Psychology Fundamentals 9B/11B Exam 3 Review Final Exam Date: - - PowerPoint PPT Presentation

Psychology Fundamentals 9B/11B

Exam 3 Review

Final Exam

• Date: Thursday, March 23rd
• Time: 8:00am
• Please do not show up at 9:30am (it’s impossible

to do well on this exam in 30 minutes).

• Please remember to bring a scantron and your

ID Card.

• Exam is not cumulative
• In other words, you’re only responsible for the

material discussed after the second exam.

• Once more: the exam

is at 8:00 am :)

An Overview

• Week 8:
• Development
• Prenatal Development
• Cognitive Development
• Week 9:
• Social Development
• Attachment
• Week 10:
• Relationships
• Parents
• Teens
• Media Use

Week 8

Developmental Psychology

• This field is dedicating to understanding how and

why we change and adapt over time.

• Many areas of interest; prenatal, child, adolescent,

adult, etc.

• For this first week, we talked about prenatal
• Lots of crazy stuff:
• Teratogens
• Maternal Stress
• Noise
• Infant:
• Reflexes (some of these disappear)
• Ways to study infant development
• Observational Method
• Preference Method
• Habituation Method

Cognitive Development

• Primarily after infancy, thought processes and internal

working circuitry undergo massive development.

• We call this cognitive development
• Piaget
• Four Main Tenets:
• Predispositions and environment key
• Active participation
• Innate structures help organize
• Schemas
• Assimilation
• Accommodation
• Equilibrium
• Development progresses in stages
• Sensorimotor
• Pre-operational
• Concrete operational
• Formal operational

Stages of Development

• Sensorimotor (Infancy - 2 years)
• Infants interpret the world as a product of their
• wn experiences and sensations
• Object permanence (develops around 8-12

months)

• Big for mental representations
• A-not-B error still commonplace throughout,

though…

• Pre-operational (2 years - 7 years)
• Children can think about things symbolically.
• Still fail at things:
• Animism: Giving lifelike qualities to things

that aren’t alive.

• Centration: Irrelevant details
• Egocentrism: Focus on the self.
• The mountains experiment is a good

demonstrator.

Stages of Development

• Concrete operational (7 years - 12 years)
• Able to think logically about concrete problems
• Understand the concept of give and take.
• Understand how changes can cancel others.
• Understand how to reverse processes.
• But, cannot think abstractly just yet.
• Very limited to problems here and now.
• Formal operational (12 years - Onward)
• Can think abstractly.
• Comprehend hypotheticals.
• Reasoning on par with adults.

Not everyone was buying it, though.

• Piaget’s theories had problems.
• Development is not as stage-like as once believed.
• Skills and abilities may be presented earlier than Piaget

described.

• Social context omitted.
• Said a lot about development, but nothing about

vehicles for change (i.e. what causes one stage to move

• n to another?)
• His critics:
• Argued that kids at multiple stages have an egocentric

view of the world.

• Gradual acquisition of knowledge more readily
• bservable.
• Piaget didn’t account for executive control.
• Kids don’t just engage any random thing that catches

their attention; their behavior is goal-oriented.

• Can control impulses (not very well, though).
• Can weigh consequences of their actions.

Why bother with Piaget then?

• Because he was a pioneer, that’s why!
• Founded a whole branch of psychology devoted

to cognitive change.

• Discovered that cognitive development is

intrinsically motivated.

• Infants are not blank slates — they engage their

environment, adjust their knowledge and progress cognitively at an astounding rate!

Week 9

*by the way, the exam is at 8am.

Physical is fine, but what about moral development?

• Piaget had relatively little to say on moral development

in his career.

• This is where Kohlberg comes in.
• Thought that moral reasoning develops in stages

similar to Piaget’s.

• Pre-conventional
• Judge level of morality on direct consequences.
• “It’s wrong to do this because I’ll get in trouble.”
• Conventional
• Following rules, conforming to society.
• “It’s wrong to do this because it is against the

law.”

• Post-conventional
• Intrinsic sense of morality
• Doing something because it is just.
• “I will not do this because it goes against what I

believe in.”

But what about society?

• Erik Erikson (1950, 1963)
• Worked off the ideas of Freud
• Thought that psychosocial development proceeded

in stages, but in much longer periods of time.

• Each stage characterized by an existential

question.

• I’ll go over them all in detail the last half, but for now I’ll

list them with their questions.

• Trust vs. Mistrust (“Can I trust the world?”)
• Autonomy vs. Shame/Doubt (“Is it okay to be myself?”)
• Initiative vs. Guilt (“Is it okay for me to do this?”)
• Industry vs. Inferiority (“Can I make it in this world?”)
• Identity vs. Role Confusion (“Who am I?”)
• Intimacy vs. Isolation (“Can I love? Will I be loved?”)
• Generativity vs. Stagnation (“Can I make this life

count?”)

• Ego Integrity vs. Despair (“Did my life have meaning?”)

Social Development and Attachment

• Infants, children, and adults have to function in society

— how do we do this?

• At its basest form, much of how well we succeed

socially is contingent on attachment.

• Attachment
• A strong, enduring emotional bond between

individuals — earliest is usually between infant and mother.

