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I can watch the feral children documentary

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I can watch the feral children documentary

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The case of Oaxana demonstrates the idea of nurture as she does not use language and prefers to run like a dog on all fours. Since she was never taught to be a human she doesn't act like one.
This supports Skinner's view of language that it is acquired and not innate. Chomsky had the theory that there is an innate universal grammar that all humans can understand but both Victor and Oaxana struggled to learn it.

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I was absent but here are the notes:
Physical and cognitive development:
Menopause the time of natural cessation of menstration
Death and dying: Kubler-Ross:
5 stages of grief:
Denial
Anger
Bargaining
Depression
Acceptance
1. Does the case Oaxana support nature or nurture? Give at least 2 examples to support you view?
2. Which language theory is supported by this view: B.F Skinner or Noam Chomsky? Which items support this?
Kulberg moral development

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Authoritarian: parents impose rules and expect obedience
because i said so
Permissive: submit to children's desires, makes few demands, uses little punishment
Authoritative: both demanding and responsive, set rules, explain reasons, and encourage open discussions
uninvolved/ detached: limited time and energy
attachment issues + delinquency
Parenting styles: fostering independence
balance independence and connectedness
Demandingness
Responsiveness             low                 high
low                                      uninvolved     authoritarian
high                                    permissive         authoritative
Punishment: immediate obedience, adult models aggression, avoid adult
Adolescent: primary sex characteristics: body structure that makes sexual reproduction possible
male: 1st ejaculation
Female: Menarche: first menstrual period
Secondary sex characteristics: nonreproductive sexual characteristics: male: voice deepens
female: breasts develop
David Elkind: imaginary audience: everyone's looking at me
Personal fable: I'm invulnerable

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Postconventional level: morality of abstract principles to affirm agreed-upon rights and personal ethical principles
conventional level: the morality of law and social rules: to gain approval or avoid disapproval
Preconventional Level: morality of self-interest to avoid punishment or gain concrete rewards
Moral development of woman: Carol Gilligan
Women's conception of self and morality:
Level 1: interest and thought of the self
Transition: from selfish to needs of others
Level 2: sacrifice of self, expectations, and balance of care for others and self
Transition: needs of others is less important than the needs of oneself
Level 3: non-violence, Society's expectations are an unnecessary factor

Infancy and Childhood: sociocultural development
Why do children play?: self-teaching by trial and error
Sensory and motor
Symbolic representation: preoperational
Piaget: interaction with physical world
overcome egocentrism
learning through first-hand experiences
Vygotsky says culture and education
delaying immediate gratification
practice self-regulation-learn to think about own world
Lev Vygotsky: social development theory
social interaction + cognitive development learnin---> development is enhanced with new tasks
scaffolding or cognitive apprenticeship model
zone of proximal developmet ZPD help with others
private vs speech: talk to themselves
vygotsky's view of language: primary method of communication between adults and children
Powerful tool of intellectual adaptation
thoughts a result of language
Critical periods: windows of opportunity for learning as early as 6 years old
Chomsky: language acquisition
born with language potential
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 child
Stranger anxiety and attachment: fear of strangers beginning around 8 months, an emotional tie found in young children
Ainsworth: attachment styles:
secure vs insecure attachment
anxious-resistance insecure attachment: rage at mom when she returns
avoidant insecure attachment: may not notice mother is gone

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I can apply Eric Erikson theory to my reunion activity

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I can apply Eric Erikson theory to my reunion activity

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Social development: child and parent
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
8 stages of psychosocial development
Stage: 0-1 Trust v Mistrust if needs are met infants develop basic trust
Stage 2: 2 yo Autonomy v Shame, Toddlers learn to exercise and will and do things for themselves
Preschooler: 3-5 initiative v guilt. preschoolers learn to initiate tasks and carry out plans or feel guilty about efforts to be independent
Elementary: 6- puberty, competence v inferiority, children learn the pleasure of applying themselves to tasks or they feel inferior
Adolescence: teens to 20s, identity v role, teenagers work a sense of self by testing roles and then integrating them to form a single identity or they become confused about who they are
young adult 20s to 40s: intimacy v isolation, struggle to form close relations or have close relationships
Middle Adult: 40s to 60s, generativity v stagnation, middle-age discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose
Late adult (60s and up), integrity v despair, when reflecting on his or her life, the older adult may feel a sense of satisfaction or failure

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A B

50,90 | 2
50 | 30,40
8 | 11,10
20, teenager | 40
1,15 | 18,35
12,11 | 40,65
3,50 | 18,16

Cross-sectional research: done on many subjects of different ages at the same time
Advantages: inexpensive, little time, avoids attrition rates
Disadvantages: different age groups are not alike, same age are not alike, cohort differences and age differences are confounded
Longitudinal research: gives better results, research done on one group of subjects over many years
Advantages: better results: detailed info, studies developmental changes in depth
Disadvantages: higher attrition rate, more expensive
Prenatal development and the newborn:
newborn reflexes: rooting, swallowing, sucking, babinki: toe stretches and the rest of the toes fan out, stepping, moro "startle": throwing arms back after losing grasp, grasping
Cognition: all the mental activities associated with thinking, knowing, remembering, and communicating
Schema: a concept or framework that organizes and interprets information
Piaget: cognitive development
assimilation: interpreting one's new experience in terms of one's existing schemas
accommodation: adapting one's current understanding schemas to incorporate new information
4 stages of cognitive development in kids: birth to

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Laugh: 2 weeks, 2 months
Pedal a tricycle: 3 years, 2 years
Sit without support: 8 months, 5 months
Feel ashamed: 6 years,2 years
Walk unassisted: 1.5 years, 11 months
Stand on one foot and hold for 10 seconds: 4 years, 4.5 years
recognize and smile at mother or father: 3 weeks, 4 to 5 months
Kick a ball forward: 2 years, 20 months
Think about things that cannot be seen: 3 years, 1 year
Make two-word sentences: 2 years, 20-22 months