-Social/Emotional

-Cognitive

-Physical changes across lifespan

-to differentiate between normal development and atypical

-to know what is appropriate to introduce when

-sense of right and wrong

-eyes/shape/body type

-personality

-DNA

-social skills

-perception of world

-emotional control

-taste

-physical changes

-Continuous Development

-European theory of development

-Continuous development involves gradual, cumulative change

ex: plants and trees

-Discontinuous development is in distinct stages (discontinuity). Discontinuous seems to skip a step.

-American theory

Ex: (1) a tadpole to a frog, (2) a butterfly to a caterpillar

-conception stage

-cell proliferation--> copies itself (two weeks after conception)

-last from weeks 2 to 8

-cell differentiation occurs

-zygotic cells decide what they will be

•gut decides first

•central nervous system

-takes place from 8 weeks until birth (40 weeks)

-more cell differentiation and fetal growth

-everything in place already, just gets bigger

-things that cause birth defects like chemicals, radiation, or viruses

ex: fetal alcohol syndrome

tricamide 21 →3 #21 chromosomes and down syndrome

-connections in baby's brain are being created

-occurs after birth

-maturation starts

-frontal lobes continue maturing

-motor coordination advances →cerebral cortex and cerebellum

-judgement

-language

-movement

-Piaget's first stage of cognitive development

-all cognitive development is happening through the baby's ability to move and stimulate senses.

-happens in children less than 2

-Piaget's second stage of cognitive development

-thinking apparatus is turned on, but children still make mistakes

-only able to judge with one demension at a time

-happens in children older than 2

-Piaget's third state of cognitive development

-developing permanent concepts

-ages 2 to 7 or 8

-Piaget's 4th stage of cognitive development

-higher level moral reasoning

-ability to think in abstract concepts

-happens in children in high school

-the relationship between infant and primary caregiver

•Harlow's work with baby monkies

•stranger anxiety-usually occurs around 8 months, recognition of who is family and who is not

•trust

-puberty occurs

(nonreproductive →reproductive)

-primary sex characteristics mature

-secondary sex characteristics emerge (signals to world)

-brain starts trimming unused synapses

-limbic system takes over brain and frontal lobes are less active (limbic system=emotions)

-boys bond by doing things

-girls bond by talking

-Erikson→identity information

-the amount of stuff you know

-increases with age

-the ability to connect the things you know and apply them

-decreases with age

-how people behave in society

-how we behave around other people

-how we interpret other's reactions

-how society afects us

-the uncomfortable feeling you get when you act out of your beliefs

-to relieve it you blame someone else

-feeling sorry for someone

(sorry=sympathy)

-someone else inadvertantly pushing you forward

ex:better in school

-letting others do work for you

•diffusion of responsibility/bystander effect→the concept that in a large group responsibility is spread out among the group

-concept that refers to the fact that people may lose self and act like a part of a group

-happens in mobs and prison

-BAD

-symmetrical faces!

-they're a sign of good genes

-proximity

-common interests

-biological pieces

-the unselfish regard for the welfare of others

-when resources are high, altruism is high also

-underlying source of behavior

-the driving force behind a given behavior

-everything we do is to stimulate our brains

•without action they feel unsatisfied

-combination of Arousal Theory and Drive reduction Theory

-it all leads to a goal

(success, cognitive/higher level needs, biological needs)

1. Excitement

2. Plateau

3. Orgasm

4. Refractory (women don't have)

-differences in hypothalmus

-sexually dimorphic neucleus (supposed to be bigger in men, smaller in women)

-the body's use of energy to carry our daily bodily maintenance to keep things running

-slows down at puberty and again later in life

-the set point at which an individual's weight thermostat is set.

-determined by: metabolism, food intake, energy output

-sufferers eat <half of what they should

-excessive exercising

-The focus is food but underlying cause is NOT food

-identification with media leads to eating disorders and anorexia

-self image is not associated with reality

-come from overbearing/controlling parents

-anxious personality traits

-loss of family member early in life

-depression

-its about feeling out of control

-binge eating can lead to bursting of stomach or intestines

-psychological aspects are similar to anorexia → cross over between problems

-often more dificult to diagnose

•secretive

•weight fluxuates

-osteoporosis

-damage to esophagus, stomach, teeth and mouth

-extreme flucuation/lack of electrolytes can lead to heart/cardiovascular problems

-HIGHEST MORTALITY RATE OF ANY PSYCHOLOGICAL DISORDER

-new disorder? binge eating with no purging. not official

-experiment concerning obedience during WWII

-teacher/student shock

-took place at Yale in the 1960's

-prisoners vs guards experiment

-had to stop after 2 weeks because of high violence and high psychological stress

-studied the affect of uniform on people's perception of their role and how it changes society

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Asch Experiment

-experiment about conformity

-confederates said wrong answer and others conformed

-results: people are more likely to conform if the circumstances are just right

-theory that states what is happening physically leads to what emotion is felt

-spinal cord injuries→decreased feeling of emotion

-the physiology and emotion happen at the same time

-with every emotion there is exactly the same sympathetic nervous system reaction

-cannont distinguish emotions based on physiological reactions

-physiological response to a threat or stressor

-behavioral response to a threat or stressor

-stressed enduced eating

-self injury

occurs in both humans and animals

-late 1800's

-fight or flight response (which is an activation of the sympathetic nervous system)

-failed to realized that stressors have changed but response has not

-1920's

-came up with the General Adaptation Syndrome

-three stages

1.alarm reaction

2.resistance (phsyical and psychological attempt to return body to homeostasis)

3.exhaustion

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Friedman and Rosenman Experiement

-researched the effect of stress on the heart

-developed a theory of personality (type A and type B)

-negative emotions are harmful to our health

-anxiety ↔ depression

-the study of the connection between mind, body and immune system.

-stress has two effects on the immune system

•decrease function of immune system

•makes immune system hyperactive→ results in auto immune disorders