• Bowlby’s Attachment Theory:
• Grew from evidence gained from Harlow’s

Monkey Experiment, and Lorenz’s Imprinting

• Mothers act as a secure base
• Children will proceed to develop a set of beliefs

based on the mother’s availability, and use these beliefs to respond to the outside world.

• But what happens when this base varies?

Attachment Styles

• Ainsworth
• Developed the “Strange Situation”.
• Identified four different attachment styles:
• Secure
• Anxious-resistant
• Anxious-avoidant
• Disorganized
• Later work accounts for other variables.
• Parental Sensitivity
• How available a parent is influences the attachment style
• f their baby.
• Experiences
• Day-care vs. no day-care.
• Culture
• American, Japanese, German attachment frequencies

differ

• Temperament
• Some infants are simply biologically predisposed to an

attachment style.

• This doesn’t mean they’ll fulfill it with 100% certainty,

however.

Attachment

• Extensions!
• For instance, what about fathers?
• Bowlby kind of didn’t care, but still said they

were important.

• If secure with one, usually secure with the other.
• Attachment to one parent is most important,

though.

• Part of the reason why secure attachment

styles can be seen in same-sex or single- parent families.

• Attachment is often stable.
• Outlook for secure infants positive!
• We can measure adult attachment as well.
• Airport study.
• Questionnaires
• In short, attachments are key to our functioning,

and have lasting effects across the span of our lives.

Week 10

Parenting

• Even parents can demonstrate distinct “styles”.
• Baumrind
• Thought of parenting as being a measure of the

varying degrees of demandingness (expectations) and responsiveness(support and communication).

• Identified Four Parenting Styles:
• Authoritative (High Dem. High Res.)
• Authoritarian (High Dem. Low Res.)
• Permissive (Low Dem. High Res.)
• Uninvolved (Low Dem. Low Res.)

Outcomes

• Adolescent outcomes easily represented from

parenting style.

• Authoritative
• Optimal, most positive outcomes.
• Authoritarian
• Variable outcomes, usually good if parenting

not extreme.

• Academic performance good early on.
• Permissive/Uninvolved
• Withdrawn
• Decline in academic performance.
• High rates of delinquent behavior.

More Diverse Samples.

• Baumrind’s model held universally true for Caucasian,

nonHispanic middle/upper-class families.

• Expanded Study:
• Caucasian, Hispanic, African American
• Permissive = poor adjustment, negative outcomes.
• Authoritative = high performance, positive outcomes.
• Hispanic Americans
• Differences between permissive and authoritative more

extreme.

• African American
• Permissive parenting displayed stronger than average

negative effect.

• Female adolescents of authoritarian parents do well.
• Chao (2001)
• Looked at European and Chinese high schoolers.
• 1/2 first generation and 1/2 second generation.
• Findings suggested that parenting style assignment

doesn’t take into account respect for elders, nuances

• f culture, obedience, or self-control.

Technology

• Adolescent use of technology
• Pretty much use it all the time.
• And parents think it’s bad.
• But it turns out, there may be some positive effects of

technology use.

• Negative:
• Bullying
• Sleep deprivation
• Distraction
• Positive:
• Online interaction actually augments offline

communication.

• Some technologies can be used in medicine,

research, and industry.

• Teens can learn about development, things

pertaining to puberty.

• Strengthen friendships.

Articles

*as usual, very brief

Articles

• American Academy of Pediatrics (2013)
• Updated policies on recommended measures that pediatricians,

schools, and parents should take to maximize positive effects of technology while minimizing their negative.

• Encouraged pediatricians to take an active role in asking about

children’s technology use.

• 8-10 year olds spend nearly 8 hours a day with different media.
• Found that 75% of adolescents own a cell phone.
• 88% of teenagers use text messaging.
• Negative:
• Explicit content
• Found that nearly 20% of adolescents have sent or received a

sexually explicit message.

• Found some prosocial effects:
• Helping behaviors increase after viewing positive media.
• Recommended:
• For pediatricians:
• Ask questions, take more detailed media history from child.
• For parents:
• Limit exposure time to less that 1-2 hours a day.
• Discourage media exposure before age 2.
• For schools:
• Expand media-education programs.
• Encourage parental guidance

Articles

• George and Odgers (2014)
• Adolescents spend an estimated “7.5 hours per day

consuming media”.

• Found that simply placing a phone on a table nest to

total strangers decreases the likelihood they will be close

• r share personal information.
• However, little evidence exists that suggests that

adolescent’s personal relationships suffer.

• Most online communication positive
• Allows long-distance friends keep in touch.
• Found that adolescents don’t often mask their

identities online.

• Bullying still an issue.
• Mobile platforms can exacerbate real-life bullying.
• Substantial negative effect on sleep.
• LCD screen light may interfere with sleep.
• Studies being done that look at social networks and their

effects.

Finally…

• You guys should check out this super long,

difficult, time-consuming book about psychology…

Just kidding!!! But I will leave you all with something a little more uplifting -

Happiness: I asked the professors who teach the meaning of life to tell me what is happiness. And I went to famous executives who boss the work

• f

thousands of men. They all shook their heads and gave me a smile as though I was trying to fool with them And then one Sunday afternoon I wandered out along the Desplaines river And I saw a crowd of Hungarians under the trees with their women and children and a keg of beer and an accordion…

• Carl Sandburg