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Chapter 3
Chapter 3
Human Development
Figure 3.2
FIGURE 3.2 (Top left) Linked molecules (organic bases) make up the rungs on DNAs twisted molecular
ladder. The order of these molecules serves as a code for genetic information. The code provides a
genetic blueprint that is unique for each individual (except identical twins). The drawing shows only a small
section of a DNA strand. An entire strand of DNA is composed of billions of smaller molecules. (Bottom
left) The nucleus of each cell in the body contains chromosomes made up of tightly wound coils of DNA.
(Dont be misled by the drawing: Chromosomes are microscopic in size, and the chemical molecules that
make up DNA are even smaller.)
Figure 3.3
FIGURE 3.3Genepatternsforchildrenofbrowneyedparents,whereeachparenthasone
browneyegeneandoneblueeyegene.Becausethebrowneyegeneisdominant,onechildin
fourwillbeblueeyed.Thus,thereisasignificantchancethattwobrowneyedparentswill
haveablueeyedchild.
Environment
Environment (Nurture): All external conditions that
affect development
Sensitive Periods: A period of increased sensitivity to
environmental influences; also, a time when certain
events must occur for normal development to take place
Congenital Problem: A problem or defect that occurs
during prenatal development; birth defect; becomes
apparent at birth
Environment (cont'd)
Genetic Disorder: Problem caused by inherited
characteristics
Anything capable of causing birth defects (e.g.,
narcotics, radiation, cigarette smoke, lead, and cocaine)
Deprivation: Lack of normal stimulation, nutrition,
comfort, or love
Enrichment: When an environment is deliberately made
more complex and intellectually stimulating
Enriched Environments: Environments deliberately made
more novel, complex, and stimulating
Maturation
Physical growth and development of the body, brain, and
nervous system
Increased muscular control occurs in patterns
Cephalocaudal: From head to toe
Proximodistal: From center of the body to the
extremities
Figure 3.6
FIGURE 3.6 Motor development. Most infants follow an orderly pattern of motor development.
Although the order in which children progress is similar, there are large individual differences in
the ages at which each ability appears. The ages listed are averages for American children. It is
not unusual for many of the skills to appear 1 or 2 months earlier than average or several months
later (Frankenberg & Dodds, 1967; Harris & Liebert, 1991). Parents should not be alarmed if a
childs behavior differs some from the average.
Figure 3.8
FIGURE 3.8 The traditional view of infancy holds that emotions are rapidly differentiated from an
initial capacity for excitement.
Figure 3.9
FIGURE 3.9 Infants display many of the same emotional expressions as adults do. Carroll Izard
believes such expressions show that distinct emotions appear within the first months of life. Other
theorists argue that specific emotions come into focus more gradually, as an infants nervous
system matures. Either way, parents can expect to see a full range of basic emotions by the end of
a babys first year.
Figure 3.10
FIGURE 3.10 In the United States, about two thirds of all children from middle-class families are
securely attached. About one child in three is insecurely attached. (Percentages are approximate.
From Kaplan, 1998.)
Optimal Caregiving
Maternal Influences: All the effects a mother has on her
child
Goodness of Fit (Chess & Thomas): Degree to which
parents and child have compatible temperaments
Paternal Influences: Sum of all effects a father has on
his child
Figure 3.11
FIGURE 3.11 This graph shows the results of a study of child care in homes other than the
childs. In most cases, parents paid for this care, although many of the caregivers were
unlicensed. As you can see, child care was good in only 9 percent of the homes. In 35 percent
of the homes, it was rated as inadequate
Figure 3.12
FIGURE 3.12 Mother-infant and father-infant interactions. These graphs show what occurred on
routine days in a sample of 72 American homes. The graph on the left records the total amount of
contact parents had with their babies, including such actions as talking to, touching, hugging, or
smiling at the infant. The graph on the right shows the amount of caregiving (diapering, washing,
feeding, and so forth) done by each parent. Note that in both cases mother-infant interactions
greatly exceed father-infant interactions.
Language Acquisition
Cooing: Repetition of vowel sounds by infants (like oo
and ah); starts at about 8 weeks
Babbling: Repetition of meaningless language sounds
(e.g., babababa); starts at about 7 months
Single-Word Stage: The child says one word at a time
Telegraphic Speech: Two word sentences that
communicate a single idea (e.g., Want yogurt)
Figure 3.13
FIGURE 3.13 Infant engagement scale. These samples from a 90-point scale show various
levels of infant engagement, or attention. Babies participate in prelanguage conversations with
parents by giving and withholding attention and by smiling, gazing, or vocalizing.
Figure 3.14
FIGURE 3.14 This graph shows the development of turn-taking in games played by an infant and
his mother. For several months, Richard responded to games such as peek-a-boo and hand-thetoy-back only when his mother initiated action. At about 9 months, however, he rapidly began to
initiate action in the games. Soon, he was the one to take the lead about half the time. Learning
to take turns and to direct actions toward another person underlie basic language skills.
Figure 3.16
FIGURE 3.16 The panels on the left show a possible event, in which an infant watches as a
toy is placed behind the right of two screens. After a delay of 70 seconds, the toy is brought
into view from behind the right screen. In the two panels on the right, an impossible event
occurs. The toy is placed behind the left screen and retrieved from behind the right. (A
duplicate toy was hidden there before testing.) Eight-month-old infants react with surprise
when they see the impossible event staged for them. Their reaction implies that they
remember where the toy was hidden. Infants appear to have a capacity for memory and
thinking that greatly exceeds what Piaget claimed is possible during the sensorimotor period.
Chapter 3
Figure 3.17
FIGURE 3.17 Dramatic differences in physical size and maturity are found in adolescents of the
same age. The girls pictured are all 13, the boys 16. Maturation that occurs earlier or later than
average can affect the search for identity.
Chapter 3
Chapter 3
Effective Parenting
Have stable rules of conduct (consistency)
Show mutual respect, love, encouragement, and shared
enjoyment
Have effective communication
I-Message: Tells children the effect their behavior had
on you (Use this)
You-Message: Threats, name-calling, accusing,
bossing, criticizing, or lecturing (Avoid this)
Consequences
Natural Consequences: Effects that naturally follow a
particular behavior; intrinsic effects
Logical Consequences: Rational and reasonable effects