Intro to Psych Exam #2 Flashcards
what three issues have engaged developmental psychologists
nature and nurture
change and stability
continuity vs. stages
course of prenatal development
zygote: fusion of egg and sperm
embryo: implantation of zygote to uterine wall - 10 days after conception
placenta: delivers nutrients from the mother to the embryo and fetus
fetus: point where embryo is clearly a human - around 9 weeks
fetus development
5-6 months baby begins to hear mom’s voice
28 weeks baby is likely to survive if born
baby begins to move down uterine tube and orient correctly when birth is imminent
effect of teratogens to baby
-fetal alcohol syndrome
teratogens
-certain chemicals pass the placenta barrier that the placenta doesn’t weed out
FAS
-more relevant term is Fetal Alcohol Spectrum
inborn skills
reflexes are responses that are inborn and do not have to be learned
types of inborn skills
rooting reflex
-baby opens mouth and looks for bottle/breast
sucking reflex
-know how to suck out milk
crying when hungry
newborns one hour old will look twice as long at an image that looks like a face
how do researchers explore infants’ mental abilities
Baby Lab
test how long they look and pay attention to different things
maturation
the average of our earliest conscious memory is 3.5 years
infantile amnesia
-during development of hippocampus
implicit vs. explicit memory
pruning
if you don’t use a part of your brain, you lose it
increases in first 1-3 years
allows brain to start using the areas that are helpful
increases at puberty
happens around 11-12 in boys, earlier in girls
brain development
fastest growth of all body parts
highest growth rate during middle trimester
at birst, brain is 25% of total size
by 2, it is 75%
most synaptic connections are developed
myelin sheath develo
sbrainstem (survival) develops first
between 3-6, frontal lobe develops rapidly
connection of R and L hemispheres can help children deal with trauma
motor development
takes place in the body and the cerebellum sitting unsupported - 6 months crawling - 8-9 months beginning to walk - 12 months walking independently - 15 months
frontal lobe and limbic system development
BOOK
Piaget
-Piaget’s theory
stage theorist as we learn we develop schemas Piaget's theory -sensorimotor -preoperational -concrete operational -formal operational
what is a schema
concept we have of an experience or a mental mold of the experience
how our mind makes sense of the world
schemas take place via
assimilation
-learn something new but assimilate it into a previous schema
-kid learns what a cow is; every animal is a cow
accommodation
-learn something new and alter/add new schema
-kid learns when an animal is not a cow
stage 1: sensorimotor
-object permanence
birth-age 2 senses and actions object permanence -point where child learns an object doesn't just disappear, it is just out of sight -begins around 9 months stranger anxiety -around 7 months -desire for primary caregiver rather than care from a stranger
stage 2: preoperational
- egocentric
- conservation
- theory of mind
until 6-7
think symbolically
-play house, have an imaginary friend
conservation
-if something changes shape, it doesn’t mean it’s changed volume
-children don’t understand this during this stage
egocentric
-“what I’m experiencing, you’re experiencing”
-hide in the corner during hide-and-seek
theory of mind
theory of mind
-what i know, you might not know
-age 4-5
example
-Sally puts ball in one cupboard and leaves
-Anne moves ball to different cupboard
-Anne thinks Sally will first look in the different cupboard
stage 3: concrete operational
age 6-11
can begin to understand mathematical concepts
understand conservation
mathematical transformations
cannot think hypothetically or abstractly
stage 4: formal operational
11+ personal fable -person believes they are unique -no one understands them -leads them to feel invincible imaginary audience -everyone is watching you hypothetical thinking
Lee Vygotsky
scaffolding
-recognize what they do and challenge
-moving towards higher cognitive functions by interaction
recognized our need for social interaction for learning
autism and the stages
BOOK
types of attachment
secure attachment
insecure-anxious attachment
insecure-avoidant attachment
secure attachment
when caregiver leaves, baby cries
when caregiver comes back, baby is soothed very quickly
baby calmed down quickly and wants to play again
insecure-anxious
overly obsessed with where caregiver is
clingy, can’t be soothed
insecure-avoidant
can’t depend on caregiver to be around
fend for themselves
how do we learn our attachment type
from our parent
attachment
refers to an emotional tie to another person
we need connection to learn
we need a physical sensation to create attachment
when you hold a baby, its HR will slow and match yours
Harlow’s monkeys
body contact
secure base
-somewhere to run to when in an unknown environment
-when child has a secure base they are more likely to explore
critical period
there may be windows during which you can teach things to children
Lorenz and imprinting
-ducks will attach to a caregiver based on who they see first
children do better in a not-so-stable home if they are their real parents rather than in an adopte, stable home
girls vs boys development
girls optimize brain connections
-by around 2 this evens out
attention choices
-girls want human contact while boy swould rather watch wind shield wipers
girls excel at mimicry
girls would rather hear voices while boys would rather listen to toys
