Chapters 7 & 11

1. Chapters 7 & 11 Memory & Development

2. Memory - Terms • Encoding - forming memory code • How something sounds, looks, what it means • Storage - maintaining encoded info in memory over time • Retrieval - Recovering info from memory stores • Tip-of-The-Tongue Phenomenon - ability to remember something you know, accompanied by a feeling that it’s just out of reach

3. Memory Terms • Recall – Remember without cue • Example: Fill in the blank, essay • Recognition – Select from a list • Example: MC questions, matching • Serial-Position Effect - remember the first few and last few words in a list • Recency effect – remember last things • Primacy effect – remember first thing

4. Memory Terms • Clustering - Remember similar or related items in groups • Sensory Memory - Preserves info in its original sensory form for a brief time, usually only a fraction of a second • Example: Afterimage (sparklers) • Iconic • Echoic

5. Memory Terms • Short Term Memory (Working Memory) • limited-capacity store that can maintain unrehearsed info up to 20 seconds • Maintenance Rehearsal – Keeps in STM for longer period of time

6. Memory Terms • Elaborate Rehearsal • Organizing and associating material with information you already have

7. Memory Terms • Long Term Memory • Unlimited capacity store that can hold info for lengthy period • Nondeclarative or procedural memory system – memory for actions, operations, conditioned responses • Example – riding a bike, typing, tying a shoe

8. Memory Terms • Episodic Memory System – Chronological, temporally dated, personal experiences (autobiographical) • Example – when did you see them, hear them – Metallica • Semantic Memory System – general knowledge not tied to time it was learned (encyclopedia) • Example – Christmas is on December 25th

9. Memory Terms • Flashbulb memories (270) - unusually vivid/detailed recollection of event • Usually not as accurate as once believed • Example: 9/11

10. Atkinson-Shiffrin 3 Stage Model of Memory

11. Functional Fixedness • Obstacle to problem solving only see things for what they are. • MacGyver – does not suffer from this • http://www.youtube.com/watch?v=ksgaup4zqz0

12. Development

13. Life-Span Approach • Life-Span Psychologists & Child Psychologist • Although both study development, the child psychologist has decided to focus on a particular earlier portion of the typical life span. • The view that development occurs across an entire lifetime was Erik Erikson

14. Research Methods • Normative Development • Typical sequence of developmental changes for a group of people • Example: Stage theory, individual development, or individual pattern of development, including differences among individuals during development • Cross-Sectional Method • investigators compare groups of participants of differing age at a single point in time • Completed quicker and cheap

15. Research Methods • Longitudinal Method • observe one group of participants repeatedly over a period of time • Longer more money

16. Developmental Issues • Nature-Nurture debate • Maturationists • Emphasize role of genetically programmed growth & development on the body and nervous system • Maturation – biological readiness • Greater preprogrammed physiological development of the brain allows for more complex conceptualization and reasoning

17. Developmental Issues • Environmentalists • John Lock’s – “Tabula rasa” or “Blank Slate” • All development due to learning • Continuous or Discontinuous (gradual/stage) development? • Critical period • Time which skill must be developed • Feral children Friday! (that’s for you Cook)

18. Developmental Issues • Culture • Collectivists – society over individual • Individualist – personal over society

19. Physical Development • Prenatal period – extends from conception to birth usually encompassing nine months of pregnancy • Germinal Stage • first phase of prenatal development first two weeks after conception • Zygote – cell division, expanding to sixty-four cells implants on uterine wall

20. Physical Development • Embryonic Stage – second stage of prenatal stage lasts two weeks to end of second month • Most vital organs form • Begin to look human • Problems: Most miss carriages occur during this period, most birth defects develop during this stage

21. Physical Development • Fetal Stage – third stage of prenatal development last from 2 months to birth • Physical movements due to skeletal structure hardening • Sex organs develop around 3rd month • Layer of fat develop • Age of viability – age when baby can survive in the event of premature birth • 22 – 26 weeks

22. Physical Development • Teratogens • Harmful environmental agents that may effect fetal development • Example: alcohol • Fetal alcohol syndrome (FAS) • Physical abnormalities & cognitive deficiencies

23. Physical Development Reflex • Neonate • Newborn baby • Sucking reflex • Touch roof of baby’s mouth she will suck • Palmer Reflex (Grasping reflex) • Put finger in baby’s palm and baby will grab • Babinski Reflex • Stroke outer sole and baby spreads toes, stroke inner sole and baby curls toes

24. Physical Development Reflex • Head-turning reflex (rooting reflex) • Elicited touching babies cheek • Moro Reflex • When startled, baby will throw arms and legs out and head back and then pull them into body • Orienting Reflex • Child orients themselves to their surroundings • Example: loud crash, they will try and locate

25. Physical Development Reflex • Stereotyped Ingestive Responses • Sucking, smacking of lips if a drop of sugar water is in their mouths

26. Piaget Cognitive Development • Jean Piaget • Equilibration – child’s attempt to reach a balance between what the child encounters in the environment and what cognitive structures the child brings to the situation

27. Piaget Cognitive Development • Assimilation - interpreting new experiences in terms of existing mental structures without them changing • Example: Four-legged pet = puppies same as they see cat = puppies • Schema • Mental representational model • Accommodation – changing existing mental structures to explain new experiences • Example: Puppies and cats are different

