Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing

Review for Final

Copyright © 2010 Pearson Education, Inc. All Rights

Reserved.

LongitudinalLongitudinal Same group studied Same group studied at different timesat different times

Cross-Cross-SectionalSectional

Differing groups studied at Differing groups studied at the same timethe same time

SequentialSequentialSeveral similar cross-Several similar cross-sectional or longitudinal sectional or longitudinal studies at varying timesstudies at varying times


Reserved.

Figure 1.7


Reserved.

IdId Largest portion of the mindLargest portion of the mind Unconscious, present at birthUnconscious, present at birth Source of biological needs/desiresSource of biological needs/desires

EgoEgo Conscious, rational part of mindConscious, rational part of mind Emerges in early infancyEmerges in early infancy Redirects id impulses acceptablyRedirects id impulses acceptably

SuperegoSuperego The conscienceThe conscience Develops from ages 3 to 6 from Develops from ages 3 to 6 from

interactions with caregiversinteractions with caregivers


Reserved.

Classical Classical ConditioningConditioning

Stimulus–Stimulus–responseresponse

Operant Operant ConditioningConditioning

Reinforcers and Reinforcers and punishmentspunishments

Social LearningSocial Learning ModelingModeling

Copyright © Allyn & Bacon 2007

Classical Operant

Stimulus – Stimulus pairing

Stimulus – Response -Consequence pairing

Subject doesn’t control events – responses elicited

Sequence of events contingent upon actions of subject – responses emitted

Experimenter shapes response


Ivan Pavlov◦Classical Conditioning

Reflex Stimulus – Response connection

Unlearned Unconditioned Stimulus elicits Unconditioned Response

Food automatically elicits Salivation

Learned Conditioned Stimulus elicits Conditioned Response

Sound of tone (paired with bacon) elicits Salivation

Learning Theories

Learning Theories B.F. Skinner

◦Operant Conditioning Behaviors are dependent on

“Reinforcement” Positive Reinforcement

Add something pleasant Increased chance behavior occurs again

Negative Reinforcement learning that occurs when behavior causes something

unpleasant to stop

Punishment adds something unpleasant

Omission Removes something pleasant


Dominant–recessive patternDominant genes always express their

characteristics

Recessive genes come in pairs to express their characteristics


Reserved.

Figure 2.3



Reserved.

Heritability Estimates

Portion of individual differences attributable to genetics

Ranges from 0 to 1.00

Kinship StudiesConcordanceWhat percent of

the time do family members/twins show a trait?

Ranges from 0 to 100%


Reserved.

Passive correlationEvocative correlation

Active correlationniche-picking Absolute Family


Reserved.

Figure 2.10

Copyright © 2010 Pearson Education, Inc. All Rights Reserved.

PeriodPeriod LengthLength Key EventsKey Events

ZygoteZygote 2 weeks2 weeks FertilizationFertilization ImplantationImplantation Start of placentaStart of placenta

EmbryoEmbryo 6 weeks6 weeks Arms, legs, face, organs, Arms, legs, face, organs,

muscles all developmuscles all develop Heart begins beatingHeart begins beating

FetusFetus 30 weeks30 weeks “ “Growth and finishing”Growth and finishing”

Germinal, Embryo, Fetus


Drugs◦prescription◦nonprescription◦illegal

TobaccoAlcoholRadiationPollution

Absolute Family


Figure 3.2


Reserved.

DoseHeredityOther negative influencesAge at time of exposure

RubberBall Productions

When mother is anorexic during pregnancy:this leads to brain impairment

A change from one generation to the next in an aspect of development, such as body size or pubertal timing◦ NA adults are taller than ancestors◦ Puberty happening earlier

New motor skills as reorganizations of previously mastered skills, which leads to more effective ways of exploring and controlling the environment

Join product of CNS development, body’s movement possibilities, environmental supports and child’s goal

Max heart rate is lower in your 60s compared to in your 20s

Nativism Speech perception

◦ Becomes more specific in infancy, esp. with regard to recognizing sounds from non-native languages

Slower dark adaptation with age

Adaptation◦ building schemes through direct interaction

with environmentAssimilation

◦ equilibrium◦ using current schemes to interpret external

worldAccommodation

◦ disequilibrium◦ adjusting old schemes and creating new

ones to better fit environmentOrganization

◦ internal rearranging and linking schemes

Photodisc

Copyright © 2010 Pearson Educati

on, Inc

. All Ri

ghts

Reserved.

