Unit 3: Development and Learning Notes PDF

**Unit 3: Development and Learning** **ESSENTIAL QUESTIONS** Are you the same person now as you were when you were 10 years old? Do you think you will be the same person in 10 years as you are now? Why or why not? How can you unlearn a bad habit and replace it with a new, better one? +----------...

**Unit 3: Development and Learning** **ESSENTIAL QUESTIONS** Are you the same person now as you were when you were 10 years old? Do you think you will be the same person in 10 years as you are now? Why or why not? How can you unlearn a bad habit and replace it with a new, better one? +-----------------------+-----------------------+-----------------------+ | [Topic] | [Learning | [Textbook | | | Objective]{.underline | Pages] | | | } | | +=======================+=======================+=======================+ | **3.1 Themes and | Explain how enduring | 462-469 | | Methods in | themes inform | | | Developmental | developmental | | | Psychology** | psychology. | | | | | | | | Describe ways | | | | cross-sectional and | | | | longitudinal research | | | | design methods used | | | | in developmental | | | | psychology inform | | | | understanding about | | | | behavior and mental | | | | processes. | | +-----------------------+-----------------------+-----------------------+ | **3.2 Physical | Explain how physical | 471-475 | | Development Across | development in each | | | the Lifespan** | of the following | 513-514 | | | applies to behavior | | | | and mental processes: | 539-542 | +-----------------------+-----------------------+-----------------------+ | **3.3 Gender and | Describe how sex and | 500-505 | | Sexual Orientation** | gender influence | | | | socialization and | 526-536 | | | other aspects of | | | | development. | | +-----------------------+-----------------------+-----------------------+ | **3.4 Cognitive | Explain how theories | 476-485 | | Development across | of cognitive | | | the Lifespan** | development apply to | 514-517 | | | behavior and mental | | | | processes. | 542-543 | +-----------------------+-----------------------+-----------------------+ | **3.5 Communication | Explain how key | 372-382 | | and Language | components of | | | Development** | language and | | | | communication apply | | | | to behavior and | | | | mental processes. | | | | | | | | Explain how language | | | | develops in humans. | | +-----------------------+-----------------------+-----------------------+ | **3.6 | Explain how social | 488-498 | | Social-Emotional | development relates | | | Development Across | to behavior and | 519-523 | | the Lifespan** | mental processes. | | | | | 543-548 | +-----------------------+-----------------------+-----------------------+ | **3.7 Classical | Explain how classical | 263-272 | | Conditioning** | conditioning applies | | | | to behavior and | | | | mental processes. | | +-----------------------+-----------------------+-----------------------+ | **3.8 Operant | Explain how operant | 275-282 | | Conditioning** | conditioning applies | | | | to behavior and | | | | mental processes. | | +-----------------------+-----------------------+-----------------------+ | **3.9 Social, | Explain how social | 292-302 | | Cognitive, and | learning applies to | | | Neurological Factors | behavior and mental | | | in Learning** | processes. | | | | | | | | Explain how cognitive | | | | factors in learning | | | | apply to behavior and | | | | mental processes. | | +-----------------------+-----------------------+-----------------------+ **Themes & Methods in Developmental Psychology** +-----------------------------------+-----------------------------------+ | **Developmental psychologist:** | | | are researchers who study how | | | people adapt, grow, and develop | | | across their lifetime | | +===================================+===================================+ | **Enduring Themes** | | +-----------------------------------+-----------------------------------+ | Chronological order | Thematic issues | +-----------------------------------+-----------------------------------+ | **Interest to developmental | Interest to developmental | | psychologist including a process | psychologists include stability | | from birth to death** | and change, nature and nurture, | | | and continuous and discontinuous | | | stages of development. | +-----------------------------------+-----------------------------------+ | Thematic Issues | | +-----------------------------------+-----------------------------------+ | **Stability:** | **Change:** | +-----------------------------------+-----------------------------------+ | **Argues that a person's | Argues that our personalities are | | personality traits during infancy | modified by events sin our | | will stay the same throughout | lifespan and interactions with | | their lifespan** | family and. friends | +-----------------------------------+-----------------------------------+ | **Nature:** | **Nurture:** | +-----------------------------------+-----------------------------------+ | **Genetically inherit physical | **The area we grow up in and how | | traits from our parents but also | our parents raised us are factors | | inherit personality intelligence, | that determine whowe are** | | which re preferences** | | +-----------------------------------+-----------------------------------+ | **Continuous:** | **Discontinuous:** | +-----------------------------------+-----------------------------------+ | **Way of explaining our | **Explains development through | | development. Explained as | different s** | | development being a continuous | | | journey** | **stages** | +-----------------------------------+-----------------------------------+ | **Design Methods** | | +-----------------------------------+-----------------------------------+ | Longitudinal Study | | +-----------------------------------+-----------------------------------+ | **Longitudinal Study:** Studying | | | the same group over a | | | considerable span of time (whole | | | life) | | +-----------------------------------+-----------------------------------+ | *Draw a visual representation of | **age 3\-\-\-\-\--age | | a longitudinal study.* | 30\-\-\-\--age etc...