MIDTERMS – PSYCO1A

Developmental Psychology - Cognitive – mind

development
a branch of psychology that focuses
- Emotional – seeks to
on the study of human development
understand expression &
across the lifespan, from infancy to
regulation of emotion
old age.
- Social – Interactions and
It seeks to understand how people relationships with other
grow, change, and develop physically,
LIFE STAGES
cognitively, emotionally, and socially
over time.
➔ Growth & development starts
Development Growth at birth and ends at death.
More Physical
➔ Needs that must be met
comprehensive ggrowth
term
Increase in size
Refering to , height and INFANCY (birth to 2 yrs.)
aspects of weight
- Rapid growth & development
human
- Rapid development of motor
personality Quantitative in
nature pskills
Physical - Reflexive movement
Social Stops when o Sucking
Cognitive maturity is o Grasping
Emotional reached
Progressing to voluntary movements
Qualitative in Changes in - Sitting
nature particular - Crawling and eventually
aspects of the - Walking
Overall changes body
in shape form or CHILDHOOD (2 TO 12 YEARS.)
structure (as a
whole) Physical growth continues at a slower
pace compared to infancy, with a
Continuous & gradual increase in height and weight.
lifelong process
Gross motor skills become
more refined
4 Main Types of Growth and
o Running
Development
o Jumping
- Physical – body growth
o Climbing more
refined

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Began to develop Fine motor - Decreased in bone density

skills (after women’s menopause)
- Experience in changes of
o Drawing
sensory functions
o Writing
- Onset of age-related health
ADOLESCENCE (12 TO 20 YEARS.) conditions

- Significant physical changes LATE ADULTHOOD (65-)

driven by puberty
- Significant physical changes
- Accompanied by
o Aging
development of secondary
o Decline in overall
sex characteristics
physical health and
- Rapid increase of height and
functional abilities
weight
o Decline in muscle
- Hormonal changes lead to
strength and
the onset of puberty.
flexibility
o Maturation of
o Decrease in sensory
reporoductive organs
acuity & cognitive
o Development of
function
sexual
- Susceptible to chronic Health
characteristics
conditions
EARLY ADULTHOOD (20 TO 40 o Cardiovascular
YEARS.) dieseases
o Arthritis
- Physical growth stabilizes o Cogntive decline
- Reclining of full adult height
and weight NOTE!
- Peak physical performance Individual aging experiences can
(often achieved) widely be based on factors such
- Experiencing optimal strenght as:
- Genetics
, endurance and overall
- Lifestyle
health.
- Overall health
MIDDLE ADULTHOOD (40 TO 65
YEARS.) JEAN PIAGET’S COGNITIVE
- Subtle changes DEVELOPMENT
- Gradual decline in muscle is a comprehensive framework that
mass , strenght and flexibility describes how individuals construct
- Changes in body composition knowledge, develop reasoning
- Increased body fat

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abilities, and understand the world During this stage, infants explore
around them. andlearn about the world primarily
throughtheir senses and motor
Piaget, a Swiss psychologist,
activities
proposed this theory through his
observations of children ' s engage in sensory exploration, using
intellectual development. their senses to gather information
about their environment.
4 Major stages of cognitive
development: They explore objects by looking at
them, touching them, listening to
- sensorimotor
sounds, and even tasting them.
- preoperational
- concrete operational 8–12 MONTHS Infants realize that
- formal operational objects removed from sight still exist
and attempt to find them. In this way,
they show what is known as OBJECT
Schema – mental framework and PERMANENCE allows infants to
structure that helps individuals search for hidden objects and
organize and interpret information anticipate their reappearance.
about the world.
PRE-OPERATIONAL (2 to 7) During
Assimilation - occurs when this stage, children develop language
individuals incorporate new and symbolic thinking but have not yet
information or experiences into mastered logical reasoning
existing schemas.
Began to use symbol words & images
This process allows to understand
Children in the preoperational stage
new concepts in terms of their
exhibit egocentrism.
existing of what we already know.
• have difficulty understanding
Accommodation - -involve modifying
that others may have different
schemas or creating how ones
perspectives or beliefs from
accommodate new information
their own.
experiences that cannot be
• struggle to see things from
assimilated into existing schemas.
another person ' s point of
Helps individuals adapt to new view and may assume that
situations and understanding of the everyone thinks and feels the
world. same way they do.

