PSY 234 Exam 1

Discipline and punish; gender roles; kids "born evil"

Supervise and teach; education is important; taught kids what is right after they were bad

Patriarchy and replenish; fathers had control over families; replenish the earth with more kids

Infant to adult, no in between; debate if kids are born evil or innocent

Formalized schools, emphasis on education; stratified class systems; kids are untrustworthy and forgetful

Puritans-- instruction and discipline; Quakers-- age of reason (kids don't know right from wrong)

-Two sides of the coin of how to treat kids, but they should still be loved -Temperament; Parents began to seek advice -regional behaviors

Began actually studying kids and parenting styles

Developmental psych grew out of this, study of the growth of embryos

Everything is formed early, change is only in size. Homunculus: already formed tiny human

-Ontogeny: embryo>> infancy>> onward; what does this growth look like? -Phylogeny: evolutionary development of a species across time -Recapitulation: they mimic each other; how we look as an infant is what we looked like early in evolution

Observation method

We can measure memory and intelligence

Questionnaire method

Middle period: -specific areas developing -Longitudinal methods Modern era: -Attachment theory (socioemotional development) -Info processing approach (addition of computers)

The person we're studying reports info about themself ex: recording how many times a day they do a specific behavior

Typically parents, teachers, and peers report info about the subject(s) we are studying ex: peer report with class nomination

The researcher goes to where the participant naturally is and doesn't change anything about the environment ex: going to a playground to see what playstyles are present

The researcher changes or controls something in the environment that wouldn't normally happen and then observes the results ex: experiments in a lab/clinical setting

Consent: for adolescents, both parental consent and child assent School-based: approval process

Sets up for future studies, or does basic population measures -Looks at one variable

Something on a scaled variable nature being related to another factor -More than one dimension

Some variable that the researcher controls (measuring dependent and independent variables)

To find age or developmental effects -How does this factor differ between age groups?

A difference in the groups surveyed rather than the age

Something happened between the times of measurement, and that event contributed to the difference, rather than the age

Occurs among all cohorts independently of time period, showing that it is because of the age and development

Measures groups of different ages at the same point in time -Pros: Very quick to collect data -Cons: Cohort effects, no info about individual development

Takes one cohort and measures them at multiple points in time -Pros: Shows individual development, less cohort effects -Cons: Long time to gather data, time of measurement effects, attrition (loss of participants over time), testing effects (do they remember the last test they took)

Combines cross-sectional and longitudinal; multiple cohorts of different age groups measured over time -Can pick apart cohort and time of measurement effects b/c there are multiple groups followed over time

Monozygotic (identical twins) and dizygotic (fraternal, 50% of genes) looked at -Heavily biological factors to see the effects of genes vs. the environment

-Ethnography: focuses on a particular culture-- what are the customs, traditions, etc. -Case study: in-depth study of one person or small group; looks at rare phenomenon

-Hobbes/Christianity: innately evil -Jean-Jacques Rousseau: innately good -John Locke: can't say there's a state of nature; blank slate

Passive: determinism, predestined, no individual influence Active: free will, we make our own choices

Continuous: development is slow until it peaks Discontinuous: steps or stages or development

What do the developmental changes look like? Are they something that can be counted or numerically measured (quantitative)? Or is it the type or kind of something changing (qualitative)?

Are the developmental changes occurring the same for everyone (universal)? Or are there individualistic factors that apply to certain groups?

What is the impact of biological/genetic components on development vs. more social/environmental aspects (nurture)?

New 6th debate? Larger peer influence, lesser parental influence

-Emphasis on social aspects/crises that influence us rather than sexual unconscious influences (Freud) -Lifespan perspective, smaller time periods -Psychosocial crises that impacts the next stage of development -Identity development

-Passive role in development, fully learning from the direction of the environment -Behavior comes from "training" during development

Bandura's theory: learning via imitating others' behaviors Observational learning: our environment impacts how/what we learn

Bronfenbrenner's theory: relationship depends on individual and environmental systems interacting

-Microsystem: very close to individual (family, friends, school) -Mesosystem: things within microsystem influence one another (where we live >> where we go to school) -Exosystem: things on a week/month basis (your parents' jobs) -Macrosystem: global or national level (cultures, laws) -Chronosystem: changes across time impacting other systems (moving away, graduation, parents' divorce)

Biology/evolution and environment set things up -Survival of self

-Very long process of evolution -Natural selection, adaptations

Going through biological changes to allow for sexual reproduction

Endocrine system secretes and sends out hormones throughout the body

GnRH releasing hormone; body fat trigger

Follicle stimulating hormone; triggers start of menstruation

Sex hormones -Males: testes and adrenal glands (androgens) -Females: ovaries (estrogens)

Feedback loop for hormones that tells the body how much is in circulation; set point shows what levels of hormones the body sees on average

Melatonin shift-- adolescents stay up later and sleep in more (policy implication for starting school later!)

-Overall height -Muscle growth for boys -Body fat for girls

Directly related to being able to sexually reproduce ex: menstruation, testes/sperm growth

A result of puberty, doesn't directly impact reproduction ex: breast growth, facial hair

-Growth of the heart (more for boys) -Growth within lung capacity (more for boys) -Athletic ability

-Early maturation: better effects for boys; negative effects for girls -Late maturation: neither good or bad for boys; positive for girls

-Physical contact decreased over time through adolescence for boys and girls -Verbal aspect increased in beginning of adolescence then stayed the same with girls; increased in middle school then decreased in high school for boys

Girls more likely to think negatively of menarche, but are more open to talking about it Boys don't talk about semenarche very much

Asante: celebration ceremony for first menstruation Mikveh (Orthodox Jews): cleansing pool after first menstruation

Amhara (Ethiopia): boys have whipping content to leave scars Samoan culture: boys get intricate tattoos

Your genes set up a range of when something is going to happen or what the outcome is Wide range means environment has a great impact

Cannot separate genes and environment; they have direct and indirect influence on development -Passive: parents pass on genes and create an environment from those genes; goes down -Evocative: an individual's genes directly impacts their behavior and then influences other people; stays the same -Active: genes predispose behaviors, and an individual then seeks out environments that fall into these predispositions; goes up

-Plato and Aristotle: infancy (1-7), childhood (7-14), adolescence (14-21) -1500-1800: "apprenticeship"; adult= married or owning land -1700-1890: "social blight"; YMCA -1890-1920: "adolescence emerges"; industrial revolution>> child labor and education laws

Adolescence was "invented" -Impacted by industrial revolution and protectionism

-Secular trend: nutrition, high-fat diets -Ending later: more schooling, delaying marriage

-Constructivism: more active than passive; interactions with environment teaches other interactions -Schemes: physical and mental; a unit/aspect of knowledge. ex: good or bad football team -Adaptation: assimilation>> try to fit new things into our existing schemas; accommodation>> taking into account different characteristics; equilibrium>> the goal

Concrete operational: problem-solving abilities with TRIAL AND ERROR; only think of things that are concrete Formal operational: problem-solving with HYPOTHETICAL DEDUCTIVE REASONING; thinking of abstract/idealistic things

-some abilities develop earlier -stages are not as "stagelike" and rigid -training: can teach a child to learn things earlier than the stage they're at

-Imaginary audience always watching them -Personal fable (special and unique)

WHAT and HOW we learn is going to depend on the culture -Emphasis on social interaction