It doesnt. 

It does not end after childhood as some think. 

Does not stop before adulthood

as some scientists used to think. 

how you actually build the body, structures,

and nervous system. 

When does physcial development begin?

end?

Before birth, so you can function during life

Doesnt end until death

Body

structures

nervous system

1. Nature vs Nurture

2. Continuity vs discontinuity

3. Stability vs change

development is either

continuous: steady fashion: linear

or

discontinuous: stepwise fashion

0

they have 23 chromosomes, but not pairs

egg (oovum) or sperm

has 23 chromosomes

fused sperm and egg

23 PAIRS of chromosomes

undifferentiated cluster of cells

combination of genes that have never existed before

sterile female

shorter, fleshy web, mental problems

sterile

looks male, more feminine

Meta-male

super-males: overly aggressive, prisons,

tall and heavy set

Status of development:

0 to 2 weeks

Status of development:

2 to 9 weeks

the beginnings of development during the 2-9th week

some cellular differentiation

Status of development

9 weeks to birth

status of development 9 weeks to birth

rapid differentiation into limbs, organs, bones and growth

1. chromosomal disorders

2. single-gene disorders

3. environmental hazards

extra 21 disorder

Down's syndrom

Down Syndrome (trisomy 21)

XO, XXY, XYY

Phynylketonuria 

Huntington's disease

Alcohol

Asprin in pregnancies 

hollow needle inserted through mother's

abdomen into uterus

watched by ultrasound

amniotic fluid drawn for analysis

Diagnosing genetic conditions

Counseling individuals and families

Researching the causes of birth defects and genetic disease

Educating health care providers, teachers and public

biological growth processes that enable

orderly changes in behavior

Maturation : sets course for development

Experience:

newborns are more likely to look at something that resembles a face than anything else

O  O

L

[___]

it's like they are programmed for faces

Locke and Watson

babies seem to come into the world prepared to learn

(ex face test)

move and respond adaptively

can copy facial expressions

Physical

Cognitive

Social

1. Knowledge

2. Intellectual Functioning

3. Information Processing

Law of Similarity

Law of Contiguity

Law of Contrast

Things are grouped based on their order or continuation

time, lines, etc

things are grouped in the mind based on opposition

black and white

What guides a schema

(2)

assimilation

accomodation

Interpreting one's new experiences in terms of one's existing (old) schemas

Knows what a cow is, calles any four legged, large animal a cow

Adapting one's current understanding (schema) to incorperate new information

Knows that a cow (old schema) is different from a moose (new schema) because a moose has antlers

discontinuous

He believes learning comes together through steps

step-wise, sudden changes in development

also uniformly consistent across cultures

What did Piaget believe about Cognitive development?

(3)

1. discontinuous

2. sudden changes

3. uniform and consistent cross-cultural

1. Sensorimotor

2. Preoperational

3. Concrete operational

4. Formal Operational

0-2 years

Experiencing the world through senses and actions
(looking, touching, mouthing)

-object permanence

-stranger anxiety 

2-6 years

Representing things with words and images but lacking logical (adult) reasoning

-pretend play

-egocentricism

-language development

7-11 years

Thinking logically about concrete events; grasping concrete analogies and performing arithetical operations

-conservation

-mathematical transformations

12 years through adulthood

Abstract reasoning

-abstract logic

-potential for moral reasoning

A 4 month old thinks your face dissappears

during peek-a-boo. 

at 6 months they know it is still there.

This is an example of: 

a 3 month old doesnt care if a face is new or not

a 11th month old draws away from a new face

This is an example of: 

kid can produce sounds and words at 2 but cant put sentences together until after 2

This is an example of: 

Saying "I want it, I get it"

This is an example of: 

can do 2+4=6

cant do 4+2=6

This child has not learned

Same amount of water is poured into two differently sized glasses. Child knows they are the same

This is an example of: 

Child knows that

oooooo

has the same number of o's as

o    o    o    o    o    o

This is an example of: 

May not know what an adult knows, but can reason and think like an adult

This is an example of: 

the fear of strangers that develops around 8 months. 

This is the age at which infants form schemas and bonds for familiar faces and cannot assimilate a new face (stranger)

infant to parent

emotional bond

Some argue food

others argue comfort or "love"

Food

Love is biological not emotional

Worked with metal and cloth monkeys to prove that love is emotional and derived from comfort

CONTACT COMFORT

macaque monkeys

ducks geese and chickens

"first-seen" moving object

"mother"

a "window of opportunity" 

a period of development during which imprinting is possible

no our brains are too large and we can adapt. 

we have a more complex development

biological

hormones

testosterone

estrogen

physical

brain workings

time to learn about self

In preparation for reproduction

during puberty, reproductive organs change and begin producing 

Vision

Smell

Hearing

sensory-->motor

Memory

recognition may improve

recall memory stays the same

what is a baby bear called

harder and harder to recall

synonyms and vocabulary

may improve with age

1. sight

2. taste

3. smell

4. hearing

5. touch

6. pain!

1. Stimulus, physical energy, sensation

2. Accessory structures (lense) "transform" bend light waves

3. receptor (rods and cones) recieved transformed light and "transduce" creating action potentials

4. converted into action potentials to sensory optic nerve

Sensation depends on which nerve is stimulated, not upon how the nerve is stimulated.

ex. if I stimulate your nerve in a dark room, you WILL see something...crazy!

