Exam 3 Flashcards
Genie and development
locked in a room and isolated until age 13, would never be the same as other humans. told us environment and nurture is crucial.
Harry Harlow Experiment
Harry Harlow and the terry cloth monkeys. the monkeys were attached to the terry cloth mothers even if fed by the wire mothers. he argued that therefore it’s more about comfort than about reinforcement because the feeding.
John Bowlby thoughts
biological basis for attachment. babies are hard-wired to be cute (smiling, clinging, cooing, etc) and this triggers an affectionate response from adults.
Mary Ainsworth attachment styles
- secure attachment
- anxious-ambivalent attachment
- avoidant attachment
secure attachment
babies explore comfortably with their mothers present and are upset when she leaves, but are calmed when she returns
babies explore comfortably with their mothers present and are upset when she leaves, but are calmed when she returns
secure attachment
anxious ambivalent attachment
anxious even when mother is near and worse when she leaves but not comforted on return
anxious even when mother is near and worse when she leaves but not comforted on return
anxious ambivalent attachment
avoidant attachment
seek little attachment with mother and aren’t distressed when she leaves
seek little attachment with mother and aren’t distressed when she leaves
avoidant attachment
kohlbergs 3 stages
- preconventional
- conventional
- postconventional
preconventional stage
focus on self, seeks rewards or avoids punishment
conventional stage
focus on others. either obeying laws and authority or getting along with others
postconventional stage
focus on justice. societal rules have exceptions or led by deep personal beliefs.
what language abilities are innate/do we lose?
we can distinguish between all speech sounds but lose the ability for sounds that we never hear (other languages).
language development timeline
babbling: 6 months
first word: 10-12 months
vocab spurt: around 18 months (everything has a name!)
2-3 years: sentences (telegraphic speech)
4 years onward: grammar slowly progresses
Jean Piaget and knowledge
we construct knowledge by learning from our environment. learning happens when we are faced with new things that don’t fit with our current knowledge.
4 stages of Piaget’s cognitive development
- sensorimotor
- preoperational
- concrete operational
- formal operational
sensorimotor stage of development
stage where you exploring objects through interaction and sensory input. they learn object permanence by the end of this stage
preoperational
stage where you acquire language to refer to things, don’t understand principle of conservation (pouring water into different cups), and can’t mentally undo things (irreversibility)
exploring objects through interaction and sensory input. they learn object permanence by the end of this stage
sensorimotor stage of development
acquire language to refer to things, don’t understand principle of conservation (pouring water into different cups), and can’t mentally undo things (irreversibility)
preoperational stage of development
concrete operational
stage where you think logically about concrete things, lots of categorization
think logically about concrete things, lots of categorization
concrete operational
formal operational
stage where you reason about abstract ideas
stage where you reason about abstract ideas
formal operational
Lev Vygotsky and knowledge
we construct knowledge through interactions with a more knowledgeable other (MKO). learning is a social activity
zone of proximal development
things we are able to do with the help of others. it expands as we do more actions in it because we learn it.
Freud’s theory of personality
id: subconscious desires and motivators in personality. all subconscious, the most primitive
ego: rational and pragmatic. partly conscious and partly subconscious. balances id and superego
superego: “conscious”/moral compass
Eysenck and personality traits
extroverted/introverted. stable emotions and unstable emotions.
Maslow’s hierarchy of needs
first basic needs, then psychological needs, then self-fulfillment needs.
what kinds of things influence our perceptions of others?
physical characteristics, whether they are in the ingroup vs. outgroup, bias, etc.
ingroups/ outgroups
people fitting in or sticking out and being a member of society or being a loner
explicit bias
beliefs we know we consciously have and acting upon them
implicit bias
beliefs we don’t realize we have and may affect our behavior
confirmation bias
we tend to interpret things in a way that verifies our existing beliefs (canadians all like hockey, and the ones we meet who don’t are exceptions)
cognitive dissonance
holding one thing to be an absolute truth in your mind and the outliers are exceptions
bernard weiner’s model of attribution
source (internal/ external) stability (stable [fixed] unstable [temporary])
fundamental attribution error
we attribute other people’s actions to internal factors (their talent/effort) and our own actions to external factors (task difficulty/luck)
we attribute other people’s actions to internal factors (their talent/effort) and our own actions to external factors (task difficulty/luck)
fundamental attribution error
self serving bias
success is due to internal factors, failure is due to external factors
success is due to internal factors, failure is due to external factors
self serving bias
self-effacing bias (modesty bias)
success is due to external factors, failure is due to internal factors
success is due to external factors, failure is due to internal factors
self-effacing bias (modesty bias)
who did the terry cloth monkeys. the monkeys were attached to the terry cloth mothers even if fed by the wire mothers. he argued that therefore it’s more about comfort than about reinforcement because the feeding.
Harry Harlow
who theorized biological basis for attachment. babies are hard-wired to be cute (smiling, clinging, cooing, etc) and this triggers an affectionate response from adults.
John Bowlby
who came up with three attachment style
- secure attachment
- anxious-ambivalent attachment
- avoidant attachment
Mary Ainsworth
how do we gain knowledge according to piaget
interacting with our environment?
