PSYC 2700 BerkFinal ExamSection 1Lecture 1Berk Ch. 1: History, Theory, and Applied DirectionsI. Philosophies of Enlightenmenta. John Locke: tablula rusa (blank slate), characters shaped entirely by experience.b. Jean-Jaques Rousseau: maturation which refers to genetically determined, naturally unfolding course of growth.c. The Normative Approach: measures of behavior are taken on large numbers of individuals and age-related averages represent typical growth.II. Psychoanalytical Perspective: children move through stages where they confront biological drives and social expectations. How they resolve these conflict will play a role in their development.a. Freud: Psychosexual theory emphasizes that managing a child’s sexual drives early on will determine their healthy development.b. Erikson: Psychosocial theory emphasizes that in addition to mediating between idand superego, the ego contributes to overall social development.III. Behaviorism: stimuli and response are the foundation on children’s development.a. Piaget’s Stages: i. Sensorimotor (birth-2): discover with eyes, ears, hands, and mouth.ii. Preoperational (2-7): can use symbols, make-believe.iii. Concrete operational (7-11): reasoning becomes logical and organized, understand amounts remain the same when form changes.iv. Formal operational (11): thinking can be abstract, advanced problem solving.IV. Recent Theoretical Perspectivesa. Information Processing: human mind is a symbol-manipulating system through which information flows.b. Developmental Cognitive Neuroscience: brings together research from psychology, biology, neuroscience, and medicine to study relationships between brain, behavioral patterns, and cognitive development. c. Ethology: concerned with adaptive value of behavior and its evolutionary history.d. Critical period: limited time in which child is biologically programed to learn certain behaviors.e. Sensitive period: optimal time for learning due to responsiveness to the environment. f. Evolutionary developmental psychology: studies adaptive value of species-wide cognitive, emotional, and social capacities as they change with age.g. Vygotsky’s Sociocultural Theory: how culture is passed on through social interaction that form child’s manners of thinking and behaving.h. Ecological Systems Theory: Urie Brodenbrenner, children are developing in a complex system of relationships affected by surrounding relationships.i. Microsystem: innermost level, activities and interaction patterns of immediate environment.ii. Mesosystem: second level, encompasses connections between microsystems.iii. Exosystem: social setting that do not contain children but affect children experiences and immediate environments. iv. Macrosystem: outermost, cultural values, laws, customs, resources.v. Chronosystem: the temporal dimension of the model, life changes imposed on child or brought about by child. As children get older they select, modify, and create their own settings. i. Dynamic Systems perspective: child’s mind, body, physical, and social worlds form integrated system that guides mastery of new skills. The system is constantly in motion. A change in any part of it requires a reorganization of the system to be more complex, but effective.V. Applied Directionsa. Social policy: planned set of actions by a group to attain a social goal.b. Public policy: laws and government programs designed to improve situations.c. Individualistic Societies versus Collectivist SocietiesLecture 2 & 3Berk Ch. 3: Infancy- Early Learning, Motor Skills, and Perceptual ConceptsI. Neonatal Behavioral Assessment Scale (NBAS)a. Assesses the child’s reflexes, muscle tone, state changes, responsiveness to physical and social stimuli, and other reactions.II. Conditioninga. Classical Conditioning: neutral stimulus is paired with stimulus that results in reflexive response.i. Unconditioned stimulus (UCS) must consistently produce unconditioned reflex (UCR).ii. Neutral stimulus is then presented with the UCS.iii. The neutral stimulus becomes the Conditioned stimulus (CS) and the response is the conditioned response (CR).iv. If CS is presented enough with out the UCS then the CR will fade into extinction.b. Operant Conditioning: behavior is encouraged or discouraged my positive reinforcement, negative reinforcement, or punishment.c. Habituation: the gradual reduction in the strength of the response due to the repetitiveness of the stimulation.d. Recovery: new stimulus causes response to return to high levels.e. Mirror Neurons: fire identically when a primate hears or sees an action and whenit carries out that action on its own.III. Motor Developmenta. Dynamic systems theory of motor development: mastery of motor skills involves acquiring increasingly complex systems of actionb. Prereaching- poorly coordinated swipe made by infants.c. Ulnar grasp: clumsy motion in which the infant closes fingers against palm.d. Pincer grasp: well-coordinated bringing together of thumb and pointer finger.IV. Perceptiona. Statistical learning capacity: infants analyze speech streams and pick up on repeated sounds before learning their meaning. b. Visual acuity: fineness of discrimination is limited in early years.c. Size constancy: perception of an objects size as being the same, despite changes in the size of its retinal image.d. Intermodal perception: making sense of running streams of light, sound, tactile, odor, and taste information perceiving them as integrated wholes.e. Amodal sensory properties: information that is not specific to a specific modal but that overlaps two or more sensory systems.f. Differentiation theory: infants actively search for invariant features of the environment, those that remain stable, in a constantly changing perceptual world.g. Affordances: guides perceptions, the action possibilities that a situation offers an organism with certain motor capabilities. Lecture 4 & 5Berk Ch. 10: Emotional DevelopmentI. Functionalist Approach: emphasizes the broad functions of emotions is to energize behavior aimed at attaining personal goals.a. Emotions play vital role in cognitive, social, and physical development. b. Emotions contribute to emergence of self-awareness and allow children to adapt to their physical and social worlds.II. Middle Schoola. Problem-centered coping: appraise situation as changeable, identify difficulty, and decide what to do about it.b. Emotion-centered coping: internal, private, and aimed at controlling distress when little