Psych 1 Final Fair Game Sheet DEVELOPMENT

• development is canalized
• Deeply- rigid, predestined, no movement
• Shallowly- flexible, free
• Explains trait plasticity (developmental flexibility)
• Said that how tall someone’s going to be is pretty much predestined or “deeply canalized” w/ no freedom of movement but that how outgoing you are is more flexible or “shallowly canalized”

• aka heredity vs. environment problem or maturation vs. enculturation
• environment- chemical, pathogen, psychological, pre, peri, or post-natal
• not either-or; environment can release the effects of genes and genes can control susceptibility to environment
• even if a trait is genetically influenced, it is not necessarily fixed (non-plastic)
• trait plasticity = how much can the environment affect a trait?
• in many cases the effect of a gene depends on some aspect of the environment (ex-social support increases shyness in people with one form of a particular gene and decreases shyness in people with a different gene)

• Fraternal = dizygotic (literally “two egg” twins); twins who develop from two eggs fertilized by two different sperm; dizygotic twins are no more closely related than are any other children born to the same parent; if dizygotic twins resemble each other as much as monozygotic in some trait, then the heritability of that trait is low (genetic similarity doesn’t have a great effect on the outcome)
• Identical = monozygotic (literally “one egg” twins; twins who develop from the same fertilized egg; sometimes mirror images or gene can be suppressed in one but not the other (not necessarily identical); if monozygotic twins resemble each other strongly then the heritability is high; monozygotic twins resemble each other on average more strongly with regard to hobbies, vocational interests, answers on personality tests, political beliefs, job/life satisfaction, probability of mental illness, consumption of coffee/fruit juices, and preference for sleep/wake times

• Growing body receives nutrients from the mother
• Takes drugs, the baby gets them too; exposed to harmful chemicals then they can reach the fetus’s brain while it is developing and highly vulnerable
• Decreases brain activity and releases neurons’ self-destruct program
• Drinksà alcohol syndrome (a condition marked by stunted growth of the head and body; malformations of the face, heart, and ears; and nervous system damage including seizures, hyperactivity, learning disability, and mental retardation) or milder cases normal but have moderate deficits in language, memory, and coordination; developing neurons require persistent excitation to survive and alcohol interferes with the brain’s main excitatory neurotransmitter and facilitates the main inhibitory neurotransmitter
• Smokesà babies have health problems early in life or can develop conduct disorder (discipline problems both and school and home and potentially criminal behavior)

• Vision/hearing- Newborns stare at some patterns longer than others; habituate to a repeated sound but dishabituate to a slightly different sound, indicating that they hear a difference
• Memory- Increase or alter their rate of sucking if a particular pattern of sucking turns on a specific recorded voice and suck more vigorously to turn on a recording of their own mother’s voice than some other woman’s voice indicating that they recognize the sound of their mothers voice; infants just 2 months old learn to kick and move a mobile and can do it several days later
• Useful responses are eye and mouth movements; recognize pictures/see differences; habituation/dishabituation; hear differences between 2 sounds; change responses based on previous experience

• Cross-sectional study- study of groups of individuals of different ages all at the same time weakness- difficult obtaining equal samples at different ages (20 yr olds vs. 60 yr olds)
• Longitudinal study- study of a single group of individuals over time; weakness- people drop out as they get older and difficult to separate effects of age from effects of changing society

• Group of people born at a particular time (compared to people born at different times); many differences between young and old people not due to age but to time of birth (a group of people in a particular era is called a cohort and can differ from other cohorts in important ways)
• Era in which you grow up is one of the most important influences on behavior

• Organized way of interacting with objects in the world
• Intellectual development is not merely an accumulation of experiences or a maturational unfolding, yet a child constructs new mental processes as he or she interacts with the environment
• Behavior is based on schemas (infants- grasping, sucking)
• A child shows “deferred imitation” when she imitates an action she saw the day before

• Fit practice to theory
• application of an established schema to new objects or problems (apply old to new)
• Ex- a child who observes that animals move on their own may believe that the sun and moon are alive because they seem to move on their own

• Fit theory to practice.
• modification of an established schema to fit a new object or problem
• Ex- a child may learn that “only living things move on their own” is a rule with exceptions and the sun and the moon are not alive

• Concept that objects continue to exist even when one does not see, hear, or otherwise sense them
• Piaget argues that infants in first few months lack object permanence

• According to Piaget, preoperational children lack and concrete operations understand
• Fail to understand that objects conserve such properties as number, length, volume, area, and mass after changes in the shape or arrangement of the objects
• Number- preoperational children say that 2 rows contain same number of pennies or that 2^nd row has more pennies
• Volume- preoperational children say hat 2 same sized containers have the same amount of water or that the taller, thinner container has more water
• Mass- preoperational children say that the two same size balls of clay have the same amount of clay and say that a squashed ball of clay contains a different amount of class than the same size round ball of clay

erikson divided the human life span into eight stages or ages. At each stage people have specific tasks to master. All stages have their own social and emotional problems. Failure to master taskwould have consequenses carrying over into later stage.

• People’s tendency to be either active or inactive, outgoing or reserved, and to respond vigorously or quietly to new stimuli
• Depends partly on genetics. These tendencies are magnified by the environment that we choose to be in. stays consistent throughout life.
• Monozygotic twins resemble each other in temperament more than dizygotic
• Usually consistent over age

• Depends on # of children; could be difference between small and large families; average IQ is higher in small families

• Firstborn- successful in schoolwork and career accomplishments, more honest, ambitious, and conscientious; takes on more responsibility, identifies more with the parents, and bosses younger children around (acts differently at home than at school however)
• Later born- more popular, independent, less conforming, less neurotic, and possibly more creative
• Patterns of how children act at home in relation to their birth order is not necessarily how they act inssociety.