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ISU PSY 233 - Chapter 9 continued
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PSY 233 1st Edition Lecture 28 Outline of Last Lecture I. Chapter 9: Biological Foundations of PersonalityA. Phineas GageB. TemperamentC. Early views of constitution and temperamentD. Franz Joseph GallE. 3 publications supported biological underpinnings1. Darwin’s origin or species2. Darwin’s expression of emotions in man and animals3. Mendel’s experiments on plant hybridsF. Pavlov’s work in 1905 on classical conditioning was instrumental G. Constitution and temperament longitudinal - NYLS: New York Longitudinal Study- followed 100 children birth to adolescence, 3temperament types1. Easy babies- playful and adaptive2. Difficult babies- negative and unadaptable3. Slow and warm up- low in reactivity and hard to warm upH. Inhibited and uninhibited children: Kagan & Colleagues- Inhibited- UninhibitedI. Kagan’s longitudinal experiments with 4 months until 8 yearsOutline of Current Lecture II. Chapter 9 continuedA. Brain structures involved in high reactive children:a. Amygdalab. Frontal lobeB. Effortful control and conscienceC. 4 aspects of evolutionary psychology1. Features of a human mind are those that are important to reproductive successThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.2. Evolve mental mechanisms may not serve us well today3. Evolved mechanisms are domain specific4. The mind’s architecture is like a computer (current research refutes this)D. Sex differences: evolutionary origins?E. Parental investment theory: cross culturally1. Men prefer youthful looking women suggesting reproductive capability2. Women prefer men with resources who offers resources and protection3. Men are most jealous about sexual infidelity, women about emotional InfidelityF. Genes and personality: 23 pairs of human chromosomesCurrent LectureIII. Chapter 9 continuedA. Brain structures involved in high reactive children:a. Amygdala= mediates fear response (spiders) can challengeb. Frontal lobe= higher level thinking/executive planningB. Effortful control and conscience- Mary Rothburt- specific qualities needed for self-regulation of emotional control- How do we develop a sense of conscience?- Mother’s effortful control- children’s effortful control-children’s control- Authoritative parents lead children to NOT develop internal controls for self-regulation and social conscience behaviors (Greeks admonition to not be too hard on your children)C. 4 aspects of evolutionary psychology1. Features of a human mind are those that are important to reproductive success2. Evolve mental mechanisms may not serve us well today- Ex: our taste or fat causes us to over consume our fat3. Evolved mechanisms are domain specific- Ex: jealousy is a part of mating and adaptive in problem solving4. The mind’s architecture is like a computer (current research refutes this)- Elizabeth Loftus, “the mind is like a Wikipedia file, and amenable to change”- Social exchange and cheating: fairness (Quid Pro Quo- you scratch mine, I’ll scratch yours) has evolved as an evolutionary social mechanism and need for social maintenanceD. Sex differences: evolutionary origins?- Sex differences evolved for penetration of the human population- Men and women have developed differing sex difference mechanisms (this is tenuous)- Male= female preferencesE. Parental investment theory: cross culturally1. Men prefer youthful looking women suggesting reproductive capability2. Women prefer men with resources who offers resources and protection3. Men are most jealous about sexual infidelity, women about emotional InfidelityF. Genes and personality: 23 pairs of human chromosomes- There is no extraversion gene, no introversion gene, no neuroticism gene and no gay/straight gene- Twin studies: identical twins (monozygotic tins MZ) fraternal twins (dizygotic twins


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ISU PSY 233 - Chapter 9 continued

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