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| Information processing theory |
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| compares human thinking to computers and focuses on memory |
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| to remember must encode, store, and retrieve and maintaining information over time |
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| source of much that we know about memory. |
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| we experience qualitatively different from sensor motor to preoccupational, which causes how we organize the world |
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preoperational2-6
language is used, thinking is illogical and imaginative. Preschoolers had problems with mental operations |
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| is reasoning several instances to induce a general rule |
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| apply a general rule to a specifics |
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| specific instance to another specific instance (ex. Mommy cuts the crust off my bread, you didn’t, therefore mommy doesn’t love me) |
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| can’t take other’s perspective, and everything I know everyone else knows. |
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| can symbolize tings mentally. Language is representational because words are verbal symbols. Pretending is common because they can think about an object without it being there |
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| everything is alive, especially things that move |
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| everything has a psychological life, thoughts, feelings, and emotions |
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| think in dichotomies (things are right or wrong, tall or short). |
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| inflexible and irreversible |
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| cannot reverse operations without additional learning, cannot mentally edit their own thinking. Typically can’t solve conservation problems. A preschooler will notice one aspect of the environment change but not the other. |
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| stage of Concrete operations |
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| Stage of formal operations |
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| society’s rules of behavior- control our behavior and expectations. They can change over time and over different cultures |
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| group of norms defining a social category (ex job, age, sex) |
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| the norms that prescribe correct behavior for males and females (ex men are supposed to show instrumental personality traits and women are supposed to show expressive personality traits) |
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| psychological masculinity |
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Definition
instrumental personality traits
Rude, forceful, severe, dominant |
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expressive personality traits
Fearful, submissive, emotional, softhearted |
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| constructing the concept of gender. Children label themselves boy or girl and behavior shaped by the label. Children understand some things about gender by age 3. Even at age 3 knowledge is not complete on how the sexes relate, but 4 and 5 years olds do not show gender permanence |
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Term
| Freud (psychobiological) on Gender role Development |
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Definition
| children identify with parents, especially same sexed parent. “Acquiring” gender role as part of their personality. When children begin to experience feeling they try to find something to relate to and by 5 or six this identification is very strong. These complexes are in the phallic stage. Its through identification that children adopt parent’s values as their own. |
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Term
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| boy focuses his feelings on his mother but is frustrated with his father as his romantic rival. These feeling build to castration anxiety then at the resolution these feelings are repressed out of his consciousness. He doesn’t remember these feelings and then he identifies with dad (hero worship) |
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| girl focuses her feelings on dad and views mom as romantic rival but do not experience as much pain because they have no castration anxiety. The girls go into penis envy. They do not repress these feelings as quickly but does identify with the mother as her gender role |
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| children up until the age of 5 only have the |
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| Said that ego is adaptive and focused on societal influences person’s development. The ego forms our sense of identity. Each of his developmental stages corresponds to Freud’s in time. Says most important part of your life is when you form identity. Social forces determine development of your personality |
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in charge of how we act
freud |
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set of uncoordinated instinctual trends
freud |
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plays the critical and moralizing role
freud |
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Term
| Stage 1- Basic Trust vs. Mistrust |
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Definition
| during infancy the baby will view the world as optimistic or pessimistic. Parents will highly influence how the child will develop. |
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| Stage 2 Autonomy vs. shame and doubt |
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Definition
| the preschooler will try to do things on their own. A parent that allows the children to feed themselves will be autonomous but a parent who hinders them will create shame and doubt. |
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| Stage 3 Initiative vs. Guilt |
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| the preschooler will now choose what to do. Within the bounds of reason they can choose what to do and have the positive or negative consequences |
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| more warm and loving than others, but exert less control over children (spoiled brat). Often times they are the least competent children and less exploratory |
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| colder and aloof and are over controlling. Their children become dependent, submissive, less competent, and unhappy |
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| warm, rational and confident parents. They enforce rules, and expect high achievement. Children are independent, competent and exploratory. Rules are set based on their child’s complete development and are not given things that can harm them. |
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| very high on warmth and love but very high on control. This parenting style is often found where it is dangerous to raise children. |
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| about this time most children show a growth spurt, becoming taller, less pudgy and more adult like in appearance. Many adults think that tall boys are more popular and become more successful as adults and that girl’s height doesn’t matter. Parents will actually keep boys out of school a year due to small height. Studies do not support doing this |
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| boys excel at gross motor skills but they need activity but can sit for a long periods of time. They engage in active and not passive activities. Motor rapid skills when school age kids have rapid growth leads to better body control |
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| girls excel at fine motor skills but boys also improve |
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| improves small muscle control. Age 7 hands steadier, smaller print, use of utensils. Age 8-10 more precise work, write rather than print. Age 10-2 adult like manipulative skills |
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| repeated thoughts/action gets routine, don’t require conscious thoughts |
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| how many % of US children receive special education and have an individual education plan. |
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