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Studies development of behaviors (and behavioral capacities) across the lifespan from conception to death.
Made progress by devising careful and sensitive ways to measure behavioral abilities. |
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not either/or of nature vs. nurture.
a combination |
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| feedback loops between biology and environment |
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| comparisons of groups with known portions of DNA in common allows us to estimate: |
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| the heritability of a specific trait. |
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| childhood disorder: overly impulsive, doesn't follow rules, being aggressive etc. |
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| momma drinks: baby shows stunted growth, nervous system impairment and/or mental retardation |
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| dose-response relationship |
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| more alcohol, more problems related to FAS |
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neurotransmitter that's level alcohol lowers
neurotransmitter that's level alcohol
raises
causes misfires, makes neurons in baby much less active |
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| individuals think differently and act differently at different ages |
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| a behavior learned as a response. in the stage theory as a new schemata is added, the old ones change with maturity |
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| attempt to apply old schemata to new |
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| new way of interacting (new schemata) |
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| balance between assimilation and accommodation |
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| Piaget's stages: Sensorimotor State |
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birth to 1/2 years
respond only to what they see/hear NOT remember/immagine
child develops a concept of self towards end |
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Term
Piaget's stages:
Preoperational Stage |
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1 1/2 to 7 years
lack operations (reversible mental processes) which leads to
failure to distinguish appearance from reality
lack of conservation |
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| Piaget's States: Concrete Operation's Stage |
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7-11 years
exhibit reversible operations and understand conservation
can perform operations on concrete objects but not abstract of hypothetical ideas |
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| Piaget's Stages: Formal Operations Stage |
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11+ years
can mentally process hypothetical and abstract concepts
advance planning |
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| vygotsky proposed modifications to piaget's ideas: |
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| zone of proximal development |
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| Erikson's Stages (Ages) of Human Development |
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8 stages (ages)
when resolved in a good way move on to next healthy stage, if left unresolved = negative effects in the future |
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trust vs. mistrust
is my social world predictable and supportive? |
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autonomy vs. shame and doubt
can i do things alone or do i always need help? |
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initiative vs. guilt
am i a good or bad person? |
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industry vs. inferiority
am i successful or worthless? |
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identity vs. role confusion
who am i? |
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ESoHD
Young Adulthood (around first full time job) |
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intimate vs. isolation
shall i share my life or live alone? |
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generatiity vs. stagnation (desire to achieve)
will i add anything of real value as a worker/parent |
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egointegrity vs. despair
have i done things or do i regret? |
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mental abilities that enable one to adapt to,shape, or select one's environment
basically... ABILITY |
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Definition
english version of the Binet and Simon.
no time limit, administered on an individual and adaptive basis.
mean of different age groups is 100 |
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| wechsler intelligence scale |
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verbal and nonverbal scores with seperate sub-scale scores
children up to 16- WISC-IV
adults- WAIS-III |
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| raven's progressive matricies test |
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culture reduced test.
measures abstract reasoning without need for english/hearing |
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general cognitive(mental) ability
mechanical, spatial, arithmetical, logical |
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g has 2 components:
1) fluid intelligence- ability to learn, patterns
2) crystallized intelligence- ability to apply your acquired skills and knowledge to solving problems |
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| gardner's intelligence theory |
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| 8 different kinds of intelligences (musical, kinesthetic, interpersonal, intrapersonal, spatial reasoning, logic and math, language) |
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| sternberg's thiarchic theory of intelligence |
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cognitive processes, distinguishing among familiar and novel situations, using intelligence to deal with situations by adapting them or escaping
analytica, creative, practical intelligence |
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| establishing rules for administering a test and interpreting scores |
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| descriptions of how frequently various scores occur based on a large representative population |
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| all IQ tests have had to be made harder to keep norms @ 100 |
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| freedom from random error. in tests: repeatability of scores |
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take a test 2 times and correlate scores
(reliability) |
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2 of the same-ish tests, correlate scores
(reliability) |
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| correlate the halves of a test (reliability) |
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| all possible halves a test can be divided into and correlate (reliability) |
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| how well a test measures what it claims to measure |
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| content of a a test lines up with domain being tested |
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| extent to which content correlates with things it should correlate with |
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| extent to which content doesn't correlate with what it shouldn't correlate with |
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extent to which test predicts what it is trying to predict.
calculate correlation coefficient. |
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| predictive validity of SAT and IQ tests |
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one range is high in all way so another predictor can actually work better
engineers take a verbal test because all their quantitative scores will be high already obvs. since they're engineers |
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usefulness of a test for a practical purpose
a test can be reliable and valid but not useful |
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predicting above and beyond something else
utility is partially a function of incremental validity |
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| if the item is missed more frequently by members of a particular group after controlling for ability lever |
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| idea that there are stereotypes about groups. stereotypes active in a test taker can raise or lower scores |
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| they ways in which behavior is consistent across time/ across situations and differs across indiviiduals |
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| relates specific behaviors to specific experiences. learn different roles that activate at differnt times in different situations. |
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| freud: psychodynamic theory of personality |
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| an emphasis on conflicting forces (devil, angel) outside of conscious awareness |
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| a release of emotion when the conscious and unconscious barrier is crossed. the bad in your unconscious comes out (talking therapy) and is released (catharsis) making you feel better |
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| freud's stages of psychosexual develpment |
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| people have a psychosexual energy called libido that floats around your body in a normal channel and if it gets stuck somewhere you'll be fixated in that place |
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primary motivations/drives
wants it all, wants it now |
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all rules/guidelines.
battles with id |
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| "I" statements. rational part of you that is inside conscious awareness |
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| defense mechanisms (id vs superego for ego) |
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natural and healthy
overuse/under use is unhealthy
different mechanisms= different maturity levels, sublimation is the most mature |
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neo-freudian
thought freud: exaggerated role of sexuality and misunderstood women |
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collective and unconscious
neo-freudian |
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individual psychology.
inferiority complex.
neo-freudian. |
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| people have consistent personality characteristics that can be measured and studied |
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consistent and long-lasting tendency in behavior (climate in weather vs. climate)
shy, social |
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| temporary activation of particular behavior (weather in weather vs. climate) |
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| statistical technique used to determine which traits correlate most strongly in the five factor model |
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| five factors of the five factor model |
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open-ness to experience
conscientiousness
extroversion
agreeableness
neuroticism |
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| same score at end, a number |
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ambiguous stimuli, don't know how to make your answer right or wrong
inkblots |
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| implicit personality test |
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| emotional version of stoop test that requires a person to look at a list of words and say the color of the ink in which the word is printed |
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