PSY Midterm 2

• Emotional Excitability
• Sociability 
• Activity Level 

Baby's temperament-difficult, easy or slow to warm up

• Prenatal-inside mom's womb, mother must make sure to take care of body
• Early experiences- from birth to school
• Peer influence- very influential especially in the earlier years of school 
• Culture- behaviors traditions, ideas shared between a society 
• Gender- A crucial form of identity and expectations (gender roles)

Children learn through watching others and then imitating their actions

children learn through social means and their own cognition, therefore they observe behaviors and then decide what to keep

someoe who studies the physical, mental and social changes through one's life cycle

• nature v. nurture
• continuity v. stages (slow changes v. changes that happen in noticeable steps)
• stability v. change-whether our traits endure or change as we age

a developing child in the first two weeks of life, half of these end in miscarriages, after the sperm meets the egg, it travels through the fallopian tubes to the uterus where it implants 3-5 days after conception where bleeding/spotting may occur

a developing child from the 3rd week through the 8th week

a developing child from the 9th week until birth

any agent, chemical or virus that can vause harm to a developing child

babes that are often born premature, underweight and have a lot of learning disabilities, in addition to having their intellectual ability hindered throughout life; severe cases may cause a particular facial appearance because their mothers drink alcohol during pregnancy

tendency for the baby to open their mouth and turn toward the cheek that is touched, instinctual movement relating to the search for nutrition

birth to age on

age 1 to 12

from 13 to adulthood (no specified age)

the social achievement of being an independent adult (dependent on culture)

• an orderly sequence of genetically designed biological growth processes 
• i.e. crawling, standing, walking, running, babbling, single words, talking

• Cognition
• Psychosocial
• Morality

• Swiss psychologist, that developed psychological test for France to test children intelligence-realized children of a certain age would get certain questions wrong in the same way 
• 4 Stage Cognitive Theory

all mental activities associated with thinking, knowing and remembering

framework that organizes and interprets information

• when we take in new information and make it fit into our existing schemas
• i.e. when a child who has only known a dog and sees a cat and assumes it is a dog because it only has that framework

• building new framework to accommodate new information
• i.e. when the same child is told that a cat is a cat and creates a new schema in its mind to accommodate the new object

• 1:Sensorimotor-children use all of their sense to learn about the world from birth until 2 years 
• object permanence- a child who has not reach this point will have a toy and when it is covered with cloth it isn't there (6 months); at 8 months it'll pull the cloth off
• stranger anxiety-a child can tell the difference between familiar and unfamiliar people-about 8 months

• Preoperational- 2-7 years 
• No conservation v. conservation principle- the principle that mass, volume and number remain the same despite the changes in form or shape (child would not understand moving same liquid into different shaped containers)
• Egocentrism- the child believes that their view of the world is everybody's view of the world i.e. children believing that if they can't see others, others can't see them

• Concrete Operational-6/7-12 years
• conservation- same principle but now they understand the mass, volume or number is the same
• reverse operations- children understand that operations can be reversed i.e. understanding you can add, and then subtract to end up with the original

• Formal Operational- 12 years-
• abstract thinking
• complex thinking

Psychology of who we are is influenced by the social settings and interactions we are put into

• Body Contact-Harlow monkey study
• Responsive Parenting-work of Ainsworth and 3 types of testing (authoritairian, permissive, authorative parent "democratic parent")
• Familiarity- work of Lorenz (critical period- an optimal period shortly after birth when certain vents must take place in order for proper development to occur leading to imprinting-the process by which certain animals form attachments during the critical period very early in life

• Authoritarian-similar to a dictator, parents make all the rules and they expect complete obedience
• Permissive- had very few rules, allow the child to make the own decisions with very little punishment; children are allowed to speak for themselves and voice opinions and have very few boundaries 
• Authorative (Democratic)- parents have expectations, expect obedience but encourage discussion; are flexible and willing o explain (children have high self esteem, self reliant, and socially competent)

• Trust v. Mistrust-happens during the first year of life where the child will either trust the world or won't, they trust their needs will be taken care of
• Autonomy v. Shame and Doubt- age 1-3 where they want to do things on their own and they will either be autonomous or be insecure
• Initiative v. Guilt- age 3-6 where they initiate things: what they want to do, who they want to see etc. 
• Competence v. Inferiority- 6-puberty, want to feel competent and told they are doing well, at then end they will feel competent  or inferior
• Identity v. Role Confusion-teen years, child find their identity by trying different things, marked by anger
• -Intimacy v. Isolation- late teens to 40s learn to share who you are with someone else
• Generativity v. Stagnation-happens in the midlife to 60s, where you assess your life, people choose to start over
• Integrity v. Dispair- 60s- people turn around and look at their entire life and decide if they had integrity, did they do something worthwhile?

• 1904 Psychologist who identified the stage of adolescence 
• a unique time of development between a child and an adult corresponding to the teenage years

• Primary Sex Characteristics- ones that are required to be able to reproduce i.e. ovaries/periods(10), sperm productions (12)
• Secondary Sex Characteristics-outward appearances that are not necessary for reporduction i.e. breasts and hips, deep voice, facial hair, adams apple, pubic hair

can think quickly and make decisions rapidlly, not always the best decisions

trying to find your identity separate from your parents, you  must push away from parents

• Developed by Lawrence Kohlberg 
• our sense of right and wrong, why do we conform to societies norms of what is right and wrong?

• Stage 1-Pre conventional Morality- motivation of gain reward or not get punished (up to age 9)
• Stage 2-Conventional Morality-motivation to gain approval and avoid disapproval, black and white sense of morality  (by early adolescence)
• Stage 3- Post Conventional Morality-not all people reach this, act from own ideas to determine what is right and wrong, against law/morals (adulthood)

• Crystallized-increases as we age, we father as we go i.e. vocabulary (philosophy/historians)
• Fluid-tends to decrease as we  age, tends to be at its height in a persons 20's i.e. the ability to reason quickly and think abstractly (science)

A relatively permanent change in an organisms behavior due to experience

learning to associate two events that occur together

• Classical-learn to associate two stimuli and thus to anticipate events
• Operant- learn to associate a response and its consequence 
• Observational-learn by observing others, without direct experience

Russian scientist who studied digestion, won Nobel Peace prize 

• US- unconditioned stimulus- food
• UR-unconditioned response-salivation
• CS-conditions stimulus-bell
• CR- conditioned response- salivation to the bell 

*conditioned is always learned, unconditioned is always unlearned

• Acquisition-when they learn the stimulus response relationship i.e. quail study with red light 
• Extinction-the decrease of a conditioned response when the conditioned stimulus no longer signals the unconditioned stimulus i.e.if you ring the bell continuously the dog will stop salivating in response
• Spontaneous Recovery-the reappearances of the conditioned response after a rest period i.e. if dog stopped salivating to response then time passed it'll salivate again, if fake again it'll become extinct faster
• Generalization-the tendency to respond to stimuli which is similar to the conditioned stimuli i.e. if you right a bell that's different pitches the dog will still salivate
• Discrimination-the learned ability to distinguish between a conditioned stimuli which predicts the unconditioned stimuli and other irrelevant stimuli i.e. dog would not salivate to fog horn

• Survival
• Reproduction
• Gain Food 
• Avoid Danger
• Defeat Rivals
• Locate Mates

• underestimated the cognitive processes of animals
• underestimated biological constraints

• John Watson Experiment 1913-observable behavior 
• Albert-mother of a wet nurse, died at a young age 
• Loud noise=fear:unconditioned stimulus=unconditioned response 
• eventually learned white fuzzy animals were fearful: white rat=fear: conditioned stimulus= conditioned response 
• would make loud noises from behind him every time Albert tried to touch the rat, conditioning him to be afraid of the rat crying when it came near