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Lecture 5

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K
Kevin Ta

1. Babies are far more adapted and organized than previously thought. They are not passive bundles of reflexes but actively take in information from their environment. 2. The interactions between babies and their caregivers are complex. Babies initiate, regulate and terminate interactions to get their needs met. This impacts caregivers' behaviors and relationships. 3. Both babies and caregivers influence each other's development through attachment, communication, parenting skills, diet, work and more. Development is a two-way street.

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.()Dr. tLo Classical Notes OgEN v n 9_O0 5{() t- 9{Sl,OCl ANNOU NCt'MIiN'T'S PHONI: ? 52-763t HDE 1OOA Lecture 5 Page 1 of 5 I I to the cla-ss about quarter subscriptions of I{DE Announccments: I made an announccment l00Anotesbeingavailabt"utctu.,.i"olNotesinthcMUtTheyareawonderfulsfudyresource i;;';;;;;t;u oin'' skip class . ') so be sure to tell all of vour lriends! 4n ".1I (7. o PreviousLecture:lnthepreviouslecturewediscussedindetailhowhabiesarenopassive ..bundles ."n"-", of reftcxcs,' b*rt a.e in fact active, org.nt"a stagcs olinfants- rooting reflex' REM beings- we also talked about speci{ic sleep' and adaptations' ""a ; (f E This Lecturc t! J o. Chalkboard Outlinc: I. Evolution + DeveloPment II. AdaPtation a. Reflexes b. Organization I. Babies and their retlexes: a' organized! 'th unless it i ti.g' ifbaby's head drops back' baby reaches out wrr fiee limbs- io*ething in one han4 and then the baby pulls in on that object irioiaing . (to save itsellfrom falting)- full' ii- Eg- babies don't root for food if their stomachs are b. Elabies are not Passive ! i. theY are interested in stimuli' c. Are a baby's arm and leg movements random? i.NO!Babiesmovetheirarmsandlegsmorewhentheycarrseethenr,and almost not at all when they are out of view- d. Babies do not come with assembly manual- & i-.Ilrerefore'theymustbesomevr'hatadaptedalready(atbirth). rq v II. MlthologY: raising babies a. M.vthology has had to shift over time' .,cry it out" anyrnorc; now we know we have to f- i E:; .;; Jon.t let rhe baby be responsive to babies- H o Ill.tfbabieswerenotaclapted,ourgenerationwouldnotbcheretoday. z. a. No previous generation would ever make it! IV. Fussing arld sleeP. a.Fussingi...ot.u.,dom.Infact,itisprettymuchpredictable.Therearedifferent stagcsoftussingandsleepingforababythroughoutthcday(thesestagesvary ba-sed on the babY's age)' :> ql SI i. itug"r, ugitutla:> feeding :> properly burp"d :> "quiet/alert" (usuallY) :> sleeP (R'EM cYcle) what the baby ieams is what tt" uuly is..organized" (adapted) to learn! fussY sl $ v. VI. Learning: a. Some things are learned easily and quickly, while others arc more difficult and r-l)l take more rime (these change over time with age)' AJ s.l *1 sl <4 zl e t (./) d o o COPYRTGI{TED MATE,RIAL-DO NOT DUPLICATtr
HDE 1OOA Lecture 5 Page 2 of 5 Vil. Main point: Children are designed to take in information! a. When baby takes in enough information, the learning system shuts down until it can take in more. (Baby says: "I'm done.") b. Better Baby Institute motto: "Keep doing whatever you're doing until it's not fun for you and/or the baby. Then stop.,' VIII. Caregiver: a- Zygote: communicates with fallopian tubes before it even reaches the uterus. b. From the very beginning (contraception), the baby is giving signals! i- E.g- baby signals mot}er's body that it's time to give birth. when the baby is ready contractions begin and Oxytocin levels rise- ,". Culture: a. Some cuhures consider pregnancy the "consummation" of a marriage. Other cultures consider pregnancy ..taboo"- X. Prenatal and postnatal: a. Postnatal: i. Attachment: 1- Mother is in highly sensitive emotional state (sensitive to needs of baby) immediately after birth- 2. Attachment is developed with responsiveness of parents to baby's needs (e.g. crying). 3. Baby's sucking reflex triggers lactation in mother. ii. Post parhrm depression: l. could have been due to the previous belief (myth) that the mother needs to "rest" after giving birth and the baby was taken away for a few days. 2- This hospital practice was very hard on the mom and the baby! In fact, some babies died. iii. "Klaus'Study" 1- Today babies are placed on mother's chest immediately after birth. XI. Facial roportions/appearance p a- Babies are bom with certain physical qualities. b- Big head Q5% of body), big forehead, small facial features. i. These features are identified worldwide as ..cute,,. ii- Therefore, this must mea' that babies worrdwide must possess these features. E.g. chubby baby:attractive; baby cr5sweet, touching. lii- i1t .Even baby poop! Considered much less "oppressirre"Thal adults- XII. A baby is a living creature: a' Takes in energy, converts it, and uses it.Babies are in the "business,, of living. They don't..do nothing,' all day. b. Babies signal for what they need. XIII. Baby cry: a. Signal that baby needs something. b. Initiates interaction between baby and adult. c. Regulates interactions between baby and adult.
