Developmental Psychology Normative Studies- tells us when certain landmarks (such as when children first begin to show stranger

er anxiety) emerge They do not tell us why those behaviors emerge when they do

Studies of Development Cross-sectional Age is the independent variable Longitudinal Sequential

Cohort- a group of people that grew up together during a certain period of time A cohort effect is the particular impact of a group bonded by time or common life experience Chronological vs. Development age Chronological: # of months or years since birth Developmental: Age at which most children show a particular level physical or mental development For Example: A 3 year old with verbal skills of a 5 year old has a developmental age of 5 for verbal skills IQ (Intelligence quotient) = (Developmental Age/Chorological Age) x 100 Continuity and Discontinuity in Development A tree is continuous but a caterpillar is discontinuity because it changes and morphs Continuous- you just keep adding on you never change the way you think about things Discontinuity- you change the way you think about things over time totally

Psych Notes 9/27/11 Section 2 Unit 2 Piagets Theory A. Intelligence B. Structural aspects of intelligence (Behavioral, symbolic, operational schemes) C. Functional basis of Assimilation- bringing in of new information, using knowledge you already have Accommodation changing existing knowledge to include the new information Developmental Stages A. Sensorimotor Stage (0-2 yrs.) Stage 1: Reflex activity (0-1 month) Stage 2: Primary Circular Reactions(1-4 months)

Stage 3: Secondary Circular Reactions(4-8 months) Stage 4: Coordination of Secondary Schemes(8-12 months) Stage 5: Tertiary Circular Reactions(12-18months) Stage 6: Beginning of Thought(18-24 months)

The Object Concept http://www.youtube.com/watch?v=BFUInSY2CeY Preoperational Stage (2-7 years) Stage 1: Pre-conceptual( 2-4 years) Stage 2: Intuitive (4-7) The child is focusing on the most salient feature and does not understand that something can be 2 things at the same time. Cannot reverse operations ( if you make it back it will be the same) Constructing knowledge from: The Inside-Out (personal action) vs. The Outside-In (internalizing shared experience) 10.03.11 Introduction to Personality Personality- is a dynamic organization of psychophysical systems (in the person) that determines their unique adjustments to the environment. Gordon Allport The Big Five Neuroticism-constantly worried about things Extraversion-a person who can walk into a party and just start talking to people Openness to experience- a person who would try anything or new things Agreeableness-go with anything Conscientiousness everything is well organized and in order -Does personality develop, and if so, from what? -How do psychologists assess personality? Objective and Projective Tests Objective Test- test that a person fills out about themselves and you just believe everything that they say Projective Test- you show a person a card and tell them to come up with a story with a beginning, middle, and end and it tells you about their personality 10.06.11 Freuds Theory --Ego in Freud theory is a mechanism developed to meet the ids need in a socially acceptable way. --The id is guided by the pleasure principle, seek pleasure and avoid pain --Superego- moral part of your personality

Defense Mechanisms Rationalization- Justifying something that you do to explain a behavior (e.g. cheating on a bf) Denial- protective mechanism (e.g. little kid lying and saying I didnt do that or someone in denial about a family member death) Reaction Formation- forms reaction that is opposite of how you really feel (sucking up to a boss when you really hate them) Intellectualization- separate or split emotions and talk in intellectual way Regression- pushing everything to the unconscious Projection-projecting thought or emotions on others and criticizing it without putting it on yourself Displacement- worked up energy that you displace on someone else that did not do anything Sublimation- channeling thought or emotions into something productive( exercising or playing sports when stressed)

Personality Development Oral (Infancy)(trust)- being able to depend on and trust others Anal (Toddler)(control)- learning to feel a sense of control without getting out of control Phallic (Preschool)(Identification)- starting to have sexual feelings, developing identity Latency(Elementary School Age)- negotiating same-sex peer relations Genital (Adolescence)- negotiating opposite sex-love relations

Bowlbys Theory- 10/11/11 Secure Base- a safe place for a baby Babys Quality of attachment Parent A- Avoidant Rejecting B- Secure Sensitivity Responsive C- Ambivalent Inconsistent Mary Main A- Dismissing Idealize Parents Inconsistence on lack of memory B- Autonomous C- Preoccupied 10/11 Psychology Bowlbys Attachment Theory

Basic Concepts Attachment/Exploration Balance: the mother acts a secure and safe place, so a young one will explore because they have a safe place to return to. Felt Security: as we get older, we are able to spend more time away from caregivers because no longer need to touch to show attachment Ainsworth Avoidant Attachment (As): mom walks into room, baby stops crying, but disengages from mom. Secure Attachment (Bs): baby receives physical attachment and calms down and goes back to playing. Ambivalent Attachment (Cs): when mom walks in, baby starts crying harder and shows anger towards the mom, but still wants to be held Earlier Parent Behavior: In avoidant attachment babies, the parents were unresponsive and rejecting. Ex: baby spits out baby food and mom puts the food away In secure attachment babies, the parents were sensitive and responsive. Ex: baby spits out baby food, so mom adds a food the baby likes. In ambivalent attachment babies, the parents were inconsistent. Ex: sometimes mom was responsive, sometimes not. The connection between mom and baby does not match. A children have parents who are dismissing They idealize their parents Insistent on lack of memory B children have parents who are autonomous C children have preoccupied parents

Beyond Infancy Problem-solving at 2 Ego resilience at 4 Stress and coping - 10/13/11 Three views of stress Focus on the environment: stress as a stimulus(stressors) Reaction to stress: stress as a response( distress) Sources of Stress 1. Significant life change ( any critical changes, both pleasant and unpleasant) 2. Daily Routines ( 3. Unrealistic Self-Expectation

4. Interpersonal Relationships Moderators of Stress Control(Monkeys) Predictable(Rats) Social Support( -Bradys executive monkey study drew attention to the phenomenon wherein high levels of stress can cause ulcers. -Some problems with experimental design led to questions about Bradys result. In 1971 Weiss repeated Bradys experiment using rats. Coping refers to the thoughts and actions we use to deal with stress - Emotion-focused coping is used to handle feelings of distress, rather than the actual problem - Problemfocused coping is used to tackle the problem directly and aimed at reducing the demands of the situation or expanding the resources for dealing with it. Performance=Ability=Worth Failure avoidant students can be divided into two kinds: 1. Students who deal with their fear of failure by hand work/ success