AP Psychology development

Fetus

the developing human organism from 9 weeks after conception to birth

zygote

a. the fertilized eggb. enters a two week period of rapid cell division

prenatal development and the newborn begins at the moment of....

conception

Adler

Identified characteristics of the birth order

Locke and Rousseau

helped create the notion of childhood advising parents to encourage parent's curiosity and fostering a belief in goodness of children

Darwin

believes psychological development parallels biological development; helps reinforce the stage view

Sigmund Freud

children develop through a series of psychosexual stages in which their needs are met by stimulation of various parts of the body

Freud's Psychosexual Stages

Oral Stage, Anal Stage, Phallic Stage, Latency Period, and Genital Stagef

Oral Stage

birth to age 1satisfies needs through mouth

Anal Stage

ages 1-3retention of feces; receives gratification (potty training phase)

Phallic Stage

ages 3-5self-stimulation of the genitals

Latency Period

ages 6 to pubertyrelatively calm, no particular focus on gratification

Genital Stage

puberty onsexual contact w/ others

Fixation

inadequate resolution of a stage, which prevents an individual from progressing to the next stage

Oedipal Conflict

can occur during the phallic stage when a male child's sexual desire of the mother leads to fear of the father

Electra Conflict

girls desire their fathers while fearing their mothers

Freud believes that inadequate resolution of these conflicts could lead to....

homosexuality

Freud believed our character ended in \___________ because our character is fixed by that time

adolescence

Most influential of all the developmental theorists?

Jean Piaget

Jean Piaget

1. focused on cognitive development2. said developing brains could develop schemas3. two concepts we use to adjust our schemas: assimilation and accomodation

Assimilation

interpret them in terms of our current understandings (schemas) Ex. Cows in a field, cows have four legs, child sees a cow and calls it horse.

Accomodation

adjust our schemas to fit the new experience

Critical Period

Piaget established this; said that there is a critical period when certain events must take place if proper development is to occur.

Piagets Stages of Cognitive Developement

Sensorimotor, Preoperational, Concrete Operational, Formal Operations

Sensorimotor

Birth to age 2-Experience the world through sense and actions-baby math- shown a numerically impossible outcome, infants stare longer-object permanence-stranger anxiety develops

Preoperational

ages 2-6-Presenting things with words and images but lack logical reasoning.-pretend play-egocentrism (1 pt of view)-language developement

Concrete Operational

ages 7-11-thinking logically about concrete events; grasping concrete analogies, and performing arithemetic operations-conservation-additional research at this age completed by Russian Lev Vgotsky; said by age 7 children stop thinking aloud and rely on their inner speech

Formal Operations

ages 12+ability to think abstractly

Criticisms of Piaget

a. placed too much emphasis on what a child couldn't do at a given ageb. the stages do not occur as neatly as proposedc. only about 1/2 of adults reach formal operations

Lawerence Kohlberg

created the most influential theory of moral developement by expanding Piaget's theory

Kohlbergs Stages of Moral Developement

preconventional level, conventional level, postconventional level

Preconventional Level

Stage 1: Punishment Orientation-judgements are guided by the prospects of punishmentStage 2: Pleasure Seeking: activities are undertaken primarily to satisfy one's needs

Conventional Level

Stage 3: Good girl/bad boy Orientation-behavior is engaged in that it brings approval or pleases others in a child's immediate group.Stage 4:Authority Orientation-behavior is influenced by respect for authority, performing one's duty, doing what is right

Postconventional Level

Stage 5: Construct of Legal Orientation-based on support of rules because society's right to expect such supportStage 6: Ethical and Moral Principles Orientation- behavior is directed by self chosen ethical and moral principles**only 20% of the population reach this level

Carol Gilligan

criticized Kohlberg's research because no girls were studied.Gilligans research showed that we are more concerned with developing a caring relationship

Erik Erikson

theory of developement that continues throughout the life span--there are universal stages and specific psychosocial dilemma at each stage

Erik Erikson's Stages of Social Development

trust v. mistrustautonomy v. self-doubtinitiative v. guiltcompetence v. inferiorityidentity v. role confusionintimacy v. isolationgenerativity v. stagnationintegrity v. despair

Stages of Infant Attachment

Mary Ainsworth-stage one: child responds but does not discriminate.-stage two: discriminating primary caregivers from others-stage three: strong attachment to one individual, fears strangers-peaks at age 6-8 months

avoidant children

children do not cry when their mother leaves and ignore her or turn over when she returns.

secure children

children show a pattern of seeking and maintaining contact with the mother

resistant children

child is not sure whether the parent will be supportive and acts erratically.

Parents Styles by...