** | +-----------------------------------+-----------------------------------+ | Pros | Cons | +-----------------------------------+-----------------------------------+ | Examines changes within | Expensive, takes a long time, | | individuals over time and | participant attribution, | | provides a developmental analysis | possibility of practice effects, | | | limited to one cohort, and time | | | in history effects confounded | | | with age changes | +-----------------------------------+-----------------------------------+ | Cross-Sectional Study | | +-----------------------------------+-----------------------------------+ | **Cross-sectional Study:** | | | Studying different groups of | | | individuals with different ages | | | for the same research | | +-----------------------------------+-----------------------------------+ | *Draw a visual representation of | **zig zag line** | | a cross-sectional study.* | | +-----------------------------------+-----------------------------------+ | Pros | Cons | +-----------------------------------+-----------------------------------+ | Examines changes between | Cannot examine change over time, | | participants of different ages at | limited to one time in history, | | the same point in time and | and cohort differences confounded | | provides information on age | with age differences | | differences | | +-----------------------------------+-----------------------------------+ **Physical Development across the Lifespan: Infancy & Childhood** +-----------------------------------+-----------------------------------+ | **Before Birth** | | +===================================+===================================+ | **Teratogens:**Toxic substances | | | like alcohol that can harm a | | | baby\'s development in the wound | | +-----------------------------------+-----------------------------------+ | What other factors influence | Mental illness | | prenatal development? | | | | Genetic mutations | | | | | | Hormonal factors | | | | | | Environmental factors | +-----------------------------------+-----------------------------------+ | **Infancy & Toddlerhood** | | +-----------------------------------+-----------------------------------+ | Reflexes | | +-----------------------------------+-----------------------------------+ | How do reflexes indicate the | Reflexes indicate a baby is in | | physical development of an | the right track | | infant? | | +-----------------------------------+-----------------------------------+ | **Rooting reflex:** When babies | | | feel something in either cheek | | | and try to feed themselves. | | +-----------------------------------+-----------------------------------+ | Motor Development | | +-----------------------------------+-----------------------------------+ | **Gross motor skills:** Roll, | | | Rock, Crawl, Walk, Run | | +-----------------------------------+-----------------------------------+ | What is important to understand | Important to understand that even | | about the order and the | though there is a universal | | progression of these skills? | order, not everyone uses this | | | order and can be healthy as well | | | | | | Still important to determine | | | health | +-----------------------------------+-----------------------------------+ | **Fine motor skills:** | | | Coordination of small muscle | | | groups primarily in the hands and | | | fingers(tying a shoe, playing an | | | instrument) | | +-----------------------------------+-----------------------------------+ | Depth Perception | | +-----------------------------------+-----------------------------------+ | Explain the visual cliff | | | experiment and the findings of | | | Richard Walk and Eleanor Gibson. | | | Be sure to identify elements of | | | experimentation as practice! | | | | | | Babies on Birth Video | | | | | | Experiment | | | | | | They put babies in a table which | | | had a apparent fall adn saw if | | | the babies crawled over it | | | | | | They are testing the babies to | | | see how they react to a fear of | | | heights | | | | | | Dependent Variable: Depth | | | perception/ fear of heights | | | | | | Independent Variable: The surface | | | the babies are crawling | | | | | | Results: Small babies had | | | different results from bigger | | | ones because they haven't | | | developed depth perception while | | | the bigger ones have because they | | | found out that crawling develops | | | depth perception | | +-----------------------------------+-----------------------------------+ | Critical and Sensitive Periods | | +-----------------------------------+-----------------------------------+ | **Critical period:** | **Sensitive period:** | +-----------------------------------+-----------------------------------+ | You can only develop certain | When you are more sensitive to | | things at specific times | developing and learning new | | | things. | | | | | | We can still learn language later | | | on but we arent as sensitive and | | | it is a lot harder. | +-----------------------------------+-----------------------------------+ | Application to language | Application to language | | acquisition: | acquisition: | +-----------------------------------+-----------------------------------+ | **0-5** | **0-5** | | | | | **Have to be exposed to | **more sensitive to language and | | language** | a second language** | +-----------------------------------+-----------------------------------+ | **Imprinting:** Animal behavior | | | where newborn birds and some | | | mammals follow the first things | | | they see | | +-----------------------------------+-----------------------------------+ | **Adolescence** | | +-----------------------------------+-----------------------------------+ | What differences and similarities | In different cultures, puberty | | do you see across time and | bears different meanings and | | cultures in your book? | significances. | +-----------------------------------+-----------------------------------+ | **Growth spurt:** Rapid increase | | | in physical development (height) | | +-----------------------------------+-----------------------------------+ | **Puberty:** transition from | | | childhood to adulthood marked by | | | reproductive ability | | +-----------------------------------+-----------------------------------+ | **Menarche:** First menstrual | | | period (during puberty) | | +-----------------------------------+-----------------------------------+ | **Spermarche:** First ejaculation | | | (during puberty) | | +-----------------------------------+-----------------------------------+ | Primary sex