Magical thinking (thoughts, word, or

actions can directly influcence events
SENSORI MOTOR STAGES

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in the world around them belief in the Metcognition

imaginary creaturs or magical powers.
- Reflect on their thinking
- Difficult distingusighin - Evaluate your strategies from
fantasy and reality. problem solving
- Monitor your own strategy
CONCRETE OPERATIONAL (7-11)
their ownlearning and
- Develop more advanced comprehension
cognitive abiliteis – ability to - Engage self directed learning
think logically about concrete - Seek out new information to
objects and events expand their knowledge base.
- Decentrate and consider
Kohlbergs Moral Development
multiple dimensions of
problems somoultaneously Pre Conventional
- Better able to understand the
Stage 1 applies to most children
perspectives of other and
through about the age of 9.
consider Different.
viewpoints. Oriented toward obedience and
punishment. Good behavior is
Conservation Children in this
obedient and allows one to avoid
stage realize that certain
punishment.
properties of objects, such as
quantity, volume, or mass, remain Stage 2 : Individualism & Exchange
the same even when their
physical appearance changes good behavior allows people to
satisfy their needs and those of
Reversibility, which means they others.
understand that actions can be
undone or reversed The Conventional Level

FORMAL OPERATIONAL (11-) Stage 3 “good-boy orientation,”

moral behavior is that which meets
Develop the ability to think the needs and expectations of others.
abstractically , logically , Moral behav- ior is what is “normal”—
systematically about hypothetical what the majority does.
situations and concepts.
Stage 4, moral judgments are based
Can understand and manipulate on rules that MAINTAIN THE
SOCIAL ORDER. Showing respect for
They can consider hypothetical
authority and doing one’s duty are
situations, generate and test
valued highly.
hypotheses, and engage in deductive
reasoning The Postconventional Level

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Moral reasoning is based on the each characterized by a specific

person’s own moral standards. conflict or challenge that individuals
must navigate to achieve healthy
Moral judgments are derived from
development
personal values, not from
conventional standards or authority TRUST VERSUS MISTRUST (Birth to
figures. 18 months)

Stage 5, it is recognized that laws In this stage, infants develop a sense

stem from agreed-upon procedures of trust when their basic needs are
and that the rule of law is in general consistently met by caregivers.
good for society.
A trusting relationship with
Stage 6 moral reasoning demands caregivers →a sense of security and
adherence to supposedly universal optimism about the world.
ethical principles such as the value of
Failure to develop → feelings of
human life, individual dignity, justice,
insecurity and mistrust
and the Golden Rul
Psychologist Mary Ainsworth
(“Do unto others as you would have
Attachments strong emotional bond
them do unto you”).
that develops between an infant and
Most adolescents and adults never their primary caregiver.
reach this stage. In the study of
This bond serves as a secure base
Kohlberg,
from which the infant explores the
• 20% of adolescents reach world and seeks comfort and
stage 5 reassurance in times of distress.3
• 5% reach stage 6 major types of Attachment

SOCIAL & DEVELOPMENT Secure Attachment

Erik Erikson’s Stages of Infants with secure attachment feel

Psychosocial Development confident that their caregiver will be
available and responsive when
Erik Erikson was a developmental needed. They use the caregiver as a
psychologist who proposed a theory secure base for exploration and show
of psychosocial development, which distress when separated but are
emphasizes the importance of social easily comforted upon reunion.
interactions and cultural influences
across the lifespan. Avoidant Attachment

8 Stages Of Psychosocial Infants with avoidant attachment may

Development avoid or ignore the caregiver upon

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reunion andshow little distress during emotions, and they use reasoning
separation. and explanation to enforce rules
rather than relying solely on
Ambivalent Attachment (a.k.a
punishment
insecure-resistant attachment)

Infants may show intense distress

HIGH LEVELS: warmth &
upon separation from the caregiver responsiveness and support
but resist comfort upon reunion. They combined with clear expecctations
may beuncertain about the caregivers and boundaries.
availability and responsiveness, Provide guidance and structure
leading to clingy behavior while also encouraging
AUTONOMY VERSUS SHAME AND
DOUBT (18 months to 3 years)
Authoritarian parents enforce
Their relationships with parents and obedience through punishment and
friends can encourage the discipline.
development of self-direction and
initiative, or feelings of shame and prioritize obedience and conformity
guilt. over autonomy and independence,
and they may be less responsive to
Children in this stage need to develop their children ' s emotional needs
feelings of self-control over physical
functions—such as toileting—and a STRICT RULES AND
sense of indepen- dence. EXPECTATIONS

