Psych 208 exam 1

• 1. physical
• 2. cognitive
• 3. social-emotional
• all domains affect each other

• conception to birth
• development in general
• prenatal nutrition

• birth-2 years
• increased memory
• gross motor skills
• increased mobility

• 2-6 years
• potty training
• basic self care
• begin to learn morals

• 6-10 years
• moral reasoning
• basic academic skills
• beginning of abstract thinking

• 10-18 years
• puberty
• explore sexual interests
• more capacity to think/reason

• 18-25 years
• advancement of sexual maturity
• commitment/intimacy
• find true identity

gradual changes over time

stage to development; certain period of time when something is/is not going to happen

• Nature- biological aspect, how you're born
• Nurture- how you're raised and what impact your parents have on you

Children were vulnerable beings, and childhood was a developmental period. Children were in a separate period of of life from adults- property, non human. Once the age of seven, they were expected to work.

Children were born evil and had to be civilized. They believed in the use of harsh discipline strategies. Adults trained children to use reason in determining right and wrong.

• John Locke- viewed child as "tabula rasa," blank slate. Children begin with nothing and experiences shapes character. He believed in gradual development through interactions with the environment and of experience with people.
• Jean-Jaques Rousseau- children born as good-endowed at birth with sense of right and wrong and built in morals. This can be molded by adult training or interactions. He believed in stages of growth due to maturation.

Child labor and compulsory education laws were passed

• Charles Darwin- one of the first observers to keep a log of observations on his son.
• G. Stanley Hall- Founded Child Development as an academic discipline; labeled adolescence.

Thought of development as a genetically predetermined process. Used Normative Approach- measures of behavior are taken on large numbers of individuals and computed to represent typical development.

an approach to learning that regards directly observable events- stimuli and responses- as the appropriate focus of behavior and thus learning

Pavlov and Watson- learn to associate a neutral stimulus with another stimulus that produces a reflexive result

Skinner- a frequency of behavior such as learning can be increased by a variety of rewards and decreased by punishment

• Increase a behavior
• Positive- increase the frequency of the behavior when applied
• Negative- increase the frequency of the behavior when removed

decrease and possibly eliminate behavior

a single body part particularly sensitive to sexually erotic stimulation

how parents manage their child's sexual and aggressive drives in the first few years of their life is crucial  for healthy personality development

provides our basic biological need for sexual gratification

the conscious rational part of personality, redirects inappropriate impulses, responsible for handling conflicts between Id and superego

Develops between 3-6; conscious develops through interactions with caregivers, who insist children conform to the values of society

• Freud
• Age- birth to one or one and a half
• Erogenous Zone- Mouth
• Activities- biting, sucking, nursing
• Potential Fixations- (conflict- weaning- sensory/ cared for)
• Not enough- pessimism, sarcasm, envious, suspicious
• Too much- very optimistic, gullible, admiration for others

• Freud
• Age- one to three
• Erogenous Zone- anus
• Activities- toilet training
• Potential Fixations- (conflict- toilet training- sensory vs. societal pressure) 
• Not enough- Sloppy, messy, disorganized, defiant
• Too much- neat, precise, orderly, stingy

• Freud
• Age- three to six
• Erogenous Zone- genitals
• Activities- tough themselves, play doctor
• Potential Fixations- (Oedipus/Electra complex)
• Stuck- reckless, self assumed, afraid of close relationships
• Resolved- healthy relationships, healthy sense of who they are

• Freud
• Age- six to eleven
• Erogenous Zone- none- body in general- focus on other unresolved issues
• Activities- school, athletics, not much interest in sex, same sex relationships
• Potential Fixations- why out conflicts from before

• Freud
• Age- puberty to adolescence 
• Erogenous Zone- genitals
• Activities- sexual experimentation, masturbation- if positively resolved then focuses on relationships with the opposite sex
• Potential Fixations- of unresolved issues from phallic stage, then development will be troubled with same and opposite sex relationships

boys want mother sexually, but father stands in the way. Feels aggression towards father. If disciplined harshly concerning masturbation, then anxiety increases. Eventually societal pressures make boy accept and be becomes like his father to vicariously love his mother. Over time, the superego takes it away.

girl lacks a penis and wants one, blames mother. When can't have one- affection and envy develops for father- called penis envy. Conflict never is truly resolved and eventually evaporates

your perception of your level of a skill vs your perception of what you think society expects

• Erickson
• Age- birth to one
• Issue- trust
• Positive- safety/dependability
• Negative- fear/suspicion

• Erickson
• Age- two to three
• Issue- independence
• Positive- can direct one's behavior
• Negative- feelings of self-doubt

• Erickson
• Age-six to eleven (elementary to middle school)
• Issue- are you successful? (mainly with academics)
• Positive- someone who is confident and enjoys work, risk taker with work
• Negative- feels inferior and avoids academic tasks

• Erickson
• Age- twelve to eighteen
• Issue- who are you? (role) What is the expected behavior for that role?
• Positive- perception of self/identity
• Negative- role confusion and no stability, insecure

• Erickson
• Age- young adulthood
• Issue- deep-rooted intimate relationships
• Positive- committed relationships
• Negative- isolation

• Erickson
• Age- middle age
• Issue- positive impact on children
• Positive- positive effect on children
• Negative- becomes self absorbed; negative towards others

• Erickson
• Age- old age, approaching death
• Issue- acceptance of your life
• Positive- totally satisfied, done everything you wanted to do
• Negative- despair, not enough time left to do what they want

An approach that emphasizes the role of modeling or observational learning in the development of behavior and other things

fitting it into an existing schema

organized patterns of behavior or thought

changing an existing schema to incorporate the new experience

the process of creating a good fit or match between one's conception and reality (one's schemes) and real-life experinces

• Piaget
• Age- birth to two years
• Characteristics- develops knowledge primarily through sense and motor activities- object permanence- imitation

• Piaget
• Age- two to seven
• Characteristics- mastery of symbols, not able to conserve (certain things stay the same) and decenter (ability to think of more than one quality at a time), not capable of operations (logical thinking) and reverse actions (can't take on another's point of view)

• Piaget
• Age- seven to eleven
• Characteristics- can solve operations by by use of concrete things, not able to manipulate conditions mentally without experience, able to generalize by the end of this stage

• Piaget
• age- eleven and older
• Characteristics- abstract thinking, form hypotheses, solve problems systematically, engage in mental manipulations

an understanding of how people acquire new information, how they store information and recall it from memory, and what they already know guides and determines what and how they will learn. Information is processed in steps- attending to a stimulus, recognizing it, transforming it into some type of mental representation, comparing it with information already stored in memory, assigning meaning to it, and acting on it in some fashion

views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment, from immediate settings of family and school to broad cultural values and programs

believed that social interaction with those on a higher level of thinking was the primary cause of cognitive development (opposite of Piaget)

difference between what a child can do on his on and what can be accomplished with some assistance

helping students answer difficult questions or solve problems by giving hints or asking leading questions

unconscious; dream analysis; psychoanalysis

pushy; lenient

psychoanalysis