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UIUC PSYC 100 - PSYCHOLOGY FINAL REVIEW-1

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Chapter 10: - Developmento The study of how behavior changes over the life spano Motor Development: Reflexes: set of automatic motor behaviors that infants are born with (grasping, sucking, stepping, rooting) Motor behaviors: most children acquire motor milestones in same order, large variability in when and how this happens, influenced by physical maturation as well as culture and parenting  Adolescence: transitional period, hormonal development, at physical peak inearly 20s-declines shortly there after- Shift from seeing knowledge as absolute to seeing it as relative- Fluid intelligence decreases later in lifeo Cognitive Development: Numerous explanations of how we acquire the ability to learn, think, communicate, and remember  Differ in 3 ways:- Stage-like vs. continuous changes in understanding- Domain vs. general domain of specific accounts- Principle source of learning- Conservation (Piagetian)o Children aren’t mini adults Understanding differs fundamentallyo Learning is very active Stage theory- Dramatic reorganizations of thinking at specific transition points (stages) Domain theory- If you are good at math, you are good at language- No specialties of knowledge Equilibrium- Maintaining a balance between experiences and thoughts about the world Assimilation- Absorbing new experiences into current schemas Accommodation- Altering a schema to make more compatible with experience PAIGET’S FOUR STAGES- Sensomotoro Birth to 2 yearso Focus on here and now, acquire new info through senses, noobject permanenceo Out of sight, out of mind- Preoperationalo Between 2 and 7o Construct mental representations of experienceso Have object permanenceo No object conservationo Egocentric- no theory of mindthinks everyone knows and sees what they know and seeo Move to next stage when master conservations (transformations)- Concrete operationalo Between 7 and 11o Mental operations for physical eventso Past guides current behaviorso No abstract representations- Formal Operationalo 11 and up o Think abstractlyo Test hypothesiso Imagine possibilities Critiques of Piaget- Development is more continuous than stage like- Culturally biased- Stages do not cut across domainso Stages more domain specifico Math progresses differently than language- Parenting styles (authoritarian, authoritative)o Authoritarian: Parent: Strict, punishing, unsympathetic Child: unfriendly, distressful, self-relianto Authoritative: Parent: strict, firm, high in warmth, supportive Child: self-reliant, friendly, cooperativeo Permissive: Parent: very affectionate, little discipline Child: immature, dependent, unhappy o Uninvolved: Parent: indifferent, invest little time Child: insecure attachments, aggressive, impulsiveo Outcomes depend on cultureo European American children best with authoritative parentingo Asian and African American better with authoritarian- Different types of temperamento Early social development: Infants develop interest in other people very quickly after birth Stranger anxiety starts at 8-9 months and peaks at 12-15 months Differences in children’s social and emotional styles reflect temperamento Easy babies: cheerful, adaptable, relaxedo Difficult: irritable, easily frustratedo Slow to warm up: initially difficult but adjusto Behaviorally inhibited: frightened at sign of novel things (slightly higher risk for shyness)o All genetically influenced change with nurture- Kohlberg’s moral stageso Identity developmento Preconventional level Selfish moral judgment Rewards and punishmentso Conventional Level Choices are based on rules and conventions Getting other’s approval, duty, obligationo Post conventional level Choices based on personal standards or universal principles of justice, equality, and respect for human life Laws are arbitrary and have limitso Criticisms Cultural bias-individualist vs collectivist Sex bias- justice vs caring Low correlation with moral behavior Confound with verbal intelligence Assumes moral reasoning precedes emotional reaction to moral issues- Difference between cross section research studies, longitudinal and coverto Challenges to theories Post hoc fallacy: there is another potential explanation- If A precedes B, then B must be caused by A Biodirectional influences- Children’s development  experienceso Rarely unidirectional Cohort effect- Sets of people in different periods can have systematic differences tothe environment they grew up in (old+texting)o Cross sectional studies: take several people during same period and test them (not as effective)o Longitudinal study: the same person is measured at differentstages (costly and slow but effective)- Impact of genetic predisposition's and early life experiences (which has more impact)- Nature vs nurtureo Maturation: changes that develop in a fixed sequence no matter the environment ex:motor skillso Cultural differences in maturation Order of stages remain the same But when exactly they occur differs Nature tells us that they will develop, nurture tells us how fasto Heredity: creates predispositions that interact with environmento Effects of genes depend on environmento Gene Expression: Environmental experiences activate of deactivate our geneso Genetic dispositions let children seek out and create own environmentso Nature via Nurture: genetic predispositions can influence us to select and create particular environments, leading to the mistake of it being a pure effect of nature(Genetically violent, will seek violent environment)- Prenatal development: what goes along with the different stages (especially fetal stage)o Conception and Prenatal Development Most dramatic changes occur during early prenatal development Zygote is formed when sperm and egg meeto Germinal Stage Conception through the 2nd week Zygote begins to divide and double Forms a blastocyst- Ball of identical cells that haven’t functioned yeto Embryonic Stage 2nd through 8th week Cells differentiate Blastocyst becomes embryo Limbs, facial features, major organs take shape Many dangerso Fetal Stage 9th week through delivery Embryo becomes a fetus Major organs are developed Stage of physical maturationo Brain development Neurons grow at incredible rates (proliferation) Up to 250,000 neurons per minute


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UIUC PSYC 100 - PSYCHOLOGY FINAL REVIEW-1

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