Week 6 of Lecture Notes
Week 6 of Lecture Notes Psych 101
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This 4 page Class Notes was uploaded by Audrey Notetaker on Wednesday October 21, 2015. The Class Notes belongs to Psych 101 at James Madison University taught by Dr. David Daniel in Summer 2015. Since its upload, it has received 24 views. For similar materials see Introductory Psychology in Psychlogy at James Madison University.
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Date Created: 10/21/15
l Developmental Psych everything how we changestay the same sets up for rural biological etc study of change and stability overtime Development starts in infancy and goes all the way through to old age ll Issues in Developmental Psych Nature vs Nurture genetics v environment always depending on context intelligencegenetics change based on experience Continuity vs Discontinuity Continuous quantitive changejust getting more of the same thing line not different intelligence just less or more Skinner amp Watson Discontinuity change Oualitative 4 year old thinks differently than an 8 year old Piagethow you treat people lll Individual Differences in Development Difference vs Deficit models people are different but this doesn t make them bad Time is a variable lV Piaget Cognition scheme organized ways of making sense of experience first schemes are physical relaxes Equilibrium vs Disequilibrium balance Organization rearrangement and connecting existing structures Adaption building schemes through direct Assimilation taking new things and trying to fit it into what you already know Accommodation new schemes are created old ones are radically adjusted 2 ways you adopt to experience V Piaget s Stages of Cognitive Sensorimotor 02 sensephysical experience interacting w world Object Permanence ability to knowsomething exists when you can t sense it slowly over first 2 years key things that develop slowly Preoperational ability to use logic 26 Egocentrismcentrismfocused inability to see anyone else s perception but your ownto perceive that there is another possible perspective everyone seems the world same way i do Conservation ability to recognize that two equal quantities of matter remain equal weight length even if the matter is arranged as long as nothing is added or deleted kids from 26 can t conserve Concrete Operations 61112 can use logical thought limited to just own experiences Deductive Reasoning from general to specific people can t think abstractly reasoning is limited to experience Formal Operatiosn 11 or 12 hypothetical deductive reasoning all possible outcomes image possibilities decide which to pursue l Emotions Attachment ll Bomding Goals Klays and Kennell They said people were really close to goats they are not critical period as to happen now or it will never happen EVER Klays and Kennell made everything more humane birthing process humans don t bond child contribution from an infant s point of view there is no bonding mother s contribution no physiological thing to do if you believe in bonding can have negative effect if you don t do it and if it does happen nothing happens lll Theories of Attachment Psychoanalytic Freudian I love you because you feed me Learning Theory Skinner simple i love you because you re reinforcing Contact Comfort Marlow i love you because you are cuddly Ethological Bowlby I love you because i was born to love Goal of love to feel secure secure society attachment in humans an active reciprocal relationship between two people as opposed to all others IV How do we measure attachment in humans Ainsworth s Strange Situation taking babies and having their mother learning and caring back 1 year olds l testing if they have object permanence V Behavior of Interest in the Strange Situation Exploration Secure base Ex Walking away and checking to see if mom s still there Proximity Seeking Ex staying close contact maintaining resisting comfortability ability to be comforted Vl AttachmentClassifications secure attachment secure by motherokay if mother leaves will freak out at first but then will be fine happy when mother returns most babies are this avoidant attachment no sign of distrust little inteerst when mom comes back baby that avoids fear of the relationship protects themselves INSECURE ambivalent attachment intense signs of distrust when mother comes back resist contact with her INSECURE disorganized disoriented mother is in the room but they never really feel all that secure Vll Erik Erikson Freudian Psychoanalytic Psychoanalytical Crisis Model Erikson disagrees w emphasis on sex focused on the individual and society superego theory Psychosocial Crisis criss represent task through lifespan VIII 8 types Crisis Balance between each of them Trust v Mistrust birth1 year Autonomychanged the world vs Shame and Doubt 1 3 years being separate from mom Initiativeaccomplished goal vs Guilt 36 feeling bad on your own standards guilt Industry vs lnferiority 612 years latency period Identity vs Role Confusion 1219 years adolescence finding out what you re gonna be Intimacy vs Isolation 1925 years Early adulthood Generality vs Stagnation 2550 years adulthood Ego integrity vs Despair 50 and up IDENTITY VS ROLE CONFUSION IX Three Components of Identity Crisis Erikson a a quest to be unique wanna be unique like everyone else b Continuity of experience w past childhood c Solidarity w a groups ideals negative identity identity opposite to expected by society A C conflict X Marcia s Identity Statuses Foreclosure never had a crisis Diffusion never went through a commitment or explored Moratorium haven t made a commitment time to experiment Ex College an institutionalized moratorium Identity achievement committee and explored
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