Notes for Test 3
New lectures
Old Lectures
10/12/07 10/15/07
10/17/07 10/19/07
10/22/07 10/24/07
10/26/07 10/29/07
10/31/07 11/2/07
11/5/07 11/7/07
11/9/07
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NEW LECTURES
Lecture Preparation
1. Print off notes from last
semester that correspond to the next class and review them. In particular, print
any overheads and BRING these to class with you to write on.
2. Take notes but EXPAND on what I
write.
a. Be sure
and add information
b. Extend,
write down examples
c. IF I AM
GOING TO FAST RAISE YOUR HAND!!! TELL ME TO SLOW DOWN!!!!
d. Write
any relevant information on your copy of the overhead slide I might use.
3. When you get home after class:
a. REWRITE
YOUR NOTES
b. Keep a
“question” page: write down any questions you have or points you were unclear
about.
c. Make
flash cards TODAY for any definitions or concepts you think you should memorize
(hint: if you think you should…you should!)
d. Start
studying those flashcards TONIGHT!
4. Next class period:
a. Raise
your hand and ask me to clarify points you were unclear about, missed or didn’t
understand.
b. Write
these answers down- you will add them to your rewritten notes when you get home
tonight.
Reading the book:
On a daily basis:
1. Take notes from the book
(yes, really!).
2. Read
what will be covered in lecture the next class period. How to find out?
a. Look on the syllabus and look up the topic. \
b. Find the corresponding information/headings in your book and read
those sections.
3. Outline that section just like you would your lecture. Writing helps
you remember!
4. Make flashcards for vocabulary words/concepts you think you will need
RIGHT NOW!
After class:
1. reread
the section covered in class
2. Add
information covered in the corresponding section of the book to your notes if it
wasn’t covered in class.
3. Make any
remaining flashcards you think you will need!
4. study
those flashcards.
Preparing for the test:
1. Use
those notecards and review them EVERY day!
a. If you make a few each day (and learn them) it will be much easier
than learning them all at once.
b. Reviewing each day makes the material much easier!!
2. Play
games with the flashcards:
a. Go fish can be played with a partner:
i. Draw 5 flashcards each (face down, only the word or concept showing
and the definition facing down)
ii. Using the study guide, ask your partner to define one of your 5 cards
you are holding in your hand, e.g., “Define short term memory?”
iii. If your partner can do it, you put that card down in the discard
pile and s/he gets to draw another card.
iv. If s/he is wrong, you define it for her, keep that card in your hand
AND draw ANOTHER card.
v. First one to get rid of the cards in the partner’s hand wins!
b. Concentration:
i. Can be played alone or with partners
ii. Put all the cards facedown so only the definition/concept shows.
iii. Choose a card, but don’t pick it up. Define the definition/concept,
then check your answer by picking up the card.
iv. If you are right- you keep the card; if you are wrong, put it down.
v. The person with the most cards wins….and notice that you are
practicing the ones you miss!!
. 3. Review your notes and begin
writing questions:
a. from each lecture:
i. write practice multiple choice questions from each heading or
subheading
ii. explain the concepts/definitions to your teddy bear, your sleeping
roommate or another victim!
b. review the study guide:
i. make sure you have notecards for each concept/definition listed
ii. write practice multiple choice questions from the study guide, as
well
iii. take the practice quizzes online at both eduspace and our class
website.
Important things to do before the test:
1. Get a good night’s sleep, if
possible.
2. EAT before the test (your brain
needs energy to think!)
3. Wear comfortable clothing
4. Sit where you usually sit
a. If you
are anxious when taking the test, come to the lecture hall the night before and
take a practice test
b. Practice
blocking out extraneous noise
5. Take several deep breaths before
beginning
6. read through the WHOLE test…..if
you got the bad question on the first page, things have to get easier!
Taking the test:
1. put your name, etc. on FIRST
2. read each question and answer
the questions you are certain about.
3. Circle the number for the
questions you are unsure about.
4. Return to those “shaky answer”
questions:
a.
Eliminate answers: look for clues
i. Always or never: can you think of exceptions? If so, remove it
ii. If you have never heard of the word before AND you have studied-
eliminate that answer
b. are you
a changer or a keeper of the first answer?
i. Check prior tests and see if changing your answer was more likely to
result in right answers or wrong answers.
ii. If changing your mind helps- do it.
iii. If changing your mind is usually wrong- TURN THE TEST IN, DO NOT
CHANGE THAT ANSWER….don’t give in to the evil changing answer force!
5. Check the scantron to make sure
you answered all the questions and you answered in the right order/location.
6. Turn it in! You did it, so now
reward yourself!
be sure and review the how
to study information above!
I. Memory
A. What is memory?
1. Talk
about memory in terms of three critical activities or behaviors
a. Register: acquisition
b. Rehearsal: practice
c. Retrieval: getting the information out
2. Memory
is an active PROCESS not a thing
a. Process: system of activities
b. Not just a location in the brain, but a variety of activities in the
brain
B. Different KINDS or categories of
memory
1. Semantic
memory: memory for words and language
2. Episodic
or procedural memory:
a. Memory for things or pictures
b. Motor memory
3. Eidectic
or flashbulb memory
a. Photographic memory
b. Children show strong eidectic memory
c. Adults use it rarely
d. Not very accurate, but they are highly personal
C. Two important cognitive
abilities
1.
Metalinguistic awareness
a. Understanding of how language works
b. Understand word order and sound order
c. Acquire metalinguistic awareness at about age 6 or 7
2.
Metacognition
a. Understanding of how memory works
b. Acquire this at about age 6 or 7
c. You know that what you are thinking is not the same as what others are
thinking
II. Model of memory
A. Three stages or three processes
1. Register
2.
Rehearsal
3.
Retrieval
B. Sensory Register Memory
1. Very,
very brief: less than 1 second
2. Non
categorical- no processing
3. Decide
whether to further process the information
C. Short term memory
1. Duration
is about 20 seconds
a. No interruptions
b. Good mental and physical states
2. Limited
capacity of 5-9 items: 7 plus or minus 2
3.
Chunking:
a. Chunk bits of information together
b. Use our chunks to increase STM
4. Must
rehearse the information for at least 20 seconds to get it into long term memory
D. Long term memory
1.
Theoretically this lasts forever
2.
Unlimited capacity
3. Problem
with “forgetting” is not input but output
4. Key to
LTM is organization
5. Two
critical behaviors:
a. Maintenance rehearsal: rote memorization
b. Elaborative rehearsal: make information meaningful and tie it to other
information
6. Memory
tricks: Mnemonics
a. Spaces on the G cleft and the lines on the G cleft:
i. Spaces: FACE
ii. Lines: EGBDF
b. Method of loci
c. Song and dance numbers for neuroscience
III. Forgetting
A. Decay:
1. Physical
loss of neurons
2. Very
rare
3. Brain
damage- don’t do it!
B. Interference or Inhibition
1. Other
information interferes or inhibits the info you are trying to remember
2. Blockage
of the memory
C. Retroactive interference or
inhibition
1. Loss of
old memory occurs because NEW memory overrides it!
2. You get
a new car: lights are on the right hand side of the wheel; old car they were on
the left---you get back in old car and turn on lights-turn on windshield wipers!
D. Proactive inhibition or
interference
1. Old
learning disrupts new learning
2. Old way
comes back and wipes out the new way
E. Several influencing factors
1. You
remember whichever is BETTER LEARNED
2. Degree
of interest for the material
3.
Similarity between the two sets of material
4.
Meaningfulness of the material- ease of reading and understandability
5. Context
cues:
a. Time of day
b. Physical location
c. Body’s physical state
d. State dependent learning
F. Studying
1. Acquire
the information or register it: read the text and attend class
2. Rehearse
the info:
a. Take notes in class
b. Take notes on the book
c. Rewrite your notes after every class
d. Make notecards or flashcards after every class
3.
Retrieval: practice multiple choice tests!
BACK TO TOP
3/19/08
Concept Formation and Problem Solving
I. Concept formation
A. Category
1. A class
of objects, people or animals that belong together
2. Share
some kind of common element or trait
3.
Categorization makes life easier and easier to remember- optimizing
B. What qualities of a stimulus do we examine to determine which
group or category it belongs to?
1. How do
we define membership in a group?
2. Most
objects and people are “fuzzy” they have a collection of traits and qualities
3. Gestalt
rules: belongingness, size, color, proximity….
4. Look for
family resemblance
5.
Prototype or model to “test against”
a. Ideal object
b. Compare the new object to it!- new object is an examplar
C. Hierarchies of categories
1. Bunch
together
2. Cats
belong to the category of mammals which belong to the category of animals
3.
Superordinate: highest category or most inclusive
4.
Subordinate: lowest category, most specific
II. Constructive Processes
A. Construct schemas from our
categories and concepts
1. Combine
our categories to make a broader schema we lose accuracy
2. Several
behaviors involved:
a. Fill in missing pieces
b. Eliminate unnecessary aspects
c. Reduces accuracy but increases efficiency
3. Schemas
are generalizations about a group of something
4.
Importantly- schemas often contain emotional concepts or feelings
B. Elizabeth Loftus:
1. Eye
witness testimony
2. Old
studies from around 1900: surprised class with a sudden event and then asked to
ID the “perpetrator”
3. Read
information: blend the information together, not remember specific sentence
4. Examine
reliability of eye witness testimony
a. Staged car accident videos
b. Information given to the viewer of the tape changes the story about
the accident
c. Judicial board decisions based on case information
5. Eye
witness testimony in criminal cases are horribly unreliable
6.
Politics: “spin”
C. Lead to several daily biases:
1.
Pollyanna bias: people who always frame things in the positive
2.
Opposite: Eeyore bias
3.
Rose-colored glasses: everything was better and worse when we were kids
4. Tragedy
of the commons: my behavior doesn’t matter
III. Problem Solving:
A. Define a problem:
1. Set of
givens or “things” to work with
2.