HDE 1OOA Lecture 5 Page 3 of 5 d. Maintains signals between baby and adult. e. Experiments: i. If a goup of mothers don't hear the babies crying, but are told that the babies are crying, only 3/o go to the baby. ii. If the mothers do hear the baby cries, they all go to tend to the baby! iii. Nurses in a hospital went to investigate tape recorded sound of a baby crying, even when they knew there were no real babies there. XIV- Professor Harper played different types of baby cries on tape for the class. a. Examples of birth cries, pain cries, hunger cries (signal lactation), and pleasure cries. b. We also heard a "spontaneous" cry from a baby with Cri-du-Chat Syndrome, and a pain cry from a baby with Down's syndrome. These cries signal that something is very wrong (genetically)- i. Different criesdifferent signals. XV. Interactions: a. Baby initiates, regulates, maintains, and terminates interactions with adults- b. will be (depending on what Also, baby determines how much interaction there they need). i. E.g- if you are smothering a baby (too much interaction), the baby will push away from you. c. Parents are "trained" by children! Children have a huge affect on parents' behaviors. XVI. Long-term: a. Traditionalmythology: i. We influence the child's daily activity, personality, peer groups, and everything else! (This is not true.) b. Post parfum depression i. Baby can cause low self-esteem OR high self-esteem in mothers. XWI. Peer groups: a. Mythology: i. Parents control children's friend choices- (This is not true.) ii. Maybe true during infancy (because baby has no choice), but not always. Have you ever had a friend your parents didn't approve of? of course! iii. In fact, babies have an impact on what parents' peer groups are! (Jsually the parents of the kids who play with their kids.) XVm. Parents'diet: a- Affected by babies' needs! XIX. Baby even affects parental sex life: a. Some societies: can't have sex (copulate) again until after child walks. The children walk sooner in these societies..- b. Baby affects sleep cycles, hnancial state, and work/job options. )C(. Language: a. Parents teach babies language, ofcourse. b. But babies teach parents language too! i. "Babytalk"
HDE 1OOA Lecture 5 Page 4 of 5 ii. "Motherese": "baby voice" and faces associated with talking to babies. Animated face and words for the baby's benefit. XXi. How does a parent know which baby is theirs in the nursery? a. Physical featr"res. b. Cry fypes. Moms sometimes awaken only to their own baby's cry- XXII. The firstbom child'teaches" parents how to be parents a. "Motherless mothers" experiment: Rhesus monkey orphans having a baby for the first time were scared of the baby. But they acted appropriately as mothers to the second child- )CflII. Learning a. Works both ways between mothers and babies. XXry. Old cultural mantra: communal living a- Babies were separated from their mothers on the third or fourth day. b- If they waited a couple weeks before taking the baby, there would be no way the mother would give up the baby due to attachment! XXV. Attachment: rat experiment a- Virgin female rat is given baby rats in her cage. After a few days she builds them a nest and tries to breastfeed them. )C(VI. Detachment a. This is often a form of self-defense. i. E.g. physicians: because it will hurt too much to lose a baby if there is an attachment. )o(wI. Lactation Ammenhorea (doesn't happen to everyone) a. Breastfeeding baby blocks the cycle of ovulation and stops the menstrual period. b. 'Trlature's birth control". c. Examples in the animal kingdom: i. Within some species, babies are eliminated when new "alpha" males take over to stop need for breastfeeding and make females fertile again. )ocwII. Ammenhorea: loss of period/arrested menstrual cycle a Also happens due to poor diet, within hunter-gatherer societies, and athletes. b. Athletes: i. When a woman is using her fat stores for her own energy so that there is not enough for a baby, that woman becomes infertile. This is reversible if extreme athletic action subsides. c. In certain past societies, if there was not enough food and a woman had twins, one twin was sent away because the mother didn't have enough nutrition/resources to care for more than one baby. )o(Ix. Interesting facts: a- Paternal gene determines baby's hunger, but matemal genes determine how much milk the baby will actually receive. Could be a cause oldevelopmental conflict? b- Children were considered "chattle" (parents' belongings) until not too long ago. )oo(. Humans: rational beings? a. We like to think so! b. BUT would we be in this terrible economic crisis if we were? c- Short-term factors affect decisions, which go on to affect long-term decisions.
