Development and Personality Fetal Learning Taste By 13 15 weeks fetus taste buds already look like mature adults and 33 week old would suck harder on a sweetened nipple than a plain one Hearing Fetus respond to loud noises even in the womb The womb is not a silent place hydrophone measured the sounds which included whooshing of blood vessels tones of voice and other people outside the amniotic wall and responds calmly to the mothers speech Vision Last sense to develop but fetus responds to bright light Has to be slowly exposed to light because it can cause damage Learning Habituation Decasper feeding contraption that allows a baby to suck faster to hear one set of sound and suck slower with a different set Discovered that within hours of birth a baby prefers its mothers voice therefore meaning it habituated to learning the sound Newborn also prefers a story read to it repeatedly heard while their in the womb Prefer native language and that of their mothers and familiarity Infant Perception and Cognition Dishabituation ability to recognize the differences between things or objects Memory lessens the time of attention on the same object Lifelong Development Cross sectional researchers gather groups of people of all different ages Comparing different cohorts Disadvantage confounding factors of historical differences Longitudinal study one group of people through time Disadvantage may have lost someone Attrition those who show up are not necessarily representative of the sample Cohort population of individuals born during the same historical period Infant Determinism Based on more present experiences rather than past ones Infancy experiences do not really shape adulthood personalities Piaget s Stage Theory Children s thinking does not develop entirely smoothly and at certain stages because before 18 months children are not capable of understanding things in certain ways Adaption to the world through accommodation and assimilation Accommodation person takes material in from the environment but may mean changing the evidence of the senses to make it fit Classification difference made to ones mind by assimilation Class inclusion ability to group objects together on the basis of commonality Conservation understanding that classifications are subsets of a larger class dogs are also animals Decentration realization that objects say the same even when they are moved or made to look different Egocentrism ability to move away from one system of classification to another as appropriate Operation the belief that you are the center of the universe and everything revolves around you See the world only from your perspective Schema representation of a set of perceptions ideas and actions that go together Stage is capable of understanding some things but not others Sensori motor 0 2 years Differentiates self from objects and recognizes self as agent of action and therefore acts intentionally Realizes things exist without them being present Peekabo finding toys Pre operational 2 7 years Learns to use language and to represent objects by images and words Thinking is egocentric and from their viewpoint Classifies objects by a single feature glass of juice and quarters lined up understanding how objects exist and how we manipulate them Concrete operational 7 11 Can think logically about objects and events Classifies objects according to several features and can order objects along a single dimension such as size same amount of juice in different glasses Formal operational 11 and up Children can think logically about abstract propositions and test hypotheses systematically Becomes concerned with the hypothetical future and ideological problems Kohlberg Stages of moral development Pre conventional Level up to age 9 Self focused morality Morality defined as obeying rules and avoiding negative consequences Rules are moral law and good and moral are seen as needs Conventional Level age 9 to adolescence Other Focused Morality Children begin to understand what is expected of them by their parents and teachers Morality achieves expectations Fulfilling obligations and following expectations are seen as moral law Postconventional Level adulthood based on cultural norms and expectations Higher focused Morality Understand people have different opinions about morality and that rules and laws vary with groups and cultures Morality is seen as upholding values of these groups Understand your own personal beliefs and right from wrong based on the situation Basics of morality are the foundation with independent thought playing an important role Babies choose the helpful character up to 80 Attachment Develop different types of attachment styles based on genetic and environmental influences Attachment Theory Result of lived experience than biological makeup Some children are born secure while others are made secure or insecure by the qualities of their experience Sensitive responsive parenting increases a secure attachment Measuring Attachment style Mother plays with child and then a stranger enters and the mother leaves and the child gets distressed and the stranger cannot console her but when the mother returns she can How secure is a mother daughter relationship Baby is able to be calmed down by contact with the mother and be able to play When the mother left child was unable to focus on anything else SECURE If baby is not engaging her or the reunion is not effective then that is INSECURE Insecure AMBIVALENT the baby continues to cry when mother returns AVOIDANT baby is disinterested in contact with the mother when she returns Personality Psychology Theory of Personality Motivation we use traits to predict peoples actions and we use motivational concepts to explain them Unconscious an account of how ideas emotions and impulses we are consciously aware of influence our behavior and how they become unconscious in the first place The Self how the self develops and influences behavior Self concepts either have motivational or regulatory properties and may be conscious or unconscious Development how it develops and changes over time via intrapsychic development and how people become integrated into society socialization Maturity vision model or definition of maturity and some description of how it can break down Allows us to determine what is and is not personality psychology and evaluate the adequacy of a theory based on the degree it covers these points and degree of how it says something new about each of the root ideas
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