Mary Ainsworth
the strange situation the goal was to assess attachment in babies and their caregiver process -caregiver and kid in an strange room -stranger comes in, caregiver leaves -caregiver comes back -both leave -stranger comes back in -caregiver comes back in is the kid soothed attachment was determined by quality of communication between baby and caregiver
basic trust
attachment leads to basic trust - John Bowlby
world is reliable and predictable
this creates a template for us for all future relationships
helps us to know what good relationships look like
Erik Erikson
-trust vs. mistrust
stage theorist after we learn to trust in people, we move toward autonomy adolescence (teens to late 20s) -define your identity middle adulthood (40s to 60s) -discover a sense of contributing to the world late adulthood (late 60s and older) -want to give back to the world
John Bowlby
Father of Attachment Theory
impact of attachment in childhood on lives later on
attachment leads to basic trust
when parent attaches to you, you are more likely to help others
-may be caused by empathy
resilient
why are some children fine with lack of attachment
a resilient child is more likely to have an easy temperament in early childhood
in middle childhood, they are more likely to have autonomy (ask for help, able to talk with others)
-develop a hobby
-have someone/something that was supportive
hormonal changes caused by abuse
brain changes: less serotonin - linked with depression
hormone changes: higher cortisol levels
-higher baseline stress level
use more limbic system (become stronger), frontal cortex becomes weaker
the abuse cycle
since they have a higher stress level, they are more likely to be impulsive and act in a way that they know
parenting styles and children’s traits
authoritarian: rigid ruler
-lower warmth
-high control/expectations
-children: easily upset, moody or aggressive
permissive-neglectful
-low warmth
-low control, avoidant
-children: low social skills, low self control
permissive-indulgent
-high warmth
-low control
-wants to be your friend
-children: low self-control, difficulty with respect
-impulsive
authoritative
-high warmth
-high control
-tender teacher
-children: self-control
-high-achieving
-socially competent
adolescence
the growing and morphing period between childhood and adulthood
boys and girls physical brain development
boys who develop (puberty) earlier are more likely to be involved in delinquent behavior
-may be because they look older and are involved in an older crowd
girls who develop earlier get teased
girls and time of first period
becoming earlier over time
- due to increased body fat
- increased body fat is linked to hormones that mimic growth hormone
- increased stress is linked to early puberty
- -need to be independent and protect oneself
brain development during adolescence
pruning
-restarts at puberty (11-12 in boys, earlier in girls)
frontal lobe and myelin sheath
-sheath allows for faster impulses
emotional limbic system
-wired before frontal lobe
-leads to larger mood swings, more impulsive
Kohlberg’s levels and stages
-Heinz dilehma
Preconventional level -Stage 1: punishment-obedience orientation -stage 2: instrumental-exchange orientation conventional level -stage 3: good child orientation -stage 4: law and order orientation postconventional level -stage 5: social-contract orientation -stage 6: universal ethics orientation
stage 1
punishment-obedience orientation follow the rules if you don't you might get in trouble, if you do you might get a treat birth to 9 self-interest
stage 2
instrumental-exchange orientation become aware of others' POV quid pro quo morality is reciprocity if i do what's right, others will do what's right for me self-interest
stage 3
good child orientation
adolescence
others-centered
do certain things to maintain social order
morality is about compliance to social norms
may do what’s right to gain social approval
stage 4
law and order orientation larger perspective of social order doing duty to society don't speed to help others most people only get to this stage
postconventional level
actions reflect belief and basic rights and self-defined ethical principles
when you develop your personal standards of right and wrong
look at abstract standards
things aren’t black and white
stage 5
social contract orientation
ther is an underlying purpose of laws
think in terms of what is good for the whole - social welfare
stage 6
universal ethics orientation
some laws need to be broken
religion/spirituality become more pluralistic
moral decisions are more than just social ethics
-they relate to our personal convictions
Baby Lab
SHEET
identity vs role confusion
identity
-trying different roles to see how you want to be and where you want to fit into society
identity crisis
-you don’t feel like you fit in any role
emerging adulthood
time you take after teenage years to establish yourself in adulthood
brief interlude between biological maturity and social independence
physical abilities in adulthood
peak athletic performance
-20s
-muscular strength and reaction time is highest
running capabilities increase as you get older
love
marriage
- positive institution
- people who are married report higher overall happiness
- healthier
- live longer
- less likely to die of heart disease or be obese
generativity vs stagnation
generativity -thinking about how you can contribute to society in some way stagnation -feeling purposeless middle age problem
male vs. female attracting factors
