PSY 620P January 20, 2015

 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, 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, 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), doi: /j x Liz1 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), doi: /j x   January 30 th – Design, Measurement, & Analysis Approaches (cont) 

 Thursday, January 30 th – 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), 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),   Adolph, K. E., S. R. Robinson, et al. (2008). "What is the shape of developmental change?" Psychological Review 115(3): What is the shape of developmental change  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, 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,  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: 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: 

African clip-- Full movie Babies-- Babies African interaction (describe first 45 s)--

 Accumulation of artifacts, knowledge, beliefs, and values over many generations ▪ Artifacts = tools, clothing, words ▪ Knowledge = ways to construct and use artifacts ▪ Beliefs = understandings about the world ▪ Values = ideas about what is worthwhile, right, wrong  Socially inherited body of past human behaviors and accomplishments Cole, 1996; Cole, Cole & Lightfoot, 2005

 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

 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

 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)

 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?)

 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 as a garden in which development occurs  to culture…see Cole, 2011; pp  An environment providing optimal conditions for growth ▪ Requires knowledge, beliefs and material tools ▪ Requires awareness of ecological setting surrounding the garden ▪ Complex internal organization

 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), The Efe forager infant and toddler's pattern of social relationships: Multiple and simultaneous.

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), doi: /j.infbeh

Christine E. Mosier Barbara Rogoff Developmental Psychology 2003, 39,

 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)

 “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

 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.

Nayfeld EventSalt Lake CitySan Pedro Toddlers eventually gained access to the object.59 (.20).87 (.09) Mothers endorsed toddler’s privileged position.43 (.24).63 (.22) Mothers endorsed toddler’s nonprivileged position.25 (.13).04 (.05) Siblings endorsed toddler’s privileged position.45 (.19).80 (.09) Siblings endorsed toddler’s nonprivileged position.54 (.21).19 (.09)

 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).

 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:

 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?

 Piaget’s concrete operational stage

 Identity Formation  Cultural differences in construal of self relate to process of identity formation ▪ Independent vs. interdependent cultures (see Markus & Kitayama, 1998)

 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)?

 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

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

Individual/Environment interactions are mediated through culture Differing views on the nature of development

 Culture influences individual experiences and development through past  future  present

 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

Gebauer et al., 2012 Psychological Science

 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

 Example: American vs. Japanese mothers’ responses to 5-month-old infants’ direction of orientation  Mother vs. object in environment ▪ Differences in responsiveness based on orientation with overt attempts to change focus to fit own preference ▪ These preferences assumed to be based on cultural history and value orientation Bornstein et al., 1990; 1991

 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).