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Developmental PSYC 2013: Week 1 Lecture Notes

by: Aisha Notetaker

Developmental PSYC 2013: Week 1 Lecture Notes PSYC 2013

Marketplace > George Washington University > Psychlogy > PSYC 2013 > Developmental PSYC 2013 Week 1 Lecture Notes
Aisha Notetaker
Developmental Psychology
Peg Barratt

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About this Document

Thanks for checking out my notes! Professor Barratt doesn't fill in her powerpoints so I went ahead and filled them in. I also added info from the textbook so it's as complete as possible. Enjoy!
Developmental Psychology
Peg Barratt
Class Notes
Psychology, dev psych, developmental, developmental psych, barratt, gwu, george washington
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This 53 page Class Notes was uploaded by Aisha Notetaker on Saturday January 17, 2015. The Class Notes belongs to PSYC 2013 at George Washington University taught by Peg Barratt in Spring2015. Since its upload, it has received 137 views. For similar materials see Developmental Psychology in Psychlogy at George Washington University.


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Date Created: 01/17/15
BVBIDIIIIIEIIHII PSVGIIDIDQV 2013 OFFICE HOURS by appointment and Prof Peg Barratt Mondays 330500 Tuesdays 11301230 Room 205 Psychology GTA Hannah Snyder Thursdays 100300 Room 208 Psychology January 13 2015 Jeffrey Jensen Arnett Clark University In Japan one woman refused to take a lower position in her job after maternal leave She insisted that she return to the same position and eventually she did Beginning Will a SIM We will study the Changes amp stages of human development What is quotBVBIOIIIIIBIIIEII IISVGIIOIOQV Tadpoles mature to become a frog The story about the frog trying to get out of the well Jing di zhi wa Chinese expression for the limited way we all see the world This class talks about the cultural component to human development WIN is IIIBI39B a 3909 0 IE BOVBI If If 00k Birth to adolescenca One section of a Chapter per Class No you are not going to read about the entire lifespan For maximum learning read before Class 10 onepage papers Use the textook amp in Class discussions 39 Demonstrate sophisticated ability to apply relevant material from the text and class With strong evidence of critical thinking analysis evaluation synthesis interpretation 39 Include specific reference to specific material from the text and class cited as Arnett pp XX 39 Be a well organized and logical presentation writing is strong and clear Submitted on blackboard by 930 am Tuesdays one submission must be easily available to us Double spaced one page 12 point Times New Roman or equivalent We will never read more than 2 pages and may not read past 1 12 pages No quotes Don t restate the question Summarize the book in your OWN WORDS Use what we discuss in class We value concise wordings use the Writing Center Paners quot150 noinls A bad idaa 2 points Off if submitted Within the same calendar day 1 point Off for Each additional calendar day late naners Three exams eaeh covering 13 of the material No final Short answer and short essay question Makeups are only available in dire Circumstances and if the professor is notified before the exam 3 points of research credit are REQUIRED Participate in research studies Write summaries of psychological research Same as you did in Intro Psych Mandatory Research Exnerience 50 noints 1 point for attandance 1 point for quiz or contribution item Tickets are given for class contributions One ticket per class maximum double credit occasionally Tickets are each worth one point on the exam Ticket system Develop an empathy that understands values and respects diversity and a variety of perspectives Human development today and its origins Chapter 1 Section 1 12 billion in the developed countries 58 billion in the developing countries Mostly accounts for children be of the high birth rate Replacement 21 births per woman 39 US 20 Higher birth rates Japan 14 lowest happen in countries With high mortality rates 39 Sierra Leone 49 39 Sweden 19 Canada 17 39 Mexico 23 Cuba 15 39 Afghanistan 62 highest Cameroon 44 Total IBI39IiIiW rate US Japan Sierra Leone 53 Sweden Canada Mexico 1 Cuba Afghanistan Cameroon 10 nonulation below novertv US1251davl Individualistic cultures Every man for himself 39 Mainstream America 39 Everyone is responsible for himself Collectivistic cultures Working together towards a common goal Japan rice patties it takes a team to cultivate rice for the country People are expected to help each other out amp be the same Traditional cultures Traditional culturas are usually collectivistic Traditional cultures 12 billion people 400 languages 200 ethnic groups High poverty levels Overerowding Marginal difference btW slums and wealthy Educational opportunities slim to none Half live on less than 2day Half of children underweight and malnourished Less than half complete secondary school don t necessarily speak the school language More than half live in rural villages Privation opposite of privileged The country is growing in Manufacturing Telecommunications Services Majority culture Within a country this is the cultural group who set the norms Hold most positions of power Control most of the media Socioeconomic status Caste system you re born into your status in society Ethnicity Multiple kinds Ontogenetic Within a species 39 Individual growth maturation Phylogenetic speeiation 39 Creating new species branches of the family tree Those who are mom adaptive will be mom successful Early language Hand gestures to say come here Bipedal locomotion walking on two feet 39 Hands are free to use tools carry stuff hold a spear Cooking making fire It s a lot of effort to live off raw food nuts amp berries HOIllillill evolutionarv IlliIBSIOIIBS Created 200000 years ago There were other branches of species before that A Upper Paleolithic period 40 000100 000 Caveman diet 39 Period before graincarbs were introduced Neolithic period 5 00010 000 Agriculture digging up patches of dirt to plant 39 Domestication of animals End of the period had some cultural notions cave paintings amp instruments Civilization 5000 Aggregations structure comn1unity People started living in groups Developed various ways to record information 00k timeline Page 13 0f IBXIIIOOII BVBIDIIIIIEIIHII PSVGIIDIDQV 2013 OFFICE HOURS by appointment and Prof Peg Barratt Mondays 330500 Tuesdays 11301230 Room 205 Psychology GTA Hannah Snyder Thursdays 100300 Room 208 Psychology January 15 2015 Bipedal locomotion walking