male -fuller figure -wider hips and alrger breasts --signify ability for childbearing women -prefer financial stability
how couples fight
not that important
John Gottman
-doesn’t matter how you fight, it’s how you repair
learning
-3 types of learning
permanent change in behavior types -classical conditioning -cognitive learning -operant conditioning
classical conditioning
learning that occurs when a previously neutral stimulus (NS) is paired with an unconditioned stimulus (US) to elicit a conditioned response (CS)
associations that are made between 2 or more things
-firetruck and have image
occurs after repeated exposure
Pavlov’s dogs
NS - bell (stimulus which does not trigger a response)
US - dog food
-dog salivates
pairs NS and US repeatedly
active conditioning
-dog salivates when he hears the bell
-the bell becomes a conditioned stimulus (CS)
conditioning responses
- timing
- extinction
- spontaneous recovery
- generalization
timing is key
-if two are not together quickly, CS nay never occur
extinction
-if you stop pairing the two, the CS will go away
spontaneous recovery
-something becomes extinct and then reappears
-a CS can come back after being extinct
generalization
-behavior becomes generalized
-say please to parents - leads to saying please to everyone
higher order conditioning
can expand a simple association and make it more complex
behaviorism
worldview that operates on the idea of stimulus-response
discrimination
make goals more specific as you progress to move closer to the ideal behavior
acquisition
when a neutral stimulus becomes a conditioned stimulus
Watson and Little Albert
before conditioning -NS: rat -UCS: steel bar hit with hammer after conditioning -NS: rat -CR: fear?
application of classical conditioning
if you want to eliminate an association you need to replace it
smoking
-chew gum
trauma
-TFCBT
-have person tell their story repeatedly to associate the story with being safe
cognitive learning
-observational learning
impacted by how we observe others
observing and language leads us to learning
observing behavior leads us to mimicking it
-Bobo experiment
–children who didn’t see adult beat doll didn’t play aggressively
–children who watched adult acted aggressively, more than the adult
modeling
watch someone do something and then imitate it
we tend to copy people with similar characteristics
-similar to us
-certain role in community
we model when we dont know what to do in a situation
we a re observing the model and making judgments about what they do
most visible in children
Bobo doll
mirror neurons
neurons that only fire to reflect the actions or feelings of others
if I am watching someone who is experiencing pain, I am more likely to look like I am experiencing pain as well
-we are hard wired in some way for empathy
operant conditioning
shaping behavior through the medium of rewards
Skinner
operant chamber: Skinner’s box
placed animal (rat) in box
learned to perform a certain task based on receiving rewards
we are predictable if we know what the consequence is going to be
shaping behavior
reinforcing successive approximation
-reward behavior as it gets closer to the behavior we want
as I reinforce you, your behavior is also shaping me
-hard time changing diaper, he responds to treats, give him treats when he lets you chang his diaper
parent child interactive therapy
ignore behavior you don’t want to see
reward behavior you want to see
Edward Thorndike
-Law of Effect
rewarded behaviors are more likely to occur
reward, rather than punishment, seems to impact behavior the most
types of reinforcers
positive: adding
negative: taking away
- you have a headache
- take Tylenol
- headache goes away
reinforcers
- primary
- secondary
primary -unlearned --food - can be overused --sleeping --people approving of us conditioned or secondary -learned value -grades -money -friends -praise --certain people we want approval from
reinforcement schedule types
continuous -reinforce every time -will be learned quickly -not good for long term learning -if reward stops, action stops intermittent -reinforce some of the time -longer to learn -sticks for longer --not dependent on reward
extrinsic vs intrinsic reinforcement
extrinsic -someone else praises you intrinsic -do something because you want to example -children in a class were praised for pro-social behaviors -became less nice -we desire autonomy
fixed-interval reinforcement
same interval rate
paycheck on certain days
results in fast, UNSUSTAINED responding
variable interval
times change
slow, CONSISTENT responding
fixed ratio
same amount every time
-buy 10 coffee, get 1 free
high rate of responding
variable ratio
number of times changes
- gambling
- high, CONSISTENT responding
ratio vs. interval
ratio
-number of times
interval
-time between
when does operant conditioning now work
for complex behaviors
- love
- remaining in school
punishment
punishment behavior is suppressed, not forgotten
-you will decide not to do a behavior to not get punished
-when given a chance to perform the behavior without punishment you will do it
teaches discrimination
teaches fear
physical punishment and aggression
types of punishment
positive -more work for doing something wrong -feel you have control over finishing extra task negative -don't get a phone
problem with punishment
focuses on what not to do
documentary
NOTES
how to apply Skinner’s ideas
- school
- sports
- work
- home
school -offer rewards for attendance, participation sports -make some the starter for performance work -same as school home -allowance for chores
