Psych Final Exam Review 1 What are three historical philosophical views of childhood Tabula rasa John Locke children are like blank tablets childhood experiences determine adult characteristics Original sin during the Middle Ages children were born into the world as evil beings and were basically bad goal was to remove sin from the child s life Innate goodness Jean Jacques Rousseau children are inherently good they should be permitted to grow naturally without monitoring or constraint 2 Nature vs nurture debate about what primarily influences development Nature an organism s biological inheritance Nurture environmental experiences 3 What is the discontinuity or stage concept What is the continuity concept Discontinuity development involves distinct stages nature Continuity based on gradual cumulative change nurture 4 Phenotypes vs genotypes Genotype person s genetic heritage actual genetic material Phenotype way an individual s genotype is expressed in observable and measurable characteristics 5 Zone of proximal development Vygostsky the range of tasks that are too difficult for children to master alone but that can be mastered with the guidance and assistance of adults or more skilled children Scaffolding changing the level of support to fit the child s performance 6 Piaget s sensorimotor development theory from birth to 2 years infants construct an understanding of the world by coordinating sensory experiences with physical motoric actions 1 Simple reflexes 1st month after birth sensation and reaction are coordinated primarily through reflexes 2 1st habits and primary circular reactions habits scheme based on a reflex that has become completely separated from its eliciting stimulus and primary circular reactions scheme based on the attempt to reproduce an event that initially occurred by chance infants body remains the center of attention o Circular reaction repetitive action 3 Secondary circular reactions between 4 and 8 months infant becomes more object oriented moving beyond the self imitate some simple actions schemes are not intentional or goal oriented 4 Coordination of secondary circular reactions between 8 and 12 months infant must coordinate vision and touch actions become more outwardly directed coordination of schemes and intentionality 5 Tertiary circular reactions novelty and curiosity between 12 and 18 months tertiary circular reactions schemes in which infant purposely explores new possibilities with objects continually doing new things to them and exploring the results start of curiosity and interest in novelty Internalization of schemes between 18 and 24 months ability to use primitive symbols internalized sensory images or words that represent and event 6 allowing the infant to manipulate and transform the represented events in simple ways Conservation the awareness that altering an object s appearance does not change is basic properties water in glasses Centration centering of attention on one characteristic to the exclusion of all others 7 Aspects of cognitive development Theory of mind awareness of one s own mental processes and the mental processes of others Object permanence the understanding that objects and events continue to exist even when they cannot be seen heard or touched Egocentrism the inability to distinguish between one s own perspective and someone else s perspective view of mountains task 8 Aspects of infantile attention Habituation decreased responsiveness to a stimulus after repeated presentations Dishabituation recovery of a habituated response after a change in stimulation Joint attention individuals focus on the same object or event o Requires an ability to track another s behavior one person directing another s attention and reciprocal interaction Intelligence the ability to solve problems the capacity to adapt and learn from 9 experience creativity and interpersonal skills Intelligence quotient IQ mental age divided by actual age times 100 Measure of giftedness vs mental retardation o Mental retardation limited mental ability IQ below 70 difficulty adapting to life Mild 55 70 Moderate 40 54 Severe 25 39 Profound below 25 o Giftedness IQ above 130 superior talent for something 10 Aspects of grammar Phoneme language s sound system syllables Morpheme unit of meaning involved in word formation Syntax forming acceptable phrases and syntax Semantics meaning of words and sentences Pragmatics appropriate use of language in different contexts Metalinguistic awareness knowledge about language knowing what a verb is or discussing language sounds 11 Chomsky s language acquisition device a biological endowment that enables the child to detect certain features and rules of language ability to acquire or develop language skills 12 Memory tools Imagery creating mental images Rehearsal restating information repeatedly for short term memory Elaboration more extensive processing of information Organization putting information in an order or categories 13 Parenting styles Authoritarian restrictive punitive style in which parents make the child follow their directions and respect their work and effort Authoritative encourages children to be independent but still places limits and controls on their actions Indulgent parents are highly involved but place few demands or controls on them Neglectful uninvolved parents 14 Concepts of self Self concept domain specific evaluations of the self Self esteem person s self worth or self image global evaluation of the self Possible self what adolescents hope to be ideal an actual self as well as what they dread they will become Perspective taking taking another s point of view ability to assume other people s perspectives and understand thoughts and feelings 15 James Marcia periods of self identification Moratorium vs crisis o Moratorium the gap between childhood security and adult autonomy during which societies leave adolescents relatively free of responsibility free to try out different identities o Crisis period of identity development during which the adolescent explores alternatives Identity diffusion individuals who have not yet experienced a crisis or made any commitments Identity foreclosure individuals who have made a commitment but who have not yet experienced a crisis Identity moratorium individuals who are in the midst of a crisis but whose commitments are either absent or only vaguely defined Identity achievement individuals who have undergone a crisis and made a commitment Heteronomous morality justice
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