28. Piaget’s 4 Stages • Stage 1: Sensorimotor Period • Coordination of sensory input and motor responses; development of object permanence • Object permanence develops when a child recognizes that objects continue to exist even when they are no longer visible . . . Peek-a-Boo • Example: hiding things under a pillow still exist • Age: Birth – 2 years

29. Piaget’s Stages • Stage 2: Preoperational Period • Improvement in mental images • Conservation – awareness that physical quantities remain constant in spite of changes in their shape or appearance • Example: Beaker of water experiment • Centration – focus on just one feature of a problem, neglecting other important aspects • Irreversibility – inability to envision reversing an action • Example: preoperational children can’t mentally “undo” something • Egocentrism – limited ability to share another persons viewpoint • Example: preoperational children fail to appreciate that there are points of view other than their own • Animism – belief that all things are living • Example: children attribute lifelike human qualities to inanimate objects • Age: 2 – 7 years

30. Piaget’s Stages • Stage 3: Concrete Operational Period • Children can perform operation on images of tangible objects and actual events. There are several ways to look at a problem, now that they can undo something (conservation skills). Decline in egocentrism • Age: 7 to 11 years

31. Piaget’s Stages • Stage 4: Formal Operational Period • Mental operations applied to abstract ideas; logical, systematic thinking • Metacognition – ability to recognize one’s cognitive processes and change/adapt those processes if not successful • Idea of love, free will, justice • Example: Think problems through before answering unlike a child that attacks on a problem quickly • Age: 11 – adulthood

32. Lev Vygotsky • Believed that Piaget ignored the role of culture on cognitive development • Cognitive development = active internalization of problem-solving processes as a result of interaction with others • Ie, learning is ACTIVE, SOCIAL, and CREATIVE (ASC, sound familiar?) • Children learn how to think through their interactions with others • Where Piaget saw the child as a scientist, Vygotsky saw the child as an apprentice

33. Fluid/Crystallized Intelligence • Fluid • Think in terms of abstract concepts/symbolic relationships • Decrease with adulthood • Crystallized • Specific knowledge of facts, and information

34. Erik Erikson • tug of war that determined the subsequent balance between opposing polarities in personality:

35. Erik Erikson • Trust v. Mistrust – • What happens: infant depends on adults for care and needs • Age: birth to 1 • Outcomes: • Taken care of - optimism, trust • Not taken care of –distrust, pessimism • Autonomy v. Shame & Doubt – • What happens: Toilet training and regulating behavior, child must take some responsibility • Age: 2 – 3 • Outcomes: • Goes well – child becomes self-sufficient • Conflict – personal shame or self-doubt

36. Erik Erikson • Initiative v. Guilt – • What happens: Children experiment take initiatives may create conflict in house • Age: 3 -6 • Outcomes: • Goes well – Child will respect others and parents wishes • Conflict – Over controlling parents instill guilt and self-esteem issues • Industry v. Inferiority – • What happens: Functioning in society (outside of the house) • Age: 6 – puberty • Outcomes: • Should lean to value achievement and take pride in accomplishments

37. Erik Erikson • Intimacy v. Isolation • What happens: Share intimacy • Age: Early adulthood • Outcomes: • Good – empathy and openness • Bad – shrewdness and manipulative • Generativity v. Stagnation (Self-Absorption) • What happens: Concern for future generations, providing unselfish guidance to young • Integrity v. Despair • What happens: avoid dwelling on mistakes and death and find meaning in life

38. Harry Harlow Monkeys need comfort/security as much as food Monkey loves soft mother rather than wire monkey Attachment – tendency to prefer specific familiar individuals over others

39. Mary Ainsworth • Strange situation – parent leaves child with stranger and returns • Secure – child uses parent as support (most common) • Insecure – Child does not know if parent will be supportive thus acts erratically (affects 7 – 15% of pop.) • Avoidant – does not use parent for support, rear, usually abusive parents

40. 3 Types of Parenting Style • Authoritarian • Follow rules or else • Corporal punishment (spanking) for disobedience • Authoritative • Compliance to rules, however democratic • Parent sets limits, punishments, forgives • Permissive • Few expectations, warm and non-demanding • Not punished often

41. Kohlberg’s Stage Theory • Level 1: Preconventional Morality • Stage 1 – Obedience & Punishment • Rules are fixed absolute • Obey rules = avoid punishment • Stage 2 – Individualism & Exchange • Serve ones own interests • Heinz dilemma – best serve own need

42. Kohlberg’s Stage Theory • Level 2: Conventional Morality • Stage 3 – Interpersonal Relationships • Good boy – good girl living up to social expectations and roles • Conformity • Choices influence relationships • Stage 4 – Maintaining Social Order • Consider society as a whole when making judgments • Follow rules and respecting authority

43. Kohlberg’s Stage Theory • Level 3: Postconventional Morality • Stage 5 – Social Contract & Individual Rights • Account for others opinions & values • Rules of laws are important for society, but they must be agreedupon • Stage 6 – Universal Principles • Ethics and abstract reasoning • People follow their personal principles of justice even if they conflict with laws/rules 

44. Elisabeth Kubler-Ross • Stages of Death • Denial, anger, bargaining, depression, and acceptance

45. Freud • Oral Stage • Anal Stage • Phallic Stage • Oedipal • Electra • Latency Stage • Genital Stage