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G.Stanley Hall
-Storm and stress
-Three key aspects
-Conflict with parents
-Mood Disruptions
-Risky behavior
-Not EVERYONE goes through this

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

Erikson
-Identity vs. Role Confusion

Marcia inerviewed students ages 18 to 22 years about their occupational choices, religious and political beliefs, and values-all central aspects of identity
-Identity Diffusion- sense of having no choices and unwlling to commit
-Identity Foreclosures- willing to commit to some things and conform to expectation sof others
Identity Moratorium- Crisis,; ready for choices, but not sure
-Identity Achievement- Commitment to an identity;; resolved crisis

Physical changes peak in 20's- slow decline

Menopause-the time of natural cessation of menstruation

-Slowed reactions

Dementia: loss of brain function. Affects: memory, thinking, language, judgement, and behavior

Cogntition- slowing of neural processes

Alzheimer's
- A progressive and irreversible brain disorder
-Characterized by a gradual deterioration of memroy, reasoning, language, and finally, physical functioning

Crystallized Intelligenece
-One's accumulated knowledge and verbal skills
-tends to increase with age

Fluid Intelligence
-One's ability to reason speedily and abstractly
-Tends to decrease during late adulthood

Kubler-Ross: Five Stages of Grief
-Denial, anger, bargaining, depression, acceptance

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Finish Developmental Notes

Harlow's Surrogate Mother Experiments
-Comfort vs. Nourishment

Authoritarian
-parents impose rules and expect obedience (parent in control)

Permissive
-submit to children's desires, make few demands, use little punishment (child in control)

Authoritative
-both demanding and responsive
-set rules, but explain reasons and encourage open discussion (shared relationship)

Uninvolved/Detached
-limited time/ energy
-attachment issues +delinquency

Authoritarian- high on demandingness and low on responsiveness

Authoritative- high on demandingness and high on responsiveness

Uninvolved- low on demandingness and low on responsiveness

Permissive- low on demandingness and high on responsiveness

Adolescence
Primary Sex Characteristics
-body structures that make sexual reproduction possible

Imaginary Audience- everyone's looking at me

Personal Fable- start thinking about what you are like (I'm vulnerable)

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Moral Development: Kohlberg

Postconventional Level: Morality of abstract principle: to affirm agreed-upon rights and personal ethical principles

Conventional Level: Morality of law and social rules: to gain approval or avoid disapproval

Preconventional Level: Morality of self-interests: to avoid punishment or gain concrete rewards

-As moral development progresses, the focus of concern moves from the self to the wider social world.

Moral Development: Gilligan

Model of Moral Development of Women:

Level 1- orientation of individual survival
-Transition 1: from selfishness to responsibility

Level 2: Goodness as self-sacrifice
-Transition 2: from goodness to truth

Level 3: The morality of non-violence

Infancy + Childhood: Sociocultural Development

Why do Children Play?
-Self teaching- by trial and error
-Symbolic representation

Piaget says interaction with physical world:
-helps us overcome egocentrism
-learn through first-hand experiences

Vygotsky says culture and education:
-delays immediate gratification
-practices self-regulation- learn to think about own world

Lev VygotskyL Social developmetn Theory

Social Interaction+Cognitive development
-Learning-->development is enhanced with new tasks
Scaffolding or Cognitive aprrenticeship model
-Zone of Proximal Development

Vygotsky's View of Language
-Primary Method of communication between adults and children

Powerful tool of intellectual adaptation
-Private speech (talk to self) v. inner speech (in head)

Critical Periods: windows of opportunity for learning a language; as early as 6 years old

Chomsky: Language Acquisition Device
-Born with internal mechanism

Whorf: Linguistic Relativity Hypothesis
-Language determines how we think about what's around us

Critical Period: an optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper developmetn

Imprinting (Lorenz)
-The process by which certain animals form attachments during a critical period very early in life (humans don't imprint)

Temperament- easy, difficult, or slow to warm up child

Stranger Anxiety and Attachment
-the fear of strangers beginning around 8 months
-an emotional tie found in young children

Ainsworth: attachment styles
-secure vs. insecure attachment
-anxious-resistant insecure attachment-Rage at mom when shw returns
-Avoidant insecure attachment-may not notice mother is gone

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Apply Erikson's theory to my reunion activity

When Children Aren't Bad

1.