HDE 1OOA Lecture 5 Page 5 of 5 d. Everybody's different, with different heredities, so we can't expect the same outcome from everybody! An expectalion that everyone's the same is "just stupid"! i. E.g- "no child left behind" act.

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Lecture 5

  • 1. .()Dr. tLo Classical Notes OgEN v n 9_O0 5{() t- 9{Sl,OCl ANNOU NCt'MIiN'T'S PHONI: ? 52-763t HDE 1OOA Lecture 5 Page 1 of 5 I I to the cla-ss about quarter subscriptions of I{DE Announccments: I made an announccment l00Anotesbeingavailabt"utctu.,.i"olNotesinthcMUtTheyareawonderfulsfudyresource i;;';;;;;t;u oin'' skip class . ') so be sure to tell all of vour lriends! 4n ".1I (7. o PreviousLecture:lnthepreviouslecturewediscussedindetailhowhabiesarenopassive ..bundles ."n"-", of reftcxcs,' b*rt a.e in fact active, org.nt"a stagcs olinfants- rooting reflex' REM beings- we also talked about speci{ic sleep' and adaptations' ""a ; (f E This Lecturc t! J o. Chalkboard Outlinc: I. Evolution + DeveloPment II. AdaPtation a. Reflexes b. Organization I. Babies and their retlexes: a' organized! 'th unless it i ti.g' ifbaby's head drops back' baby reaches out wrr fiee limbs- io*ething in one han4 and then the baby pulls in on that object irioiaing . (to save itsellfrom falting)- full' ii- Eg- babies don't root for food if their stomachs are b. Elabies are not Passive ! i. theY are interested in stimuli' c. Are a baby's arm and leg movements random? i.NO!Babiesmovetheirarmsandlegsmorewhentheycarrseethenr,and almost not at all when they are out of view- d. Babies do not come with assembly manual- & i-.Ilrerefore'theymustbesomevr'hatadaptedalready(atbirth). rq v II. MlthologY: raising babies a. M.vthology has had to shift over time' .,cry it out" anyrnorc; now we know we have to f- i E:; .;; Jon.t let rhe baby be responsive to babies- H o Ill.tfbabieswerenotaclapted,ourgenerationwouldnotbcheretoday. z. a. No previous generation would ever make it! IV. Fussing arld sleeP. a.Fussingi...ot.u.,dom.Infact,itisprettymuchpredictable.Therearedifferent stagcsoftussingandsleepingforababythroughoutthcday(thesestagesvary ba-sed on the babY's age)' :> ql SI i. itug"r, ugitutla:> feeding :> properly burp"d :> "quiet/alert" (usuallY) :> sleeP (R'EM cYcle) what the baby ieams is what tt" uuly is..organized" (adapted) to learn! fussY sl $ v. VI. Learning: a. Some things are learned easily and quickly, while others arc more difficult and r-l)l take more rime (these change over time with age)' AJ s.l *1 sl <4 zl e t (./) d o o COPYRTGI{TED MATE,RIAL-DO NOT DUPLICATtr
  • 2. HDE 1OOA Lecture 5 Page 2 of 5 Vil. Main point: Children are designed to take in information! a. When baby takes in enough information, the learning system shuts down until it can take in more. (Baby says: "I'm done.") b. Better Baby Institute motto: "Keep doing whatever you're doing until it's not fun for you and/or the baby. Then stop.,' VIII. Caregiver: a- Zygote: communicates with fallopian tubes before it even reaches the uterus. b. From the very beginning (contraception), the baby is giving signals! i- E.g- baby signals mot}er's body that it's time to give birth. when the baby is ready contractions begin and Oxytocin levels rise- ,". Culture: a. Some cuhures consider pregnancy the "consummation" of a marriage. Other cultures consider pregnancy ..taboo"- X. Prenatal and postnatal: a. Postnatal: i. Attachment: 1- Mother is in highly sensitive emotional state (sensitive to needs of baby) immediately after birth- 2. Attachment is developed with responsiveness of parents to baby's needs (e.g. crying). 3. Baby's sucking reflex triggers lactation in mother. ii. Post parhrm depression: l. could have been due to the previous belief (myth) that the mother needs to "rest" after giving birth and the baby was taken away for a few days. 2- This hospital practice was very hard on the mom and the baby! In fact, some babies died. iii. "Klaus'Study" 1- Today babies are placed on mother's chest immediately after birth. XI. Facial roportions/appearance p a- Babies are bom with certain physical qualities. b- Big head Q5% of body), big forehead, small facial features. i. These features are identified worldwide as ..cute,,. ii- Therefore, this must mea' that babies worrdwide must possess these features. E.g. chubby baby:attractive; baby cr5sweet, touching. lii- i1t .Even baby poop! Considered much less "oppressirre"Thal adults- XII. A baby is a living creature: a' Takes in energy, converts it, and uses it.Babies are in the "business,, of living. They don't..do nothing,' all day. b. Babies signal for what they need. XIII. Baby cry: a. Signal that baby needs something. b. Initiates interaction between baby and adult. c. Regulates interactions between baby and adult.
