HDA

4 Goals of Developmental Psycology

5 theoretical perspectives on human development

Being shaped by unconsious forces, and those forces motivate human behavior

Freudian parts of personality

2 theorys for Psychoanalytic perspective

Neo-Frudian
Emphesized influence on society
Development is lifelong

Changes in behavor result from experience or from adapation to the environment

We respond based on if a situation is painful, threatening, or pleasurable

Conditioning of Fear

Classical Conditioning

Operent Conditioning

Individual learns the consequences of operating on the environment. 
There is a learned relationship between behavior and its consequences.

increases the likelihood of a behavior occuring

Giving a reward

Removing something adversive

Decreasing the likelihood of a behavior occuring

Adding something adversive

Removing something pleasant

Social Learning Theory

Development is bidirectional

Person acts on world as the world acts on a person

Children choose who to imitate

View that thought processes are central to development

Theorys relative to Cognitive perspective

A tendency to create complex cognitive structures or schemes

Organized patterns of behavior used to think and act in a situation
-Infants suck bottles and thumbs

How children can handle familiar information

Incorporating new info into existing schemes
-An Adaption process

Changing structures to include new information
An Adaption process

Vygotsky's term for the difference between what a child can do alone and what the child can do with help.
related to Lev Vygotsky's Sociocultural Theory

The temporary support to help a child master a task

View that sees the individual as inseparable from the social context

Theory of Contextual Perspective

Development can only be understood in its social contexts
Describes range of interacting influences that affect development
Identifies contexts that stifle or promote growth

everyday environment

Interlocking of microsystems to understand why things happen

linkages between a microsystem and the outside system

Overarching cultural patterns

Change or constancy in a person and environment

View that focuses on evolutionary and biological bases of behavior

Theories related to Evolutionary Perspective

Survival of the Fittest
Natural Selection

The study of distinctive adaptive behaviors of the animal species
-innate behaviors evolved to increase survival odds
-why squirrels barry nuts

How biology and environment interact to produce behavior and development

What is the result of humans unconsiously striving for personal survival and genetic legacy?

The union of sperm and ovum to produce a single-celled zygote
Also called conception

One egg, One sperm
Identical Twins
Share 100% of the genes

2 eggs, 2 sperm
More common
Fraternal twins
share 50% of genes

Coils of DNA carrying genes

22 paris not related to sexual expression

1 pair determining sex
XX= female
XY= male

Two or more alternative forms of a gene that occupy the same position on paired chromosomes and affect the same trait.

Identical copies of a gene

Different copies of a gene

Heterozygosity, with dominant allele

Homozygosity, with no dominant allele

Actual genetic makeup or allele combinations
-Tongue curling ability DD or Dd

Observable expression of genetic make-up
Product of genotype

Send and receive information

Nourish and protect neurons

Chemical messengers

Gatty substance that helps send faster signals

2 processes of Neuronal growth

Neurons that control groups of muscles

Each neuron takes on a specialized function

Obtained by holding baby's head and sholders off the mat with arms half in flexion on the chest. Examiner suddenly lets the head and shoulders drop back a few inches whie releasing the arms. The arms should dully abduct and extend, and return toward the midline with the hand open and the thumb and index finger forming a C shape. 
Absent or incomplete is seen in upper motor neuron lesions

The tendency of young infants to grasp a bar and hang suspended. Is also known as grasping reflex

Elicited when the head of a relaxed child, lying on his back, is roated to the side. The arm toward which the infant is facing extends straight away from the body with the hand partially open, while the arm on the side away from the face is flexed and the fist is clenched tightly. Teversing the direction reverses the posituon. Is often described as the fencers' position

Is elicited by stroking the cheek. The infant will turn toward the side that was stroked and begin to make sucking motions with its mouth.

Occurs when the big toe moves toward the top surface of the foot and the other toes fan out after the sole of he foot has been firmly stroked.

