History and Approaches
(2-4%)
 EXPERIMENT : Adv: control variables
to establish cause and effect Disadv:
difficult to generalize
 Psychology is derived from physiology
(biology) and philosophy
 EARLY APPROACHES
o Structuralism – Titchner, Wundt (father
of psych); INTROSPECTION (look
inward) to determine parts/what
o Functionalism – James (1st textbook);
PURPOSE/How/Why
o Gestalt- whole is greater; BIG pic
 PERSPECTIVES
o Psychoanalytic/dynamic – Freud;
unconscious, childhood, repressed,
blame parents
o Behavioral – Watson, Pavlov, Skinner;
learned, reinforce, punish, model
o Humanistic – Rogers, Maslow; free
will, choice, ideal, self-actualization
o Cognitive – Piaget: Think, Remember,
Interpret, Perceive
o Evolutionary – Darwin; Genes, survival
of the fittest, reproduction, offspring
o Biological – Sperry & Gazzaniga; Brain
parts, neurotransmitters, hormones
o Sociocultural – environment, religion,
culture, gender, socioeconomic
o Behavior Genetics- nature & nurture
o Biopsychosocial – combo of above
 TERMS
o Basic research – increase knowledge
o Applied research –help people
o Psychologist – research or counseling –
MS or PhD
o Psychiatrist – prescribe medications and
diagnose – M.D.




Research Methods
(8-10%)
 ETHICAL GUIDELINES (APA)
o Confidentiality: names kept secret
o Informed Consent: must agree to be
part of study
o Debriefing: told the true purpose of
the study (done after for deception)
o Deception must be warranted
o No harm– mental/physical
 CASE STUDY: Adv. Studies ONE
person (usually) in great detail – lots of
info Disadv: No cause and effect
 SURVEY: Adv: cheap, quick, LOTS of
date Disad: Lies, may not represent pop



o Independent Variable: manipulated
by the researcher
 Experimental Group: received the
treatment (part of the IV)
 Control Group: placebo, baseline
(part of the IV)
 Placebo Effect: belief in “drug”
that in fact improve conditions
 Double-Blind: neither participant
nor experimenter are aware of
which condition people are
assigned to (drug studies)
 Single-Blind: only participant
blind – used if experimenter can’t
be blind (gender, age, etc)
o Dependent Variable: measured
variable; outcome (is DEPENDENT
on the independent variable)
o Experimenter or Subject bias
Operational Definition: clear, precise,
typically quantifiable definition of your
variables – allows replication
Confounding/Extraneous: outside factor
(not IV) that affected outcome
Random Assignment: assigns
participants to either control or
experimental group at random –
minimizes bias, increase chance of equal
representation
Random Sample: method for choosing
participants – minimizes bias
o Assignment and sampling can be
done via names in a hat, computer
generation
Representative Sample: characteristics of
participants are like/proportional to
population (gender, occupation, age, etc.)
Validity: accurate results
Reliability: same results; consistency
 NATURALISTIC OBSERVATION:
Adv: real world validity (observe people
in their own setting) Disadv: No cause
and effect, usually 1 observer
 CORRELATION: Adv: identify
relationship between two variables
Disadv: No cause and effect
(CORRELATION DOES NOT EQUAL
CAUSATION)
o Positive Correlation – variables
increase & decrease together
o Negative Correlation – as one
variable increases the other decreases
o The stronger the # the stronger the
relationship REGARDLESS of the
pos/neg sign
o Closer to 0 the weaker, closer to 1 the
stronger
 3rd variable problem (lurking
variable)– diff. variable is
responsible for relationship (ice
cream & sharks)
 Illusory correlation – belief of
correlation that doesn’t exist (old
man predicts rain from arthritis)
 DESCRIPTIVE STATS: shape of data
o Measures of Central Tendency:
 Mean: Average (use in normal
distribution)
 Median: Middle # (use in skewed
distribution)
 Mode: occurs most often
o Measures of Variation:
 Range: Largest # - smallest #
 Standard Deviation: how far from
the
median is the data
 Z score: # of “steps” from SD
 INFERENTIAL STATISTICS:
establishes significance (meaningfulness)
 STATISTICAL SIGNIFANCE = results
not due to chance; 0.05 or less is St. Sig!
Biological/Neuroscience
(8-10%)
 NEURON: Basic cell of the NS
o Dendrites: Receive incoming signal
o Soma: Cell body (includes nucleus)
o Axon: AP travels down this
o Myelin Sheath: speeds up & protects
o Terminal Bud/Button/Branches:
release NTs – send signal to next
neuron
o Synapse: gap b/w neurons
 Resting Potential/Polarization: + on
outside, - inside; waiting for message
 Action Potential/Depolarization:
movement of sodium and potassium ions
across a membrane sends an electrical
charge down the axon; + inside, - outside
o All or none law: stimulus must meet
the threshold, but does not increase the
intensity of response (flush the toilet)
o Refractory period/Repolarization: rest
and reset before it can send another
AP (toilet resets); + & - inside and out



