AP Psychology development

the developing human organism from 9 weeks after conception to birth

a. the fertilized eggb. enters a two week period of rapid cell division

conception

Identified characteristics of the birth order

helped create the notion of childhood advising parents to encourage parent's curiosity and fostering a belief in goodness of children

believes psychological development parallels biological development; helps reinforce the stage view

children develop through a series of psychosexual stages in which their needs are met by stimulation of various parts of the body

Oral Stage, Anal Stage, Phallic Stage, Latency Period, and Genital Stagef

birth to age 1satisfies needs through mouth

ages 1-3retention of feces; receives gratification (potty training phase)

ages 3-5self-stimulation of the genitals

ages 6 to pubertyrelatively calm, no particular focus on gratification

puberty onsexual contact w/ others

inadequate resolution of a stage, which prevents an individual from progressing to the next stage

can occur during the phallic stage when a male child's sexual desire of the mother leads to fear of the father

girls desire their fathers while fearing their mothers

homosexuality

adolescence

Jean Piaget

1. focused on cognitive development2. said developing brains could develop schemas3. two concepts we use to adjust our schemas: assimilation and accomodation

interpret them in terms of our current understandings (schemas) Ex. Cows in a field, cows have four legs, child sees a cow and calls it horse.

adjust our schemas to fit the new experience

Piaget established this; said that there is a critical period when certain events must take place if proper development is to occur.

Sensorimotor, Preoperational, Concrete Operational, Formal Operations

Birth to age 2-Experience the world through sense and actions-baby math- shown a numerically impossible outcome, infants stare longer-object permanence-stranger anxiety develops

ages 2-6-Presenting things with words and images but lack logical reasoning.-pretend play-egocentrism (1 pt of view)-language developement

ages 7-11-thinking logically about concrete events; grasping concrete analogies, and performing arithemetic operations-conservation-additional research at this age completed by Russian Lev Vgotsky; said by age 7 children stop thinking aloud and rely on their inner speech

ages 12+ability to think abstractly

a. placed too much emphasis on what a child couldn't do at a given ageb. the stages do not occur as neatly as proposedc. only about 1/2 of adults reach formal operations

created the most influential theory of moral developement by expanding Piaget's theory

preconventional level, conventional level, postconventional level

Stage 1: Punishment Orientation-judgements are guided by the prospects of punishmentStage 2: Pleasure Seeking: activities are undertaken primarily to satisfy one's needs

Stage 3: Good girl/bad boy Orientation-behavior is engaged in that it brings approval or pleases others in a child's immediate group.Stage 4:Authority Orientation-behavior is influenced by respect for authority, performing one's duty, doing what is right

Stage 5: Construct of Legal Orientation-based on support of rules because society's right to expect such supportStage 6: Ethical and Moral Principles Orientation- behavior is directed by self chosen ethical and moral principles**only 20% of the population reach this level

criticized Kohlberg's research because no girls were studied.Gilligans research showed that we are more concerned with developing a caring relationship

theory of developement that continues throughout the life span--there are universal stages and specific psychosocial dilemma at each stage

trust v. mistrustautonomy v. self-doubtinitiative v. guiltcompetence v. inferiorityidentity v. role confusionintimacy v. isolationgenerativity v. stagnationintegrity v. despair

Mary Ainsworth-stage one: child responds but does not discriminate.-stage two: discriminating primary caregivers from others-stage three: strong attachment to one individual, fears strangers-peaks at age 6-8 months

children do not cry when their mother leaves and ignore her or turn over when she returns.

children show a pattern of seeking and maintaining contact with the mother

child is not sure whether the parent will be supportive and acts erratically.