Is the one that unconditionally, naturally, and automaticly triggers a response
Food

Is the unlearned response that occurs naturally in response to UCS
-Salivating

Is previously neutral stimulus that after becoming associated with the UCS, eventually comes to trigger a conditioned response.
Bell

Is the learned response to the previously neutral stimulus
salivation

Refers to the fact that, if the CS and UCS are not paired for a given number of trials, an organism will stop exhibiting the CR

The phase where the consistant pairings of the CS and UCS that produce a CR

The case where stimuli that are like the conditioned stimulus come to elicit the same response

The opposite of generalization, happens when a CR foes not  occur when there is a difference between the presented stimulus and the original conditioned stimulus

The re-occurance of a classically conditioned response after extinction has occured

The time difference between the conditioned stimulus and the unconditioned stimulus

Piaget's first stage of cognitive development, in which infants learn through senses and motor activity

Piaget's term for organized patterns of thought and behavior used in particular situations

Organized patterns of thought and behavior used in particular situation

4 types of imitation

A type of imitation where the parent uses body parts baby can't see- like the mouth

Type of imitation where they use hands and feet, parts the baby can see

Type of imitation where it is imitation after a delay

Imitating based on explanation only

Realizing an object exists even when out of sight

Object permanence - 3 stages

Not about what babies know, but about what they do and why

Ability to understand the nature of pictures
-Develops about 19 mo of age
-seeing a picture of a sun and saying suh

3 types of memory

A type of memory, where it is conscious or intensional
-facts, names, events

A type of memory, where there is unconscious recall
-Habits and skills, procedural memory

Type of memory that is short term storage of active information

Brain has the innate capacity to learn language
-LAD (Language Acquisition Device)

Three Temperments

Generally happy, responds well to change and novelty

Generally mild reactions, hesitant about new experiences

Irratable, Intense emotional responses

Adjustment is easiest when the child's terperament matches the situation
-Physically, Socially, Culturally

Basic trust vs Basic mistrust
Newborns develop a sense of reliablity of people and objects.
Virtue in hope
- Can I count on you to feed me when I'm hungry

Recriprocal and enduring bond between child and caregiver

Pattern in which an infant cries or protests when the primary caregiver leaves and actively seeks out the caregiver on his or her return

Pattern in which an infant rarely cries when separated from the primary caregiver and avoids contact on his or her return

Pattern in which an infant becomes anxious before the primary caregiver leaves, is extremly upset during his or her absence, and both seeks and resists contact on his or her own.

Pattern in which an infant, after separation from the primary caregiver, shows contradictory, repetitous, or miscirected behaviors on his or her return.

Automy vs Shame
A shift from external control to self control
Virtue: trust

18mo-3 years
A shift from external control to self-control
Emerges from trust and self awareness
The terrible twos

Helps toddler recognize need for limits

The second major stage of cognitive development in whuch symbolic thought expands but children cannot yet use logic. Extends between 2 and 6 years

Piagets term for ability to use mental representations (words, numbers, or images) to which a child has attached meaning.

Mentally liking a phenomena, whether logical or not
-My parents got a divorce because I was bad

Familiar settings help advance causality
- I am quiet so I wont wake the baby

The tendency to attribute life to inanimate objects
-The cloud is smiling at me

Familiarity increases accuracy
-I know that person is different from my doll

Immature Aspects of Preoperational Thought

Tendency to focus on one aspect of a situation and neglect others

Inability to consider another person's point of view, a characteristic of young children's thought

Thinking simultaneously about several aspects of a situation. Inability to decenter leads to illogical conclusions.

Something remains the same even if its appearance is altered, such as mass, liquid, length, number, area, volume.

The child is aware of their thought processes, Understanding that people can hold false beliefs and deception skills.
-Distinguishing appearance vs relality and fantasy vs relality
-Childrens awareness to their on mental processes and those of other people
-Preschoolers believe that mental ability starts and stops
-My middle childhood, understand that activity is continuous

3 steps of memory

Process by which info is prepared for long-term storage and later retrival.

Retention of info in memory for future use

Process by which info is accessed or recalled from memory

4 types of memory

Initial, brief, temporary storage of sensory information

Refers to memories, which last for a few minutes

Showt term storage of info being actively processed

Conscious control of thoughts, emotions, and actions to accomplish goals or solve problems

In Baddeley's model, element of working memory that controls the processing of info.

Storage of virtually unlimited capacity that holds information for long periods

Long-term memory of specific experiences or events, linked to a time and place

Intentional and conscious memory, generally of facts, names, and events

Unconscious recall, generally habits and skills; sometimes called procedural memory

Long-term memory of motor skills, habits, and ways of doing things, which can be recalled without conscioud awareness; sometimes called implicit memory

Types of memory recall

The ability to identify something encountered before
Picking out a missing mitten
Multiple choice

Reproduce information from memory
-describing the missing mitten

3 types of childhood memories

Produces 'scripts'- general outlines of repeated and familiar events

Remembering a specific event at a specific time

Memories that form a person's life history
-Specific and long lasting