DOC PREVIEW
Pitt PSY 0010 - Aging
Type Lecture Note
Pages 8

This preview shows page 1-2-3 out of 8 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 8 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 8 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 8 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 8 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

Concrete Operational Stage7-12 yearsConcentrationDe-centrationAble to look at more than one aspect of a problemReversibilityClassificationConcrete LogicFormal Operational Stage12 years- adulthoodabstract thinkinghypothesis testing“what if?”ability to consider things and problems that may not actually be presentCognitive DevelopmentSocio-Cultural: VygotskyAccording to Vygotsky, the novice needs social interaction to improve her skills“The Zone of Proximal Development”the innermost circle represents learned tasksthe zone of proximal development is just outside what she is able to do (skills just beyond current abilities); things she would be able to do with interactionTemperamentBehavioral characteristics established at birthEasyEasy babies are children who adapt really easily to schedules; able to adapt to challenges; able to be soothed easily if upsetDifficultDifficult babies don’t establish schedules regularly; don’t adapt to change easily; not easily calmed when upsetSlow to warm upThese children take a little more time than easy babies to adapt; early shyness around new peopleAttachmentStrong emotional connectionEarly relationshipsDevelops early in life between infants and their caregiversJohn Bowlby:Work done in EnglandSeparation AnxietyBecame fearful (frantic)Showed evidence of despair and depressionOver time, children would transition from despair/depression into a time of indifferenceFailure to ThriveChildren would die in response to absence of emotional connectionMary Ainsworth:Strange SituationMost typical – where mom and baby go into a playroom setup and can be observed by a one-way windowA stranger is introduced and their change in behavior is recordedBaby is then left only with stranger and behavior with stranger is observedMom then comes back into the room and behavior is again observedAttachment StylesDeveloped based on relationship between primary caregivers and childSecure AttachmentAre comfortable exploring a room with caregiver presentReact with caution to stranger entering room in Strange SituationUpset when caregiver leaves room, but able to be soothed with they returnInsecure AttachmentThree types:AvoidantNot as comfortable with exploration as securely attached childrenNot too reactive to mom or strangerNot upset when mother leaves roomAmbivalentMixed reactionsCan be clingy, but not exploreUpset when stranger comes, but do not know what to do when mother comes backMothers:Insensitivity to needs of childrenDisorganizedCan’t decide how to respond to changesAppear fearful and dazed during Strange SituationCaregiverEither neglectful or abusiveHarry HarlowStudied monkeysTook them away from their mothers at birth165 day periodbaby monkeys would be presented with:Wire and cloth mothersWire mothers had a place for a bottle – could provide nourishmentCloth mothers had a facial expression, had nowhere to put a bottle (no nourishment provided) – Provided contact comfort“contact comfort”ability to cuddleprovide comfort** Nourishment Is not more important than contact comfort** Detrimental effects of isolationEric Erikson: Psychological Development8 Stages“Crisis” = challenge at each stageResolutionOptimal   not optimalThe closer to optimal solution a person is, the healthier they areStage ONETrust vs. MistrustBirth – one yearLearn to trust or notregularityStage TWOAutonomy vs. Shame and Doubt1-3 yearsrealize children can direct their own behaviorlearn to express will and independenceexercise some control and make some of their own choices… or doubt self (not optimal)Stage THREEInitiative vs. Guilt3-5 Yearschallenged to control behaviorbegin to initiate activities and complete tasksenjoy own abilities … or feel guiltyStage FOURIndustry vs. Inferiority5-13 YearsPride in accomplishments… or feelings of inferiorityStage FIVEIdentity vs. Role ConfusionAdolescenceDevelop sense of selfForm valid identity… or confused about “who am I?”Stage SIXIntimacy vs. IsolationEarly adulthoodDevelop ability to share with, care for and commit to another person… or feel isolatedStage SEVENGenerativity vs. StagnationMiddle adulthoodContribute to next generation… or feel lack of purposeFocus outward   generativityStage EIGHTEgo integrity vs. DespairLate adulthoodLife reviewSatisfaction … or despairParenting StylesAuthoritarian – parents impose rules and expect obedienceTend to result in children with low self esteem and poor social skillsPermissive: parents submit to children’s demandsResults in aggressive and immature childrenAuthoritative – parents are demanding but responsive to childrenChildren tend to have higher levels of self esteem; more self reliant; better social skillsKohlberg: Moral Development“The Heinz Dilemma”Difficult moral situation/dilemmaThree Stages1. Preconventional Levelconsequences determine moralityreward = goodpunishment = bad2. ConventionalMorality involved conforming to society’s rules and laws3. Postconventionalmorality decided upon by individualmay conflict with society’s rules/lawAdulthoodEarlyAround 18 years until ~40 years oldMiddle~45-60 yearsLate~65-70 and abovePhysical and Psychological AgingAgingCellular Clock TheoryOur cells divide so many times before they dieIn humans about 50 timesCells are programmed to divide only so many times – this corresponds to the life length of an individualWear and TearThe more you use something, the faster it diesNot the most plausible theoryFree RadicalCellular damage causes aging to occurUltimately deathPSY 0010 1st Edition Lecture 13 Outline of Last Lecture I. ReviewOutline of Current Lecture II. Developmental PsychIII. AgingIV. TheoriesCurrent Lecture Concrete Operational Stage- 7-12 years- Concentrationo De-centration Able to look at more than one aspect of a problemo Reversibility- Classification- Concrete Logic Formal Operational Stage- 12 years- adulthoodThese 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.- abstract thinking- hypothesis testingo “what if?”o ability to consider things and problems that may not actually be present  Cognitive Development- Socio-Cultural: Vygotskyo According to Vygotsky, the novice needs social interaction to improve her skills- “The Zone of Proximal Development”o the innermost circle represents learned taskso the zone of proximal development is just outside what she is


View Full Document
Download Aging
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Aging and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Aging 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?