PSYCHOLOGY INTRO AND CHAPER 1 Based on sound research methodology, it is the scientific study.

Abrahams theory was based on people sitting around and comparing it. The first thing we study in psychology is human behavior, (behaviors health). Forms a core of who we are, It is directly observable. You can measure it directly. Next are mental processes which are things we study that we cant see directly. Just because someone is crying doesnt mean that they are upset. It is not based on observations. Create the challenge in studying psychology. Affect is feeling emotion used as a noun. Why is it used? It is the foundation of psychology. What u do, how u feel and what u think. Cognition- are thoughts. Emotions come from you physiological part of your brain not from the heart. (Some) Approaches Different people different theorists approach theories in different ways. There are 3 approaches (check the power point) **they are not on the exam** The beginning of psychology comes from those approaches. INTROSPECTION- people reflecting on their own experiences, why this and why that STRUCTURALISM- what made this or that happen? The elements of perception, is why? Trying to understand the world around us FUNCTIONALISM- how does something work, how do we adapt to the environment, how are cultures different? How do people function differently? ***BEHAVIORISM, PSYCHOANALYSIS, AND HUMANISM***- first 3 organized theoretical approaches to psychology. Critical theoretical approaches focuses on the observantly is behaviorism. Behaviorists judge you on the things that you DO. Psychoanalysts- focus on the unconscious mind why do you do the things you do, you dont understand your actions. (It came first). Makes the unconscious conscious like comparing your childhood to why you do something in real life (bad relationships). If we didnt have FROYD we wouldnt have any of those 3 approaches. HUMANISM- how is each one of us unique, why are we special. EVERYTHING RESPONDS TO PSYCHOANALYSTS AND RESPONDS TO THEM. CONITIVE PSYCHOLOGY- how do we think and act? One of the modern approaches, specifically look at the rational and irrational beliefs that guide our behavior. They try to change the way people see act or feel about the world. Goals of Psychology DESCRIBE whatever it is that you are studying (personality for example) Then EXPLAIN HOW does it work, for example personality, how does it work, how did we become who we are. EXPLAIN how it works. Then you want to ask yourself what will happen PREDICT what will happen? (If you understand the person well you can predict everything that will happen next or what they are thinking). Predicting the situation in a scientific way. Finally CONTROL- helping us to figure out how to control behavior. How can it be influenced? How do we change people? How do you do something based on the research (ex: quitting smoking).

RESEARCH: DESCRIPTIVE METHODS What are the pros and cons? seeing people in their own habitats versus controlling the circumstances? Descriptive methods- dont intervene in anything just watch and observe what will happen. There are choices: where and how are you going to do this observation. -naturalistic observation -laboratory observation CORRELATIONAL METHODS Positive means the two variables vary together Negative means the opposite, as one variable increases the other variable decreases. WHAT DOESNT correlation mean? It doesnt mean that two things are CAUSEALLY related. Just because they happen at the same time it doesnt mean that they have anything to do with each other. INCREASED ICE CREAM CONSUMPTION CAUSES SHARK ATTACKS? Should have had more info before making a correlation, (The colder it is sharks dont come to shore, there might be other things that could make it true) YOU HAVE TO FIGURE OUT THE WHY IN A RELATIONSHIP The only way to conclude correlations is to make EXPERIMENTS. Independent variable is the thing I CHANGE. Introduced item that causes something. It is being manipulated by the researcher (have scientific control such that you can equalize other possible explanations. Dependent variable is the thing happening from the independent variable. How do you experiment? COMPARE THE EXPERIMENTAL GROUP TO A CONTROL GROUP Those taking new diet pills vs. those not taking any pill Those taking new diet pill vs. those taking a sugar pill Manipulate IV and measure it in the DV Why is random assignment important? CHAPTER 2 Human Development ISSUES IN HUMAN DEVELOPMENT Nature vs. Nurture How do you get to be who you are? Stability vs. change Also Continuity vs. Discontinuity PIAGETS STAGES OF COGNITIVE DEVELOPMENT He had 4 stages 1. Sensorimotor- Things you touch and taste without knowing the effect of it. (for ex: how little kids touch and taste things but not knowing exactly what happens from it). Birth to 2 years old Understanding the world through o Senses, and o Motor activities

Eventually achieving object permanence 2. Preoperational 2 years to 7 years old Developing symbolic function Engaging in imaginary play Showing a tendency toward egocentrism- that symbolic function tends not to extend to imagine how Suzy feels when you pound her on the head they can imagine but they have trouble in putting themselves in those shoes. 3. concrete operations 7 years to 12 years Applying logic in concrete situations (knowing when things are hot or cold, small big, good bad) Ordering and classifying objects Developing conservation and reversibility (conservation is the water ex) and (reversibility is playing with clay for ex) at that age children think literally even symbolic language has its limitations. They LITERALLY believe everything you say. 4. Formal Operations 12 years and older Applying logical thought to o Abstract, verbal, and hypothetical situations, and o Problems in the past, present and future Kohlbergs stages of Moral Development 1. Pre-conventional (ages 4-10) Right and wrong governed by standards of others. (When someone else decides whats right or wrong) so how do children know whats right and whats wrong?? First, avoidance of punishment. Based on reward and punishment. Good outcome do it again, bad outcome dont do it again. Then, attainment of reward. 2. Conventional (ages 10-16) Internalized standards of others. (Now instead of Pre-conventional thinking you actually know what you are and are not supposed to do) First, pleasing others. Then, doing the right thing. 3. Post-conventional (ages 10 and older) Weighing of moral alternatives. (now an individual tries to figure out whats right or wrong, they actually KNOW they GET IT why something is right or wrong. First, belief in-respect for-societal standards. Then, internal standards of ethics and morality

