Original Sin

(Watson) Christian Doctrine believed that Adam & Eve started original sin.
A child is born into the world corrupted (w/ baggage), with an inclination toward evil.
They can only be redeemed from original sin through salvation (christ).

• (John Locke) believed that each child is born into world as a "blank slate".
• The child comes into the world with nothing and their enviroment determines if they turn out good or bad.

• (Rousseau) believed that each child is born into world "innately good".
• A child comes into world pure and good.
• this child doesn't need much parental monitoring and should grow naturally.

• (Erikson) believed you develope all through out your life until death.
• Each stage of your life you develope and there is change.

Nature

Nuture

• A person changes gradually.
• They slowly develope (Behavorism).

• (Freud/ Piaget/ Erikson) believed a person developes quickly.
• Every stage in a person's life is different and goes from one thing to another like that (Stage theory). 
• Sort of like a catapillar changing into a butterfly.

• (Freud) believed developement was primarily unconscious.
• He believed personality had three structures called an Id, Ego, & Superego.
• He believed the primary motivation for human behavior is sexual in nature.
• He believed we go through five stages of psychosexual developement called the Oral stage, Anal stage, Phallic stage, Latency stage, & Genital stage.

Freud's Id, Ego, Superego

• Id is your instincts: "I want a cookie and I want to eat it right now!"
• Superego is your conscience: "No don't eat the cookie, that is wrong!"
• Ego is the mediator between the two: "You can eat the cookie, but after dinner!"
  

• Oral Stage: Baby finds pleasure mostly from mouth. (birth-1 1/2 yrs)
• Anal Stage: Child's pleasure focuses on anus. (1 1/2-3 yrs)
• Phallic Stage:Child's pleasure focuses on genitals. (3-6 yrs)
• Latency Stage: Child puts off sexual interest & developes social & intellectual skills. (6 yrs - puberty)
• Genital Stage: child's sexual interest starts again & is focused on a person outside the family. (Puberty-onward)
  

• Trust vs. Mistrust: (infancy-1yr) The world will be a pleasant/good place to live if gain trust from caregiver. Opposite if don't gain trust.
• Autonomy vs. Shame & Doubt: (imfancy-3yrs) If they can trust they assert their sense of independence. Opposite if punished harshly & can't trust.
• Initiative vs. Guilt: (3-5 yrs) If are responsible and not made to feel to anxious in preschool they don't feel guilt.
• Industry vs. Inferiority: (6yrs-puberty) If they are learning and responsible in elementary school they don't feel incompetent and unproductive.
• Identity vs. Identity Confusion: (10-20yrs) if parents push an identity on you you have identity confusion.
• Itimacy vs. Isolation: (20s-30s) if don't form healthy friendships and intimate relationships with others you go through isolation.
• Generativity vs. Stagnation: (40s-50s) if you feel like you haven't son anything to help next generation thats stagnation.
• Integrity vs. Despair: (60s-up) look back at previous stages and are not happy you get despair.

Sensorimotor Stage:Picking things up and getting a sense of what they are. (0-2yrs)
Properational Stage:Draw pictures, represent world with language. (2-5 years)
Concrete Operational Stage: reason logically and classify objects (7-11yrs)
Formal Operational Stage: adolescent reasons in a more abstract  idealistic and logical way.

• (Vygotsky) believed learninf is a social zone of proximal developement.
• ALL LEARNING IS SOCIAL!\
• We learn from our teachers, families, friends, etc.

• NOT A STAGE LIKE PROCESS!
• Individuals develope gradually through processing information, which allows for them to aqcuire more knowledge and skills over time.
• Mind is like a computer.
• Information enters mind & is stored and transformed.
  
  
  

CLASSICAL CONDITIONING

• (Pavlov, Watson)
• Pairing
• unconditioned stimulous (dog drueling for food + bell) = conditioned response
  

• (Skinner)
• POS/NEG REINFORCEMENT
• ADD SOMETHING POSITIVE
• TAKE AWAY WHATS NEGATIVE
• HAMSTER WITH FOOD

• Behavior strongly influenced by biology.
• it is ties to evolution
• tied in with critical periods
• Lorenz-study with geese, attach to something when in critical period
• imprinting- goose went directly to mother after hatched
• Bowlby-attatchment to caregiver critical first stages in life. if caregiver is positive and good you will develope well in adulthood.

• Behavior influenced by enviroment.
• Bronfenbrenner-developement refelcts the influence of several enviromental systems
• microsystem-family, school, etc.
• mesosystem-relations between microsystems
• exosystem-how one thing affects the other
• macrosystem- the culture you live in
• chronosystem- transitions like divorce

GERMINAL PERIOD

Ebryotic Period