on 2 feet frees our hands to use tools and make fire Cooking discovery of fire and getting more nutrients from meat Early language hand gestures lllllz What are the two maior hominid evolutionary milestones Instructor s Course ID barratt77 167 NW PSVGII lab Pearson Apprentice age 0 25 39 Childhood adolescence Learn skills necessary for adult life Dependent on parents Householder 26 50 Employed Married with kids Active member of the community Forest dweller 51 75 Man has grandchildren When you move away from material world Devoted to prayer religious study Renueiant 75 over Renounces all material world Deeper into forest Prepares for the next life Few people reached this stage when it was created Ilillllll life stages 3000 years 390 5 reading Scripture 10 learning the religious laws 13 moral responsibilitydevelopment 15 discuss the Talmud understand bigger picture ideas I In Scotland 16 yr olds could vote foragainst independence 18 wedding canopy long term relationship 20 seeking an occupation 3O attaining full strength Talmud Jewish Culture quotinquot IISVGIIBSBXIIEII stages If the environment is too strict or too lenient it affects you negatively for the rest of your life Toddlerhood Early childhood Middle childhood Adolescence Anal rule bound precise orderly people Result of strict toilet training regime Phallic OedipusElectra stage where kids love their opposite sex parents Because they can t have them they get frustrated They learn they can t have them so they identify with same sex parent Latency sexual desires are repressed focus shifts to developing social cognitive skills Genital sexual desire reemerges is directed outside of the family Too much or too little gratification of desires affects you 39 Impacts how you behave for the rest of your life If you don t pass one stage you re stuck or fixated on it ID Wants instant gratification pleasure principle EGO Mediator btW id and superego SUPEREGO Angel on shoulder EI iIlSIIII Psychosocial IIIBIIW We need to find an identity in our culture amp social relationships This is similar to Freud bc hoW you resolve each stage affects you later in life This is a very western idea so it s not necessarily applicable to other countries Toddlerhood when baby walkstoddles 2 3 Early childhood how the parents deal with crises leads to one over the other 6 12 Middle childhood Middle school Autonomy kids wanting to do everything themselves Shame doubt parents do everything for the child so they become dependent amp shameful of trying on their own Initiative kid tries to pour their own juice or bring plates to the table amp breaking it parents say thanks for helping lets clean this up Guilt kid gets yelled at for breaking stuff so they feel guilty and shnnk Industry being able to do things on your own Inferiority thinking you re useless comes from unreasonable family and school expectations Adolescence Identity develop an awareness of who they are what they re capable of and their place in society Identity confusion happens when people who can t figure out who they are Early Intimacy finding your friend group at college and having relationships adu hood Isolation being disconnected from campus life and being alone all the time Middle adulthood Generativity being an active contributor to society provide for their future generation Stagnation people who focus on their own needs have a mid life crisis bc once they die they leave nothing behind Late adulthood Ego integrity looking back at your life as a whole and feeling satisfied with it Despair Feeling despair amp regret about what you haven t done yet EI iIlSDII Psychosocial IIIBDI39V BI DIIIBIIIII39BIIIIBI39 Ecological I80 WWW I t 11123 J232 J21 quotLm f z 2 xx th 394 39cmzsnuu g shapes human Zili tmgsgm x n g 4 development Understanding What s in our world helps target problems bc it narrows it 1 down to a system then a specific source Not a stage model so it doesn t matter how old you am 4 The immediate everyday environment Family School 39 Peers 39 Religious group Health services Neighborhood MiBI39DSVSIBIII Interrelations among the smaller microsystems Work affects family mother becoming full time affects her relationship With her child bc she sees her less Family affects school abused child might act out at school or get lower grades MBSDSVSIBIII This system has an indirect but important in uence on people School Board requirements funding superintendent rules and regulations Health Care System primary care etc Employment system work stress or a bad system of maternal leave is an in uence Social welfare services getting enough money to support your family Legal system punishment for crime laws and taxes Media in uences everyone EXOSMSIBIII SVSIBIIIS that influence neonle Culture expectations and roles Beliefs religious expectations Economic systems reward systems for work job duties Governmental systems laws and people in power Systems can be interconnecting If you re helping a friend or signi cant other with their issues it could affect you too MEIGI39OSMSIBIII IIOIIIS all SVSIBIIIS and quotBOMB Everything above plus TIME Individual and historical Changes in development Chronosvsmm Microsystem A woman went to her boss to ask for the same position she started with before her maternal leave not to be demoted The boss went to the CEO who eventually said yes Mesosystem 39 Constrained centrally run economy Exosystem 39 National child care system 39 Waiting list to enroll kids in school Macrosystem 39 Cultural context you stay in work until everybody is done 39 Collectivistic Once you finish work 8pm you socialize until 10 which is hard for moms Chronosystem Lower birth rate gt fewer people to replace the old people who are retired 39 Japan one of the highest life spans in the world hiaki Kitaiima lananese systems Why is your teenage son behaving so badly Freud stuck in the genital phase he fails to find intimacy or is distracted by girls Erikson identity confusion bc his morals don t match up Might have problems With autonomy versus shame and doubt When he was a toddler Bronfenbrenner high cultural school expectations that he can t handle Exosystem the media glamourizes Violence AllIlIVill what we learned PI BIBSI 0 research methods in quotBVBIOIIIIIBIIIEII IISVGIIOIOQV THEORY Due 930 am January 20 Tuesday Your 4yearold child is behaving badly at her child care program For example she is aggressive easily upset and uncooperative From the theoretical perspectives of a Freud b Erikson and c Bronfenbrenner propose What might be behind this bad behavior


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