimulation leads to learning!

e. Awareness oi hygien" cau-sed nurseries to use all white sheets (with a white

ceiling too). The Jhildt"n in the nursery were not interested in anything!

i. The nurses decided to switch to patterned sheets. The children became

more interested/stimulated !

ii. The nurses also added more holding time with the babies. This is another

form of stimulus and it caused the babies to engage in more hand play'

f- Babies get tired of an "old" stimulus and are attracted to a "new" stimulus'

g. A ..bus! box" is a good toy to put in a crib. When the baby wakes up, there are

many different stimuli to occupy them for a little while longer before they get

fussy and wake uP the Parents'h. Babies need stimulation and physical contact to "get going" but they-don't need to

be tauehJ to develop. E-g. learn to walk on our own (not conditioned learning)-

i. They need ,o-"tt ittg interesting to stimulate them, but they don't need

teaching to know how to play with that stimulus'

Walkinga. if tn" baby is put in a walker (to accelerate child's walking?) there may be minor

collisions, but the baby seems to enjoy it'Depth percePtion

a. A crawling baby who has crawled for a while (is an experienced crawler) will

stop at a'Aisual cliff'.b- A baby who can't crawl yet (or is just starting to crawl) doesn't get scared of the

"visual cliff'.

XI.

xII.

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Xru. Piageta. He put his daughter in a baby carriage with a mobile attached to it- She would

kick a lot because kicking would bounce the mobile'

b. piaget put the mobile on a non-flexible object and the baby stopped kicking

because she couldn't get it to bounce anymore'

XIV. Bowlby's "strange situation" Procedure

a. Experimented in a large room with a panel, interesting toys, a mom and a baby-

b. The baby would play with the toys as long as he could see his mom- A familiar

adult=feeling of safetY.

c. If the mom is not there, the baby won't play with the toys-

d. If the mom leaves, the baby sits and cries'

XV. Baby discovers what it can do on its own"'a. parents have to say "no" a lot. This proves that the baby is adventurous and

doesn't need to be taught what to try-

b. Babies will continue to explore/investigate!

XVI. A UK park:a. A baby would venture out on its own if the parent is watching.

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b. A baby will not venture out on its own if the parent looks dishacted (on thephone, reading a book, etc.).

XWI' A baby needs somewhere to go if it is in locomotion, and it needs something to grab ifit's reaching.

a' If no resources seem to be coming (nobody there), the baby becomes less active-b. A malnourished baby will stop playing because it is short on "resources,'.i. The baby's body tells it to ..rest,'.

c' The baby seems to be in tune to its store of body fuel: knows when to preserve it,and when to use it-

d' A baby pays attention to what people are doing around him/her; especially thosewho seem to be skilled (like the parents!).

xwII.

i. The baby observes the parents to discover what can bemanipulated/explored?

Professor Harper's main point: a baby is designed/built as if it "wants to take care ofbusiness" and discover! A baby is active as long as he feels safe, is nourished, and hasstimulation!