characteristics | Secondary sex characteristics | +-----------------------------------+-----------------------------------+ | Directly related to reproduction | Not necessarily related to | | | reproductive measures | | ex. Menarche, Spermarche, | | | increase in size of scrotum and | ex. pubic hair, acne, voice | | uterus, Increase in size of | deepens, facial hair, increased | | vagina and testes | body odor | | | | | secretion of hormones | | +-----------------------------------+-----------------------------------+ | How can puberty influence one's | Yes, your social experience will | | social experience? | change depending on how early or | | | late you go through puberty. | +-----------------------------------+-----------------------------------+ | **Adulthood** | | +-----------------------------------+-----------------------------------+ | How are abilities characterized | Steady (leveling off) decline | | in adulthood? | | | | Reproductive ability | | What abilities are most impacted | | | and how do they change? | menopause,mobility,flexibility,re | | | action | | | time,senses, vision and hearing | +-----------------------------------+-----------------------------------+ **Gender & Sexual Orientation** +-----------------------------------+-----------------------------------+ | **Biological Sex** | | +===================================+===================================+ | **Biological sex:** chromosomes | | | (XX or XY), gonads, and hormones | | | influence the biological sex | | | (male or female) | | +-----------------------------------+-----------------------------------+ | What factors determine biological | **The set of chromosomes, | | sex? | hormones or gonads you have** | +-----------------------------------+-----------------------------------+ | Which parent determines the | **The father (male)** | | biological sex? | | +-----------------------------------+-----------------------------------+ | What are some variations of | Intersex: Variation in biological | | biological sex? What contributes | sex | | to these variations? | | | | Androgen Insensitivity Syndrome: | | | Individuals born with external | | | female characteristics but do not | | | have a uterus because they have | | | male chromosomes | | | | | | Turner Syndrome: When females are | | | short in height don\'t go through | | | puberty and are infertile, also | | | have developmental delays and | | | heart complications | | | | | | Klinefelter Syndrome: When the | | | chromosomes are XXY, they have | | | normal testes but have low | | | testosterone don\'t produce | | | sperm, and have breast | | | enlargements | +-----------------------------------+-----------------------------------+ | **Gender** | | +-----------------------------------+-----------------------------------+ | **Gender:** A concept built | | | through society and is | | | established by social, cultural, | | | beliefs, and behaviors | | +-----------------------------------+-----------------------------------+ | What factors contribute to | society | | gender? | | | | culture | | | | | | time | +-----------------------------------+-----------------------------------+ | **Gender roles:** A pattern of | | | behavior and personality traits | | | that defines masculinity or | | | femininity | | +-----------------------------------+-----------------------------------+ | How do children develop gender | They develop them based on their | | roles? | figure or role model parent and | | | how their gender usually behaves | | | in society | +-----------------------------------+-----------------------------------+ | How can stereotypes impact | Stereotypes usually lead to a | | gender? | certain type of behavior and what | | | they want to pursue | +-----------------------------------+-----------------------------------+ | Gender Identity | | +-----------------------------------+-----------------------------------+ | **Gender identity:** How you feel | | | inside and how you express gender | | | through clothing, behavior and | | | personal experience | | +-----------------------------------+-----------------------------------+ | Identify and explain some | Gender non-conformity: Not | | variations of gender within our | conforming to the gender you have | | society. | been assigned with | | | | | | Androgyny: The presence of | | | masculinity and femininity within | | | one individual | | | | | | Transgender: Anyone whose gender | | | differs from their sex assigned | | | at birth | +-----------------------------------+-----------------------------------+ | **Sexual Orientation** | | +-----------------------------------+-----------------------------------+ | **Sexual orientation:** One's | | | enduring attraction toward others | | | or lack it. | | +-----------------------------------+-----------------------------------+ | Identify and explain the factors | Genetics: A study said that 52% | | that contribute to sexual | of identical twins had the same | | orientation: | sexual orientation but only 22% | | | of fraternal twins had the same | | | sexual orientation | | | | | | Prenatal Hormones: Females that | | | were defined as homosexual had | | | higher levels of the hormone | | | androgen during the prenatal | | | stage | | | | | | Social Influences: What your | | | parents, culture, religions says | | | about it | +-----------------------------------+-----------------------------------+ **Cognitive Development across the Lifespan** +-----------------------------------+-----------------------------------+ | Cognitive Development | | +===================================+===================================+ | Jean Piaget & Stages of Cognitive | | | Development: developed stages as | | | cognitive development (continuous | | | vs discontinuous) | | | | | | He thought that intelligence was | | | the ability to adapt to the | | | environment through an | | | equilibration process. | | +-----------------------------------+-----------------------------------+ | How do these stages demonstrate | Some are cultures and other are | | the enduring theme of continuous | discontinuous | | and discontinuous development? | | +-----------------------------------+-----------------------------------+ | Terminology | | +-----------------------------------+-----------------------------------+ | **Schema: Existing knowledge of a | | | topic** | | +-----------------------------------+-----------------------------------+ | **Assimilation: incorporating | | | information into that existing | | | schema** | | +-----------------------------------+-----------------------------------+ | **Accommodation: changing the | | | existing schema to incorporate | | | the new information** | | +-----------------------------------+-----------------------------------+ | Stages of Cognitive Development | | +-----------------------------------+-----------------------------------+ | Sensorimotor | | +-----------------------------------+-----------------------------------+ | ( From 0-2 years old): | | | Characterised by the development | | | of sense, they usually start | | | copying things they see. | | | | | | - - - | | +-----------------------------------+-----------------------------------+ | **Object permanence:** The | | | awareness that things continue to | | | exist hasn't developed yet | | +-----------------------------------+-----------------------------------+ | Preoperational | | +-----------------------------------+-----------------------------------+ | (toddlerhood through early | | | childhood): Inability to perform | | | tasks such as conservation and | | | reversibility. | | +-----------------------------------+-----------------------------------+ | **Mental symbols:** Mental | | | representations of objects in the | | | world around them | | +-----------------------------------+-----------------------------------+ | **Pretend play:** Fantasy or | | | make-believe play that includes | | | an as-if orientation to actions, | | | objects, and peers. It often | | | involves playing a distinct role | | | such as mother, teacher, doctor, | | | and animals | | +-----------------------------------+-----------------------------------+ | **Conservation:** The principle | | | that properties such as mass, | | | volume, and number remain the | | | same despite changes in the forms | | | of objects | | +-----------------------------------+-----------------------------------+ | **Reversibility:** A mental | | | operation that reverses a | | | sequence of events or restores a | | | changed state of affairs to the | | | original condition | | +-----------------------------------+-----------------------------------+ | **Animism:** Giving life-like | | | characteristics such as | | | intentions, desires, and feelings | | | to objects | | +-----------------------------------+-----------------------------------+ | **Egocentrism:** The inability to | | | see the world through the | | | perspective of another | | +-----------------------------------+-----------------------------------+ | **Theory of mind:** Knowing that | | | others have their own thought | | | processes | | +-----------------------------------+-----------------------------------+ | Concrete Operational | | +-----------------------------------+-----------------------------------+ | (early childhood through late | | | childhood) | | +-----------------------------------+-----------------------------------+ | Formal Operational | | +-----------------------------------+-----------------------------------+ | (Late-childhood through | | | adulthood) | | +-----------------------------------+-----------------------------------+ | **Abstract thinking:** | | | Imagination that is not based on | | | physical objects that we can see | | +-----------------------------------+-----------------------------------+ | **Hypothetical reasoning: | | | Inference about something and | | | mentally go over it to try and | | | asses this concept** | | +-----------------------------------+-----------------------------------+ | Zone of Proximal Development | | +-----------------------------------+-----------------------------------+ | **Lev Vygotsky's Zone of Proximal | | | Development:** | | +-----------------------------------+-----------------------------------+ | **Scaffolding:**A kind of support | | | adults and teachers progressively | | | give harder and harder problem | | | and ask children to explain their | | | reasoning for learning that | | | allows them to work independently | | +-----------------------------------+-----------------------------------+ | Adulthood | | +-----------------------------------+-----------------------------------+ | **Crystallized intelligence:** | **Fluid intelligence:** | +-----------------------------------+-----------------------------------+ | experience, knowledge, experience | Concerned with creativity and | | | flexible problem-solving skills | +-----------------------------------+-----------------------------------+ | **Dementia: impairs language or | | | executive functions. Loss of | | | cognitive abilities (interferes | | | in day to day)** | | +-----------------------------------+-----------------------------------+ **Communication and Language Development** +-----------------------------------+-----------------------------------+ | Key Components of Language | | +===================================+===================================+ | **Language: Creative, shared | | | system of symbols, including | | | phonemes and morphemes, governed | | | by grammar, which includes | | | semantics and syntax rules** | | | | | | **It is generative (generates or | | | develops in a reality)** | | +-----------------------------------+-----------------------------------+ | **Phonemes: The smallest | | | individual sounds in any language | | | (letters or combination of | | | letters)** | | +-----------------------------------+-----------------------------------+ | **Morphemes: The smallest units | | | of meaning in language | | | (meaningful sounds)** | | +-----------------------------------+-----------------------------------+ | **Semantics: The component of | | | language that provides both the | | | meaning of words and how words | | | combine to form meaning (how a | | | sentence has meaning)** | | +-----------------------------------+-----------------------------------+ | Grammar | | +-----------------------------------+-----------------------------------+ | **Syntax: The aspect of grammar | | | that refers to the rules used to | | | put words in the correct order in | | | a sentence** | | +-----------------------------------+-----------------------------------+ | **Grammar: Set of rules for | | | creating and ordering sentences** | | +-----------------------------------+-----------------------------------+ | Language Development | | +-----------------------------------+-----------------------------------+ | How is non-verbal communication | **It could be used with signs, | | used within a culture? | body language, and other cultural | | | signs** | +-----------------------------------+-----------------------------------+ | What are the stages of formal | **Cooing: Involves the soft | | language development? | vowel-like sounds produced by | | | babies when they appear to be | | Give examples of how one would | happy or content** | | communicate at each stage. | | | | **Ex: a o u ect** | | | | | | **Babbling: Involves | | | consonant-like sounds and begins | | | around six months** | | | | | | **Ex: sounds like moaning** | | | | | | **One word stage: is when | | | children communicate using single | | | words that often convey complex | | | ideas, This is typical from 10-18 | | | months** | | | | | | **Ex: mama papa no** | | | | | | **Telegraphic speech: involves | | | the first multi-word speech | | | consisting of two or three-word | | | expressions typical from 18-30 | | | months** | | | | | | **Ex: no quiero eso no me gusta** | +-----------------------------------+-----------------------------------+ | *How can critical and sensitive | **The critical period is when | | periods apply to language | language must happen and certain | | acquisition and development?* | language needs to be learned. The | | | sensitive period is a more | | | extended period of language | | | acquisition** | +-----------------------------------+-----------------------------------+ | **Overgeneralization: This is a | | | characteristic error when | | | learning a language in which | | | individuals apply grammatic rules | | | too broadly** | | | | | | **Ex: misspelled words like, | | | goed, eated, throwed** | | +-----------------------------------+-----------------------------------+ | Cultural Considerations | | +-----------------------------------+-----------------------------------+ | How can culture impact language | **It can influence depending on | | acquisition and development? | your education and role models | | | such as parents and you might be | | | impacted by their way of | | | pronouncing words and cultural | | | slang also affects the | | | development of language.** | +-----------------------------------+-----------------------------------+ **Social-Emotional Development across the Lifespan** **Ecological Systems Theory** ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ **Ecological systems theory: A scientific approach to study lifespan development that empathizes the interdependence of different developmental processes and how they affect the individual** +-----------------+-----------------+-----------------+-----------------+ | **Parenting | | | | | Styles** | | | | +=================+=================+=================+=================+ | **Authoritarian | | | | | : | | | | | Parents expect | | | | | them to obey | | | | | all the time, | | | | | have a lot of | | | | | boundaries, a | | | | | lot of rules, | | | | | and low | | | | | emotional | | | | | support** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Authoritative | | | | | : | | | | | They also have | | | | | boundaries but | | | | | also have | | | | | feelings and | | | | | give emotional | | | | | support to the | | | | | child** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Permissive: | | | | | Firm and set | | | | | boundaries but | | | | | allow | | | | | flexibility and | | | | | provide | | | | | emotional | | | | | support** | | | | +-----------------+-----------------+-----------------+-----------------+ | Cultural | | | | | Differences in | | | | | Parenting | | | | +-----------------+-----------------+-----------------+-----------------+ | Depending on | | | | | the culture | | | | | there can be | | | | | certain styles | | | | | of parenting | | | | | that are more | | | | | common or are | | | | | more | | | | | supportive. | | | | | This can be | | | | | influenced by | | | | | the type of | | | | | political | | | | | government in | | | | | the country. | | | | +-----------------+-----------------+-----------------+-----------------+ | **Attachment** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Attachment: | | | | | The emotional | | | | | bond between a | | | | | human infant | | | | | and its parent | | | | | figures or | | | | | caregiver** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Temperament: | | | | | A person's | | | | | nature, | | | | | especially as | | | | | it permanently | | | | | affects their | | | | | behavior** | | | | +-----------------+-----------------+-----------------+-----------------+ | Cultural | **Different | | | | influences: | cultures may | | | | | have a | | | | | different idea | | | | | of how | | | | | attachment | | | | | should look.** | | | +-----------------+-----------------+-----------------+-----------------+ | **Secure | | | | | Attachment** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Secure: Child | | | | | becomes | | | | | distressed when | | | | | parent leaves, | | | | | but is easily | | | | | comforted when | | | | | the parent | | | | | returns** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Insecure | | | | | Attachment** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Avoidant:** | **Anxious:** | **Disorganized: | | | | | ** | | +-----------------+-----------------+-----------------+-----------------+ | **Child is not | **Child is | **Child does | | | distressed when | distressed when | not have a | | | parent leaves | parent leaves | predictable | | | and ignores or | and seeks to | pattern of | | | avoids the | punish the | attachment. | | | parent when | parent for | Includes chil | | | they return. | leaving when | who displays | | | This is the | the parent | signs of | | | childs covert | returns by | depression and | | | way of managing | displaying | disturbing | | | their anxiety** | overt feelings | behavior** | | | | such as anger** | | | +-----------------+-----------------+-----------------+-----------------+ | **Separation | | | | | anxiety: | | | | | anxiety caused | | | | | by separation | | | | | from the | | | | | primary care | | | | | giver.