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1- Does the case of feral children support nature or nurture? Give at least two examples to support your view?Nurture: with the love and support of the doc and housekeeper, the 1800 france boy was able to empathize and make connections with people. Also, in the case of the boy who was found at four (Eiko?), he is learning language rather well and it is hopeful for him to progress with the support of the people around him. Without proper care, feral children do not develop language or social ques or normal brain development. So it is nature.

2- Which language theory is supported? (Skinner or Chomsky)
Skinner is supported because Chomsky thought that this was innate and it is not, it has to be learned over time.

Atar's belief of using love and kindness was rather successful to civilize the boy from 1800 France. He understood parental love and the housekeeper and young doctor acted as surrogate parents. The boy could not grasp language.

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Theories of Adolescents:
-Stanley Hall: "Storm and Stress"
~Conflict w/ parents
~mood disruptions
~risky behaviou
*not every one goes through this*

-Margaret Mead: "Easy Transition"
~Not harsh and difficult but an easy move

-Erickson: Identity vs Role Confusion

James Marcia: (for 18-22 yr olds)
-Identity Diffusion: sense of having no choices, unwilling to commit
-Identity foreclosure: willing to commit to some thins, conform to expectations of others
-Identity Moratorium: crisis, ready for choices, but not sure
-Identity Achievement: Commitment to an identity, resolved crisis

Interesting modern trends:
- Adolescence lasts longer
- first marriages: 31 for men, about 28 women
-sexual maturing occurs earlier
-Physical changes peak in 20's- slow decline afterwards

Alzheimer's:
-progressive and irreversible brain disorder
- characterized by a gradual deterioration of memory, reasoning, language, etc.

-Crystallized Intelligence: one's accumulated knowledge and veal skills, tends to increase with age
- Fluid intelligence: one's ability to reason speedily and abstractly, tends to decrease during late adulthood

-Five stages of grief (Kubler): Denial, anger, Bargaining, Depression, Acceptance

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- Harry Harlow was baby monkey comfort vs nourishment experiment.

Styles of Child-Rearing (Parenting styles):
-Authoritarian: parents impose rules and expect obedience; don't interrupt. Why? because I said so!
- Permissive: submit to children's desires, make few demands, use little punishment
-Authoritative: both demanding and responsive, set rules but they explain reasons and encourage open discussion
- Uninvolved/ Detached: Limited time/ energy, this causes attachment issues & delinquency

Punishment:
- Immediate obedience
- Adult models aggression

*Adolescence:
-Primary Sex Characteristics
David Elkind
-Imaginary Audience (everyone's looking at me)
- Personal Fable (I'm invulnerable)

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-Moral Development by Kohlberg: three levels
~1st: Preconventional level: morality of self-interest: to avoid punishment or gain concrete rewards
~ 2nd: Conventional level: Morality of law and social rules: to gain approval or avoid disapproval
~ 3rd: Post-conventional level: Morality of abstract principles: to affirm agreed-upon rights and personal ethical principals

-Moral Development by Gilligan (for women)
- level one: orientation of individual survival
~transition 1: from selfishness to responsibility
-level two: goodness as self-sacrifidce
~ transition 2: from goodness to truth
- Level three: the morality of non-violence

Sociocultural Development:
-children play for: self teaching by trial and error and symbolic representation
-Piaget says... interaction with physical world: overcome egocentrism, learning through first-hand experiences

Vygotskky says... culture and education:            -delaying immediate gratification, practice self-regulation where you learn to think about your own world.
-social interaction + cognitive development: learning> development is enhanced with new tasks
-scaffolding or cognita
-private vs inner speech (thoughts result from language)

"Critical Period"- window of opportunity for learning a language; as early as 6 years old.
- optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development
-Imprinting (Lorenz): the process by which certain animals form attachments during a critical period very early in life; humans DON'T

-Chomsky thought that ppl born with internal language mechanism with his Language Acquisition Device
-Whorf: Linguistic Relativity Hypothesis says language determines how we think, language influences how we think

Ms. Ainsworth- Attachment styles:
-secure vs insecure attachment
- anxious- resistant insecure attachment
-rage at mom when she returns
-avoidant insecure attachment
-may not notice when mother is gone
- study called "Strange Attachment"

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1/25: I can apply Erikson's theory to my reunion activity:

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1/25: I can apply Erikson's theory to my reunion activity:

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-Basic Trust: (Erikson) a sense that the world is predictable & trustworthy; major task w/ each stage of life; responsive caregivers
- If you move from the left then you are A-ok, if you move on from the right you're in a crisis.
-Self-concept: a sense of one's identity and personal worth.

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1/24: I can do the class reunion and notes:

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1/24: I can do the class reunion and notes:

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Mental functioning depends on two biological processes:
-Assimilation: interpreting one's new experience in terms of one's existing schemas
- Accommodation: adapting one's current understanding (schemas) to incorporate new info

-Egocentrism: the inability of the preoperational to take another point of view
-Theory of mind: ideas about your own and others' mental states, feelings, perceptions, and thoughts and the behavior these might predict.

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1/23 Prenatal Development and the Newborn:

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1/23 Prenatal Development and the Newborn:

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Newborn Reflexes:
-Rooting, swallowing, sucking, Babinski, stepping
-Morrow reflex= startle reflex

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-Descriptive- is observed, but doesn't prove cause and effect: Naturalistic Observation, correlational studies, case studies
-Experimental- have a control group (<optional) and an experimental group: cause and effect, can also look at relationships!

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1/23: I can understand developmental research designs:

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1/23: I can understand developmental research designs:

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-Cross-Sectional research: research done on many subjects of different ages at the same time.
(+: inexpensive, little time, avoid high attrition rate, -: different age groups are NOT necessairly alike, subjects of same chronological age might NOT be same maturational age)
- Longitudinal research: research done on one group of subjects over many years.
(+: generates detailed info, studies developmental changes in depth; -: expenisve, potential for high attrition rate)

-4A: 14
-4B: 45, 40
-6A: 6-8, 11
-6B: 80, 65
-5A: 30, 16
-5B: 60, 35
-3A: 9-11, 8
-3B: 16, 10
-1A:25, 90
-1B: 3, 2
-2A: 30, 75
-2B: 10-12, 40

Sit w/o support (5-6 months)
Ashamed (2 year)
Walk unassisted (1 year)
Recognize and smile at mom/dad (4-5 months)
Think about things that cannot be seen (12 months)
Make 2 word sentences (20-22 months)