Noam Comsky, language acquisition device,

Set of innate mental mechanisms that allow a child to acquire language (nature)

Period in which if something does not happen/is not learned/or experienced it will not be a part of a child’s development

Critical period for language seems to be the first 10 years of life

preconventional level: stage 1-punishment and obedience, stage 2- pleasure seeking,

conventional level: good girl, authority

post-conventional: social contract, morality of universal principles

We tend to underestimate situational influences and overestimate dispositional influences on the behavior of others

We are especially likely to commit the FAE when explaining others’ bad behavior

Set of social cognitions that are used to assign reasons to people’s behaviors

Use to explain own behavior and others’ behavior

dispositional/person, internal to the person, something characteristic of the person

situational/environment, external to the person, something about the context

Consensus- would other people behave in the same way in a similar situation?

Consistency- does this person consistently perform this behavior in this situation?

Distinctiveness- how distinctive or unique is this behavior for this person?

harold kelley

Fundamental attribution error

We tend to underestimate situational influences and overestimate dispositional influences on the behavior of others

We are especially likely to commit the FAE when explaining others’ bad behavior

Actor-observer bias

Tendency to view others’ behavior as being caused by dispositional factors, but our own behavior as being caused by situational factors

Our behavior- external attribution

Others’ behavior- internal attribution

Self-serving bias

Tendency to make internal attributions for our success and make external attributions for our failures

Strong motive to maintain a positive self-view

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      • Affective- emotions toward object (feeling disgusted by UNC students)
      • Behavioral- how we behave toward the object (are you friendly when you meet someone from UNC)
      • Cognitive- thoughts and beliefs about object (do you believe that all UNC students are less intelligent than Duke students)

relatively permanent and enduring qualities—example, a consistent and long-lasting tendency to behave in a certain way (outgoing, shy, rude)

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  • Psychoanalytic- emphasis on the interplay of mental forces
  • Humanistic- emphasize people’s conscious understanding of themselves and their capacity to choose their own path
  • Learning (social cognitive)- emphasize habitual thoughts learned in the social context

assimilation- new experiences are incorporated into existing schema

accomodation- existing schema expand or change to add new experience

sensorimotor- foundation for acting on objects that are present, but not for thinking about objects that are absent

preoperational- ability to symbolize objects and events that are absent, don't think about reversible consequences

concrete operational- think about reversible consequences, conservation of substance, cause and effect, fact based

formal operational- principles can be applied to a wide variety of circumstances, hypothetical situations

induction- (favored) verbal reasoning, see from other person's point of view

power assertion- physical punishment, rewards or bribes

love withdrawal- disapproval of child, not just action

authoritarian- power assertion for obedience

authoritative- concerned that their children learn basic principles of right and wrong

permissive- don't attempt to correct child's wrong behavior