Initiative vs. guilt 3-5 HIGH LEVELS: Control and

Preschoolers develop the sense of demands
LOW LEVELS: Warmth and
intiative by planning and carrying out
responsiveness
activities and task. They began to take
on more responsibility
Permissive parents may avoid
Parenting Styles
confrontation and prioritize their
Diana Baumrind (1991, 2013; children ' s happiness and autonomy
Smetana, 2017) a developmental over discipline and structure.
psychologist, conducted extensive
They are lenient and indulgent,
research on parenting styles in the
allowing their children considerable
1960s and 1970s.
freedom and autonomy with few rules
Authoritative parents. re responsive or consequences.
to their children’s needs and

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HIGH LEVELS: warmth & Young adults develop close, intimate

responsiveness relationships with others, including
romantic partners and close friends.
LOW LEVELS: Control & Demands
They seek emotional and social
Uninvolved parents tend to leave intimacy and commit to long-term
their children on their own. They make relationships.
few demands and show little warmth
Failure → feelings of loneliness and
or encouragement.
isolation.
These different parenting approaches
Generativity vs. stagnation (40 ot
can influence a child' s sense of
65)
autonomy, initiative, and self-
esteem during early childhood focus on contributing to society and
future generations through work,
Industry vs. inferiority (6-11)
parenting, mentoring, and community
Competence
involvement.
Children develop a sense of
They seek to leave a positive legacy
competence and industry through
and make meaningful contributions to
successful completion of tasks and
the world.
accomplishments and social skills.
They compare themselves to others Stagnation may result from a lack of
and strive to meet societal productivity and a sense of unfulfilled
expectations. potential.

Failure to develop competence → Integrity vs. despair (65 to death)

feelings of inferiority and inadequacy
They integrate past experiences and
Identity vs. role confusion (12-18) accomplishments into a coherent
narrative, leading to a sense of
Adolscents explore and experiment
wisdom and integrity.
with different roles , identities and
values as they seek to establesh a Despair may arise from feelings of
sense of self and identity regret, unfulfilled goals, and a sense
of meaninglessness
Successful → integrating various
aspects of oneself into a cohesive
identity.

Failure → Role confusion may result

from an inability to establish a clear
sense of identity.

Intimacy vs. isolation (18 to 40)

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Learning A simple form of learning in which

Cognitive Psychology a neutral stimulus is paired with
- Branch of psychology an unconditioned stimulus to elicit a
focuses on studying response.
mental process of how
people percieve think Over time, the
remember and solve neutral stimulus becomes a
problems. conditioned stimulus that can
- It seeks to understand evoke
complex processes and the same response as the
underlying human unconditioned stimulus.
cognition and behavior - Occurs throiugh
association of two stimuli
Goal : developing theories and - simple form of learning
models that can explain how
people think , learn and interact
with the world around them.

LEARNING IS:

BEHAVIOR COGNITIVE
is a relatively Organism make
permanent relatively
change permanent
in behavior change in the
that arises way they
from practice represent the
or experience. environment
because of
BEHAVIOR is experience.
shaped by the
environment Examines the
through a mental
process of processes
conditioning involved in
with learning
assocaiation (perception ,
with stimuli. memory ,
problem solving)
CLASSICAL

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- Unconditioned Stimulus John B. Watson and Rosalie Rayner

(UCS) a stimulus that conditioned the boy to fear rats by
automatically triggers a clanging steel bars behind his head
response without prior when he played with the animal.
learning.
Counter Conditioning – involves
- Unconditioned Response
pairing a feared stimulus with a
(UCR) an unlearned INNATE
positive / neutral stimulus to change
response to an unconditioned
the response to the feared stimulus.
stimulus
- Conditioned Stimulus (CS) a Flooding – involves exposing an
Neutral stimulus that is individual to the feared stimulus at its
through repeated pairing with most intense level without any
UCS comes to elicit a escape/avoidance until the fear
response. response extinguished.
- Conditioned Response (CR)
a learned response to a Systematic Desensitization client is
conditioned stimulus gradually exposed to fear-evoking
stimuli under controlled
Extinction and Spontaneous circumstances in which he or she
Recovery are concepts within remains relaxed
classical conditioning that describes
what happens to learned response
overtime.

