AP psych unit 3 development and learning

3 major psychological debates in developmental psychology

nature vs. nurture, continuous vs discontinuous, stability vs change

Nature vs nurture

genes or environment?

Continuous vs discontinuous

gradual development over time or gradual development in stages?

Stability vs change

traits persist unchanging or traits change as we age?

Cross sectional study

people of different ages at the same point in time

Teratogens in prenatal development

external agents causing abnormalities in development (alcohol, drugs, etc)

Maturation

natural course of development happening no matter what

Gross movement

large muscles strength, coordination--- develops first

Fine movement

small muscles, precision, controlled

Rooting

turning face towards finger when touched on the cheek as a food response

Sucking

sucking on objects placed in mouth, searching for nipple

Grasping

holding things tightly when placed in hands

Babinski

toes spreading when foot is stroked

Stepping

when lifted in the air making stepping motions

Moro

when startled legs and arms retract

What part has the most limited development?

eyes, takes until 1 year

Visual cliff

babies learning depth perception so they have to cross a cliff

Critical period

period where something needs to be developed or it will never happen (language in humans, that weird girl)

Puberty

sexual maturation of hormones

Primary sex characteristics

reproductive parts (ovaries, testicles, vagina, penis)

Secondary sex characteristics

non reproductive parts developing during puberty (breasts, hips, voice, body hair)

Menarche

a female's first period

Spermarche

a male's first release of sperm

Jean Piaget’s 4 cognitive development stages

Sensorimotor, preoperational, concrete operational, formal operational.

Sensorimotor stage

0-2 yrs, exploring the world, lacks then gains object permanence

Object permanence

knowing an object still exists even when out of sight

Preoperational stage

2-7 yrs, uses pretend play and lacks conservation, reversibility, theory of mind but starts gaining, are egocentric and use animism

Conservation

understanding substances remain the same despite changes in shape, length, etc (pouring water into two different containers)

Reversibility

not being able to reverse functions ex. 2+5=7 but 5+2=?

Egocentrism

thinking everyone sees what they see

Theory of mind

people's beliefs, intentions, and emotions are their own

Animism

believing artificial objects have thoughts and feelings

Concrete operational stage

7-11 yrs, uses operational thinking, classification, using logic

Formal operational stage

11-15 yrs, using abstract thoughts, hypothetical reasoning

Zone of proximal development

looks like a target. Gaps between what kids can do on their own and with support.

Crystallized intelligence

using learned knowledges

Fluid intelligence

ability to learn new things and think abstractly

Phonemes

smallest unit of sound (CH sound in Chat)

Morpheme

smallest unit that carries meaning (-ed means past tense)

Grammar

rules of language used to communicate

Semantics

set of rules by which we get meaning from (adding -ed makes it past tense)

Syntax

rules for combining words into sentences

Cooing stage

producing vowel sounds

Babbling stage

starting to make phonemes

One word stage

communicating wants

Telegraphic speech

two word stage, further communication

Overregularization

grammar mistakes in children when they overuse morphemes

Temperament

patterns of emotional reactions

Secure attachment

upset when mom leaves, calm when shes back

Avoidant/insecure attachment

actively avoids mom, doesn’t care when she leaves

Anxious/insecure attachment

actively avoids mom but freaks out when she leaves, clingy and jealous

Parallel play

kids playing individually but side by side, without interacting

Imaginary audience

believe others are constantly watching them

Personal fable

belief you are special/unique/invincible

Social clock

the shared cultural expectations of age appropriate behaviors

Erikson's 8 stages of development

each stage represents a crisis that must be resolved

Trust vs. mistrust

birth-18months, asking ourselves if we can trust the world and wondering if its safe, if we trust now we can trust in the future but if not we develop fear and mistrust

Autonomy vs. shame&doubt

1-3yrs experiencing ourselves and discovering our bodies, asking “is it okay to be me?”, if we are allowed to discover ourselves webecome confident but if not we are shameful

Initiative vs. guilt

3-5yrs, taking initiative in trying new things, asking “is it okay to do what i do?”. If we are encouraged we follow our interests but if we are held back we become guilty.

Competence vs. inferiority

5-12yrs, discovering our own interests, realizing we are different than others. Asking “can we make it in this world?”. Getting recognition from others creates hardworkingness but negative feedback makes us feel inferior.

Identity vs. role confusion

12-18yrs, learning we have different social roles and experiencing identity crisis. If we are allowed to go out and explore, we discover our identities but when forced to conform to their views we have role confusion and feel lost.

Intimacy vs. isolation

18-40yrs, asking ourselves “can we love?”. If we can, we can make long term commitments and are happy and confident, but if not, we become isolated and lonely.

Generativity vs. stagnation

40-65yrs, if we think we have contributed to the world through family and work, we are happy. If earlier conflicts were not resolved, we become pessimistic and experience stagnation.

Integrity vs. despair

65yrs-death, asking “how have I done over my lifetime?”. If we think we did well, we are content and feel integrity. If we do not, we experience despair and become grumpy and bitter.

Diffusion

no commitment or exploration in identity

Foreclosure

premature commitment to identity with no exploration

Moratorium

actively seeking an identity, no commitment

Identity achievement

committed sense of self, desire to accomplish and contribute after careful consideration

Adverse Childhood Experiences (ACEs)

stressful/traumatic events during childhood impacting relationships and health later on in life

Behaviorist perspective

focused on learning, changes in behavior through experience. Measures observable behaviors and usually ignores the mind

Classical conditioning

explains involuntary behaviors and emotions

Unconditioned stimulus

causes a response without needing to be learned (food)

Unconditioned response

response naturally occurring without training (salivate)

Neutral stimulus

stimulus that initially doesn’t evoke a response (bell)

Conditioned stimulus

thing that now brings a response (bell)

Conditioned response

response after conditioning (salivate)

Acquisition

process of learning the response pairing

Extinction

previously conditioned response dies out over time

Spontaneous recovery

after a period of time the conditioned response comes back out of nowhere

Generalization

conditioned response to similar stimuli

Discrimination

conditioned response only to the specific conditioned stimuli

Higher order conditioning

when the original conditioned response is paired with a 2nd thing and becomes the new conditioned stimulus

Conditioned taste aversion

innate predispositions allow classical conditioning to happen in one trial (food poisoning), due to biological preparedness --- predisposed to react to dangerous biological threats

Habituation

getting used to regular stimulus and stop responding

Operant conditioning

explains voluntary behaviors resulting from consequences

Law of effect

behaviors followed by positive outcomes are strengthened, neg. Outcomes weaken a behavior (cat in the puzzle box)

Positive reinforcement

adding something nice to increase behavior

Negative reinforcement

take away aversive to increase behavior (putting on seat belt to take away annoying car beep)

Primary reinforcers

food and water

Secondary reinforcers

money, stickers, words of affirmation. Literally everything else.

Token reinforcer/token economy

game tokens/money exchanged for other stuff

Positive punishment

add something bad to decrease behavior (spanking)

Negative punishment

take away something good to decrease a behavior (taking car keys)

Shaping

gradually reward closer and closer to desired behaviors to teach a response

Continuous reinforcement schedule

reward for every response

Partial reinforcement schedule

reward only for sometimes for response

Fixed ratio schedule

a reward for every X amount of responses

Fixed interval schedule

a reward every X amount of time passed

Variable ratio schedule

reward after random number of responses

Variable interval schedule

reward after random amounts of time