Operations or tools to use
3. Goal
set: solution goal
4. 2+3 =
___
B. Essentially two kinds of problems to solve
1. Well
defined problems:
a. Known set of materials
b. Easily identifiable tools or operations
c. One answer
2.
Ill-defined problems
a. Open set of materials
b. Ambiguous tools or operations
c. Many answers
C. Variety of theoretical ways to solve problems
1. Trial
and error
a. Try and try again until you get the answer
b. Very inefficient way to solve problems (headbanging!)
c. Use this strategy when we have exhausted all others!
2. Gestalt
or insight
a. Examine the problem, walk away, then return and immediately solve it
b. Several stages
i. Suspense
ii. Confusion and frustration
iii. Ignoring
iv. Insight or aha!
3.
Hypothesis testing
a. Get an idea
b. Test it
c. Adapt it
d. Try until it works
4. Rules
for solving problems
a. Algorithm: ALWAYS gets you the right answer
b. Heuristic USUALLY get the right answer
5.
Analogies
a. We use an example to solve a new problem
b. “it is just like ________”
c. Difficult method, but most effective
6. Forward
workers are more efficient than backward workers
a. Forward workers are more proficient and experienced
b. Backward workers are novices
D. Problem with your problem solving
1.
Functional fixedness:
a. You can only use the tool for the purpose it was intended
b. Can’t see alternative uses!
2. Problem
set:
a. You use a solution routine several times
b. The next problem requires a switch to a new solution routine- and you
get stuck using the old one!
3. Tend to
remember what is there, not what is missing!
a. Feature Negative effect
b. We only remember the present, not the absent
BACK TO TOP
3/21/08
Language and Intelligence
I. Language
A. Define language
1. Many
animals have language
2. Is
computer language a language?
3. Language
allows us
a. Think
b. Communicate
c. Develop abstract ideas
i. Concrete concept: see it, feel it, etc.
ii. Abstract idea: can’t see, feel, etc.: God
B. Language must contain several things:
1. Symbol
system
2.
Instrumental: use it to get things
3. Stimulus
for other behaviors
4. Means of
communicating
5. Conveys
meaning of abstract concepts
C. Several basic units of language for humans
1.
Phonemes: smallest unit of sound in our language
a. Phonics
b. /a/ /b/
c. Most adults produce about 100 phonemes
d. Developmental process
e. English contains 45 phonemes
f. Cultural differences: once you have learned the sounds of a language,
it is difficult to learn new ones after age 12
2.
Morphemes
a. Smallest unit of meaning in language
b. Roughly correspond to words
c. Also word prefixes and suffixes
d. –s
e. Phonemes that are also morphemes: I, a
f. Give words meaning: latin prefixes and suffixes?
3. Syntax:
like grammar
a. Rules for combining phonemes and morphemes
b. General rule: nouns verbs adjectives and adverbs
4.
Semantics:
a. Meaning of the phonemes, morphemes and syntax together
b. Lexical content: what words are most common
c. Syntactical content: how grammar changes
d. Word meaning or semantic meaning
II. Language development
A. Developmental progression
1. Birth:
cries
a. Pain cry: sharp, rapid, loud
b. Discomfort cry: lower in pitch, not as sharp or rapid, winds up
c. Fuss cry: attention, low discomfort
2. 2
months: vowel sounds to coo
3. By 6
months: adding consonants
a. /d/ and /b/ come first
b. /m/ and /n/ come next
4. First
word at about 12 mos (sometimes 8-9 mos)
a. Word may involve “mother’s ear”
b. 12 mos we typically see 5-10 words
c. Using signs
5. By 18-20
months: telegraphic speech
a. 2-word sentences
b. Powerful
6. By age
3-4: functional language
a. 3-6 word sentences
b. Overgeneralization errors: over use language rules
c. 1 cat, 2 cats
d. 1 deer, 2 deers
e. I run, so I runned
7. By early
grade school: competent in language
B. Several theories as to how we get language
1. 2 basic
ideas
a. Learned
b. Innate or hardwired
2. B.F.
Skinner: suggested that all language is learned
a. Learning is necessary
b. In the absence of language models, no language develops
3. Chomsky:
a. Structures in the brain that are necessary and prewired for language
b. Developmental progression
4. Tried to
teach animals to speak English
a. Signing animals:
i. Washoe
ii. Koko: gorilla
b. Computers to communicate with chimps and bonobos
5. Study
animal’s own language
a. Vocalization analysis
b. Good evidence for language :
i. Sea mammals
ii. Elephants
iii. Chimps, gorillas, etc.
iv. Tamarin- dialect differences by region
III. Tie language to intelligence
A. What is intelligence?
1. How
smart you are!
2. 6-hour
retarded child: child who isn’t good at book learning but has strong street
skills or mechanical skills
3. IQ:
intelligence quotient or a score on a test
4.
Intelligence:
a. Abilities in thinking, language and problem solving
b. Show abilities across many situations
B. Many theories
1. Older
theories concentrate on book or school based behaviors
2. Argue
whether there is one overall intelligence or 3 or 7 different kinds
3.
Several skills
a.Verbal comprehension
b. numberical ability
c. spatial relations
d. word fluency
e. memory
f. inductive reasoning
g. perceptual speed
4.
Alternative theory: Gardner’s seven intelligences
a. Linguistic intelligence
b. Musical intelligence
c. Logical mathematical intelligence
d. Spatial
e. Bodily kinesthetic
f. Interpersonal
g. intrapersonal
BACK TO TOP
3/24/08 Gestation and Prenatal Development
I. Gestation (chapter 4)
A. Gestation
1.
Pregnancy: 40 weeks
2. Divided
into three distinct periods
a. Ovum
b. Embryo
c. Fetus
B. period of the ovum
1. first
24-36 hours post conception
2.
fertilized egg must travel down the fallopian tube and into the uterus and
attach
3. 4 to 5
days:
a. Attachment to the uterine wall
b. Cell differentiation
4. Ectopic
or fallopian tube pregnancy
C. Embryo:
1. Most
critical period of the whole pregnancy!
2.
Implantation to about 8 weeks
3.
Everything that is going to get made gets made here!
4. Rapid
growth: 2 million percent
5. Critical
organs develop first:
a. Heart, lungs, digestion
b. Heart beat by 4 weeks
6. Arms,
legs, eyes, ears, develop
7. Internal
genitalia develop by 6 weeks; external genitalia will not develop until about 10
weeks
8. By 8
weeks: 1 ½ inches long all parts are there!
9.
Teratogens or chemical exposure can alter develop most critically at this stage
D. Fetus
1. 8 weeks
to 40 weeks
2.
Everything is in place, it just needs to grow!
3. Point of
viability: 50/50 chance of survival: 20 weeks gestation
4. At
birth: typical baby weighs 7 pounds and is about 18-20 inches long
II. When things go wrong?
A.
Genetics
1.
Basically 2 things can go wrong genetically
a. Improper cell division
b. Genetic cell defects
2.
Inherited traits:
a. Hemophilia
b. Cystic fibrosis
c. Muscular dystrophy
d. Fragile X syndrome
3. Improper
cell division
a. Down syndrome
b. 23rd chromosome
c. Translocate or suffers mosaicism
d. Age is important for down syndrome AND number of previous pregnancies
e. Abnormalities include
i. Flatten profile
ii. Wide set eyes
iii. Furrowed tongue
iv. Opposable big toe
v. Leukemia, hearing loss and heart defects
vi. Maybe retardation
B. external effects
1. Effects
that come from the “host environment” (uterus) or from outside influences
2.
Teratogens or monster makers = external influence
3. Maternal
conditions:
a. Ph; cervical problems, other problems with uterus
b. Age
c. Health status
d. Rubella, measles, herpes, AIDS/HIV
4. Drugs
and alcohol?
a. Alcohol can produce Fetal Alcohol Syndrome
b. Illegal drugs are teratogens
c. Prescription drugs
d. OTC drugs
5. 90% to
95% are born NORMALLY
BACK TO TOP
3/26/08
Prenatal and Infant Development
I. Birth and neonatal development
A. Prenatal testing
1. Blood
tests
2. Problem:
blood factor incompatabiliy: Rh+ or rh-
3. Chorian
vila sampling
4. Alpha
feta protein: high false positive rate
5.
Ultrasounds: variety of levels
6.
Amniocentesis
7. Why
test?
a. Give information
b. Allow parents to prepare for events
B. Birthing
1. Three
stages to labor
a. Early labor:
i. Cervix thin and invert
ii. Cervix begins to dilate
iii. 0-3 cm dilation
iv. Weeks
v. Practice contractions: Braxton Hicks contractions
b. Mid labor: 3-7cm dilation
i. Mom is still walking and talking
ii. Regular contractions: 20 min apart to 1-2 minutes apart
iii. Dilating the cervix and birth canal, pushing the baby down and out,
pushing the junk out of the baby’s lungs
c. Hard labor and into transition
i. 7-10 cm dilation
ii. Pain
iii. Contractions are very close together and long
iv. Moms often become very focused and determined
2.
Transition:
a. Birthing to delivery
b. Head crowns; head is born first, then shoulders, then the rest
slithers out
c. Deliver the placenta
3.
Endorphin rush plus the excitement of meeting someone!
C. Get your first test at about 3 minutes old: Apgar
test
1. Tests
for immediate fetal development
2. Critical
signs for physical development
3. Scored
on a 10 point scale
a. 9-10: excellent
b. 7-8: okay
c. 5-6: concerned
d. Below 4 is an emergency
4. Regive
test at 10 minutes and look for change
II. Newborn motor abilities
A. Brazelton
Test: Test your reflexes at birth
1. Blink
2. Knee
jerk or patellar reflex
3. Babinski
reflex:
a. When you stroke the baby’s foot underneath, the toes- toes FAN OUT,
not curl
b. In adulthood: this is a sign of brain stem injury
4. Palmar
or Darwinian reflex: palm grasp
5. Moro
reflex: startle reflex
6.
