How you grow up says a lot about the type of adult you become, and while none of us is beholden to the negative effects of whatever we experienced as kids, it would be silly to think that you could have habits that are hard to break. In fact, those who had unhappy childhoods tend to develop at least one of the following traits, for better or worse.
They Tend To Be Perfectionists: They’re the ones double and triple-checking their work, stressing over the tiniest details. This stems from a deep-rooted desire to control their environment, something they couldn’t do as kids. They’re often hard on themselves, striving for flawlessness in everything they do.….Story continues….
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Source: People Who Had Unhappy Childhoods Usually Develop These Traits
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Critics:
One critical aspect of developmental psychology is the study of neural development, which investigates how the brain changes and develops during different stages of life. Neural development focuses on how the brain changes and develops during different stages of life. Studies have shown that the human brain undergoes rapid changes during prenatal and early postnatal periods.
These changes include the formation of neurons, the development of neural networks, and the establishment of synaptic connections. The formation of neurons and the establishment of basic neural circuits in the developing brain are crucial for laying the foundation of the brain’s structure and function, and disruptions during this period can have long-term effects on cognitive and emotional development.
Experiences and environmental factors play a crucial role in shaping neural development. Early sensory experiences, such as exposure to language and visual stimuli, can influence the development of neural pathways related to perception and language processing. Genetic factors play a huge roll in neural development.
Genetic factors can influence the timing and pattern of neural development, as well as the susceptibility to certain developmental disorders, such as autism spectrum disorder and attention-deficit/hyperactivity disorder. Research finds that the adolescent brain undergoes significant changes in neural connectivity and plasticity.
During this period, there is a pruning process where certain neural connections are strengthened while others are eliminated, resulting in more efficient neural networks and increased cognitive abilities, such as decision-making and impulse control. The study of neural development provides crucial insights into the complex interplay between genetics, environment, and experiences in shaping the developing brain.
By understanding the neural processes underlying developmental changes, researchers gain a better understanding of cognitive, emotional, and social development in humans. From birth until the first year, children are referred to as infants. Each child will have their own way of responding to their environment as they grow up. Developmental psychologists vary widely in their assessment of infant psychology, and the influence the outside world has upon it.
The majority of a newborn infant’s time is spent sleeping. At first, their sleep cycles are evenly spread throughout the day and night, but after a couple of months, infants generally become diurnal. In human or rodent infants, there is always the observation of a diurnal cortisol rhythm, which is sometimes entrained with a maternal substance. Nevertheless the circadian rhythm starts to take shape, and a 24-hour rhythm is observed in just some few months after birth.
Infants can be seen to have six states, grouped into pairs: Quiet sleep and active sleep (dreaming, when REM sleep occurs). Generally, there are various reasons as to why infants dream. Some argue that it is just a psychotherapy, which usually occurs normally in the brain. Dreaming is a form of processing and consolidating information that has been obtained during the day. Freud argues that dreams are a way of representing unconscious desires.
Quiet waking, and active waking, fussing and crying. In a normal set up, infants have different reasons as to why they cry. Mostly, infants cry due to physical discomfort, hunger, or to receive attention or stimulation from their caregiver. Infant perception is what a newborn can see, hear, smell, taste, and touch. These five features are considered as the “five senses”.Because of these different senses, infants respond to stimuli differently.
Vision is significantly worse in infants than in older children. Infant sight tends to be blurry in early stages but improves over time. Color perception, similar to that seen in adults, has been demonstrated in infants as young as four months using habituation methods. Infants attain adult-like vision at about six months.
Hearing is well-developed prior to birth. Newborns prefer complex sounds to pure tones, human speech to other sounds, mother’s voice to other voices, and the native language to other languages. Scientist believe these features are probably learned in the womb. Infants are fairly good at detecting the direction a sound comes from, and by 18 months their hearing ability is approximately equal to an adult’s.
Smell and taste are present, with infants showing different expressions of disgust or pleasure when presented with pleasant odors (honey, milk, etc.) or unpleasant odors (rotten egg) and tastes (e.g. sour taste). Newborns are born with odor and taste preferences acquired in the womb from the smell and taste of amniotic fluid, in turn influenced by what the mother eats.
Both breast- and bottle-fed babies around three days old prefer the smell of human milk to that of formula, indicating an innate preference. Older infants also prefer the smell of their mother to that of others. Touch and feel is one of the better-developed senses at birth as it is one of the first senses to develop inside the womb. This is evidenced by the primitive reflexes described above, and the relatively advanced development of the somatosensory cortex.
Pain: Infants feel pain similarly, if not more strongly than older children, but pain relief in infants has not received so much attention as an area of research. Glucose is known to relieve pain in newborns. Babies are born with the ability to discriminate virtually all sounds of all human languages. Infants of around six months can differentiate between phonemes in their own language, but not between similar phonemes in another language.
Notably, infants are able to differentiate between various durations and sound levels and can easily differentiate all the languages they have encountered, hence easy for infants to understand a certain language compared to an adult. At this stage infants also start to babble, whereby they start making vowel consonant sound as they try to understand the true meaning of language and copy whatever they are hearing in their surrounding producing their own phonemes.
There are critical periods in infancy and childhood during which development of certain perceptual, sensorimotor, social and language systems depends crucially on environmental stimulation. Feral children such as Genie, deprived of adequate stimulation, fail to acquire important skills and are unable to learn in later childhood. In this case, Genie is used to represent the case of a feral child because she was socially neglected and abused while she was just a young girl.
She underwent abnormal child psychology which involved problems with her linguistics. This happened because she was neglected while she was very young with no one to care about her and had less human contact. The concept of critical periods is also well-established in neurophysiology, from the work of Hubel and Wiesel among others.
Neurophysiology in infants generally provides correlating details that exists between neurophysiological details and clinical features and also focuses on vital information on rare and common neurological disorders that affect infants. Studies have been done to look at the differences in children who have developmental delays versus typical development. Normally when being compared to one another, mental age (MA) is not taken into consideration.
There still may be differences in developmentally delayed (DD) children vs. typical development (TD) behavioral, emotional and other mental disorders. When compared to MA children there is a bigger difference between normal developmental behaviors overall. DDs can cause lower MA, so comparing DDs with TDs may not be as accurate. Pairing DDs specifically with TD children at similar MA can be more accurate.
There are levels of behavioral differences that are considered as normal at certain ages. When evaluating DDs and MA in children, consider whether those with DDs have a larger amount of behavior that is not typical for their MA group. Developmental delays tend to contribute to other disorders or difficulties than their TD counterparts. Parenting roles in child development have typically focused on the role of the mother.
Recent literature, however, has looked toward the father as having an important role in child development. Affirming a role for fathers, studies have shown that children as young as 15 months benefit significantly from substantial engagement with their father. In particular, a study in the U.S. and New Zealand found the presence of the natural father was the most significant factor in reducing rates of early sexual activity and rates of teenage pregnancy in girls.
Furthermore, another argument is that neither a mother nor a father is actually essential in successful parenting, and that single parents as well as homosexual couples can support positive child outcomes. According to this set of research, children need at least one consistently responsible adult with whom the child can have a positive emotional connection. Having more than one of these figures contributes to a higher likelihood of positive child outcomes.
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