  • 3. HDE 1OOA Lecture 5 Page 3 of 5 d. Maintains signals between baby and adult. e. Experiments: i. If a goup of mothers don't hear the babies crying, but are told that the babies are crying, only 3/o go to the baby. ii. If the mothers do hear the baby cries, they all go to tend to the baby! iii. Nurses in a hospital went to investigate tape recorded sound of a baby crying, even when they knew there were no real babies there. XIV- Professor Harper played different types of baby cries on tape for the class. a. Examples of birth cries, pain cries, hunger cries (signal lactation), and pleasure cries. b. We also heard a "spontaneous" cry from a baby with Cri-du-Chat Syndrome, and a pain cry from a baby with Down's syndrome. These cries signal that something is very wrong (genetically)- i. Different criesdifferent signals. XV. Interactions: a. Baby initiates, regulates, maintains, and terminates interactions with adults- b. will be (depending on what Also, baby determines how much interaction there they need). i. E.g- if you are smothering a baby (too much interaction), the baby will push away from you. c. Parents are "trained" by children! Children have a huge affect on parents' behaviors. XVI. Long-term: a. Traditionalmythology: i. We influence the child's daily activity, personality, peer groups, and everything else! (This is not true.) b. Post parfum depression i. Baby can cause low self-esteem OR high self-esteem in mothers. XWI. Peer groups: a. Mythology: i. Parents control children's friend choices- (This is not true.) ii. Maybe true during infancy (because baby has no choice), but not always. Have you ever had a friend your parents didn't approve of? of course! iii. In fact, babies have an impact on what parents' peer groups are! (Jsually the parents of the kids who play with their kids.) XVm. Parents'diet: a- Affected by babies' needs! XIX. Baby even affects parental sex life: a. Some societies: can't have sex (copulate) again until after child walks. The children walk sooner in these societies..- b. Baby affects sleep cycles, hnancial state, and work/job options. )C(. Language: a. Parents teach babies language, ofcourse. b. But babies teach parents language too! i. "Babytalk"
  • 4. HDE 1OOA Lecture 5 Page 4 of 5 ii. "Motherese": "baby voice" and faces associated with talking to babies. Animated face and words for the baby's benefit. XXi. How does a parent know which baby is theirs in the nursery? a. Physical featr"res. b. Cry fypes. Moms sometimes awaken only to their own baby's cry- XXII. The firstbom child'teaches" parents how to be parents a. "Motherless mothers" experiment: Rhesus monkey orphans having a baby for the first time were scared of the baby. But they acted appropriately as mothers to the second child- )CflII. Learning a. Works both ways between mothers and babies. XXry. Old cultural mantra: communal living a- Babies were separated from their mothers on the third or fourth day. b- If they waited a couple weeks before taking the baby, there would be no way the mother would give up the baby due to attachment! XXV. Attachment: rat experiment a- Virgin female rat is given baby rats in her cage. After a few days she builds them a nest and tries to breastfeed them. )C(VI. Detachment a. This is often a form of self-defense. i. E.g. physicians: because it will hurt too much to lose a baby if there is an attachment. )o(wI. Lactation Ammenhorea (doesn't happen to everyone) a. Breastfeeding baby blocks the cycle of ovulation and stops the menstrual period. b. 'Trlature's birth control". c. Examples in the animal kingdom: i. Within some species, babies are eliminated when new "alpha" males take over to stop need for breastfeeding and make females fertile again. )ocwII. Ammenhorea: loss of period/arrested menstrual cycle a Also happens due to poor diet, within hunter-gatherer societies, and athletes. b. Athletes: i. When a woman is using her fat stores for her own energy so that there is not enough for a baby, that woman becomes infertile. This is reversible if extreme athletic action subsides. c. In certain past societies, if there was not enough food and a woman had twins, one twin was sent away because the mother didn't have enough nutrition/resources to care for more than one baby. )o(Ix. Interesting facts: a- Paternal gene determines baby's hunger, but matemal genes determine how much milk the baby will actually receive. Could be a cause oldevelopmental conflict? b- Children were considered "chattle" (parents' belongings) until not too long ago. )oo(. Humans: rational beings? a. We like to think so! b. BUT would we be in this terrible economic crisis if we were? c- Short-term factors affect decisions, which go on to affect long-term decisions.
  • 5. HDE 1OOA Lecture 5 Page 5 of 5 d. Everybody's different, with different heredities, so we can't expect the same outcome from everybody! An expectalion that everyone's the same is "just stupid"! i. E.g- "no child left behind" act.