Stepping/walking/ swimming reflex
a. Walking is a reflex
b. Balance is learned
7. Rooting
and sucking reflex
a. Eating
b. Rooting is turning toward cheek stimulation
B. Physical development:
1.
Development occurs in a somewhat set sequence
2.
Cephalocaudal:
a. Head to toe
b. In to out
c. Gross to fine motor
3.
Tremendous individual differences
a. Gestational age at birth
b. Health status
c. Individual personality differences
BACK TO TOP
3/28/08 Cognitive Development
I. Physical development
A. First year
1. Triple
your birth weight
2. Grow
several inches
3. Begin to
walk, talk
4. Still
have big belly and head
B. Toddler years
1. Ages 1
to about 3
2. Begin to
get ossification of bones
3. Still
pot bellied
4. Gain
6-10 pounds
5. Grow
several inches
6.
Development of coordinated sequences of motor skills
C. Preschool years
1. Ages 3
to about 5
2. Gain 2-4
pounds a year
3.
Refinement of motor skills
4.
Toileting and dressing skills
D. Middle school years
1. Moderate
weight gain
2.
Refinement of skills
3. More
adult look –lose pot belly and big head
E. Adolescence
1. Puberty
2. Average
age of menses onset: 10.5 years
3. Boys:
puberty mean is about 11.5 to 12
4. Two
kinds of development
a. Changes in primary sex characteristics
b. Secondary sex characteristics: facial hair, voice changes, etc.
5. Boys
begin to outpace girls in physical motor skills
II. Cognitive development
A. Jean Piaget and his
developmental theory
1.
Cognition = ACT of knowing
a. Children learn and think by doing
b. It is an active process
2.
Cognitive development occurs in stages, according to Piaget
3. Children
must learn to organize and adapt to their world
B. Assimilation and accommodation
1.
Assimilation is adding a new concept to your existing schema
a. Know brown dogs
b. Meet a white dog: add white dogs to “dog” schema
2.
Accommodate: must change our schema or make a new one
a. Make a new category or group
b. Add “elk” to horse and cow
C. Sensorimotor stage:
1. Birth to
age 2
2. Task:
integrate and build on reflex activity
a. Move more voluntarily
b. Learn cause and effect
c. Try lots of movements
3. Object
permanence:
a. Very young babies: if it is out of sight, it is GONE
b. Begin to know an object stays where it is put
D. Preoperational period
1. Age 2 to
about age 6 or 7
2.
Preschool years
3. Very
rule bound
4.
Very,very egocentric
a. Believe the world is all about them
b. Can’t see outside themselves
c. Attribute their feelings to others and to objects
5. Several
beginning mental behaviors
a. Symbolic functioning: language and learning to read
b. Deferred imitation
c. Symbolic play
6. Some
mental operations are not quite ready
a. Begin to classify objects- can’t multiply classify objects
b. Very concrete: only deal with what they can see
c. Unable to manipulate numbers
i. Slow to develop one o one correspondence
ii. No reversibility of set
e.g.. 2+ 3 = 5 then 5-3 =
iii. No conservation of set
E. Concrete operations
1. Ages 6
or 7 to about 11 or 12
2. About
1/3 of the population NEVER gets out of this stage
3. Attain
logical thinking skills
4. Less
egocentric- very un egocentric
5. Show a
tremendous improvement in mental operations
a. Have reversibility of set
b. Show strong conservation of set
c. Organize items by multiple categories
6. Can only
manipulate concrete objects or concepts
7.
5-3=___but not 5-3=x
F. Formal operations
1. Age 11
or 12 to adult hood
2. Show
analytic and abstract thinking skills
3. Do
algebra, geometry, advanced writing and logic
4. See
exceptions to rules
BACK TO TOP
3/31/08 Social Development
I. Social Development
A. Parent infant interactions
1. Most
important because these form the earliest experiences
2. Mom (and
somewhat for dad): these interactions can occur prenatally
3. Babies
can hear in utero from about 4 mos gestation
a. Prefer sing song sounds
b. High pitched rhythmic music
c. At birth, babies recognize familiar voices
4. At
birth:
a. Babies identify mom with in hours
b. Moms recognize babies with in hours
c. Babies smile at birth, but it is NOT a social smile
d. Imitate faces
5. Smiling
a. First social smile occurs at about 6 wks
b. Smiling at familiar people
6. Crying
and cooing as means to communicate
a. Pain cry
b. Uncomfortable cry
c. General fuss cry
B. Two critical fears that develop to demonstrate
attachment or bonding
1. Stranger
anxiety:
a. Afraid of strangers: anyone who is unfamiliar to the BABY
b. Cling to the parent, cry and push away from the stranger
2.
Separation anxiety
a. Fear of being separated from your parents
b. Cling to parent, cry, and will attempt to get to parent if possible
3. These
two fears
a. Go together
b. Occur in spurts:
i. 6-8 months
ii. 12 mos
iii. 18-24 mos
4.
Differences in kids:
a. Personality differences
b. Health conditions
c. Experience with others
C. Demonstrates the development of
attachment
1. Most
important emotion for babies/children
a. Life long consequences for children who do not acquire attachment to
an adult caretaker
b. Development and social problems, including lower IQ, behavior problems
and growth problems
c. Attachment disorder
2.
Attachment:
a. Strong, enduring bond or “love” that develops between a child and
his/her caretaker
b. Must occur within first 2 years
D. Three stages to attachment
1.
Preattachment stage:
a. Birth to about 6 wks
b. Just want to be held and cuddleld
c. Not matter who
2. Initial
attachment
a. 6wks to about 6 mos
b. Preference
c. Identify familiar vs unfamiliar
d. Don’t show the fear yet
3. Strong
attachment
a. Around 6 mos
b. Show the two fears
E. Strange situation test
1. Take
baby into unfamiliar room with unfamiliar people
2. Mom
starts out the baby
3. Mom
leaves, and comes back
4. Startle
baby and examine response
5. Mary
Ainsworth’s work: primarily with Moms, not dads
F. Three
kinds of babies
1. Securely
attached:
a. Show the two fears
b. Strong bond parents
c. As they grow, they develop appropriate independence
2.
Anxiously attached babies
a. Show the fears
b. Anxious all the time
c. Typically have anxious parents
3. Avoidant
attached babies
a. Show no attachment to parents
b. Indifference
c. Occurs for two reasons
i. Something is amiss with the baby
ii. Something is amiss with parents
d. This can result in severe developmental delays
II. Importance of attachment
A Maternal deprivation studies
1. animal
studies: Harry Harlow
a. rhesus monkeys
b. separated from mother at birth
c. two moms”
i. wire mom
ii. cloth mom
2. generations of Harlow monkeys
a. adolescents:
b. developmental problems
c. socialization problems
d. sexual problems
e. lousy parents
3. monkey therapy
a. adolescence in with slightly younger monkeys
b. worked!
c. Monkey parenting classes and mentors
4. Examine down the line:
a. Bad monkey parents raised bad monkeys
b. Good monkey parents raised good monkeys
c. Bad parenting could be overcome with therapy
B. human data
1. Spitz:
institutionalized babies in the 1950’s and 1960’s
2. babies
of institutionalized criminal moms
a. put in orphanages
b. mom kept the baby in prison
3. babies
who stayed with mom in prison showed better development
4. Bowlby showed that personal contact and touch as well as perception
stimulation
a. Holding and talking with babies
b. Crib mobiles
c. Mittens on babies
5. Preterm
babies:
a. Increase success rate of babies born early by over 50%
b. Touch!
BACK TO TOP
I. Personality
A. What is personality
1. Changing
or stable?
a. Personality is relatively stable
b. Somewhat environmentally dependent
c. Stable across the life span
2.
Constellation of traits or aspects of an individual
a. Thoughts
b. Feeling or emotions
c. Behavior
3. Helps us
understand how an individual adapts to environment
B. Theories of personality
1. Our
schools of psychology resurface
2. Major
personality theories
a. Trait theorists- structuralists
b. Psychodynamic: Freudians and neo Freudians
c. Cognitive/behavioral models
d. Humanistic approach
II. Trait theories
A. Defining trait theories
1.
Personality is a set of distinct and relatively stable or enduring
characteristics or dispositions
2. Probably
biological in nature
3.
Characteristic are called traits
4.
Categorize people by common or uncommon traits
B. Gordon Allport: Hierarchy of
traits
1. He
believed that traits were physical entities embedded in the brain
2. Traits
were inherited
3. Rank
order these traits into three categories
a. Cardinal traits: overwhelming traits that dominate a personality
b. Central traits
i. Basic building blocks of our personality
ii. 2-3 characteristics that best describe us
c. Secondary traits: little things that distinguish you from others
C. Raymond Cattell
1. Map
personality
2. Two
kinds of traits:
a. Surface traits: inferred by observing the person
b. Occur in groups or clusters across the population
c. Source traits
i. Deeper personality traits
ii. Hidden or secretive
iii. Underlie the surface traits
iv. 16 source traits for humans
d. 16 PF test: 16 personality factor test
D. Hans Eysenck: Trait Model
1. Just 3
traits
2. Again,
believes are inherited and biological
3.
Introversion—extroversion
a. Solitary-reserved vs outgoing and friendly
b. Scaled on this trait
4.
Neuroticism trait
a. High: tense, anxious, worried and restless
b. Low: laid back, calm, relaxed, easygoing
5.
Psychoticism
a. High: cold, antisocial and hostile
b. Low: warm, sensitive and caring
6. Eysenck
Personality Inventory: 4 basic personality types:
a. Extroverted neurotic
b. Extroverted stable
c. Introverted neurotic
d. Introverted stable
E. Five-factor model of personality
1.