Basic Trust (Erik Erikson)
-a sense that the world is predictable and trustworthy
-major task with each stage of life
-responsive caregivers

Self-Concept
-a sense of one's identity and personal worth

8 Stages of man psychosocial development: Left side= good and right side=bad. If moved on from left side, you are "A-OK." If you moved on from the right side, you are in a "CRISIS"

Psychosocial Development: Erikson

Age: Infancy 1st Year
Stage: Trust vs. Mistrust
Description of Task: If needs are dependably met, infants develop a sense of basic trust

Age: Toddler 2nd year
Stage: Autonomy vs Shame and doubt
Description of Task: Toddlers learn to exercise will and do things for themselves, or they doubt their abilities

Age: Preschooler 3-5 years
Stage: Initiative vs Guilt
Description of Task: Preschoolers learn to initiative tasks and carry out plans, or they feel guilty about efforts to be independent

Age: Elementary ( 6 yrs- Puberty)
Stage: Competence vs. Inferiority
Description of Task: Children learn the pleasure of applying themselves to tasks, or they feel inferior

Age: Adolescence teens into 20's
Stage: Identity vs Role confusion
Description of Task: teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are

Age: Young Adult (20's to 40's)
Stage: Intimacy vs
Description of Stage: young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated

Age: Middle Adult (40's to 60's)
Stage: Generativity vs. Stagnation
Description of Task: the middle aged discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose

Age: Late Adult (Late 60's and up)
Stage: Integrity vs. despair
Description of Stage: When reflecting on his or her life, the older adult may feel a sense of satisfaction or failure

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Piaget: Cognitive Development
-Mental functioning depends on two biological processes:

Assimilation: interpreting one's new experience in terms of one's existing schemas (cowboy boots)

Accommodation: adapting one's current understandings (schemas) to incorporate new information

Birth to nearly 2 years

Description of stage: sensorimotor- experiencing the world through senses and actions (looking touching, mouthing)
Developmental Phenomena- object permenance and stranger anxiety

About 2 to 6 years
Description of Stage: Preoperational- representing things with words and images but lacking logical reasoning
Developmental Phenomena: Pretend play, ego centrism, language development

About 7 to 11 years
Description of stage: Concrete operational- thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations
Developmental Phenomena: Conservation and mathematical transformations

About 12 through adulthood
Description of Stage- formal operational: abstract reasoning
Developmental Phenomena:

Object Permanence:

Egocentrism: the inability of the preoperational child to take another's point of view

Theory of Mind: ideas about your own and others' mental states-feelings, perceptions, and thoughts and the behavior there might predict

Conservation: the principle

KNOW PIAGET'S FOUR STAGES

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Understand developmental research designs

Station 3: Age 10
Age 10

Station 1: Age 2
Age 9

Station 2: Age 40
Age 40

Station 4: Age 30

Station 7: Age 8
Age 4

Station 6:  Age 6
Age 50

Cross-Sectional Research: research done on many subjects of different ages at the same time
Advantages: inexpensive, takes relatively little time to complete, and avoids high attrition rate
Disadvantages: different age groups are not necessarily alike, subjects of same chronological age might not be same maturational age, and cohort differences and age diggerences are confounded

Longitudinal Research: research done on one group of subjects over many years
Advantages: generates detailed info about subjects, studied debolpmental changes in depth
Disadvantages: expensive,

Prenatal Development and the newborn
Newborn Reflexes: rooting, swallowing, sucking, babinski, and stepping