Exam 1 Psych 160 JMU

Biopsychological Theory

psychological influences of the body and

-prenatal

Cognitive Theory

the way we think influences our behavior

how we make sense of the world

-mid life

Behavioral Theory

what we learn, mostly through consequences

Social Cognitive Theory

what we learn and how we interpret it

Humanistic Theory

we all have the potential to develop well if given the right conditions

Psychoanalytic Theory

how are subconscious desires effect our behavior

Socioemotional

how emotions and relationships develop and how they effect our development

late adulthood

Microsystem

family, friends, partner, school, work

Mezosystem

relationships between groups

ex- if two friends are fighting this effects you

Exosystem

things not directly related to you that impact you

-a schoolboard decision

Macrosystem

cultural, political, and economic

-Country wide decision

Chronosystem

pattern of enviornmental events and transitions over the life course

Engelhardt et al

video game experiment

-loser got a loud noise

-violent gamers played noise longer and louder

Confounding Variables

variables that "get in the way"

-having two different therapists administering experiment

Cohort/Cross sectional

different groups of people of different ages

Longitudinal

follows people of the same age over a long period of time

-people tend to drop out

Cross sequential

follows different people of different ages over time

Core Ideas of Ethics

do no harm, informed consent, confidentiality, representativeness

In terms of development

it is better to think in terms of changes than specific ages

Jean Piaget

cognitive development

stage theorist

in our development the nature of our schemas changed qualitatively

Assimilation

extending or adding to an existing schema

-a baby throws an orange thinking it's a ball, he assimilated the orange into his ball schema

Accommodation

changing an existing schema in order to deal with a new situation

creating a new schema

Active

children focus on the aspects of their environment that match their genetic abilities

-athletic child looks for sports

Passive

the environment provides opportunities that connect with the genetic makeup

-parents sign a child up for a sport due to their values, the child likes it

Evocative

genetic makeup leads a child to behave in a way the evokes influences

-a child has too much energy so their parents sign them up for camp

Genes

instruct the body to make proteins

-affect appearance, disease, etc

-any two humans are 99.9% the same, .1% difference represents 3m differences

Race

grouping on the basis of appearance

no genetically distinct human populations

Ethnicity

social group that shares a common identity

-heritage, customs, language, religion, and nationality

Social Constructs

based on shared ideas between people

-childhood, language

Synaptogenesis

building synapses/forming connections

a lot done in infancy

Myelination

speeds up impulses

Sensorimotor

0-2 years

learning to coordinate their senses and actions

concerns with own body, involving objects, actions are intentionally varied to see effect on objects

object permanence being developed but not fully

A not B error

looking at A when it should be B

Preoperational

2-7 years

Concrete Operations

7-11 years. ability to think logically and perform operations. logic only applied to physical things

Formal Operations

11-15 years. Think abstractly and imagine things they never have experienced creatively

Emotions

Our response to the world

interaction between self an environment

Basic Emotions

anger, disgust, fear, happiness, sadness, surprise

Secondary Emotions

after 1st year

shame, pride, embarrassment

Prefrontal Cortex

planning, thinking, and problem solving

Limbic System

the experience of emotions

Amygdala

A limbic system structure that processes memory and emotion, particularly fear and aggression.

Self Agency

being able to do things by yourself

Contingent Interaction

back and forth between infants and their social partners

"Like Me" social cognitive development

helps children learn about themselves and the world around them. Learn what to expect from situations from others.

Repacholi experiment- playing with beads

Lower brain

involuntary movement

Midbrain

voluntary movement. Visual and auditory reflexes

Attachment

Long lasting emotional bonds

Proximity seeking and contact maintaining

Proximity- baby crying, reaching out

Contact- cuddling

Secure Attachment

Infants use the mother as a home base from which to explore when all is well, get upset at separation, and only soothed by caregiver

Insecure Avoidant

child plays happily, child continues playing after mother leaves, can be comforted by stranger, child ignores mothers return

insecure-ambivalent attachment

The type of attachment indicated by the infant not exploring, upset when caregiver leaves, and unsure when caregiver comes back

Insecure disorganized

bizarre or unusual behavior, cautious in playroom

sign of abuse

Internal working models

schema of relationships

infants recreate each new relationship in a pattern with which he is familiar

interactional synchrony

a type of contingent interaction where both are tuned in to the response of the other

observant of the cues of the child and respond

still face experiment

Things that can impact attachment

the microsystem

i.e. parental sensitivity, infant is easy going, parents psychological health

Critical Period

an optimal period early in the life of an organism when exposure to certain stimuli or experiences produces normal development

Sensitive Period

a point in development when organisms are particularly susceptible to certain kinds of stimuli in their environments, but the absence of those stimuli does not always produce irreversible consequences

Mesosystem impacting attachment

parents relationship with their parents

Ecosystem impacting attachment

parents level of income stress

Temperment

Characteristic way of responding to the world around you. believed to be partially genetic

Surgency Extraversion

level of activity

extent to which you look forward to new sensations and experiences

negative affectivity

show negative emotions

a baby who is fussy or cries easily

Effortful Control

how you can ignore one thing and pay attention to another

extent to which they can hold attention

Behavioral Inhibitions

extent to which infants react with fear or withdrawal

goodness of fit

the match between a child's temperament and the environmental and the extent to which they go together

Erikson

psychoanalytic/ subconscious

psychosocial crisis

Trust vs. Mistrust

learn to trust their own body

learn to trust or mistrust caregivers

ex- don't let child play with a knife

Autonomy vs. Shame and Doubt

second year of life

ability to do things for themselves

-walking

typically a mix of autonomy and shame/doubt

-toilet training

how you meet autonomy depends on your culture

circular reactions

baby throwing spoon on the ground and looking at mom until she picks it up

Principles and parameters

infants learn how language works in general then learn their language

Habituation

diminishing response to repetition

Allocare

system of caregiving by the community

Bawlby

impact of the bond between mother and child is important for psychological health later on

Serve and Return

parental responsiveness and sensitivity