Part 1
Weary of hitting the mobile, the mother strung a cloth ribbon connecting the mobile to Benjamin’s foot. Soon, he was kicking his foot to move the mobile
Conclusions?
babies can learn
Babies only 3 months old learned that kicking moves a mobile, and they retained that learning for a month
Harry Harlow and Margaret Harlow raised monkeys with two artificial mothers:
one a bare wire cylinder with a wooden head and an attached feeding bottle, the other a cylinder with no bottle but covered with foam rubber and wrapped with terry cloth.
The infants much preferred contact with the
The infants much preferred contact with the comfortable cloth mother, even while feeding from the wire nourishing mother.
Human infants, too, become attached to parents who are soft and warm and who rock, feed, and pat. Much parent-infant emotional communication occurs via touch, which can be either soothing (snuggles) or arousing (tickles)
A French research team flashed faces on a screen. At first, the faces appeared so briefly that even a typical adult could not consciously perceive them. Gradually, the presentation slowed until an adult brain-wave response signalled conscious awareness, about 300 milliseconds after an image appeared. With enough time to process the faces, 5-month-old infants____? what do you think happened?
5-month-old infants displayed the same brain signature of visual awareness
Attachment style: parenting or temperament?
the researcher randomly assigned 100 temperamentally difficult 6- to 9-month-olds to either an experimental group, in which mothers received personal training in sensitive responding or to a control group, in which they did not.
At 12 months of age, 68 percent of the infants in the experimental group were securely attached, as were only 28 percent of the control-group infants
Piaget showed an infant an appealing toy and then flopped his beret over it. Before the age of 6 months, the infant ______?
Conclusion?
the infant acted as if the toy ceased to exist
Young infants lack object permanence—the awareness that objects continue to exist even when not perceived
when DeLoache showed children a model of a room and hid a miniature stuffed dog behind its miniature couch. The 2½-year-olds easily remembered where to find the miniature toy, could they use the model to locate an actual stuffed dog behind a couch in a real room?
How about a 3-year-old?
No, they could not
Three-year-olds—only 6 months older—usually went right to the actual stuffed animal in the real room, showing they could think of the model as a symbol for the room.
Wynn showed 5-month-olds one or two objects. Then she hid the objects behind a screen, and visibly removed or added one When she lifted the screen, the infants____?
Conclusion?
sometimes did a double-take, staring longer when shown a wrong number of objects
But were they just responding to a greater or smaller mass of objects, rather than a change in the number?
Astington showed Canadian children a Band-Aid box and asked them what was inside. Expecting Band-Aids, the children were surprised to discover that the box actually contained pencils. Asked what a child who had never seen the box would think was inside, 3-year-olds typically answered _____ a 4 or 5-year-old answered ____
3-year-olds typically answered “pencils.” By age 4 to 5, the children’s theory of mind had leapt forward, and they anticipated their friends’ false belief that the box would hold Band-Aids.
The strange situation: (usually a laboratory playroom) with and without their mothers.
Secure attachment vs Insecure? who did they act?
Secure: In their mother’s presence they play comfortably, happily exploring their new environment. When she leaves, they become distressed; when she returns, they seek contact with her.
Insecure: they may even cling to their mother. When she leaves, they either cry loudly and remain upset or seem indifferent to her departure and return
children viewed a doll named Sally leaving her ball in a red cupboard. Another doll, Anne, then moved the ball to a blue cupboard. Researchers then posed a question: When Sally returns, where will she look for the ball? Children with autism spectrum disorder would answer____?
Why so?
Children with autism spectrum disorder had difficulty understanding that Sally’s state of mind differed from their own—that Sally, not knowing the ball had been moved, would return to the red cupboard. They also have difficulty reflecting on their own mental states.