PSY 401 1st Edition Lecture 23 Outline of Last Lecture I. Evolutionary Theory a. Charles Darwini. H.M.S. Beagleii. Alfred Russell Wallace (1823-1913)iii. “On the Origins of Species by Means of Natural Selection” (1859)iv. “Descent of Man” (1871)Outline of Current Lecture I. Evolutionary Theory a. Charles Darwini. “Descent of Man”ii. “Expressions of Emotions in Man and Animals” iii. “Biographical Sketch of an Infant” II. Application of Evolutionary Theorya. Leta Stetter Hollingworth i. Disproved the Variability Hypothesisii. “The Psychology of the Adolescent”Current Lecture II. Evolutionary Theory a. Charles Darwini. “Descent of Man”1. Continuity of speciesii. “Expressions of Emotions in Man and Animals” (1872)1. Why human emotions developed/adaptive2. Emotions are universal and have survival valuea. Example: surprised-get more visual information of situation in order to react (open eyes wider)3. James C. Browne (psychiatrist) a. Saw emotions as inherent/innateb. Schizophrenia: reverted back to animalistic statei. Do they still show emotional reactions? ii. If yes: then emotions are inherentiii. “Biographical Sketch of an Infant”1. Observations of son These 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. Clumsy muscle coordination, but had instinctual and efficient reflexes (yawning/stretching) a. Involuntary (innate) vs. voluntary muscle coordination (learned) 3. Development of was continuous, gradual change (takes a while to see major changes)III. Application of Evolutionary Theorya. Leta Stetter Hollingworth i. Disproved the Variability Hypothesis: Men are physically and psychologically more variable (less average-more diverse) than women 1. Justification for why women should stay home2. Genetically3. Male infants not more variable on height, weight, cranial measurements (males are little taller but not more diverse) 4. Male achievements results from greater vocational optionsa. IQ was more variable as adults than teenage years- no variability in young children environment instead of genetics ii. “The Psychology of the Adolescent” (1928)1. Development was continuous-gradual a. Rather than stages in ‘big
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