Freuds Stages of Psychosexual Development 1. Oral Stage- (infancy) Experiencing the world through the mouth- The focus of attention is around the mouth. It makes sense that ORALITY is the focus. Infants orally express themselves and also use the mouth for the consumption of food. 2. Anal Stage- (early childhood/toddler) Struggling with self-control and discipline. 3. Phallic Stage- (middle childhood/pre-school) Resolution of psychosexual conflicts through gender role identification. The first time that some form of sexuality begins to emerge from the child. Primarily gender differences begin to be seen. Gender identification also starts when girl begin having role models of the same gender. Daughter to mom, son to father. According to Freud you are done developing after this stage at the age of 5 or 6. 4. Latency Stage- (late childhood/school age) Psychosexual dormancy- In terms of Freud there are no critical developments in this stage. 5. Genital Stage- (Puberty and adolescence) Psychosexual maturity. Eriksons Stages of Psychosocial Development- Focuses on the development of the individual versus the development of the society. Covers the 5 stages that Freud covered but sort of says not only are those two last stages important but there are more stages. Sort of until we die. Who we are as social beings never stops. (will not be tested on what each stage is just understanding what happens in each stage) 1. Trust vs. mistrust- infancy Will others BE THERE for me? Will someone take care of me when cry? Will I be fed? Can I depend on the outside world? 2. Autonomy vs. shame & doubt- early childhood (toddler) Can I BE a separate person? The sort of development to have more independence but still being afraid if you can possible do something or not. 3. Initiative vs. guilt- middle childhood (preschool) Can I DO things on my own? When children are highly praised for the things they do. They want to practice their skills and see if they can accomplish things. 4. Industry vs. inferiority- late childhood (school age) Can I ACCOMPLISH things on my own? This is the stage where they might get a little competitive. Competition to feel good about yourself. And the hardest is when youre the last one to do something or your not good at something and everyone else it. Your trying to develop who you are and what are you capable of doing. 5. Puberty vs. role confusion- puberty & adolescence Who AM I?- When parents tell you you should know better then to do that your old enough but then your not old enough to do that. Questions that are being asked in this stage is What career do I want to be in when I get older?

6. Intimacy vs. Isolation- early adulthood Developing relationships 7. Generativity vs. stagnation- middle adulthood Being productive- where you start thinking about what house to buy, which car will be in the drive way Creating a legacy 8. Integrity vs. despair- late adulthood Looking back- at the life you had and where theyve gone Evaluating a lifetime CHILD TEMPERAMENT Starts in the very beginning at a somewhat young age from 6months and on. Easy Children (40%) Had generally pleasant moods, were adaptable, approached new situations and people positively, and established regular sleeping, eating, and elimination patterns. Difficult Children (10%) Had generally unpleasant moods, reacted negatively to new situations and people, were intense in their emotional reactions, and showed irregularity in body functions. Slow to Warm-up Children (15%) Tended to withdraw, were slow to adapt, and were somewhat negative in mood. These kids are sort of in the middle. More sensitive to change but eventually they do fall in. The kids that arent categorized here are those it depends kids. Kind of a mix of all of these 3. Ainsworths Theory of Attachment Secure attachment (65%) Distressed when separated from the mother, but eagerly re-establish connection to mother where mom=home base. Sort of like a secure attachment. Avoidant attachment (20%) Not distressed when separated from the mother, not responsive to mother when she returns. There no reconnection when the parent walks into the room. Descriptive method asking why or what caused no reconnection. Resistant attachment (10-15%) Seek close contact with mother, do not explore, and respond with anger after separation from mother. Disorganized/disoriented attachment (5-10%) Reunions with mother are unpredictable, reactions to separations may be depressed or void of emotion. Parenting Styles

Authoritarian parents The ones that make rules, expect unquestioned obedience from their childhood, punish misbehavior, and value obedience to authority. Authoritative parents Set high but realistic and reasonable standards, enforce limits, and at the same time encourage open communication and independence. Permissive parents Parents make few rules or demands and usually do no enforce those that are made. Adolescent Though Imaginary audience Consists of admirers and critics that adolescents conjure up that exists only in their imagination. One acts as if one were on stage. Having someone admire you and emulating something that you want to be, also trying different personas to see if they fit with you. Personal Fable An adolescents exaggerated sense of personal uniqueness and indestructibility. Also the feeling that nothing can go wrong with you. Intellectual Development Crystallized Intelligence Verbal ability- things that you know, the fact that you know what things are and not memorizing it, accumulated knowledge tends to increase over the life span. Fluid intelligence Abstract reasoning, mental flexibility, peaks in the early 20s and declines slowly as people age. Stages of Death and Dying (Kubler-Ross) Denial NOT ME! NOT THEM! Anger WHY ME? WHY THEM? Bargaining OFTEN WITH A HIGHER POWER Depression LOSS OF HOPE Acceptance UNDERSTANDING IT