** | | | | +-----------------+-----------------+-----------------+-----------------+ | How has | **Physical | | | | research with | contact is very | | | | monkeys inform | important in | | | | psychology's | the forming of | | | | understanding | secure | | | | of attachment? | attachment or | | | | | security** | | | +-----------------+-----------------+-----------------+-----------------+ | **Social | | | | | Development** | | | | +-----------------+-----------------+-----------------+-----------------+ | Childhood & | | | | | Adolescence | | | | +-----------------+-----------------+-----------------+-----------------+ | How do children | Around the age | | | | engage with | of 2 years, | | | | peers? | they primarily | | | | | play with toys | | | | | = parallel play | | | +-----------------+-----------------+-----------------+-----------------+ | What importance | They show | | | | do peer | egocentrism | | | | relationships | often | | | | have in | demonstrated | | | | adolescence? | through the | | | | | imaginary | | | | | audience and | | | | | personal fable | | | +-----------------+-----------------+-----------------+-----------------+ | **Imaginary | | | | | audience: | | | | | belief that | | | | | people are | | | | | watching and | | | | | evaluating | | | | | you** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Personal | | | | | fable: belief | | | | | that the self | | | | | is unique and | | | | | invoulnerable** | | | | +-----------------+-----------------+-----------------+-----------------+ | Adulthood | | | | +-----------------+-----------------+-----------------+-----------------+ | What do | **They look for | | | | relationships | support in | | | | look like in | their | | | | adulthood? | relationships | | | | | (family | | | | | friends)** | | | +-----------------+-----------------+-----------------+-----------------+ | What importance | **The way you | | | | can attachment | attach to care | | | | have in | givers | | | | adulthood? | influuences the | | | | | way you attach | | | | | as adults** | | | +-----------------+-----------------+-----------------+-----------------+ | Culture | | | | +-----------------+-----------------+-----------------+-----------------+ | **Social clock: | | | | | what society | | | | | expects of | | | | | individuals at | | | | | other time | | | | | periods** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Emerging | | | | | adulthood: when | | | | | adults | | | | | transition into | | | | | old age** | | | | +-----------------+-----------------+-----------------+-----------------+ | **The Stage | | | | | Theory of | | | | | Psychosocial | | | | | Development** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Trust and | | | | | mistrust:** | | | | | | | | | | **Happens in | | | | | infancy** | | | | | | | | | | **WHen baby | | | | | learns to trust | | | | | primary | | | | | caregiver or | | | | | not trust | | | | | them** | | | | | | | | | | **attachment is | | | | | generalized to | | | | | people** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Autonomy and | | | | | shame and | | | | | doubt:** | | | | | | | | | | **18 months to | | | | | 3 years** | | | | | | | | | | **Will: They | | | | | begin to feel | | | | | an impulse and | | | | | want to be more | | | | | independent** | | | | | | | | | | **Doubt: They | | | | | care what other | | | | | people say and | | | | | that might | | | | | affect their | | | | | choices and | | | | | don't do | | | | | stuff** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Initiative | | | | | and guilt:** | | | | | | | | | | **2-6** | | | | | | | | | | **Initiative: | | | | | There is a | | | | | sense of | | | | | purpose wanting | | | | | them to do new | | | | | activities and | | | | | have new | | | | | desires** | | | | | | | | | | **Guilt: This | | | | | is when you | | | | | don\'t solve | | | | | the problem | | | | | properly and | | | | | there is a | | | | | sense of | | | | | guilt** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Industry and | | | | | inferiority:** | | | | | | | | | | **Industry: | | | | | Children are | | | | | discovering new | | | | | things they can | | | | | do and feel | | | | | empowered** | | | | | | | | | | **Inferiority: | | | | | When children | | | | | are not able to | | | | | keep up with | | | | | the rest and | | | | | notice they are | | | | | not able to do | | | | | things the | | | | | other people | | | | | their age can** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Identity and | | | | | role | | | | | confusion:** | | | | | | | | | | **Fidelity: The | | | | | ability to stay | | | | | true to your | | | | | beliefs, | | | | | values, and | | | | | identity while | | | | | remaining loyal | | | | | to others even | | | | | when | | | | | encountering | | | | | differences.** | | | | | | | | | | **Maldevelopmen | | | | | t: | | | | | Repudiation: | | | | | Refers to the | | | | | neglect and | | | | | denial of | | | | | something. This | | | | | can be beliefs, | | | | | values, or | | | | | relationships | | | | | due to | | | | | confusion or | | | | | fear of losing | | | | | their | | | | | identity.** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Intimacy and | | | | | isolation:** | | | | | | | | | | **young adult | | | | | feel alone if | | | | | no | | | | | relationship** | | | | | | | | | | **skiing in | | | | | intimacy** | | | | | | | | | | **feelings of | | | | | connection** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Generativity | | | | | and | | | | | stagnation:** | | | | | | | | | | **Generativity: | | | | | They feel like | | | | | they have a | | | | | meaning and a | | | | | spot in society | | | | | were they | | | | | contribute** | | | | | | | | | | **Stagnation: | | | | | When they | | | | | struggle to | | | | | find a place in | | | | | society and | | | | | don\'t feel | | | | | like they | | | | | contribute as | | | | | much as they | | | | | would like to** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Integrity and | | | | | despair:** | | | | | | | | | | **Integrity: | | | | | There is | | | | | satisfaction | | | | | and acceptance | | | | | in your life | | | | | and find peace | | | | | with what you | | | | | accomplished in | | | | | life.