Combination of Eysenck and Cattell
2. 5 major
traits
a. Openness
i. Imaginative, curious, intellectual and open to new ideas
ii. Conforming, practical and conventional
b. Agreeableness
i. Sensitive, warm and tolerant
ii. Cold, suspicious, hostile and callous
c. Conscientiousness
i. Reliable, responsible, self disciplined, ethical and hardworking
ii. Disorganized, unreliable, lax, impulsive and careless
d. Neuroticism
i. Anxious, worried, guilt-ridden, emotionally unstable
ii. Relaxed, calm, laid back and emotionally stable
e. Extroversion
i. Outgoing, friendly, enthusiastic and funloving
ii. Solitary, shy, serious and reserved
3. Traits
are culturally universal
a. All people posses the same traits
b. Different cultures put emphasis on different trait aspects
4. Certain
traits are linked to life time outcomes
a. Highly conscientious people live longer
b. Higher agreeableness report more happiness over lifetime
F. Critique:
1. Lead to development of personality tests
2. Theories on label traits, don’t explain how they emerged or why they
emerged
3. Some question about the stability of traits across the lifetime
III. Social cognitive models
A. Focus on how you acquire your
traits
1. Skinner
and the behaviorist theories
a. You are your reinforcement history
b. Doesn’t like words like “mind” and “thinking” and “feeling”
i. Not because we don’t do those things, but because they are difficult
to measure
ii. Observable for data
c. We are reinforced for acting in certain ways, and these become learned
“rules” of behavior
d. In criticism: ignore biology
B. Bandura
1. Social
learning theory or modeling
2.
Personality develops by modeling the behavior of others
3. We
imitate those around us- particularly if we see those behaviors reinforced
C. Julian Rotters self control
1. To
understand a person’s personality we must
a. Know their reinforcement history
b. Person’s expectations and values
c. We behave according to how we think or expect we should behave and we
expect certain consequences
2. Locus of
control is a part of personality
a. External locus of control: dependent on others reinforcing you
b. Internal locus of control: dependent on yourself reinforcing yourself
D. Walter Mischel
1.
Situation vs personal variable
2. Behavior changes depending on the situation
3. Self
control
BACK TO TOP
4/4/08
Freudian Theory of Personality
I. Freudian Theory
a) Freud in
historical / cultural context
i)
Victorian Vienna
ii) rich
people, esp. women
b) Pros and
cons about Freudian theory
i) great
descriptions of behavior
ii) limited
subject pool - only saw one kind of client
iii) did
NOT use the scientific method… many people disagree with his premises,
assumptions and deductions.
II. Basics of Freudian Theory
a) Basic
structures of personality
i) three:
id, ego, superego
ii) mostly
interact at an unconscious level
b) ID: basic
source of energy, motivation
i) libido:
life or sexual energy
ii)
thanatos: death energy
iii)
follows pleasure principle, not connected to
reality; socially unacceptable desires, urges.
c)
SUPEREGO: ego ideal
i) based on
perfection seeking
ii) basis
of conscience
iii) also
not connected to reality
d) EGO: deals
with reality
i)
rational, logical
ii) follows
reality principle
iii) must
mediate differences and conflicts
between id and superego
e) Ego uses
defense mechanisms:
i) serve to
reduce anxiety
ii)
everyone uses some defense mechanisms
iii) must
work through and identify to restore
balance in our life
II. Types of defense mechanisms:
a. denial: refuse to believe in
reality
b. repression: memory of event is
put into
unconscious
c. projection: personal emotion
projected onto
someone
else
d. displacement: feelings directed
at
someone/thing other than actual target
e. reaction formation: cover up
anxiety by
acting
opposite
f. rationalization: make up excuses
g. intellectualization: clinical,
academic
attitude
i. sublimation: unnacceptable
impulses
directed
toward socially acceptable goals
III. Formation of personality: development of individual
set of defense mechanisms via stages
1. Oral
stage: (0-2 years)
a. seek
sensory stimulation through mouth
b. first
way to gain pleasure
c. if
thwarted- find alternatives
i) sexual pleasure through mouth
ii) oral fixations
iii) sarcasm, gullibility
2. Anal
stage: (2-3 years)
a. learning
to control bowels and
bladder
b. learning
to organize life, develop
independence
c. if not
worked through:
i) sexual pleasure through anus
ii) toilet training problems
d. anal retentive: overly toilet trained
e. anal
expulsive: under toilet trained
3. Phallic stage: (3-6 years)
a.
developing sexuality, sex roles
b.
developing maleness, femaleness
c. if not
worked through:
i) sexual pleasure centers around
genitalia
ii) sexual identity problems
d. Oedipus complex (boys)
i) boy desires mother
ii) fears father: castration anxiety
iii) identifies w/father
iv) important for correct sexual
identity
e. Electra complex (females)
i) girl child desires father
ii) penis envy
iii) blames mother for lack of penis
iv) identifies w/mother
v) not resolved until give birth to
male child
4. Latency
stage (6-puberty): nothing much happens until puberty
BACK TO TOP
4/7/08
NeoFreudian and Humanistic Theories of Personality
Notes from today came from
this
Powerpoint presentation for today
I will NOT be putting up
detailed notes. Class attendance has gone WAY down- and many of you seem
to be using the notes INSTEAD of going to class. As a result, I will only
be putting up the power point presentations. If and when attendance improves, I
will go back to putting up more notes.
Also- the answers to the
practice test will be put up THURSDAY late afternoon....in the mean time...LOOK
UP the answers in your book and notes. You can check your answers Thursday
night.
REMEMBER: TEST #3 IS ON
FRIDAY
BACK TO TOP
4/9/08
Personality Testing
Notes from today came from
this
PowerPoint
presentation for today
Old Lectures
10/12/07:
Memory and Forgetting
I. Memory
A. in terms of the three R’s
1.
register: acquisition
2.
rehearsal: retention and forgetting
3.
retrieval: getting the information OUT
B. different
KINDS of memory
1. semantic
memory
a. Memory for words
b. Verbal memory and vocabulary
2. episodic memory
a. memory for places and events
b. picture or pictorial memory
c. younger and then some people still show a preference for whole life
3. procedural memory
a. memory for a motor pattern
b. “doing” memory
4. eidectic memory
a. flashbulb memory
b. Snapshot of a place or event or feeling
c. Tend to be from YOUR personal viewpoint and fairly inaccurate
d. Small children tend to have strong eidectic memory
e. Tendency to have eidectic memories fades with age
C. two
important abilities
1.
metalinguistic awareness
a. Awareness of how language works
b. Understand that letters make words make sentences, etc….rules
c. Acquire this ability about K or 1st grade- age 6
2. metacognition
a. understand how memory works
b. ability to use your memory efficiently
c. acquire this ability at about age 6
II. Three stage model of memory
A. remember it is a model
1. stages
or processes
2. NOT
“places” in the brain
B. Sensory
Register memory
1. get
information IN
2.
extremely brief- less than 1 sec
3. non
categorical: you don’t code the information, just whether or not it is important
4. argue:
is this perception or memory?
C. Short term
memory: STM
1. duration
is about 20 seconds in perfect conditions
a. Physical state
b. Interruptions
2. only holds about 5 to 9 chunks!
a. 7+/- 2 phenomenon
b. Remember “more” than 5 to 9 pieces of info because we engage in
chunking or grouping of information
c. Organize the info
3. to keep the information in STM and get it into long term or LTM:
a. rehearsal: repeating the information
b. Elaborative rehearsal or elaboration
4. we remember information better if it is meaningful!
5. mnemonics or mnemonic devices
a. memory clues or patterns to help us remember otherwise meaningless
information
b. EGBDF and FACE
D. long term
memory: LTM
1.
unlimited
2.
forever
3.
problem is forgetting, not remembering here!
III. Forgetting
A. two ways to forget:
1. decay:
physical process, and is not recommended
2.
interference or inhibition
a. Information gets mixed up
b. Can’t get it back out
B.
retroactive inhibition:
1. because
it occurs retroactively
2. the
“forgetting” is produced by the effects of NEW learning disrupting or
interfering with OLD learning
3. drive
the new car, and can’t remember where the wipers are in the old car!
C. proactive
inhibition
1.
proactive
2. the
effects of OLD learning interfere with NEW learning
D. factors
that affect how strong interference will be:
1. degree
of learning for NEW vs. OLD learning- remember whatever is learned BEST
2. degree
of similarity between the two learnings
3.
familiarity or meaningfulness of the material
4. physical
state
5.
contextual factors:
a. Location
b. Time of day
c. Physical state including “drug” states
d. State dependent learning situations
E. test
anxiety and text preparation
1. to
study:
a. If anxious, practice the test in the classroom for the test
b. Practice retrieval!
2. prepare for the correct kind of output:
a. multiple choice tests: recognition
b. Essay tests: elaboration but not specific
3. reinforce yourself for appropriate test taking behavior
a. rewards
b. Small breaks
c. Can’t study all the time
BACK TO TOP
I. Language
A. what is language
1. we used
to believe that this is only a human behavior
2. we now
know that many animals have rudimentary “language”
3. what is
it?
a. Instrumental behavior: you use to get things
b. Stimulus for other behaviors
c. Vehicle for communicating information to others
d. For humans: conveys meaning, particularly of abstract concepts
B. why do we
need language?
