Psychology Exam 2 (2/3)

Developing Through the Lifespan

Behavioral Genetics

Study of genetic and enviromental bases of individual differences in behavior and personality

Heritability

Statistical estimate of contribution of heredity to individual differences

Adoption studies

Compare adopted children to adoptive families and biological families

Twin studies

Compare pairs of monozygotic (share 100% genes) and same-sex dizygotic twins (share 50% of genes.)

Primitive Reflex - Rooting

a newborn turns their head toward a touch on the cheek or corner of the mouth, opens their mouth, and moves their tongue to find a breast or bottle for feeding

Primitive Reflex - Sucking

Newborn automatically begins to suck when the roof of the mouth or lips are touched

Primitive Reflex - Moro

Newborns spread their arms and cry when hearing a sudden noise or feel unsupported

Primitive Reflex - Grasping

Automatically grips an object tightly

Primitive Reflex - Babinski

Stroking the foot makes the toes straighten and curl

Piaget; Cognitive development

Children make constant mental adaptations to new observations and experiences 

Assimilation

fitting new information into present system of knowledge (schema)

Accommodation

As a result of new Information (change existing schema)

Sensorimotor stage

Looking, sucking, touching. Develop object permanence - understanding that something continues to exist even when it cannot be seen 

Pre-operational stage

Egocentric - viewing the world primarily from your own perspective while struggling to understand or consider the viewpoints, thoughts, or feelings of others

Animistic thinking - attribute life to objects 

Cannot grasp concept of conservation - understanding that physical properties do not change when appearance changes

Concrete Operations stage

Can understand conservation

Can understand reversibility - idea that a stimulus that has been changed can return to its original state   

Can understand transitivity - understanding how components in a series are related (if A>B and B>C, then A>C)

Formal Operations stage

Abstract and systemic reasoning

Thinking about future possibilities

Vygotsky’s theory of sociocultural influences

Cognitive development results from guidance

Zone of proximal development

Level at which a child can almost perform a task independently

Scaffolding

Teacher adjusts amount of support to child’s level of development

Theory of mind & Band-aid Study

Understanding of how other people think. Kids shown band-aid box, asked what was inside. Kids were surprised to find pencils in the box.

Erikson’s theory of psychosocial development: stage 1; Trust vs. Mistrust (birth - 1 year)

Trust - allowed formation of intimate relationships. Develops when caregiving is sensitive responsive, and consistent

Erikson’s theory of psychosocial development: stage 2; Autonomy vs. Shame and Doubt ( 1 yr - 3 yrs)

Independence, self-control

Erikson’s theory of psychosocial development: stage 3; Initiative vs. Guilt (3 yrs - 5 yrs)

Am I good or bad

Erikson’s theory of psychosocial development: stage 4; Industry vs. Inferiority

Sense of competecne or inadequacy

Erikson’s theory of psychosocial development: stage 5;

Stable sense of who one is and what one’s values are identity confusion

Identity - who am I? Where do I belong?  

Erikson’s theory of psychosocial development: stage 6; Intimacy vs. Isolation (early adulthood)

Establish enduring, committed relationships

Erikson’s theory of psychosocial development: stage 7; Generativity vs. Stagnation

Generativity - generate things that contribute to the future of society. Stagnation - see life as meaningless 

Erikson’s theory of psychosocial development: stage 8; Integrity vs. Despair

Ego integrity - feeling that one’s life has coherence and purpose. Despair - disappointment, regret 

Harlow Expirement

• Rhesus monkeys - cloth (no food) vs. wire (food) mother. Monkeys were attached to the cloth mother for comfort.

Attachment Style - Secure

Adult as secure base from which to explore (the baby feels secure enough to explore but check-in from time to time). Will cry when they leave and be happy when back.

Insecure-anxious/ambivalent (resistant)

Don’t have a secure attachment. Becomes happy and mad when the mother comes back

Insecure avoidant

They didn’t cry when their mom left and gave no emotion when they came back

Long-term effects of attachment

Size of vocabulary, interpersonal interaction, emotions

Baumrind - 2 dimensions (parenting styles)

 warmth (responsiveness) and control (demandingness)

Authoritarian

low warmth, high control. 

Controlling demanding, high emphasis on obedience 

Very restrictive, lots of rules

Permissive

high warmth, low control

Very few rules or restrictions

Scaffolding

teacher adjusts amount of support to child’s level of development

Zone of proximal development

level at which a child can almost perform a task independently

Vygotsky’s theory of sociocultural influences

Cognitive development results from guidance

Kohlberg’s theory of moral development

Cognitive capabilities determine development of moral reasoning

Heinz dilemma

Heinz needs drugs to save his wife’s life. The pharmacist refuses as he doesn’t have enough money. Heinz should now decide whether to steal the drugs to save his wife or bend down to societal rules. What should he do and why? 

Moral Development - Preconventional Morality (1)

Avoid punishment or gain reward

Moral Development - Conventional morality

”Good boy” morality 

“Law and order”

Moral Development - Postconventional morality

Individual principles and conscience

Delay of gratification

Ability to forego smaller, immediate rewards for greater rewards later

Marshmallow test

• choice 1 marshmallow now or 2 marshmallows in a few mins

Socioemotional selectivity theory

model of social activity

Old age – smaller social network

Very close relationships maintained, superficial relationships

filtered out