** | | | | | | | | | | **Despair: This | | | | | is when you | | | | | find conflict | | | | | with your life | | | | | and feel like | | | | | you didn't | | | | | fulfill and did | | | | | all of what you | | | | | could do in | | | | | life** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Adverse | | | | | Childhood | | | | | Experiences | | | | | (ACEs)** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Adverse | | | | | Childhood | | | | | Experiences: | | | | | Potentially | | | | | traumatic | | | | | events that | | | | | occur before a | | | | | child reaches | | | | | the age of 18** | | | | | | | | | | **ACEs Abuse | | | | | Neglect | | | | | Household | | | | | disfunction** | | | | +-----------------+-----------------+-----------------+-----------------+ | How can | **There are | | | | sociocultural | multiple | | | | differences | illnesses | | | | influence ACEs? | developed that | | | | | can be | | | | | correlated to | | | | | sociocultural | | | | | differences.** | | | +-----------------+-----------------+-----------------+-----------------+ | **Identity | | | | | Development** | | | | +-----------------+-----------------+-----------------+-----------------+ | Commitment? | | | | +-----------------+-----------------+-----------------+-----------------+ | | | No | Yes | +-----------------+-----------------+-----------------+-----------------+ | | | **Identity | **Identity | | | | diffusion:** | foreclosure:** | | | | | | | | | **There is no | **They take | | | | crisis nor | action but | | | | commitment and | there is no | | | | it does not | crisis because | | | | take action or | they don't | | | | decision.** | explore because | | | | | of fear.** | | | | | | | | | | **Students | | | | | decide on | | | | | college major | | | | | without | | | | | exploring** | +-----------------+-----------------+-----------------+-----------------+ | | | **Identity | **Identity | | | | moratorium:** | achievement:** | | | | | | | | | **They explore | **After | | | | options but are | confusion being | | | | not able to | able to conform | | | | make a decision | to a decision | | | | yet (crisis)** | and knowing | | | | | what option is | | | | | right for you. | | | | | They still | | | | | consider | | | | | alternatives** | +-----------------+-----------------+-----------------+-----------------+ | What other | **Gender, | | | | processes are | beliefs, | | | | involved in | religion, | | | | developing | upbringing,** | | | | one's identity? | | | | +-----------------+-----------------+-----------------+-----------------+ | **Possible | | | | | self: The idea | | | | | of what you | | | | | want to become | | | | | and what you | | | | | are afraid of | | | | | becoming** | | | | +-----------------+-----------------+-----------------+-----------------+ **Classical Conditioning** +-----------------------------------+-----------------------------------+ | **Learning: A relatively | | | permanent change in behavior that | | | results from experience** | | +===================================+===================================+ | **Classical conditioning: A type | | | of learning in which an initially | | | neutral stimulus when paired with | | | a stimulus that elicits a reflex | | | response results in a learned, or | | | conditioned, response when the | | | now conditioned stimulus is | | | presented** | | +-----------------------------------+-----------------------------------+ | **Associative learning: The | | | principle that one stimulus that | | | is paired with another will cause | | | a response** | | +-----------------------------------+-----------------------------------+ | Elements of Classical | | | Conditioning | | +-----------------------------------+-----------------------------------+ | **Unconditioned stimulus: A | | | stimulus that elicits an | | | automatic or involuntary response | | | and after some time the initial | | | stimulus will cause that | | | response** | | +-----------------------------------+-----------------------------------+ | **Unconditioned response: Any | | | original response that occurs | | | naturally and in the absence of | | | conditioning** | | +-----------------------------------+-----------------------------------+ | **Neutral stimulus: A stimulus | | | that initially does not elicit | | | the reflex or automatic response | | | being studied** | | +-----------------------------------+-----------------------------------+ | **Conditioned stimulus: A neutral | | | stimulus that is repeatedly | | | paired with an unconditioned | | | stimulus until it acquires the | | | ability to elicit a response that | | | it previously did not** | | +-----------------------------------+-----------------------------------+ | **Conditioned response: The | | | learned or acquired response to a | | | conditioned stimulus** | | +-----------------------------------+-----------------------------------+ | Procedures | | +-----------------------------------+-----------------------------------+ | **Acquisition: Learning when a | | | condition response is | | | established** | | +-----------------------------------+-----------------------------------+ | *When should the NS be presented | As close as possible or right | | in respect to the UCS for | before depending on the test | | acquisition to be most | | | effective?* | | +-----------------------------------+-----------------------------------+ | *How would one test to see if | By presenting the conditioned | | acquisition has occurred?* | stimulus alone to see if it | | | produces a response | +-----------------------------------+-----------------------------------+ | **Extinction: The decrease or | | | disappearance of a conditioned | | | response** | | +-----------------------------------+-----------------------------------+ | *What is the procedure for | **Stop that stimulus from | | extinguishing a conditioned | happening** | | response?