1.
communication
2. thinking
and problem solving
3. can we
think in the absence of language? Probably not
II. Language has several “parts”
A. Sounds, small pieces of language
1. phoneme:
a. Smallest unit of sound in a language
b. Phonetics or phonics: letter sounds
c. “a” have several different “sounds”
d. Adults can pronounce about 100 different phonemes
e. English contains about 45 phonemes
f. Developmental time course for learning phonemes: babies make more than
adults
g. Cultural differences:
i. Some sounds don’t exist across languages
ii. Asian speakers: no L sound, substitute R
2. morphemes
a. smallest unit of MEANING in the language
b. word base: cat
c. Also: prefixes and suffixes
i. –s or –es
ii. Trans- or –ing or –ed
d. a few phonemes that are also morphemes: “a”, “I”
3. syntax:
a. grammar
b. Rules for combining the phonemes and morphemes
c. Fluid or changing
d. Do you put a comma after and in a list?
B. examine
meaning
1.
semantics
a. Meaning of the word
b. Changing or evolving: “gay”
2. lexical content: what words are used most often
a. make up word lists or vocabulary lists
b. Dolch sight word list is used in early grade school
c. Thorndike-Lorge word list: vocabulary and spellings come from for
schools
3. syntactical content:
a. word order and arrangement
b. generating grammar rules
c. Fluid
4. semantic content analyses
a. word order and emphasis changes meaning
b. Word use changes:
i. Pop
ii. Soda
iii. Coke
iv. check your "accent" here:
http://www.gotoquiz.com/what_american_accent_do_you_have
III. Developmental progression
A. initial sounds:
1. birth:
a. Crying: communicates needs
i. Pain cry: high, sharp, loud and fast
ii. Distress: wind up, starts slow and gets faster and sharper and louder
iii. General fuss: discomfort or bordem cry
2. 2-3 months: cooing, blowing and
bubbles
a. Important prelinguistic vocalizations
b. Cooing typical involves vowel sounds
c. Babies initiate and control the interactions
3. 6 months: consonant-vowel
combinations
a. Da da and pa pa before Ma ma
b. Begin to reinforce some of these vocalizations by responding to
certain sounds
4. 12 months: begin to really develop
their first word
a. Often a “mothers’ ear” word
b. Called a “mand”: a sound or gesture they use to get something or
someone
c. Often the first word is an important object, pet or person
d. By 15 months: 5-10 words, easily
5. babies have better receptive than expressive language
a. they understand more words than they can say
b. motor development
B. by 18 to
24 months:
1.
telegraphic speech
2. two word
combinations
3. babies
can communicate anything at this point
4. go
byebye
5. me ball
6. dad ball
7. more
ball
8. most
often used word: “no”
C. functional
language
1. at 3-4
years: errors even though their language is good
2. sentence
structure has 3-5 or more words
3.
overgeneralize grammar rules: over use the grammar rules
4. word
endings: I walk, I walked so…..I run, I runned
5. 1 cat, 2
cats; 1 mouse, 2 mouses
6. they
will correct YOU if you overgeneralize, but they can’t correct themselves
7. word
“why”
8. by first
or second grade: good adult like language
D. do we
learn language or is it innate?
1. Noam
Chomsky: in the 1960’s he argued that language is completely innate
a. Brain was wired for language
b. Allow language to emerge
2. B.F. Skinner: in the 1960’s he argued that language was entirely
LEARNED
a. Parents must reinforce sound utterances
b. Children learn to speak, its NOT innate
3. true answer: its both
a. language is “pre wired”
i. Developmental sequence
ii. MRIs and histology we see evidence for language areas in the brain
iii. Deaf babies babble
b. language only develops in a setting where language is reinforced
i. learning is involved
ii. Learn word meaning
iii. Learn sounds or phonemes
iv. Deaf babies
v. Language deprived babies
4. animals
a. tried teaching animals English: not their natural language
b. Washoe is a chimp taught ASL
c. Koko the gorilla
d. Animal’s language:
i. Tamarins: small SA monkey
ii. Developmental sequence, semantics, syntax, phonemes and morphemes
iii. Dialetics or regional differences
e.
Alex the Talking Parrot
http://www.youtube.com/watch?v=R6KvPN_Wt8I
10/17/07
Concept Formation
concept formation
slides
feature positive/negative
effect slides
I. Concept Formation
A. Categories
1. class of
objects that most individuals agree belong together
2. why do
we categorize? Adaptive!
3. category
skills follow the Gestalt rules
B. what
properties do we look at for an object to determine it’s placement in the
category?
1. defining
membership
2.
features:
a. Relevant features
b. Irrelevant features: ignore
C.
Prototypes:
1. model of
the category
2. contains
all the important or necessary features
3. best
representative
4. chair: 4
legs; seat; back
5. compare
the prototype to the stimulus
D.
hierarchical structure to our categories
1.
superordinate, ordinate and subordinate classification
2. very
general to the very specific
3. animal;
dog; Golden Retriever; Seamus
E. We only
pay attention to the POSITIVE features, not the negative features
1. we look
for what is THERE in common
2. not what
is missing
II. Constructive Activities with our memory
A. major feature of memory is
building schemas
1. schema
is the organization for a concept or a theme
2.
constructive processes:
a. We accentuate the important features or attributes
b. Ignore and eliminate the unimportant features
3. each individual has a different perspective on what is important and
unimportant
a. background
b. Biases and prejudices
c. Education
d. Experience
4. elaborative detail and even add things that weren’t originally in the
feature or story
a. “make it up” to make the story consistent with our schema
b. Make it make sense
B. research
in humans
1. very,
very early study: 1900’s: von Liszt
a. Large criminology class in Berlin
b. Student enter during lecture, argue with the prof, and a gun goes off
c. Asks the students what happened
d. Very inaccurate
2. Buckhourt (1979): replicated study
a. Same set up
b. Only prof didn’t know when or where either
c. IMMEDIATELY after the exit of the arguing student, “police line up”
d. 40% identified correctly
e. Prof got it wrong
3. Bransford and Franks: written word because maybe the students in
lecture were too scared
a. Four sentences:
i. The cat was scared
ii. The cat was running
iii. The dog was barking
iv. The cat jumped up on the table
b. Each student only read 3 of the 4 sentences
c. Test: complex sentence:
i. The scared cat, running from the barking dog, jumped up on the table.
ii. Have you seen this identical sentence during the “learning phase”
d. they learned the “gist” of it, or the concept or schema, not the exact
words
4. Bartlett
used a mystical Indian legend that dealt with undead spirits
a. Retelling of the story
b. Large state school
c. Small Christian college
d. Neither group accurately retold the story
i. Non religious college students left the “spiritual” or nonChristian
elements MORE than the Christian college students
ii. Non Christian elements were not consistent with Christian students’
schemas
III. Why is this important?
A. Eye witness testimony research
1.
Elizabeth Loftus
2. schemas
influence our behavior
a. Changes our perspective
b. Gives rise to prejudices
c. Change our interpretation of real events
B. stages
events:
1. car
crash films:
a. 2 cars at a 4-way stop that run into each other exactly in the middle
of the intersection
b. Changes the story:
i. The 80 year old lady
ii. The student driving home from the bar
iii. The student driver
c. j-board: student judicial board
i. changes who will be found guilty
ii. Race, gender, GPS, fraternity membership
2. real life examples:
a. Univ of Chicago study: resumes
i. Same identical resume
ii. Changes the name:
1. male and female
2. ethnic names vs. plain American names
iii. who got interviews depended on names and gender
b. juries and courts
i. what is the makeup of the jury
ii. manipulate the makeup of the jury
iii. alter how they view a witness or defendant
iv. eye witness testimony is very poor
c. politicians and their “spin doctors”
i. building a schema
ii. poll people, and develop what they think will win
3. interesting biases
a. Pollyanna and Eeyore
i. Pollyanna: everything is always good and kind and nice
ii. Eeyore: everything is always bad and sad (Emo)
iii. Rose colored glasses phenomenon: everything was harder and worse but
we were better, stronger and smarter
iv. self enhancing bias: we tell the story to make ourselves look BETTER
When can I go to the museum?
When ever you want! Assignment on
line
“official date” is November 7
(Wednesday) – no class that day!
Remember to sign up and participate in experiments!
Basement of DeGarmo
Online sign up off the main Psych
Dept page
Two of the 5 can be from the online
website that is linked off the assignment sheet
I. Problem solving
A.definition of a problem
1. set of
givens or rules
2. set of
materials to use
3. goal
set: what is the final outcome supposed to be or look like
B. Two
general types of problems
1. well
defined problem
a. specific set of rules
b.clear and established materials
c. one objective answer
d. 2 + 2 =
2. ill defined or loosely defined problems
a. no specific set of rules, but only guidelines
b. general set of materials (open ended)
c. many solutions or goals
d. “What should I do with the rest of my life?”
II. Several models of how people solve problems
A. Trial and Error
1. bumble
around until you hit the solution
2. not very
efficient or effect
3. last
resort tool
4. do what
was successful- the problems is that it may not be the most direct route
B. Gestalt or
insight problem solving
1. examine
the problem, you try a few things, walk away, come back and solve it
2. several
stages
a. period of confusion and suspense
b. period of ignoring the problem
c. insight: solution appears
3. critical aspect: time away from working on the problem
a. allows you to think about the problem in a different way
b. get out of functional fixedness or problem set
4. Kohler’s chimp:
a. box
b. stick
c. banana hung from ceiling
C. hypothesis
testing
1. form an
hypothesis, test it, reformulate as necessary
2. not so
much that we do this “formally”, but informally
3. children
do it: test out things while playing
D.
information processing model
1. more
formal logic and reasoning
2. form
representational problem space: model the problem
3. use to
main tools:
a. Algorithm: solution routine that ALWAYS works
b. Heuristics: solution routines that generally work
4. analogies: reframe the problem
a. use one example to solve the problem with another set of
givens/materials
b. “oh, it’s like…….”
c. Medical students
i. Played a video game about a kingdom and an army
ii. Memorized the parts and blood system of the heart and brain
iii. Solve how to get chemotherapy to a brain tumor
E. if we
examine the problem solvers:
1.
difference between novice and experts:
a. Novice: work backwards from the solution to the beginning of the
problem
b. Experts: solve the problem start to finish
2. Fluency:
a. Learners should be fluent to be proficient
b. Practice so we can perform fluently or smoothly
D. levels of
processing:
1. how deep
do you know the infor
2. surface
level = recognition
3. Deeper
processing involves elaboration and linking to novel situations and old material
III. Problems with problem solving
A. Functional fixedness
1. tend to
see an object as having only one function or use
2. can’t
see “unintended” uses
B. stuck in a
solution routine or problem set
1. used a
solution many times is a row
2. similar
problem, but it requires a different solution routine
3. can’t
solve it
BACK TO TOP
I. Intelligence
A. Defining intelligence:
1. no real
standardized definition
2.
intelligence becomes defined by
a) society
b) intelligence tests
3. 6 hour
retarded child:
a. kids who are NOT “school smart”
b. are street smart
B. ask a
couple questions about “intelligence”
1. single
construct (thing)?
