Devel Psych unit 2 test

• assess specific info learned in school. Some critics suggest portfolios of children’s
• school work is better indicator of actual school learning

John Bowby: attachment theory

Ability to make strong emotional bonds is innate

• Bonds have survival value that assure nurturing (they’re
• cute)

• Bonds are maintained by instinctive behaviors that
• create/sustain proximity.

• Attachment – emotional bond that give a person a sense of
• security

• Ethologists (studies organism’s relationship w/ his
• environment) believe the first 2 years constitute a sensitive period for
• attachment in human infants.

Synchrony – emotional dance b/w mother and child

 

4 phases

• Nonfocused
• orienting and signaling 0-3mo

• Focus on 1+ figures
• 3-6mo

• Secure base
• behavior 6-24. True attachment emerges, clinging stage.

• Internal model,
• child can imagine how her behavior would affect the bonds w/ her caregiver.
• 24+mo

Putting special ed kids in classrooms.

• From 10-12 years – frontal lobes and cerebral cortex add
• synapses. Associated w/ gains in logic and planning.

• Frontal lobes and reticular formation (retention) links are
• improving. 12yr olds develop selective attention – focused on important
• elements.

• Associated area neurons – sensory motor and intellectual
• functions are linked. Contributes to +in info-processing speed.

taking multiple variables into account

Exhibit declines in school performance

Show more aggressive, defiant, or depressed behaviors

More likely to engage in criminal behavior in adolescence

• Children in step-parent families have higher rates of
• delinquency, more behavior problems, and lower grades

Higher risk of mental problems in adulthood

• Lack financial and emotional support needed for success in
• college

Struggle with fears of intimacy in relationships

More likely to divorce themselves

Short term: effects are more severe for boys

• Child tendency to look at things from his/her own
• perspective

May create frustration in communication

Piaget three-mountain task

Acquisition of emotional self-regulation

Associated w/ peer popularity

Lack of control (impulsive) associated w/ aggression.

Ability to obey moral rules

Associated w/ emergence of empathy

• psychosocial theory:
• 1 trust vs. mistrust
• 2 autonomy vs. shame/doubt
• 3 initiative vs. guilt
• 4 identity vs. role confusion
• 5 intimacy vs. role confusion
• 6 intimacy vs. isolation
• 7 generatively vs. stagnation
• 8 integrity vs. dispair

• (devel influenced by common cultural demands and
• internal drives. each state requires solution of crisis, healthy devel = ratio
• of =/- experiences).

From 6-8yrs

Increase in sensory and motor cortex

Linked to improvements in hand-eye coordination

Fine motor skills

• Psychosexual
• theory – oral, anal, phallic,
• latency, genital stages.

• Id –libido
• Ego – thinking element
• Superego – moral judgment

• Learn gender scripts. Learn likes/dislikes of own gender. Devel complex view of other
• gender.

• Submersion: Language minority students are placed in an
• ordinary classroom where English is spoken. no special program to help them
• overcome the language problem. described as sink or swim' The minority home
• language (L1) is not used at all in the classroom

 

• Structured Immersion: Instruction is in the second
• language (L2), as in the case of submersion, but there are important
• differences. The immersion teacher understand L1, and students can address the
• teacher in L1; the immersion teacher, however, generally replies only L2.
• Furthermore, the curriculum is structured so that prior knowledge of L2 is not
• assumed as [material] is
• taught. Content is introduced in a way that can be understood by students.

Moving from personal experience to a general principle. Like inductive discipline.

• Lewis Terman –Intelligence quotient (IQ) – mental age/chronological age X 100 = IQ.
• 2/3 children are b/w 85-115

Growth of corpus callosum b/w left and right cortex

• Helps create functional specialization of left
• and right hemispheres

• Knowledge ab& control of thought process. Enables child to generate strategies to
• solve problems.

• they come from authority figures. Belief that violating rules leads
• to punishment

2. Moral Relativism (after age 8)

• Realization that rules can be changed if
• all agree. Punishment doesn’t come by rules violations—but by being caught!
• Accidents are not caused by “naughty” behavior .

• formation of myelin sheath covering individual axons& insulating/speeding up neuronal
• processes

• Authoritarian – +levels of demand/control, Low levels of
• warmth and communication

• Consequences: Children do well in
• school. Have lower self esteem, Typically less skill w/ peers. Some appear
• subdued, Other show high aggressiveness, Traits last well into high school

• Permissive – High in warmth and communication, Low in demand
• and control

• Consequences: Do slightly worse in
• school during adolescence. Likely to be more aggressive. Somewhat more
• immature. Less likely to take responsibility, Less independent

Authoritative

• High in warmth an communication,
• High in demand and control

• Consequences – Most consistently
• positive outcomes. Children show higher self-esteem, More independent. More
• likely to comply w/ parental requests. Show more altruistic behaviors, Self-confident
• and achievement oriented, Get better grades in school

• Maccoby and miller added uninvolved, neglecting. Low in
• demand/control, low in warmth/communication

• Consequences – Most consistently
• negative outcomes.  Disturbances in
• social relationships

A child’s sensitivity to sound patterns that are specific to a lang.

Piaget’s 2 stages

Making judgments about right and wrong

• 1. Moral Realism – Belief that rules can’t be changed
• because they come from authority figures. Belief that violating rules
• leads to punishment

2. Moral Relativism (after age 8)

• Realization that rules can be changed if
• all agree. Punishment doesn’t come by rules violations—but by being caught!
• Accidents are not caused by “naughty” behavior .

• Ascribed statuses – Statuses based on
• inborn characteristics, such as gender, Achieved
• statuses – Statuses that individuals gained through
• their own efforts.

• Helps w/ activities such as map reading. Improves learning math concepts and
• problem-solving.