Pysch 2
Assimilation: In Piaget’s theory, the part of adaptation in which current schemes are used to interpret the external world.
Accommodation: In Piaget’s theory, the part of adaptation in which new schemes are created and old ones adjusted to produce a better fit with the environment.
Schemes: In Piaget’s theory, specific psychological structures, or organized ways of making sense of experience, that change with age.
Adaptation: involves building schemes through direct interaction with environment
Sensorimotor: (Ages 0-2) Adapting to and exploring the environment
Preoperational (ages 2-7) Gains in mental representation, make believe play they have big imaginations, they think about things symbolically like using pictures, things, words, ideas
Critique Piaget's first two stages.
I would say that Piaget’s sensorimotor stage is underestimating, and the preoperational is overestimating. Tasks may be beyond linguistic or motor capacities of young children
-Explain the basics of information processing theory.
Mental hardware, mental software, process information
-Describe physical development during puberty.
· Growth spurt, increase in weight, increase in height, Cephalocaudal growth trend reverses, Organ growth/maturation
-Differentiate between the development of primary and secondary sex characteristics.
Primary is the change of sexual organs (penis, vagina), secondary is the visible change (height, body shape)
Primary: Maturation of the reproductive organs, Menarche: Onset of menstruation in girls, Spermarche: first spontaneous ejaculation of sperm-containing fluid
Secondary: Signal pubertal development, but not involved in reproduction, ex. Breasts in girls, voice change in boys
-Describe biological and environmental influences on physical development in puberty.
Biological is genetics and hormones, and environmental is nutrition, exercise, stress
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-affective (emotional) component: Feeling empathy when someone is struggling
-cognitive component: Debating if you should steal medicine you can’t afford for a sick person
-behavioral component: Returning a wallet full of money showing honesty and integrity
-Describe and generate examples of the four identity statuses.
- Achievement: Best, found identity (Simply made a decision) (a person who has carefully considered their values to confidently pursue a career)
- Foreclosure: Taking on the identity that someone else has given you (A kid who becomes a doctor because both of their parents are doctors/ A kid taking a parent’s political views)
- Moratorium: Actively looking at different options and trying to make a decision (A college student taking several different classes to see what they want to study)
- Diffusion: Not exploring at all (A high school senior who avoids making decisions about after they graduate, “I’ll do it later”
Private speech: In Vygotsky’s view, children speak to themselves for self-guidance. Self-directed speech that children use to plan and guide their own behavior.
Zone of proximal development: In Vygotsky’s theory, a range of tasks too difficult for a child to handle alone but possible with the help of more skilled partners.
Scaffolding: Adjusting the support offered during a teaching session to fit the learner’s current level of performance.
Basic emotions- Emotions such as happiness, interest, surprise, fear, anger, sadness, and disgust that are universal in humans and other primates and have a long evolutionary history of promoting survival.
Complex Emotions- emotions that emerge around 18-24 months of age that require an understanding of self. Ex: Guilt, embarrassment, pride. Recognition begins as early as 4 months when infants begin to distinguish facial expressions associated with different emotions
Clique: Children and adolescents. Small group. Similar in age, sex, race, and attitudes. Friends
Crowd: Older children and adolescents. Larger group. Mixed-sex group.Similar values and attitudes. Known by a common label “Jocks” “Nerds”
Internal stressors - young person should give up childish ways, develop interpersonal relationships and desire to take on greater responsibility
Hormonal changes:
Adrenal hormone increase, testosterone increase
Adolescent-limited antisocial behavior: relatively minor criminal acts by adolescents who are not consistently antisocial
Life-course persistent antisocial behavior: antisocial behavior that emerges at a young age and continues throughout life
Habituation: no response to something when you are used to it (living by train tracks your whole life and not hearing the train)
orienting response: unfamiliar stimulus produces change in heart rate/ brain waves
Cooing: around 2 months, vowel-like noises
Babbling: repeated consonant-vowel combinations, as age increases, babbling
increases to long strings to gain control over producing particular sounds- (e.g.
bababababa or nananana)
Phenomes: sounds joined together to create words, can be distinguished soon after birth
infant-directed speech: adults’ speech to infants that is slower and has greater variation
in pitch and loudness
Underextension: upon first learning words, toddlers may apply them too narrowly (ex:
child uses “bear” to only refer to the specific stuffed animal they own)
Overextension: applying a word to a wider collection of objects and events when
appropriate (e.g. using “car” to refer to buses, trains, and trucks)
Preattachment: birth-6 weeks, grasping smiling, crying, gazing into adult’s eyes,
newborn babies have close contact with other humans who comfort them
Attachment-in-the-making: 6 weeks- 6-8 months, infants respond differently to
familiar caregivers than strangers, develop sense of trust- expectation that caregiver will
respond when signaled, but do not protest when separated
Clear-cut attachment: 6-8 months – 18 months- 2 years, can display
separation anxiety, older infants and toddlers may follow or climb on caregiver
in preference to others, use caregiver as a secure base
Formation of reciprocal relationship: 18 months- 2 years and on, separation
protest declines, use of request and persuasion to achieve goals, ex: child asks
parents to read a book before leaving them with babysitter, able to understand
caregiver’s absence
Pre-conventional: Punishment or reward, I shared my snacks maybe my friends will share snacks tomorrow. If they dont think they wont get anything in reward they wont do it, unless getting in-trouble
Conventional: individuals regard conformity to social rules as important, but not for reasons of self-interest, belief that actively maintaining current social system ensures positive relationships and societal order
Post conventional: Developing your own lifestyle, people start to question laws and social norms
Authoritarian: combines high control with little warmth
Authoritative: combines fair degree of control with being warm and responsible
Permissive: offers warmth and caring but little control
Uninvolved: provides neither warmth nor control
Learning disability: trouble in 2 or more subjects, having normal intelligence (could be from eyesight)
ADHD: hyperactivity
You have to develop self of self to develop emotions and self-conscious