- Extinction is the process by

which the Conditioned
Response gradually
diminishes when the
condiitoned stimuli is
repeatedly presented without
being followed with UCS.
- Spontaneous Recovery the
recurrence of a PREVIOUSLY
extinguished conditioned
response after a period of
rest or time delay without
further conditioning.

“LITTLE ALBERT”: CLASSICAL

CONDITIONING OF EMOTIONAL
RESPONSES

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OPERANT CONDITIONING, APPLICATION OF OPERANT

CONDITIONING
- A form of learning in which
behavior is strentghted or EDUCATION:
weakend by the REWARD SYSTEMS - TEACHERS
consequences follow it. CAN USE REWARD SYSTEMS,
- Relationship of abetween SUCH AS
behavior and their PRAISE, STICKERS, OR TOKENS,
consequences TO REINFORCE DESIRED
BEHAVIORS IN
REINFORCEMENT - occurs when a STUDENTS, SUCH AS
behavior is followed by a COMPLETING HOMEWORK,
consequence that increases the PARTICIPATING IN CLASS
likelihood of the behavior occurring DISCUSSIONS, OR
again in the future. DEMONSTRATING GOOD
BEHAVIOR
Positive Reinforcement - involves
adding a desirable stimulus to PARENTING:
increase the likelihood of a behavior. TIME-OUT - PARENTS MAY USE
TIME-OUT AS A FORM OF
Negative Reinforcement - involves NEGATIVE
removing an aversive stimulus to PUNISHMENT, WHERE A CHILD
increase the likelihood of a behavior. IS TEMPORARILY REMOVED
FROM A
SITUATION OR ACTIVITY
Punishment - occurs when a FOLLOWING MISBEHAVIOR,
behavior is followed by a REDUCING THE
consequence that decreases the LIKELIHOOD OF THE BEHAVIOR
likelihood of the behavior occurring RECURRING
again in the future
RESEARCH
Positive punishment - involves LEARNING AND MEMORY
adding an aversive stimulus to STUDIES: - OPERANT
decrease the likelihood of a behavior CONDITIONING
PARADIGMS ARE USED TO
Negative punishment involves INVESTIGATE LEARNING
removing a desirable stimulus to PROCESSES, MEMORY
decrease the likelihood of a behavior. FORMATION, AND RETENTION

Reinforcement strengthens behavior,

punishment weakens it

Observational learning

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- is a form of learning that process enables the observer to

occurs through observing recall and reproduce the behavior
the behavior of others and at a later time
the consequences of that
behavior, without REPRODUCTION - This involves
experiencing those reproducing or imitating the
consequences directly. observed behavior. After paying
- individuals learn new attention to the model's behavior
behaviors, skills, or and retaining it in memory, the
attitudes by watching observer must be capable of
others and modeling their physically or mentally reproducing
actions the behavior. This may involve
- mimicking the model's actions,
Albert Bandura, a prominent gestures, and verbalizations
psychologist, conducted extensive
research on observational learning. MOTIVATION Refers to the
Bandura proposed that observer's willingness to imitate
observational learning plays a the observed behavior.
crucial role in the development of
behavior, personality, and can be influenced by various
socialization factors, including the
Process of Observational consequences associated with the
learning behavior, the perceived outcomes
of imitation, and the observer's
expectations of succes
ATTENTION - In order for Application of Observational
observational learning to occur, the Learning
observer must pay attention to the Media Influence Observational
model's behavior and the learning plays a significant role in
consequences that follow. how media influences
individuals' attitudes, behaviors,
involve selectively attending to and beliefs.
relevant cues in the environment
and filtering out distractions Modelling Behavior Media often
portrays characters, celebrities,
RETENTION - Refers to the ability or influencers engaging in
to remember or retain the observed various behaviors, both positive
behavior in memory for future and negative. When individuals
reference. observe these behaviors in the
media, they may be more likely
involves encoding and storing to imitate them, especially if the
information about the observed models are perceived as
behavior in long-term memory. This

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attractive, credible, or similar to

themselves.

Social Learning Media provides

a platform for individuals to
observe and learn from the
behaviors and experiences of
others, even if they are not
directly interacting with them in
person

Desensitization and
Sensitization Exposure to media
content, particularly violent or
aggressive content, can
desensitize individuals to real-
world violence or increase
sensitivity to certain issues

Social Comparison and Identity

Formation Media portrayals of
idealized lifestyles, body images,
and social norms can influence
individuals' perceptions of
themselves and others

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