1. Important Terms In Chapters One Through Eight:
2. Be familiar with the following theorists and their theories (stages of development, etc.):
a. Bandura (p. 47-48) - People learn from watching another person's behavior and its consequences. They also derive basic principles. This is imitation and modeling.
b. Piaget (p. 49-52) - The mind does not simply respond to stimuli. It grows, changes, and adapts to the world. Piaget, Bruner, and Werner are called structuralists.
c. Vygotski (p. 54) - (Worker in this branch of cognitive psychology) - "How do we collectively make sense of our world?" He was interested in the development of the mind in a social context and in the historical development of the community's knowledge and understanding. Vygotski defined two levels of cognitive development: (1) child's actual developmental level as determined by independent problem solving, and (2) level of potential development based on potential under best circumstances.
d. Freud (p. 56-58) - (the founder of modern psychoanalysis) - His focus was on human emotions and the unconscious mind as a determinant of behavior. He believed that biological animal drives, including sex and aggression, are primary forces behind human behavior. A child is born pure "id." The "ego" is based on rational contact with the external world. The "superego" is the internal policeman which is in conflict with the "id." The "ego" tries to achieve a sense of balance for the personality.
e. Erickson (p. 58) - (A third generation Freudian) - 8 stages of personality development: (1) oral-sensory (birth to 1 year), (2) muscular-anal (2 to 3 years), (3) locomotive-genital (4 to 5 years), (4) latency (6 to 11 years), (5) puberty and adolescence (12 to 18 years), (6) young adulthood, (7) adulthood, and (8) maturity. The psychosocial outcomes for the eight are: trust/distrust, autonomy/doubt, initiative/guilt, industry/inferiority, identity/role confusion, intimacy/isolation, generativity/stagnation, and ego-integrity/despair.
f. Maslow (p. 63) - (humanist) - hierarchy of needs: (1) survival needs, (2) safety needs, (3) belonging, (4) self-esteem, and (5) self-actualization.
3. Know the significance of the following studies or experiments:
a. Day, D.E. (p.27) - He used a naturalistic study of children's social behavior to evaluate the effects of integrating children with special needs and typical children in preschool classes. A profile was done on each child. Then, the children were observed several times during a 5 to 10 day period. Some children with severe physical disadvantages had fairly normal communication patterns with other children, but children with minor speech defects often had communication problems. Typical normal children showed more consideration for others, with no reduction in verbal interaction and learning.
b. Lipsitt & Kaye (p. 44) - They conducted classical conditioning research on twenty 3-day old infants. Ten were designated as the experimental group and given 20 pairings of an unconditional stimulus ( a pacifier) and a conditioned stimulus (a tone). The desired response was sucking. After 20 pairings, the experimental group would suck in response to a tone, whereas the other 10 infants would not. This study showed that infants start learning when very young.
c. Hohnan Genome Project (p. 89) - this project is designed to map all human genes and identify those genes and combinations that cause particular disorders.
d. Twin studies (p. 91, 93) - These studies often show that personality traits are at least partially inherited. Three frequently inherited characteristics are emotionality, sociability, and activity level (sometimes called the EAS traits).
e. Scarr & McCartney (p. 97) - Some studies confirm the interrelationship between environment and heredity. These two believe that children interact with their environment in three ways: (1) passive interaction pattern ( the parent gives and the child accepts both the genes and the environment (musical child in musical family)), (2) evocative interaction pattern (the child evokes particular responses from his parents and others based on genetically influenced behavior (active, extroverted child will demand responses from parents and teachers)), and (3) active relationship (the child may seek specific environments that are compatible with his temperament, talents, and predispositions).
f. Gibson, E.J. ( p. 170) - The "visual cliff" tests infant's depth perception by creating a simulated visual cliff which children would not crawl beyond.
g. Gibson, E. (p. 189) - We look at an object and then imagine our capabilities. Gibson believed that this happens at all ages.
h. Darcee Infant Program (p. 208) - This program focuses on assisting the parents, especially the mother. It teaches coping skills for daily living, to increase awareness of child's development, and to encourage certain behaviors in the child.
i. Harlow (p. 218-219) - He tried to rear young monkeys without its mother. He found that that separation had disastrous effects. Some died. Others were frightened, irritable, and reluctant to eat or play. Further studies indicate that peer contact among infant monkeys at least partially makes up for the deprivation of the adult-infant attachment bond.
j. Tronick (p. 220) - He said that "a major determinant of children's development is related to the operation of this communication system." The Stillface experiment, which he devised, focused on the mutual expectations between the parent and infant. Mothers were told to sit and play with child. When child showed fatigue, mother stop communicating but looked at child with a stillface look. After a few minutes, the child's behavior began to deteriorate, once it had failed to evoke its mother's action. He said, "A general characteristic of abnormal interactions is that the participants are stuck in affectively negative miscoordinated interaction states and their messages calling for change are discarded."
Tom of Spotswood "He that hath the Son hath life; and he that hath not the Son of God hath not life." (I John 5:12)
Index to Selected Essays And Book Reviews
GLA 1 - THE EFFECTS OF DIVORCE ON ADOLESCENTS
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