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Developmental Psychology Week 6 Notes

by: Bailey Anderson

Developmental Psychology Week 6 Notes PSY 266

Marketplace > Indiana State University > Psychology > PSY 266 > Developmental Psychology Week 6 Notes
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These notes cover everything did in class during week 6. Friday there was an in class activity over bullying
Development Psy
Dr. Caitlin C. Brez
Class Notes
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This 4 page Class Notes was uploaded by Bailey Anderson on Friday September 30, 2016. The Class Notes belongs to PSY 266 at Indiana State University taught by Dr. Caitlin C. Brez in Fall 2016. Since its upload, it has received 9 views. For similar materials see Development Psy in Psychology at Indiana State University.

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Date Created: 09/30/16
Developmental Psychology Week 6 Notes Early childhood Piaget’s theory of cognitive development  Jean Piaget: constructivist (knowledge is built up from experience) o Published a paper at age 11  Borrowed from biology  Principles of:  o Organization (in nature things are organized) o Adaptation ( as things change, you adapt)  Schemas: organized ways of putting things together  How children learn: o Assimilation­ process in which new information is pulled into your existing  schema  Ex: you have an understanding of what a dog is­ comes across a  hairless dog­ so you update schema to say dogs don’t need hair. Pb fish instead of jellyfish.  o Accommodation: change your schema  Ex: dog (4 legs, fur and tail) but deer, cat, and cow have those so  they have to change their schema­ say dogs bark, cows have spots,  cats meow. Walley with spork o Piaget’s stages of cognitive development: (see table on blackboard) o Sensorimotor stage: all about moving  Key milestones:  Object permanence­ an object is permanent, it doesn’t  disappear­ if you cover it up it is still there­ around 8  months they have this  A­not­B error: take an object, hide in spot A over and over  and they reach in A, put it in B and they still search in A­  around 12 months they reach for B. o Preoperational period:  Between 2 and 7 years  Chatacteristics/limitaions:  Egocentrism: idea that kids see their world from their  perspective but they think everyone has same perspective.  Don’t understand that others have a different view.­ 3  mountain task, kid with juice box full of ribbons( smarties  task)  False belief task: muffin video and sticker video  Centration: concentrate on one dimension(length) and  ignore transformation (spacing out more).­ dots task o Concrete operational:   Between 7 and 12 years  Characteristics  Infers reality beyond own perspective  Considers several dimensions  Focuses on states and transformations o Formal operational:  11 years and up  Adult like logic  Deductive reasoning (20 quesitons) o Marshmallow test: self­control, emotional intelligence o Those who waited: better attention and emotional skills, better verbal fluency,  planning, lower BMI, deal with frustration, higher SAT, higher self­esteem,  higher self­regulation, males­ less likely to use crack cocaine o Gender o Sex vs Gender  Sex­ biological (XX or XY), genitalia   Gender­ social construct: how you identify with yourself o Socialization and gender  Baby Storm­ parents didn’t tell anyone or shild what gender the baby was  so storm could choose for him or herself o Gender identity  Lawrence Kohlberg’s 3 stage sequence  Basic gender identity: 3 years  Gender stability: 4 yrs­ gender/sex stays stable  Gender consistency: 7 years­ your genitalia and sex stay same  despite changing outward appearances  Sandra Bem  Genitalia knowledge: 3­5 yo. took pics of genitalia and showed  other kids o Gender differences o Play preferences: 2 or 3 years o Gender role stereotypes:  Gender role inventory: “whose more likely to be caring or strong?”­ males are stricter with this o Sandra Bem (again)  Androgyny­ a lot of male typical traits and behaviors and a lot of female  College students:  33% follow stereotype  30% androgynous  37% lacked stereotyped traits or sex­reversed  Children: 25­30% androgynous o Parenting o Nature of the relationship o Parents vs peers: who has more influence in development?  Peers­ around peers all day every day in school  Parents­ there from beginning and parents have influence on who peers are o Parenting styles:  Diana Baumrind­ 4 groups  Authoritative­ caring but high expectations  Permissive­ spoil children  Neglectful­ rare, not involved  Authoritarian­ strict, high demands  Chart on blackboard of styles and characteristics o Child behavior:  Neglectful parents: kids don’t end up good, delinquency  Permissive: very dependent on others, impulsive, poor peer relationships  Authoritarian: lack goals, initiation, poor communication skills  Authoritative: self­reliant, good self­control, good relationships with  peers, independent­ best outcome o Discipline  Moral behavior  Disciplinary techniques  Love withdrawal­ will not give attention or affection to child  Power assertion­ asserting power, showing your in charge  Induction­ reasoning approach ( what you did wrong and why it  was wrong) –leads to more moral behavior o Corporal punishment  Hitting, spanking, whipping, paddling, slapping, biting o Negative outcomes (correlated, no causation)  Aggression  Delinquency  Criminality  Antisocial behavior  Mental health problems  Poor parent­child relationships  Increased risk for physical abuse o Ways to not discipline  Create a supportive environment  Positive forms of discipline  Time out  Removing privileges  Focus on praise and reward  Ignore bad behavior (non­safety situations)


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