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| zygote to embryo takes---? |
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| embryo to fetus takes---? |
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| toddler to teenager, motor skills, memory, understand developing brain |
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| development of brain, babble b4 talk, stand b4 walk |
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| 6 months sit, 15 months walk |
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| sense of self is developed, long term memory |
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| shaped by errors we make, Piaget |
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| shaped by errors we make, Piaget |
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| mental mold into which we pour our experiences |
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| incorp. new exp's into our current understanding |
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| adjusting a schema and modifying it seperate it |
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| **Piaget's theory and current thinking table |
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| sensorimotor, preoperational, concrete operational, formal operational |
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| experiencing world through senses and actions (object permanance, stranger anxiety) |
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| representing things with words and images (pretend play, egocentrism) |
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| **concrete operational(7-11) |
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| thinking logicall about concrete events, grasping analogies (conservation, adding/sub) |
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| **formal operational(12-life) |
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| abstract reasoning (abstract logic, potential for mature moral reasoning) |
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| fear of strangers around 8 months, form schemas of familiar faces |
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| Harlow(1971)showed that infants bond w/ surrogate mothers b/c of bodily contact and not nourishment |
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| 60% children express secure attachment, play with mom in room, destress without mom |
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| relaxed and attentive caregiving |
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| backbone of secure attachment |
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| secure attachment acheived by |
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| relaxed and attentive mothers |
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| peaks at 13 months, whether day care or at home |
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| parental support deprived long, then children at risk for physical and psychological and social problems |
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| **child rearing practices |
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authoritarian-imposes rules and expects obedience.
permissive-parents submit to children's demands.
authoritative-parents are demanding, but responsive to their children |
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| secondary characteristics, maturation of breasts, hips, frontal cortex |
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Kohlberg moral development in adolescents
preconventional(before age 9 avoid punishment gain reward), conventional(early adolescence social rules and laws),postconventional(personally perceived ethical principles) |
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trust vs. mistrust(0-1)
autonomy vs. shame and doubt(1-3)
initiative vs. guilt (3-6)
industry vs. inferiority (6-13)
Identity vs. role confusion (13-20)
Intimacy vs. Isolation (20-40)
Generality vs. Stagnation (40-60)
Integrity vs. Despair (60-dead) |
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| neural processes slow down at |
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| ability to reason speedily |
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| accumulated knowledge and skills |
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| sensory analysis starts at the entry level |
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| our minds interpret what senses detect |
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| study or relation btw physical stimuli and our psychological experience of them |
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| minimum stimulation needed to detect a particular stimulus 50% of the time |
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| how and when we detect the prescence of a faint stimulus(signal) amid background (noise) |
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| activate certain associations to retrieve memories |
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| noticeable difference minimum difference a person can detect btw 2 stimuli |
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| to be perceived as diff, two stimuli must differ by a constant minimum perentage |
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| diminished sensitivity as a result of constant stimulation |
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| transform light energyto neural messages in our brain |
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| pupil, iris, lens, retina |
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| nerve cells in the brain that respond to specific features of the stimulus(shape,angle,movement) |
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| processing of many aspects of a problem simeltaneously |
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| retinal processing, feature definition, partial processing, recognition |
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| Young-Hemboltlz three color theory |
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| the retina contains thee diff color receptors(red green blue) |
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| opposing retinal processes(red-green,yellowblue, whiteblack) enable color vision |
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| concentrates vibrations of eardrum |
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| makes sound waves to trigger ear impulses |
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| contains cochlea,semicircular canals,vestibular sacs |
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| diff pitches at diff places along cochlea's membrane |
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| brain reads pitch by monitoring the frequency of neural impulses traveling up the auditory nerve. |
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| problems with sound waves |
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| sensorineural hearing loss |
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| nerve deafness, aging or earsplitting noise |
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| electronic device that converts sounds into signals and stimulates auditory nerve |
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| one sense influences another(taste and smell) |
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| an organized whole. tendency to integrate pieces of info into meaningful wholes |
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| proximity, similarity,continuity,connectedness, closure |
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| the ability to see objects in #D that look 2D |
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| provides one important binocular cue to the relative distance of diff objects |
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| an illusion of movement created when 2 or more adjacent lights blink on and off quickly |
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| without sensory input(telepathy,claivoyance,precognition) |
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