Constant and unchanging information might not be worth paying attention to.

pay attention to the stuff that changes because it will help you survive

a decrease in brain response to repetetive stimulation

(adaptation is not taking place)

Action potential shows it is occurring but with not consequence so the brain tunes it out

No

Adaptation happens at AP level (lowers the action potentials)

Habituation: AP gets to brain, but brain tunes out

Thresholds

(3)

beyond any detectable amount of energy: upper limit

max amount of energy that can be detected

least detectable change in stimulation

ex psalm 23 type font

Just Noticable Difference (JND)

Webers law

two stimuli differ by constant minimum percentage (rather than a constant amount) to be perceived as different

Chemical senses

3

Taste (gustation)

smell (olfaction)

hearing (audition)

Gustation

sense certain chemicals in liquid form

need saliva to taste

sweet

sour

bitter

salty

umami

olfaction

sense in gaseous form-back of throat and in nose

limbic system

best in women and young adults

difference between individuals of the same species

ex men and women

changes of pressure on your ear

vibrations of energy in the atmosphere

Physical attributes of sound

3

1. frequency (wavelength)

2. amplitude 

3. complexity (purity)

pure

not complex

eardrum-hammer-anvil-stirrup-oval window

cochlea-fluid in cochlea-sasliar membrane-hair cells

nerve fibers to auditory nerve

auditory nerve

temporal nerve

arrive at different times at your ears

Source x gets to A faster than to B

Lag times helps identify where the source is coming from

1. Frequency theory

2. Place theory

Frequency theory of pitch perception

 problem?

All hair cells vibrate at the same frequency of the sound energy

so # of AP's to brain will give you the frequency of the sound

we hear more than the hairs seem to be vibrating...how does that work?

high pitch= closar to basilar membrane

low pitch = further down basilar membrane

detects movement of head

tilted or rightside up

long wavelength- absolute threshold

vs

short wavelength- terminal threshold

red - purple

long through short

1. wavelength (freq)

2. amplitude

3. complexity (purity)

cornea, iris muscle, lense, flipped (transform), retina rods and cones (transduce), AP's, optin nerve (blind spot)

Lateral geniculus nucleus (LGN) and brain

Less cones which are more localized to the middle, less sensitive to dim light and more sensitive to color and detail

Rods are more abundant and more on the periferi, more sensitive in the dark but less sensitive to color or detail

1. Trichromacy

2. Opponent processing

Helmholtz

??

Hering

??

the active interpretation of sensory input

you always sense, but may not perceive or interpret them

2 or 3 d?

red dot closer or further?

Perceptual Organization

4

-proximity

-similarity

-continuity

-closure

3 groups of 2 ex. 

similar groupings

w on top of M looks like two lines with a diamond

continuous scanning

almost closed boxes

[]

1. Monocular cues

2. Psychological cues

What are monocular cues

4 examples

stimulus factors you dont need two eyes to know

real world knowledge

1. linear perspective

2. interposition

3. light and shadow clues

4. texture gradient

it is using lines to gain a grasp on depth

an example of a monocular cue

Understanding depth by noting when objects overlap

an example of a monocular cue

using silhouettes, mountain and valley, and shadow layout to understand depth

and example of monocular cues

things closer together appear farther

things further away are less clear

example of monocular cues

oooooo

o o o o o o

o  o  o  o  o  o

o    o    o    o    o    o

help your perception of depth

the actual bodily happenings

1. accomodation (focusing)

2. convergence

(eye muscles contract=cross eyed close objects)

3. Retinal disparity: closer images and further images

= different retinal images

focusing

example of a psychological cue

eye muscle contractions to help see closer/further objects by crossing eyes

example of psychological cues

different retinal images for right and left eye

ex seeing top or bottom of hand held up to eye

the difference between the combination

example of psychological cues

What is the concept of constancy in terms of perception?

3 examples

drawing conclusions from your

knowledge of depth and change

can either confuse you or affirm you 

-size

-shape or form

-color

closer and further. you know the actual object hasnt changed, but the surroundings make it look a different size

<------>        >------<

Influences upon perception

2

1. perceptual set

2. contextual cues

an expectation to perceive something in a particular way

numbers and letters then seeing 13

do you see the number thirteen or the letter b?

readiness to perceive in a certain way.

knowing things havent changed

the same person is the same size whether they are 1 foot or 40 feet away

going to a class reunion, you know they are the same person even if they look different

using the background and surroundings to make perceptions

can skew your understanding

moon on the horizon

Analysis of the stimulis beginning with receptors and working up to the brain and mind

making sense of what is infront of you

perception guided by higher-level menal processes drawing on our experience (memories) and expectations

getting to a conclusion because you expect it

clouded judgement based on expectation

Charlie Chapman face

"Farmer Bill Dies In House"

What is going on here in your processing?

Bottom up and top down processing 

drawing different conclusions

Bottom up-trying to make sense of the gibberish

Top down-expecting to hear something that makes sense and clinging to phrases that do or might

ex told to hear "xyz" and youll hear it!