2. multiple
abilities or constructs?
3.
theorists don’t agree
C. problems with intelligence
testing
1.
developmental abilities: young vs older children
2. cultural
differences
a. true language barriers
b. area of country differences
3. disabilities: how test a kid with a disability?
II. Theories of intelligence
A. Statistics and general
population to determine what is “normal” intelligence
1. examine
how the “average” person performs
2.
statistics
B. Guilford:
statistically determined that there are 150 separate abilities, but no one
overwhelming “intelligence”
1.
subgroups
2. 3 major
intellectual functions
a. Mental operations
b. Content
c. Product of applying mental operations to content (applied problem
solving)
C. Spearman:
1.
disagrees with Guilford
2.
intelligence is a 2 factor theory
a. overall intelligence: G-factor
b. specific intelligences: s-factors
c. based on factor analysis in statistics
D.
Thurstone: 7 primary abilities
1. NO G-factor
2. These abilities are:
a. verbal comprehension
b. numerical ability
c. spatial relations
d. perceptual speed
e. word fluency
f. memory
g. inductive reasoning
E. Gardner:
modern theoriest (1990’s)
1.
neuropsychology approach: make intelligence theories based on the brain function
2.
emphasized frontal lobe (thinking lobe)
3. 7 types
of intelligence:
a. Linguistic intelligence
b. Musical intelligence
c. Logical/mathematical reasoning intelligence
d. Spatial intelligence
e. Bodily kinesthetic intelligence
f. Personal intelligence: interpersonal: people skills
g. Personal intelligence: intRA personal: self awareness
II. Tests
A. Determine how good a test is:
1.
reliability:
a. the ability of the test to get the same score each time the person is
tested
b. IQ = stable trait
c. Across the lifespan, your IQ should be somewhat constant (margin of
error)
d. Test-retest issues:
i. Practice effects
ii. Disability issues
2. validity: does the test actual measure what it is SUPPOSE to measure
a. many definitions of “intelligence” there is no standardized definition
b. each test becomes “internally valid”- it measures the construct for
which it was designed
c. each test measures the way the theorist wants it to measure
d. external validity:
i. does IQ predict school performance?
ii. Life achievement?
iii. Regression: correlations
1. perfect: 1.0 or -1.0
2. high IQ = high GPA
3. correlation between IQ and school performance is between 0.15 and 0.30
4. look at variance accounted for (percent predictability)
5. 0.02 to 0.09
B. history
1. First IQ
test was developed by Alfred Binet in France
a. Designed to slot kids into appropriate classrooms: tracking
b. Beneficial system
c. Late 1800s
2. US Army got a hold of it:
a. Used it to screen troops during WWI and on….
b. Developed two versions:
i. Army alpha: literates
ii. Army beta: illiterates
3. Stanford University gets a hold of it: Stanford Binet IQ test
a. first widespread IQ test in this country
b. gives a single score, no subscores
c. mostly for younger kids, but used mostly on adults
d. developed first intelligence quotient or IQ score:
i. Mental Age: score on the test in years, months and days
ii. Chronological age: how old you are (years, months, days)
iii. MA/CA * 100 = IQ
C. Weschler
series
1. three
tests:
a. adult version: WAIS-RIII
b. school age version: WISC-RIV
c. preschool version: WPPSI-III
2. subscores:
a. verbal score: comprehension, information, arithmetic
b. performance score: object assemply and picture completion
D. other
tests
1. Gardner
has his test
2. Kaufman
series of tests: nonverbal for children and adults with disabilities
BACK TO TOP
I. What is personality?
A. Definition:
1. relatively stable pattern of behavior, thought, emotion, etc. that
characterizes a given individual
2. distinctive pattern
3. key focus: personality theorists focus on the individual
B. personality vs. mood
1. personality- lifetime or life span general characteristics
2. mood: moment by moment characteristics
C. theories about personality
1. behavioral and cognitive theories
2. psychodynamic theories
a. Dualists
b. Freudians
c. Neo Freudians
3. humanism: dualists but not Freudians or neofreudians
4. factor analysis/Trait theorists
a. Use statistics to determine personality traits
b. Large populations of individuals
II. Factor analysis/Trait theorists
A. factor analysis approach
1. statistical (thus mathematical) approach to analyzing correlations among test
responses
2. ask a bunch of questions
3. cluster answers that belong together together
4. clusters or grouping emerging: Group A answers the questions this way
B. Catell: 16PF or 16 personality profile factor test
1. 16 main traits that most individuals have
2. Meyers-Briggs uses these to determine your personality
C. Eysenck: three main factors reduced from Catell’s factors
1. primary dimensions or SUPER factors
2. extroversion-introversion
3. neuroticism: anxiety, nervous, etc.
4. psychoticism-sanity
D. Catell and Eysenck: Big 5
1. 5 major personality dimensions
2. include:
a. Extroversion
b. Agreeableness
c. Conscientiousness
d. Neuroticism
e. Openness
E. Cheasham
1. looked at babies to children to adults
2. three kinds of baby personalities
a. Easy going baby
b. Slow to warm up baby
i. Open and not really neurotic
ii. Take time to adjust
c. difficult baby:
i. low openness
ii. high neuroticism
iii. rule bound and schedule bound
3. initial label was still true in adulthood
F. Alport: 3 traits
1. predisposition to respond in certain ways
2. give more meaning to the type of trait it is:
a. Cardinal traits
b. Central traits
c. Secondary traits
3. Cardinal trait:
a. overwhelming personality trait:
b. it overwhelms all other traits in the individual
c. Few people have a cardinal trait
d. Hitler, Mother Teresa
4. Central traits
a. Major personality traits
b. Most people have 5-10
c. Goal-oriented, strong, athletic
5. secondary traits
a. important aspects that differentiate you from others
b. Don’t really command your personality
III. Behavioral and cognitive theories
A. Skinner developed a personality theory based on his behavioral views
1. Beyond Freedom and Dignity
2. argued that we are our reinforcement history
3. very, very complex
a. Environment is a 2-way street
b. As someone reinforces you, you reinforce them back
c. Chaos theory
i. Level of analysis
ii. Just look at short term behavior, we can’t see the pattern
iii. Zoom out and look for the larger personality patterns
B. Cognitive theorists
1. thinking patterns develop and are learned
2. thinking patterns shape your personality traits
3. positive or negative thinker
4. thinking pattern can alter your success or failure at a taks
5. personalities develop: Eeyore vs. Pollyanna (Pooh)
C. Bandura: social learning or modeling
1. we learn our personality traits through social modeling as well
2. child growing up in a family that solves problems by ______ solves problems
later in life by doing the same thing
BACK TO TOP
Reminders:
PAPER # 2.
Cognition, Personality, Learning, Development (DUE MON 11/12)
o Does
giving praise harm children?
o Does a
mother’s employment harm her children?
o Should
psychology adopt a theory of multiple intelligences?
November 12
TEST #3
I. Sigmund Freud
A. Background information
1. great
describer of behavior
2.
Victorian Vienna, Austria
a. Victorian era: late 1800s to early 1900s
b. Treatment of women:
i. before women’s rights
ii. seen and not heard
c. sexuality:
i. don’t talk about it
ii. cover up any hint of sexuality in public
iii. illicit sex and rampant venereal disease
and no pregnancy prevention
d. chance of dying in childbirth is about 50%
3. female coping response:
a. get sick
b. husband can’t touch you and you get to take it easy
4. only RICH women could use this….poor women had to just keep going!
5. Freud was Jewish and was trained as a physician
a. as a Jew he could only treat other jews
b. rich jews
c. mostly women
6. development of psychosomatic disorders:
a. real physical symptoms
b. caused by psychological distress
B. basic
Freudian theory
1. basic
structures of personality
2. personal
development
3. dualist:
mind is separate from the physical body
a. they influence one another
b. mental rules are not physical rules
II. Basic Structures
A. Composed of three parts
1. basic
source of all energy and motivation is your libido
a. originally, libido = life source
b. life source = sexuality
2. two
psychic instincts
a. eros or your life instinct: good achivements
b. thanatos or your death instinct: bad achievements
B. id
1. basic
source of libido
2.
unconscious
3. you are
not directly aware of its influence
4. id
follows the pleasure principle- if it feels good or brings you pleasure- do it!