Diana Baumrind

firm, emotionally cold, punitive-produce children who are unhappy, dependent, and submissive

loving but lax with little control exerted over children-produce children who are sociable, outgoing, but immature, less persistent, and more aggressive

involved in negotiating with children -- setting limits and explaining--produce children who are friendly, cooperative, socially responsible, and self-reliant

refers to whether someone experiences the 'self' as a boy or a girl

refers to the blending of masculine/feminine traits or interests

people of different ages are compared with one another

advantages1. simple to research2. not as costly as other studiesdisadvantages1. may miss the process underlying development2. does not allow for social or historical changes that can alter development

the same people are restudied and retested over a long period

advantages1. allows you to assess change at intervals throughout one's lifedisadvantages1. people die or drop out2. historical or social changes become obselete3. its costly and involves lots of labor

age groups are studied periodically

revolves around the particular historical circumstances of an era

it is an individual's characteristic pattern of thinking, feeling, and acting.

focuses on understanding the unique aspects of each individual's personality, thru data from case studies, and naturalistic obserrvation

focuses on variables at the group level, identifying universal traits dimensions or relationships (tests, surveys, observations)

freud's approach that childhood, sexuality, and unconscious motivations influence personality

thinkers: Maslow and Rodgersfocuses on inner capacities for growth and self fufillment

patterns of behavior or conscious motives which can be self-assessed (or by peers); seeks to identify basic traits needed to describe personality

key thinker: Bandurafocus on learning, cognition, and social influence

Three levels of the mind:consciouspreconsciousunconscious

what we are aware of at a particular time

what we can be voluntarily called into awareness (thoughts, feelings, memories)

thoughts, feelings, desires of which we cannot become aware; glimpses of this is revealed by Freudian slips of the tongue or dreams

Freud's theory of personality attributes our thoughts and actions to unconscious motives and conflicts.

method of exploring the unconscious in which the person relaxes and says whatever comes to mind no matter how trivial or embarassing

iceberg; hidden

small part above the surface (preconscious)

below the surface (thoughts, feelings, wishes, memories)

banishing unacceptable thoughts and passions to the unconscious

our insight to our unconscious is revealed through these

energy constantly striving to satisfy basic drives

seeks to gratify the id in realistic ways; reality principle

voice of conscience that focuses on how we ought to behave; moral sense; last to develop

females are mad at males because they can stand up and pee which leads to inferiority complex

blocking off from conscious awareness of any desire or memory the ego finds threatening--most common--most dangerous

cutting off from consciousness of external threats to the ego

attributing your forbidden desires to someone else

redirection of unacceptable urges onto a substitute

redirection of forbidden urges onto self

turning unacceptable feelings into their opposite

making the characteristics of someone you admire or love a part of your own personality

making the characteristics of someone you hate or fear part of your own personality

turning to earlier and more childish form of behavior

changing forbidden impulses into behaviors

attempt to make up for a lack in one area by putting forth extra effort and energy over an extended period to do well in some other areas

people go further than just balancing the feelings of inferiority, guilt, frustration, and inadequacy

way of escaping problems

justify your actions

people: Carl Jung, Karen Horney, Alfred Adlerpeople who studied Freud and discredited him

1. disagreed with the importance of sexual motvation2. supported the idea of collective unconscious-due to oiur common ancestry, we are born w/ certain archetypes from which we develop similar ideas3. analytical psychology4. stressed life span development5 used the Myers-Briggs assessment

1. individual psychology2. birth order3. inferiority v superiority complex4. compensation

1. said social relationships between parent and child forms the foundation for anxiety, inferiority, and conflicts

hierarchy of needs

self-concepta.actual selfb.ideal selfc.perceived self

concept that love and praise oftern are not given to an individual unless s/he conforms to parental or social standards.

concept of acceptance, valuing, and being positive toward another person regardless of his/her behavior

explains personality in terms of their stable and general individual differences

-major contributor to personality testing and psychology-focused on normal individuals and believed the key to personality was in the conscious and rational striving towards goals-believed traits are the basic units of personality and that people have personal traits and common traits-traits can be ranked in a hierarchy:--cardinal: govern direction of ones life--central: influence an individual's behavior in many situations--secondary: traits that influence behavior in a few situations

-developed the 16 personality factor questionnaire (16 PF): measure that provides scores for each of the source traitsa. surface traits-traits you see by observing a personb. source traits- traits at a deep level you can't see-believed personality traits are inherited