Diana Baumrind

Authoritarian Style

firm, emotionally cold, punitive-produce children who are unhappy, dependent, and submissive

Permissive Style

loving but lax with little control exerted over children-produce children who are sociable, outgoing, but immature, less persistent, and more aggressive

Authoritative Style

involved in negotiating with children -- setting limits and explaining--produce children who are friendly, cooperative, socially responsible, and self-reliant

Gender Identity

refers to whether someone experiences the 'self' as a boy or a girl

Androgyny

refers to the blending of masculine/feminine traits or interests

Cross Sectional Study

people of different ages are compared with one another

Cross Sectional Study adv v. disadv

advantages1. simple to research2. not as costly as other studiesdisadvantages1. may miss the process underlying development2. does not allow for social or historical changes that can alter development

Longitudinal Study

the same people are restudied and retested over a long period

Longitudinal Study adv v. disadv

advantages1. allows you to assess change at intervals throughout one's lifedisadvantages1. people die or drop out2. historical or social changes become obselete3. its costly and involves lots of labor

Cohort-Sequential Research

age groups are studied periodically

Historical Research

revolves around the particular historical circumstances of an era

personality

it is an individual's characteristic pattern of thinking, feeling, and acting.

idiographic

focuses on understanding the unique aspects of each individual's personality, thru data from case studies, and naturalistic obserrvation

nomothetic

focuses on variables at the group level, identifying universal traits dimensions or relationships (tests, surveys, observations)

psychoanalytic

freud's approach that childhood, sexuality, and unconscious motivations influence personality

humanistic

thinkers: Maslow and Rodgersfocuses on inner capacities for growth and self fufillment

trait perspective

patterns of behavior or conscious motives which can be self-assessed (or by peers); seeks to identify basic traits needed to describe personality

Social Cognitive Perspective

key thinker: Bandurafocus on learning, cognition, and social influence

First Comprehensive Theory on Personality by Freud

Three levels of the mind:consciouspreconsciousunconscious

conscious

what we are aware of at a particular time

preconscious

what we can be voluntarily called into awareness (thoughts, feelings, memories)

unconscious

thoughts, feelings, desires of which we cannot become aware; glimpses of this is revealed by Freudian slips of the tongue or dreams

psychoanalysis

Freud's theory of personality attributes our thoughts and actions to unconscious motives and conflicts.

free association

method of exploring the unconscious in which the person relaxes and says whatever comes to mind no matter how trivial or embarassing

the mind is like a \________ mostly \__________

iceberg; hidden

conscious awareness

small part above the surface (preconscious)

unconscious awareness

below the surface (thoughts, feelings, wishes, memories)

repression

banishing unacceptable thoughts and passions to the unconscious

dreams and slips

our insight to our unconscious is revealed through these

id

energy constantly striving to satisfy basic drives

ego

seeks to gratify the id in realistic ways; reality principle

superego

voice of conscience that focuses on how we ought to behave; moral sense; last to develop

"penis envy"

females are mad at males because they can stand up and pee which leads to inferiority complex

repression

blocking off from conscious awareness of any desire or memory the ego finds threatening--most common--most dangerous

denial

cutting off from consciousness of external threats to the ego

projection

attributing your forbidden desires to someone else

displacement

redirection of unacceptable urges onto a substitute

turning-against-self

redirection of forbidden urges onto self

reaction formation

turning unacceptable feelings into their opposite

introjection

making the characteristics of someone you admire or love a part of your own personality

identification with agressor

making the characteristics of someone you hate or fear part of your own personality

regression

turning to earlier and more childish form of behavior

sublimation

changing forbidden impulses into behaviors

compensation

attempt to make up for a lack in one area by putting forth extra effort and energy over an extended period to do well in some other areas

overcompensation

people go further than just balancing the feelings of inferiority, guilt, frustration, and inadequacy

procrastination

way of escaping problems

rationalization

justify your actions

Neo-Freudians

people: Carl Jung, Karen Horney, Alfred Adlerpeople who studied Freud and discredited him

Jung

1. disagreed with the importance of sexual motvation2. supported the idea of collective unconscious-due to oiur common ancestry, we are born w/ certain archetypes from which we develop similar ideas3. analytical psychology4. stressed life span development5 used the Myers-Briggs assessment

Adler

1. individual psychology2. birth order3. inferiority v superiority complex4. compensation

Horney

1. said social relationships between parent and child forms the foundation for anxiety, inferiority, and conflicts

Maslow

hierarchy of needs

Rodgers

self-concepta.actual selfb.ideal selfc.perceived self

conditioned positive regard

concept that love and praise oftern are not given to an individual unless s/he conforms to parental or social standards.

unconditional positive regard

concept of acceptance, valuing, and being positive toward another person regardless of his/her behavior

Trait Theory

explains personality in terms of their stable and general individual differences

Gordon Allport

-major contributor to personality testing and psychology-focused on normal individuals and believed the key to personality was in the conscious and rational striving towards goals-believed traits are the basic units of personality and that people have personal traits and common traits-traits can be ranked in a hierarchy:--cardinal: govern direction of ones life--central: influence an individual's behavior in many situations--secondary: traits that influence behavior in a few situations

Raymond Cattell

-developed the 16 personality factor questionnaire (16 PF): measure that provides scores for each of the source traitsa. surface traits-traits you see by observing a personb. source traits- traits at a deep level you can't see-believed personality traits are inherited