5. not
connected to reality- it doesn’t think of the consequences
C. Superego
1. source
of libido
2. it is
your conscience
3. you are
not directly aware of its influence
4. not
connected to reality- it doesn’t think of consequences
5.
perfection seeking
D. ego:
reality principle
1. ego IS
connected to reality
2. rational
and logical
3. mediate
the id and the superego so that you act in socially acceptable ways
E. defense
mechanisms: ways the ego defends itself against the onslaught of the id and
superego
1. denial:
refuse to believe in reality
2.
repression: push the memory of a horrible event into the unconscious
3.
projection: put your personal emotion onto someone else
4.
displacement: put your feelings onto a safe individual, not the individual you
feel about
5. reaction
formation: you act the opposite way that you feel
6.
rationalization: make up excuses
7.
intellectualization: you over intellectualize the problem
8.
sublimation: take an unacceptable impulse and turn it into an acceptable
behavior or career
III. Formation of personality
A. Oral stage: 0 to 2 years old
1. dominant
behavior: oral behaviors, sucking
a. first way to gain pleasure
b. eat, explore your environment, etc. with your mouth
2. if you
do not resolve the need for oral gratification:
a. typically this is due to lack of breastfeeding
b. seek sexual gratification through oral means in adulthood
c. men develop fixation on breasts
d. become sarcastic and gullible
e. put objects in your mouth and mouth them
B. anal
stage: ages 2 to about 3 or 4
1. learning
to control bowels and bladder
2. learning
to organize life and develop independence
3. if don’t
work through toilet training:
a. prefer sexual gratification through anal sex
b. toileting and organization problems
4. too harshly toilet trained: anal compulsive or anal retentive
5. not
toilet trained appropriately and given too much freedom: anal expulsive
C. Phallic
stage: ages 3 to about 6
1.
developing sexuality, gender orientation and sex roles
2. if do
not work through this:
a. sexual difficulties with your genitalia
b. mis identify your gender orientation
c. difficulties with the opposite sex
3. boys: Oedipus complex:
a. first love: their mother
b. fear their father, because he is a competitor
c. develop castration anxiety
d. resolve it by marrying someone just like mom
4. girls: out of luck
a. originally Freud only dealt with penis envy
b. girls want a penis
c. deal with it: develop masculine behaviors
d. only way to resolve: give birth to a male child
e. modern Freudians: Electra complex- fall in love with Dad, mom is a
competitor
D. latency
stage:
1. grade
school years
2. nothing
happens
E. Genital
stage:
1.
adolescence into adulthood
2. all your
unresolved conflicts come back to haunt you
BACK TO TOP
10/29/07
NeoFreudians and Humanists.
I. Neo-freudian psychology
A. the Vienna circle
1. group of
Freud’s disciples or followers
2. members
of Freud’s original group but they break theoretically from Freud
3. retain
the concept of the unconscious as a controlling personality factor
4. differ
in terms of what motivates unconscious (less emphasis on sexuality)
B. Adler:
inferiority and compensation
1. we all
have inferiorities or deficits when compared to others
2. learn to
overcome our deficits or develop a coping mechanism for the deficit
3. coping
mechanism = compensation
a. physically weak, become academically strong
b. Napoleonic complex
4. sometimes the compensatory mechanisms are inappropriate: Napoleon
a. short man, bullied very badly all through school
b. compensations:
i. had to have the tallest horse
ii. became a conqueror
c. chip on their shoulder that they are trying to overcome are their own
feelings of inadequacy
5. birth order can change your personality
a. oldest:
i. most compliant and law abiding: rule bound
ii. high achievers
iii. little parents
iv. statistically are the most likely to have an anxiety or depressive
disorder
b. middle:
i. most socially skilled
ii. adequate achievers
iii. have jobs requiring people skills
iv. most likely to break the law
c. youngest
i. most immature
ii. performers
iii. generally higher achievers
iv. least likely to succeed
d. only?
i. Most like an oldest
ii. Little more spoiled statistically
e. problems with this theory
i. years apart in age
ii. blended families
C. Carl Jung
1. several
differences with Freud
a. less emphasis on sexuality
b. libido = life energy, not just sexual energy
2.
reformulates the three parts of personality
a. ego: conscious “I” experience (same as Freud)
i. ego vs. your persona
ii. ego is your true self
iii. persona is your public self
b. personal unconscious
i. id and superego ideas but not parts
ii. contains all the experiences that were once conscious but have now
been repressed
c. collective unconscious
i. all the thoughts, feelings, experiences that have been accumulated
over millions of years by the human experience
ii. all of humanity’s unconscious
iii. these are expressed in archtypes
3. archtypes
a. inherited tendencies to respond in certain ways
b. psychically inherited, not biological or genetic
c. represent humanities memories
4. examples of archtypes
a. self vs persona
i. true person vs. the hidden person
ii. persona: conforming or artificial self
iii. shadow: darker aspects of self or repressed animal instincts and
inferiorities
iv. animus or anima: animals
1. feminine side of men
2. masculine side of women
3. sexuality or immaturity
v. wise old man: spiritualness
vi. magna mater or wise old woman: nature and knowledge of the earth-
mother earth
vii. god: psychic reality, projection of the final realization of
external reality
viii. quaternity: ideal completeness
II. Humanists
A. humanism emerged in the 1950’s
and 1960’s
1. formed
in response to the hard functionalist/behaviorist line
2. felt
that psychology was losing its “humanness”
3. focus on
people’s unique capacity for choice, responsibility and growth
4. 2 major
theorists
a. Carl Rogers
b. Abraham Maslow
B. Carl
Rogers
1. self
theory
2.
personality comes from your self concept
3. problems
in personality are a result of incongruence between your self concept and
experiences
a. how you think of yourself doesn’t agree with your experiences
b. conflict emerges
4. people need unconditional positive regard, not conditional positive
regard
a. unconditional positive regard is accepting the person for whomever
they might be
b. conditional positive regard is accepting the person only if they
_________
5. Maslow has a hierarchy of needs:
a. You must meet basic needs before you can meet higher needs
b. Most basic is physiological needs- safety, food, shelter
6. problems
a. huge emphasis on personal choice and responsibility
b. depend too much on self report
c. at least this is optimistic
III. Testing
A. two kinds of tests
1.
projective tests: insert your personality into your answers, no “right” answer
2.
objective tests:
a. multiple choice or T/F
b. based on data from many many people
c. standardized “right” answers
B. Projective
tests?
1.
Rorschach test: ink blot
2. Thematic
Apperception test
C. objective
tests
1.
Minnesota multiphasic personality inventory or MMPI
2. Myers
Briggs
3. answers
based on large population
BACK TO TOP
10/31/07
Prenatal Development
I. Prenatal Development
A. Gestation
1. 280 days
or 40 weeks
a) A little over 9 months
b) Divided into three distinct periods
i. Period of the ovum
ii. Period of the embryo
iii. Period of the fetus
2. period of the ovum
a) 24-48 hours post conception
b) Fertilized egg travels down the fallopian tube and attach to the
uterine wall
c) If it doesn’t: ectopic pregnancy and this is extremely dangerous
d) Cell differentiation
3. period of the embryo
a) implantation to about 8 weeks gestation
b) Most critical period of ALL
c) 2million % growth
d) Placenta develops, embryonic sac develops, embryo is attached to the
uterus
e) Embryo does not directly attach to the uterus-the placenta forms a
barrier between them
f) By 8 weeks: all body parts are in place
g) Not viable- embryo cannot live outside the womb
4. period of the fetus
a) 8 weeks to 40 weeks (or birth)
b) Grow
c) Organs and body parts grow bigger, stronger and become fully formed
d) Point of viability: 50/50 mark
i. 20 weeks or about ½ way through pregnancy
ii. the early you are born, the more likely you will have disabilities
II. When things go wrong
A. Two major problems:
1. genetic
problem
2.
environmental problem
B. Genetic
problems
1. improper
cell division
2. genetic
defect
a) single gene defect: takes just 1 gene
b) recessive trait: 2 genes
3. single gene defects:
a) Huntington’s chorea: mental disease followed by decay of the nervous
sytem
i. Onset is about age 30 to 35
ii. Always fatal
b) hemophilia:
i. bleeder disease
ii. lack clotting factor
iii. HIV and AIDS risk
c. often severe or fatal
4. recessive trait disorders
a) PKU: phenylketonuria
b) Fragile X: most common form of mental retardation
5. Down syndrome
a) Improper cell division
b) Usually 21st chromosome
i. Trisomy 21
ii. Mosaicism
c) is a correlation with maternal age: anything over 30 is considered
higher risk BUT
i. bigger factor is # of previous pregnancies
ii. combined with age
d) variety of genetic defects
i. wide set eyes
ii. Large nose bridge
iii. Flattened profile
iv. Simian crease in hand
v. Opposed big toe
vi. Possible mental retardation
C.
Environmental effects
1.
teratogens: anything that is external and harms the baby (not genetic)
a) in latin it means “monster maker”
b) anything that is not innate
2. chemicals:
a) drugs
i. thalidomide
ii. DES
iii. narcotics
iv. alcohol: Fetal alcohol syndrome
3. disease
4. birthing
problems
BACK TO TOP
11/2/07 Birth
and Infant Development
I. Birth and birthing risks
A. number of prenatal tests
available to detect problems with your baby
1. alpha
feta protein test:
a. Blood test
b. Check protein levels in mom’s blood
c. Detect spinal, brain and some genetic problems
d. High false positive rate
2. most moms have at least one ultrasound
a. sound waves that outline baby
b. Different kinds of ultrasounds
3. amniocentesis:
a. take amniotic fluid out of mom
b. risk of miscarriage
c. Definitely tell most genetic defects
4. chorianic villa sampling: take tissue from the placenta
5. Rh factor test: make sure your blood is compatible
B. Birthing
problems
1. toxemia
is a major risk
a. blood poisoning from the baby
b. high blood pressure and stroke and seizure in mom
c. can be fatal
d. early stages: pre eclampsia
2. bleeding during pregnancy or delivery
a. placenta dysplasia
b. placenta can pull away from the uterine wall-placenta abruptia
3. prolonged labor
a. physically hard on mom and baby
b. breathing problems
4. positioning problems
a. baby should be head down and face down
b. breech birth: feet first
c. transverse birth: butt first
d. umbilical cord wrapped
5. result in anoxia
a. lack of oxygen for baby and mom
b. brain damage or damage to other organs
C. labor and
delivery
1. early
stages:
a. Baby engages in the pelvis
b. Cervix begins to thin and invert
c. Cervical dilation begins: 0-3 cm dilation
d. Often mom doesn’t even know she is in labor
2. early labor:
a. 3 to abou7 cm dilation
b. Now regular contractions
c. May or may not be painful
d. Often mom is up and walking around at this point
e. Last hours to as much as a day or two
3. hard labor and transition:
a. 7 to 10 cm dilation
b. Physical and mental change in mom:
i. Very focused
ii. Hard pain and almost continuous contractions
iii. Baby is almost to the end of the vagina
c. last generally a few hours
4. delivery
a. Pushing
b. Baby crowns: head begins to emerge
c. Head first, then shoulders, then the rest
d. Fast- most moms push for less than 2 hours
e. cut umbilical cord: Dad does it!
