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ADOLESCENCE:
G. Stanely Hall

"storm and stress"

3 key aspects:

1. -conflict with parents

2. -mood disruptions

3. -risky behavior

**Not everyone goes through this**

Margaret Mead

"easy transition"

not harsh and difficult but an easy move

Erikson:
Identity vs. Role confusion

Adolescence lasts longer

1st marriages:  men: 31 women:28

Sexual maturity increasing

sexual intercourse in teens occurring earlier

Adulthood

physical changes peak in 20's -slow decline

menopause

slowed reactions

women outlive men by 3 years worldwide

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

Stages of Grief:

1. Denial

2. Anger

3. Bargaining

4. Depression

5. Acceptance

James Marcia

18-22 years

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Harry Harlow Monkey

Adolescence:

-primary sex characteristics
-Secondary sex characteristics
Elkind:
-imaginary audience (everyone is looking at me)
-Personal fable (begin to describe oneself)

Baumrind:
-fostering independence
-balance independence and connectedness

Parenting Styles:
1. Authoritarian: imposes rules and expects obedience, "because I said so"
2. Permissive: submits to children's desires, make few demands, use little punishment
3. Authoritative: both demanding and responsive, set rules but explain why they want the child to behave a certain way, encourage open discussion
4. Uninvolved/detached: limited time/ energy, attachment issues, delinquency

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Moral development- Kohlberg

Preconventional
Morality of self-interest
-avoid punishment or gain rewards

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

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

model of moral development of women-Gilligan
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 and Childhood: sociocultural development
why do children play?
-self-teaching by trial and error
-symbolic representation

Piaget says that interaction with social world helps:
-overcome egocentrism
-learning through first-hand experiences

Vygotsky says culture and education:
-delaying immediately gratification
-preactice self-regulation learn to think about own world

Vygotsky-social development theory
-Social interaction + cognititve development
-learning ->development is enhanced with new tasks
-scaffolding or cognitive apprenticeship model
-Zone of Proximal Development: help with others

Vygotsky's view of language
-primary method of communication between adults and children
-powerful tool of intellectual adaptation
-private speech-quietly to themselves
-internal speech-in their head

critical period: window of opportunity for learning a language-as early as 6 years old

Chomsky-language acquisiton device
-born with internal mechansim

Whorf-linguistic relativity hypothesis
language determines how we think
recent research: language influences how we think

Critical period -an 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
-
temperament -easy difficult or slow to warm up

Parent and child relationships
-stranger anxiety and attachment
-feawr of strangers beginning aroun 8 onths

Ainsworth Attatchment styles
-secure vs insecure attachment
-anxious-resistant insecure attachment-rage atr mom when she returns
-avoidant insecure-may not notice if motrher leaves

# data[].attributes.body
I can apply Erikson's theory  to the reunion activity

Basic trust:
-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

Erikson's Stages of Life:
Stage 1: Trust vs Mistrust
Age: Infancy (1) If needs are dependably met, infants develop a sense of basic trust

Stage 2: Autonomy vs shame and doubt
Age: toddler (2) Toddlers learn to exercise will and do things for themselves, or they doubt their abilities

Stage 3: Initiative vs guilt
Age: preschooler (3-5) Preschoolers learn to initiate tasks and carry out plans or they feel guilty about efforts to be independent

Stage 4: Competence vs inferiority
Age: Elementary (6-12) Children learn the pleasure of applying themselves to tasks or they feel inferior.

Stage 5: Identity vs role confusion
Age: Adolescence (13-20) testing roles and then integrating them to form a single identity  or they become confused about who they are

Stage 6: Intimacy vs isolation
Age: Young Adult (20-30) young adults struggle to form close relationships and to gain the capacity for intimate love or they feel socially isolated

Stage 7: Generativity vs stagnation
Age: 40-60 the middle aged discover a sense of contribution to the world usually through family and work or they may feel a lack of purpose

Stage 8: integrity vs despair
Age-Late Adult (late 60s and up) When reflecting on his or her life the older adult may feel a sense of satisfaction or failure

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Piaget: Cof

Object permanence: objects continue to exist even when not seen

Egocentrism: inability of the preoperational child to take another's point of view
Theory of Mind: ideas about your own and others' mental states

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I can understand developmental research designs
Station Activity:
1A: 90                  1B:2
2A: 35                  2B: 4
3A-14                   3B: 16
4A: 13                  4B: 45
5A:                        5B:
6A:11                   6B: 60
7A:50                   7B:16

Developmental Research:
Cross-sectional: research done on many subjects of different ages at the same time, inexpensive, relatively little time, different age groups are not necessarily alike, subjects of same age may not be same maturity

Longitudinal research: research done on one group of subjects over many years, really detailed and conclusive information, expensive, attrition rate is high-drop out

Prenatal Development:
Newborn reflexes:
1. Rooting
2. Swallowing
3. sucking
4. Babinski
5. Stepping