* | | +-----------------------------------+-----------------------------------+ | **Spontaneous recovery: The | | | reappearance of a conditioned | | | response after a rest period or a | | | period of lessened response** | | +-----------------------------------+-----------------------------------+ | **Stimulus generalization: The | | | elicitation of a conditioned | | | response by stimulation similar | | | but not identical to the original | | | stimulus** | | +-----------------------------------+-----------------------------------+ | **Stimulus discrimination: The | | | ability to distinguish between | | | like stimuli and respond to | | | specific stimuli only** | | +-----------------------------------+-----------------------------------+ | **Higher-order conditioning: | | | Conditioned stimulus used as | | | unconditioned stimulus** | | | | | | **(Light + sound + dog | | | salivation)** | | +-----------------------------------+-----------------------------------+ | Emotional Responses | | +-----------------------------------+-----------------------------------+ | *Explain the research involving | Little Albert learned to avoid | | classically conditioning | animals because of conditioning | | emotional responses:* | | +-----------------------------------+-----------------------------------+ | **Counterconditioning: | | | Associating a stimulus that | | | produces a desired response with | | | one that produces a negative one | | | then the negative one will | | | produce a positive one** | | +-----------------------------------+-----------------------------------+ | How does this apply to | We can use counterconditioning to | | therapeutic interventions for | fight the psychological disorders | | psychological disorders? | like ptsd | +-----------------------------------+-----------------------------------+ | Taste Aversion | | +-----------------------------------+-----------------------------------+ | **Taste aversion: When the | | | conditioned stimulus is a new | | | taste the unconditioned stimulus | | | is a drug causing nausea and the | | | conditioned response is avoidance | | | of that taste** | | +-----------------------------------+-----------------------------------+ | **One-trial conditioning: | | | Learning from the first time | | | con** | | +-----------------------------------+-----------------------------------+ | **Biological preparedness: When | | | your body prepares for the | | | natural response that the | | | unconditioned stimulus causes and | | | then with the conditioned | | | stimulus alone.** | | +-----------------------------------+-----------------------------------+ | *How can classically conditioning | *TO fight alcoholism or obesity | | an aversive reaction be used to | by using taste aversion* | | benefit others?* | | +-----------------------------------+-----------------------------------+ | Habituation | | +-----------------------------------+-----------------------------------+ | **Habituation: Self adapting to | | | stimulus** | | | | | | **Diminished response to the | | | stimulus after time fo exposure | | | to it** | | +-----------------------------------+-----------------------------------+ | *What is an example of | *getting afraid of airplanes but | | habituation?* | gradually loosing it after | | | exposure* | +-----------------------------------+-----------------------------------+ **Operant Conditioning Part I- Training Techniques** +-----------------------------------+-----------------------------------+ | Operant Conditioning | | +===================================+===================================+ | **Operant conditioning: The | | | process in which behavioral | | | change (i.e., learning) occurs as | | | a function of the consequences of | | | behavior** | | +-----------------------------------+-----------------------------------+ | **Aspects of Reinforcers** | | +-----------------------------------+-----------------------------------+ | Primary | Secondary | +-----------------------------------+-----------------------------------+ | Fulfills basic drive (Innately | Everything else (Becomes | | rewarding) | rewarding aster learned | | | association) | +-----------------------------------+-----------------------------------+ | **Law of effect: Reinforcement | | | strengthens behavior** | | | | | | **Punishment weakens behavior** | | +-----------------------------------+-----------------------------------+ | **Shaping: An operant | | | conditioning procedure in which | | | reinforcers guide behavior toward | | | close and closer approximations | | | of the desired behavior** | | +-----------------------------------+-----------------------------------+ | **Instinctive drift: The tendency | | | of learned behavior to gradually | | | revert to biologically | | | predisposed patterns** | | +-----------------------------------+-----------------------------------+ | Comparisons to Classical | | | Conditioning | | +-----------------------------------+-----------------------------------+ | **Stimulus generalization: | | | Responds to the stimulus and | | | stimulus similar to the | | | original** | | +-----------------------------------+-----------------------------------+ | **Stimulus discrimination: | | | responds to the specific stimulus | | | and nothing else** | | +-----------------------------------+-----------------------------------+ | Training Techniques | | +-----------------------------------+-----------------------------------+ | **Reinforcement: Any event that | | | strengthens the behavior it | | | follows** | | +-----------------------------------+-----------------------------------+ | **Punishment: Any event that | | | tends to decrease the behavior | | | that follows** | | +-----------------------------------+-----------------------------------+ +-------------+-------------+-------------+-------------+-------------+ | | | **Consequen | | | | | | ces** | | | +=============+=============+=============+=============+=============+ | | | Strengthen | | | | | | behavior \| | | | | | | Weaken | | | | | | behavior | | | +-------------+-------------+-------------+-------------+-------------+ | | **S** | | **Positive | **Positive | | | | | reinforceme | punishment: | | | **t** | | nt: | Weakens the | | | | | Strengtheni | behavior by | | | **i** | | ng | giving you | | | | | of behavior | something | | | **m** | | by giving | you don\'t | | | | | something | like** | | | **u** | | you do | | | | | | like** | | | | **l** | | | | | | | | | | | | **u** | | | | | | | | | | | | **s** | | | | +-------------+-------------+-------------+-------------+-------------+ | | | | **Negative | **Negative | | | | | reinforceme | punishment: | | | | | nt: | Weakens | | | | | Strengtheni | behavior by | | | | | ng | taking away | | | | | behavior by | something | | | | | taking away | that you do | | | | | something | like** | | | | | that you | | | | | | don\'t | | | | | | like** | | +-------------+-------------+-------------+-------------+-------------+ +-----------------------------------+-----------------------------------+ | **Applications of Operant | | | Conditioning** | | +===================================+===================================+ | How does operant conditioning | Superstitious behavior occ