5. post delivery: placenta
6. to
induce: pitocin
a. synthetic oxytocin
b. mimics birth hormones
D. Take your
first test!
1. at 1
minute and again at 5 minutes you get a test
2. Apgar
test of newborn reflexes
a. Scored on a 0-10 scale
b. Anything below a 5 is at high risk
c. 5 minute test is much more important!
II. Newborn Reflexes
A. set of reflexes that indicate
good neurological conditions: Brazelton test
1. blink
2. patellar
or knee jerk reflex
3. babinski
reflex:
a. Disappears after about 6 months-
i. If you show it in adulthood, brain stem injury
ii. If absent in babies, indicative of neurologic deficit
b. stroke the bottom of the foot- toes fan out, not curl
4. Moro reflex or startle reflex
a. When startled babies throw their arms out, turn their heads, then tuck
and roll
b. Important for protection
5. palmar or Darwinian grasp
6. step and
swimming reflex
a. If placed vertical, they step
b. If placed horizontal, they “swim”
c. Walking is a reflex
7. rooting and sucking reflex
a. babies suck and turn to cheek stimulation from birth
b. Don’t have to teach to eat!
B. physical
development in the first year
1.
development occurs cephalocaudal
a. Head to toe
b. Gross motor to fine motor
c. In to out
2. highly individualized
a. depends on birth age and birth factors
b. Experience
c. Individual differences
BACK TO TOP
11/5/07 Physical
and Cognitive Development
I. Physical development, con’t
A. infants
1.
cephalocaudal
a. head to toe
b. in to out
c. gross motor to fine motor: big muscle movements before fine motor
movements
2. follow infant development, we see this progression
B. by
preschool age
1. most
body movements are in place
2. fine
motor is developing and refining
3. lots of
growth still
a. by preschool years you still gain an average of 5-10 pounds a year and
about 2-3 inches
b. by age 6: 43” tall and about 45 pounds on average
4. skeletal
development
a. ossification of bones: bones harden
b. lose pot bellied look
c. pretty much you are done with rapid growth
C. grade
school years:
1. grow and
refine what you have
2. girls
are typically bigger and stronger than boys
D.
adolescence
1. sexual
differentiation and sexual maturity
2. boys are
now bigger and stronger than girls
II. Cognitive development
A. Piagetian theory
1.
important terminology
a. cognition = act of knowing: it is active
i. thinking
ii. acquisition of new info
iii. imagining and creativity
iv. play is a child’s work
2. stage theorist
a. he believed all children go through the same stages at the same age
b. today we know that this describes usual or typical development
3. two tasks that children must do
a. assimilation:
i. taking new information and adding to your existing schemas
ii. learning a new kind of dog when you already know about dogs
b. accommodation
i. you find new information, but it doesn’t fit into your existing
categories
ii. Make a new category
III. Stages of development
A. sensorimotor development: birth
to about 2 years old
1. goal:
integrate and build on existing reflex activity
2.
coordinate between schemas, learn to interact with your world
3. cause
and effect:
a. drop things
b. button pushing
c. learn that an action has a result
4. object permanence
a. at first: out of sight is out of mind
b. partially covered object
c. completely covered object, even when it is moved
B.
Preoperational period: ages 2 to about 6
1.
transition in thinking
a. thinking is not logical
b. it is orderly and rule bound
2. extremely egocentric
a. world revolves around them
b. can’t think outside themselves or take on another’s point of view
3. begin to show mental representation
a. symbolic functioning: language
b. three important behaviors
i. deferred imitation
ii. language
iii. use objects for another purpose
4. have problems with mental operations
a. early on: no one-to-one correspondence when counting
b. no reversibility of set
i. 1 + 2 = 3
ii. 3 – 2 = ___
c. no conservation of set
d. can do seriation and ordering by size or category
5. other problems
a. think inanimate objects are alive
b. Brave Little toaster
c. Divorce can be difficult because they may believe THEY caused the
divorce
C. concrete
operations: ages 6 to adolescence
1. less
egocentric and begin their “save the world” phase
2. more
complete idea of the world
3. good
language use
4. good at
classifying objects, reversibility of set and conservation
5. do
rudimentary algebraic math
6. less
rule bound and begin to think for themselves
7. still
quite concrete: can’t deal with abstract
a. x as a variable
b. situational ethics
D. formal
operations: adulthood
1. highest
level of analytic thinking
2. can do
abstract logic
3.
hypothetico-deductive reasoning
4. plan
investigations systematically
5. able to
draw logical conclusions from fuzzy data
6.
flexibility in thinking
7. 20 to
40% of the population may not make this stage
BACK TO TOP
11/09/07 Social
Development
TEST on MONDAY!!!!!
Next Taking Sides Paper Due Monday,
too!
I. Social Development
A. Parent-Infant interactions
1.
interactions start in the womb (but not necessary)
2. newborn
and early months: interactions begin to develop
a. infant controls the interactions
b. by 2-3 weeks: get first smile (often at birth)- feel good
c. by 6 weeks: social smiling
3. baby has several “skills”
a. close his/her eyes
b. turn away
c. sneeze
d. vocalize to initiate contact
i. cries (3 cries)
ii. cooing and early vocalizations
iii. interesting reaction from adults: close to baby, voice gets high
pitched, baby words
4. Erik Ericson: humanist
a. Babies are learning trust vs. mistrust
b. Learning to depend on adult caregivers
c. Continuity of care and consistency of the caretaker
B. two
critical fears that infants develop in their first years of life
1. both
occur first at about 6-8 months old, again at 12 mos or so, finally at about 2
years, then dissipate
2. stranger
anxiety:
a. afraid of “strangers”
b. show fear by:
i. turn away
ii. cower
iii. cry
3. separation anxiety
a. afraid of being separated from caregiver
b. typically mom or the primary caregiver
c. rank order
d. turn towards mom/caregiver
II. Attachment
A. most important of all
infant/human emotions
1. defined
as a strong, enduring bond that develops between an infant and a caregiver
(love)
2. critical
period for attachment to develop
a. three years
b. first year is most critical
c. social and cognitive deficits
B. Mary
Ainsworth: phases of the development of attachment
1.
preattachment:
a. early weeks after birth- o to aboaut 6 or 8 weeks
b. babies don’t discriminate between caretakers
c. held, comforted, fed and clean pants!
2. initial attachment:
a. 8-12 weeks
b. Begin to discriminate familiar vs. unfamiliar people
c. Smile at familiar people
d. Grimace at unfamiliar
3. strong attachment:
a. by 6 months
b. emergence of the two fears (test!)
c. strong preference for caregiver
d. wariness and absolute total fear of strangers
C. strong
individual differences
1. strange
situation test to measure attachment and individual differences
a. baby and parent enter the room
b. room has strangers and strange toys
c. parent leaves, watch reaction
d. parent returns, watch reaction
e. strangers approach with/without parent
2. three kinds of kids:
a. securely attached: 90% of kids
i. run to caregiver when afraid
ii. greet her/him when the caregiver returns
iii. prefer to be near the caregiver
b. anxiously attached kids:
i. 5-7% of kids
ii. Nervous, whiny and fearful
iii. Afraid their parents might leave
iv. Almost always, the parent is anxious too!
c. avoidant attached kid
i. 1-3% of kids
ii. Show no attachment
iii. Problem: can indicate issues with the child or parent
1. autistic, or other issues with the kid
2. kids of depressed parents
3. the level of intensity of 2 fears depends on the child’s experiences,
even with securely attached children
a. kids who are typically ONLY with mom show stronger fears
b. kids in daycare or with extended families show less strong fears
D. why is
attachment important?
1. maternal
deprivation studies that lack of attachment results in severe developmental
delays
2. Harry
Harlow: rhesus monkeys
a. Old behaviorist: wanted to show that attachment was just optimizing
your food resources
b. Separated baby monkeys from mom at birth
i. Alone in a cage
ii. Alone with a wire only mother (food)
iii. Alone with wire mother (food), terry cloth mom (no food)
c. results:
i. alone monkeys: died
ii. wire only monkeys: severe to extreme experimental neuroses and
psychoses
iii. wire + cloth: moderate psychosis and neurosis
d. long term:
i. social disabilities
ii. sexual problems
iii. parenting problems
iv. monkey therapy:
1. split the groups
2. some got therapy and some didn’t
3. generations
3. two human studies
a. Spitz: 1950’s and early 1960’s
i. Compared infants who were institutionalized in orphanages and infants
who were allowed to remain with their prisoner moms
ii. Staying with “prisoner mom” would corrupt the babies
iii. Result: prisoner babies were far, far ahead of even normal babies
4. Bowlby: orphanages in 1950’s
a. In one orphanage, most babies survived
b. Most orphanages, 50% mortality rate
c. Difference:
i. Babies had crib toys and brightly colored settings
ii. Held the babies and carried them around as they went about their work
5. changed how we treat sick and preterm babies:
a. used to be: don’t touch
b. touch as much as we can!
c. Kangarooing: skin to skin contact with parent
d. “grandparents” to help out in NICU