Reflexive schemes Birth–1 monthBirth–1 month Newborn reflexes

Primary circular reactions

1–4 months1–4 months Simple motor habits centered around own body

Secondary circular reactions

4–8 months4–8 months Repeat interesting effects in surroundings

Coordination of secondary circular reactions

8–12 months8–12 months Intentional, goal-directed behavior; object permanence

Tertiary circular reactions

12–18 months12–18 months Explore properties of objects through novel actions

Mental representation

18 months–2 years18 months–2 years Internal depictions of objects or events; deferred imitation


Reserved.

Centration◦focus on one

aspect and neglect others

Irreversibility◦cannot mentally

reverse a set of steps

Figure 7.8


Reserved.

Preschoolers do not use:

◦rehearsal◦organization◦elaboration

Preschoolers use:◦scripts◦greater

elaboration with age

Absolute Family

Fluid vs. Crystallized Flynn effect

◦ Rise in IQ stores Race can not predict IQ

Semantics vs. pragmatics Over and underextension

an individual's need to meet realistic goals, receive feedback and experience a sense of accomplishment

Affected more by social context than aging alone

Erikson vs. Freudsocial influences vs. rational ego

Midlife Crisis


Reserved.

Level o

f Exp

loratio

nL

evel of E

xplo

ration

Level of CommitmentLevel of Commitment

HighHigh LowLow

HighHigh identity identity achievementachievement moratoriummoratorium

Low Low identity identity foreclosureforeclosure identity diffusionidentity diffusion

Gender role stereotyping Androgyny shift

Dodge Social Information-Processing Model◦ Teens who commit violent antisocial acts have

trouble interpreting and processing social cues


Reserved.

Preconventional Preconventional levellevel

Stage 1: Punishment and obedienceStage 1: Punishment and obedience

Stage 2: Instrumental purposeStage 2: Instrumental purpose

Conventional Conventional levellevel

Stage 3: “Good boy–good girl” (morality Stage 3: “Good boy–good girl” (morality of interpersonal cooperation)of interpersonal cooperation)

Stage 4: Social-order-maintainingStage 4: Social-order-maintaining

PostconventionalPostconventionalor principled or principled

levellevel

Stage 5: Social contractStage 5: Social contract

Stage 6: Universal ethical principleStage 6: Universal ethical principle


Reserved.

Ainsworth’s strange situationSecure – 60%Avoidant – 15%Resistant – 10%Disorganized/ disoriented – 15%

Attachment standards defined by culture

RubberBall Productions

Disengagement Theory

Mutual withdrawal of elders and society

Activity TheorySocial barriers cause declining interaction

Continuity Theory

Strive to maintain consistency between past and future

Socioemotional Selectivity

Theory

Social networks become more selective with age; extends lifelong process

• Emphasize emotion-regulating functions of social contact


Reserved.

AcceptanceAcceptance InvolvementInvolvement ControlControl AutonomyAutonomy

AuthoritativeAuthoritative highhigh highhigh adaptiveadaptive appropriateappropriate

AuthoritarianAuthoritarian lowlow lowlow highhigh lowlow

PermissivePermissive highhigh too low or too too low or too highhigh lowlow highhigh

UninvolvedUninvolved lowlow lowlow lowlow indifferenceindifference

“Sandwich generation” Caring for both own children and aging

parents in mid-life

Theory of mind deficits Extensive brain growth during first year

after birth that results in improperly interconnected neurons

Adolescence heightened vulnerability Alzheimer's

◦ First sign – learning and remembering verbal material

Hayflick Limit◦ Number of times a cell can divide itself

Parkes/Bowlby model of Bereavementgrieving adults are like infants in separation anxietyStages:

shock and numbnessyearning and searchingdisorganization and despairreorganization

Documents

Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing