PSYC 208 midterm

5-15 century
children were vulnerable beings
- expected to work at age 7

1500-1750
- beat the evil and stubbornness out of children

17-18 century
- emphasis on science and separation of church and state
- John Locke: children born with blank slate
- continuous development through interactions of environment and experiences

18-20 century
- family life defined as mother, father and child
- child expected to work and contribute financially

1. Child labor laws
2. compulsory ed
3. Social Security Act
4. National School Lunch Act
5. Elementary and secondary education act

one of the first observers to keep a log of observation on his son

physical - the body
cognitive - the brain
social/emotional - social interactions and feelings

they all impact each other

1. Prenatal
2. Infancy/toddlerhood
3. Early Childhood
4. Middle Childhood
5. Adolescence
6. Emerging Adulthood

- conception to birth
development of organs, brain system, effects of teratogen

- birth to 2 years
- crawling, walking, sitting up, language development, early preschool, object permanence

- 2 -6/7 years old
- preschool
- preoperational: conservation, egocentrism, abstract thinking, school

- 7-11 years old
- socializing, friendships, concrete operations

- 11-18 years old
- puberty, growth spurt

- 18-29
- marriage, children

1900s
- Constructed first successful test to measure academic success (IQ)
- test measures verbal (reading and writing skills)
and nonverbal skills (math, number, patterns)
- changed to measure intelligence

influence of genetics

environmental impact

Which is the result of human behavior. Modern thinking finds both are important and are a combination

our habitual patterns of our behavior and our habitual reactions to the behaviors of others or the environment

1. both talk about unconscious mind
2. conflict
- freud: fixations
- erikson: crisis
3. psychoanalysis
4. conflict with psyche

- fixations are casued by thoughts, dreams or events
3 ways to access the unconscious mind: dream analysis, hypnosis and psychoanalysis
- repression : push bad memories away

id: sex
ego: rational
superego: interactions

single body part that is sensitive to sexual erotic stimulation
- mouth, anus

- oral stage
- anal stage
- phallic stage
- latent stage
- genital stage

mouth
- birth - 1 year
- breastfeeding, sucking

anus
- 1 - 3 years old
- toilet training

exploring genitals
- 3-6 years old
- playing doctor, exploring body

none
- 6-11 years old
- school, non-sexual activities

genitals
- adolescence and up
- sexual experimentation: relationships

1. repressing inappropriate thoughts, dreams, or traumatic events
2. imbalance of the psyche: id, ego, superego
3. parents being too permissive or restrictive of childs erogenous zone

boy wants mother sexually as a partner vs girl lacks penis and wants to be like father

unconscious behavioral techniques or methods that humans use to cope with the stress and guilt

1. trust vs. mistrust
2. autonomy vs. shame and doubt
3. initiative vs. guilt
4. industry vs. inferiority
5. identity vs. role confusion
6. intimacy vs. isolation
7. generativity vs. stagnation
8. integrity vs. despair

birth -1
crisis: trusting, fearful

- age 2 -3
- independently, self-doubt, shame

- age 4-5
- making own choices, guilt

- age 6-11
- competence or inferior and never excel

- age 12 - 18
- who am i really

- young adulthood
- deep personal, If not achieved self-absorbed and isolation

- middle adulthood 40-60
- contribute to the world, or lack of purpose

- late adulthood 60 +
- reflecting back on life, regret or love

an approach to learning that that regarts directly observable events

- classical : pavlov and watson
- operant: skinner

always increase behavior

always give something

give something good to increase behavior

remove a bad stimulation to increase behavior

decreases and possibly eliminate behavior

presentation
- used the most

temporary removal or exclusion of particiaption in something fun or positive

getting the behavior to cease
- most effective but difficult to maintain

1. sensorimotor
2. preoperational
3. concrete operational
4. formal operational

believed our brains were hard-wired to learn from birth

organize

adapt

adapting
- accommodation
- assimilation

change our current knowledge

interpreting our new experiences in terms of our existing schemas

satisfied and balanced

learning occurs between 2 people
- children gain knowledge passed down to them from someone who has a higher level of abstract thinking

learning
- must occur for cognitive development

Vygotsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher

helping students answer difficult questions by giving hints and guidance
- songs, rhymes, homework

Bronfenbrenner's environmental systems theory that focuses on five environmental systems

microsystem, mesosystem,
exosystem, macrosystem, chronosystem

innermost level of the environment
- immediate surroundings like everyday factors, school

connections between microsystems
- parent teacher, neighborhood, school

social settings that a person may not experience firsthand but that still influence development
- parent's workplace, extended family

consists of cultural values, laws, customs, and resources
- government, rules

historical changes that influence the other systems
- the effects of environmental changes that occur over the course of life

interactions between short term, or working memory and long term memory, the permanent storehouse of knowledge

central executive functions/processes

Sensorimotor tries to sort out things
-attention
-recognition

Older stimuli/knowledge is pulled out of long term mem and into short term memory in order to match, add filed schemas of knowledge

smallest unit of life

threadlike structures made of DNA molecules that contain the genes

A complex molecule containing the genetic information that makes up the chromosomes.

DNA in general cells can duplicate chromosomes
- 46

sex cells
- gametes form from half the number of chromosomes: 23
- creates 4 cells that are genetically different

sex cell

the sex chromosome from the father

inattentive,
hyperactive-impulsive,
combined

a period of adjustment for parents and their newborn during the six weeks after birth

a mild postpartum mood disorder that goes away on its own

germinal,
embryonic,
fetal

1. Dilation and effacement of the cervix
2. Delivery of the baby
3. Delivery of the placenta

physical abilities involving large body movements, such as walking and jumping

physical abilities involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin