review for final. copyright © 2010 pearson education, inc. all rights reserved.longitudinal same...
TRANSCRIPT
![Page 1: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/1.jpg)
Review for Final
![Page 2: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/2.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
LongitudinalLongitudinal Same group studied Same group studied at different timesat different times
Cross-Cross-SectionalSectional
Differing groups studied at Differing groups studied at the same timethe same time
SequentialSequentialSeveral similar cross-Several similar cross-sectional or longitudinal sectional or longitudinal studies at varying timesstudies at varying times
![Page 3: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/3.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
Figure 1.7
![Page 4: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/4.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
IdId Largest portion of the mindLargest portion of the mind Unconscious, present at birthUnconscious, present at birth Source of biological needs/desiresSource of biological needs/desires
EgoEgo Conscious, rational part of mindConscious, rational part of mind Emerges in early infancyEmerges in early infancy Redirects id impulses acceptablyRedirects id impulses acceptably
SuperegoSuperego The conscienceThe conscience Develops from ages 3 to 6 from Develops from ages 3 to 6 from
interactions with caregiversinteractions with caregivers
![Page 5: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/5.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
Classical Classical ConditioningConditioning
Stimulus–Stimulus–responseresponse
Operant Operant ConditioningConditioning
Reinforcers and Reinforcers and punishmentspunishments
Social LearningSocial Learning ModelingModeling
![Page 6: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/6.jpg)
Copyright © Allyn & Bacon 2007
Classical Operant
Stimulus – Stimulus pairing
Stimulus – Response -Consequence pairing
Subject doesn’t control events – responses elicited
Sequence of events contingent upon actions of subject – responses emitted
Experimenter shapes response
![Page 7: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/7.jpg)
Copyright © Allyn & Bacon 2007
Ivan Pavlov◦Classical Conditioning
Reflex Stimulus – Response connection
Unlearned Unconditioned Stimulus elicits Unconditioned Response
Food automatically elicits Salivation
Learned Conditioned Stimulus elicits Conditioned Response
Sound of tone (paired with bacon) elicits Salivation
Learning Theories
![Page 8: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/8.jpg)
Learning Theories B.F. Skinner
◦Operant Conditioning Behaviors are dependent on
“Reinforcement” Positive Reinforcement
Add something pleasant Increased chance behavior occurs again
Negative Reinforcement learning that occurs when behavior causes something
unpleasant to stop
Punishment adds something unpleasant
Omission Removes something pleasant
![Page 9: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/9.jpg)
Copyright © Allyn & Bacon 2007
Dominant–recessive patternDominant genes always express their
characteristics
Recessive genes come in pairs to express their characteristics
![Page 10: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/10.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
Figure 2.3
![Page 11: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/11.jpg)
Copyright © Allyn & Bacon 2007
![Page 12: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/12.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
Heritability Estimates
Portion of individual differences attributable to genetics
Ranges from 0 to 1.00
Kinship StudiesConcordanceWhat percent of
the time do family members/twins show a trait?
Ranges from 0 to 100%
![Page 13: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/13.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
Passive correlationEvocative correlation
Active correlationniche-picking Absolute Family
![Page 14: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/14.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
Figure 2.10
![Page 15: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/15.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights Reserved.
PeriodPeriod LengthLength Key EventsKey Events
ZygoteZygote 2 weeks2 weeks FertilizationFertilization ImplantationImplantation Start of placentaStart of placenta
EmbryoEmbryo 6 weeks6 weeks Arms, legs, face, organs, Arms, legs, face, organs,
muscles all developmuscles all develop Heart begins beatingHeart begins beating
FetusFetus 30 weeks30 weeks “ “Growth and finishing”Growth and finishing”
Germinal, Embryo, Fetus
![Page 16: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/16.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights Reserved.
Drugs◦prescription◦nonprescription◦illegal
TobaccoAlcoholRadiationPollution
Absolute Family
![Page 17: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/17.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights Reserved.
Figure 3.2
![Page 18: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/18.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
DoseHeredityOther negative influencesAge at time of exposure
RubberBall Productions
![Page 19: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/19.jpg)
When mother is anorexic during pregnancy:this leads to brain impairment
![Page 20: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/20.jpg)
A change from one generation to the next in an aspect of development, such as body size or pubertal timing◦ NA adults are taller than ancestors◦ Puberty happening earlier
![Page 21: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/21.jpg)
New motor skills as reorganizations of previously mastered skills, which leads to more effective ways of exploring and controlling the environment
Join product of CNS development, body’s movement possibilities, environmental supports and child’s goal
![Page 22: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/22.jpg)
Max heart rate is lower in your 60s compared to in your 20s
![Page 23: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/23.jpg)
Nativism Speech perception
◦ Becomes more specific in infancy, esp. with regard to recognizing sounds from non-native languages
Slower dark adaptation with age
![Page 24: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/24.jpg)
Adaptation◦ building schemes through direct interaction
with environmentAssimilation
◦ equilibrium◦ using current schemes to interpret external
worldAccommodation
◦ disequilibrium◦ adjusting old schemes and creating new
ones to better fit environmentOrganization
◦ internal rearranging and linking schemes
Photodisc
![Page 25: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/25.jpg)
Copyright © 2010 Pearson Educati
on, Inc
. All Ri
ghts
Reserved.
Reflexive schemes Birth–1 monthBirth–1 month Newborn reflexes
Primary circular reactions
1–4 months1–4 months Simple motor habits centered around own body
Secondary circular reactions
4–8 months4–8 months Repeat interesting effects in surroundings
Coordination of secondary circular reactions
8–12 months8–12 months Intentional, goal-directed behavior; object permanence
Tertiary circular reactions
12–18 months12–18 months Explore properties of objects through novel actions
Mental representation
18 months–2 years18 months–2 years Internal depictions of objects or events; deferred imitation
![Page 26: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/26.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
Centration◦focus on one
aspect and neglect others
Irreversibility◦cannot mentally
reverse a set of steps
Figure 7.8
![Page 27: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/27.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
Preschoolers do not use:
◦rehearsal◦organization◦elaboration
Preschoolers use:◦scripts◦greater
elaboration with age
Absolute Family
![Page 28: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/28.jpg)
Fluid vs. Crystallized Flynn effect
◦ Rise in IQ stores Race can not predict IQ
![Page 29: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/29.jpg)
Semantics vs. pragmatics Over and underextension
![Page 30: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/30.jpg)
an individual's need to meet realistic goals, receive feedback and experience a sense of accomplishment
Affected more by social context than aging alone
![Page 31: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/31.jpg)
Erikson vs. Freudsocial influences vs. rational ego
Midlife Crisis
![Page 32: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/32.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
Level o
f Exp
loratio
nL
evel of E
xplo
ration
Level of CommitmentLevel of Commitment
HighHigh LowLow
HighHigh identity identity achievementachievement moratoriummoratorium
Low Low identity identity foreclosureforeclosure identity diffusionidentity diffusion
![Page 33: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/33.jpg)
Gender role stereotyping Androgyny shift
![Page 34: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/34.jpg)
Dodge Social Information-Processing Model◦ Teens who commit violent antisocial acts have
trouble interpreting and processing social cues
![Page 35: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/35.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
Preconventional Preconventional levellevel
Stage 1: Punishment and obedienceStage 1: Punishment and obedience
Stage 2: Instrumental purposeStage 2: Instrumental purpose
Conventional Conventional levellevel
Stage 3: “Good boy–good girl” (morality Stage 3: “Good boy–good girl” (morality of interpersonal cooperation)of interpersonal cooperation)
Stage 4: Social-order-maintainingStage 4: Social-order-maintaining
PostconventionalPostconventionalor principled or principled
levellevel
Stage 5: Social contractStage 5: Social contract
Stage 6: Universal ethical principleStage 6: Universal ethical principle
![Page 36: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/36.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
Ainsworth’s strange situationSecure – 60%Avoidant – 15%Resistant – 10%Disorganized/ disoriented – 15%
Attachment standards defined by culture
RubberBall Productions
![Page 37: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/37.jpg)
Disengagement Theory
Mutual withdrawal of elders and society
Activity TheorySocial barriers cause declining interaction
Continuity Theory
Strive to maintain consistency between past and future
Socioemotional Selectivity
Theory
Social networks become more selective with age; extends lifelong process
• Emphasize emotion-regulating functions of social contact
![Page 38: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/38.jpg)
Copyright © 2010 Pearson Education, Inc. All Rights
Reserved.
AcceptanceAcceptance InvolvementInvolvement ControlControl AutonomyAutonomy
AuthoritativeAuthoritative highhigh highhigh adaptiveadaptive appropriateappropriate
AuthoritarianAuthoritarian lowlow lowlow highhigh lowlow
PermissivePermissive highhigh too low or too too low or too highhigh lowlow highhigh
UninvolvedUninvolved lowlow lowlow lowlow indifferenceindifference
![Page 39: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/39.jpg)
“Sandwich generation” Caring for both own children and aging
parents in mid-life
![Page 40: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/40.jpg)
Theory of mind deficits Extensive brain growth during first year
after birth that results in improperly interconnected neurons
![Page 41: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/41.jpg)
Adolescence heightened vulnerability Alzheimer's
◦ First sign – learning and remembering verbal material
![Page 42: Review for Final. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.Longitudinal Same group studied at different times Cross- Sectional Differing](https://reader030.vdocuments.us/reader030/viewer/2022032414/56649ef25503460f94c03e64/html5/thumbnails/42.jpg)
Hayflick Limit◦ Number of times a cell can divide itself
Parkes/Bowlby model of Bereavementgrieving adults are like infants in separation anxietyStages:
shock and numbnessyearning and searchingdisorganization and despairreorganization