Sensory neurons – receive signals
Afferent neurons – Accept/Arrive
Motor neurons – send signals
Efferent neurons – signal Exits

 Interneurons – cells in spinal cord
responsible for reflex loop
 CENTRAL NS: Brain and spinal cord
 PERIPHERAL NS: Rest of the NS
o Somatic NS: Voluntary movement
o Autonomic NS: Involuntary (heart,
lungs, etc)
 Sympathetic NS: Arouses the body
for fight/flight (faster heartrate,
high blood pressure, digestion
slows, eyes dilate)
 Parasympathetic NS: established
homeostasis after a sympathetic
response; generally inhibits
(heartrate & breathing slows,
lowers blood pressure, eyes
contract)
 NEUROTRANSMITTERS (NT):
Chemicals released in synaptic gap
o GABA: Major inhibitory; calms
o GlutamatE: Major Excitator;
learning, memory
o Dopamine: Reward & movement;
too much schizophrenia
o Serotonin: Moods and emotion; too
little depression; learning
o Acetylcholine (ACh): Memory; too
little Alzheimer’s
o Epinephrine: adrenaline
o Norepinephrine: alertness, arousal;
too little depression
o Endorphins: pain control
o Oxytocin: love and bonding
 Agonist: drug that mimics a NT
 Antagonist: drug that blocks a NT
 Reuptake: Unused NTs are taken back up
into the sending neuron. SSRIs (selective
serotonin reuptake inhibitors) block
reuptake – treatment for depression
 AREAS OF THE BRAIN:
 Hindbrain: oldest part of the brain
o Cerebellum – movement/balance (
o Medulla – vital organs (HR, BP)
o Pons – sleep/arousal
 Midbrain
o Reticular formation: alertness; awake
 Forebrain: higher thought processes
o Limbic System (emotions)
 Amygdala: fear, aggression, flashbulb
Hippocampus: explicit memories
transfer to LTM
 Hypothalamus: fight or flight,
Fahrenheit, food, fun
o Thalamus: relay center for all but smell
o Cerebral Cortex: outer portion of the
brain – higher order thought processes
 Frontal Lobe: decision making,
planning, judgment, movement,
personality (Phineas Gage)
 Motor Cortex: movement
 Parietal Lobe: located on the top of the
head – sensations/touch
 Sensory Cortex: sensory receptors
 Occipital Lobe: vision
 Visual Cortex: seeing
 Temporal Lobe: sides of the head
(temples) – hearing. face recognition
 Auditory Cortex: sound
o Left hemisphere only – damage results
in aphasia (damaged speech)
 Broca’s Area: Inability to produce
speech (Broken speech)
 Wernicke’s Area: Inability to
comprehend speech
o Corpus Callosum: bundle of nerves that
connect 2 hemispheres – sometimes
severed in patients with severe seizures –
leads to “split-brain patients”
 Lateralization: language is processed
in the L Hemisphere; aRT & special
specialization in R Hemisphere
 Split-brain experiments: done by
Sperry & Gazzanaga.
 Images shown to the right
hemisphere will be processed in
the left (& vice versa), patient can
verbally identify what they saw
 BRAIN PLASTICITY: Brain “heals”
itself; rewiring of neural pathways
 NATURE VS. NURTURE: ANSWER
IS BOTH
o Twin Studies:
 Identical twins – Monozygotic (MZ)
 Fraternal twins – Dizygotics (DZ)
o Genetics: MZ twins will have a higher
percentage of also developing a disease
o Environment: MZ twins raised in
different environments show differences
 ENDOCRINE SYSTEM: sends
hormones throughout the body
o Pituitary Gland: Controlled by
hypothalamus. release growth hormones
o Adrenal Glands: related to sympathetic
NS: releases adrenaline
o Thyroid: metabolism
o Testes & Ovaries
o Pancreas: insulin; blood glucose
 BRAIN IMAGING:
o EEG: electrical brain activity
o XRAY: not useful, doesn’t show tissues
o CT or CAT: x-rays show structures
o MRI: magnetic field shows structures
o PET: (radioactive) glucose shows brain
activity/function
o fMRI: functional- shows mental task;
structure & function
o lesion – brain damage
Sensation & Perception
(6 – 8%)
 Sensation: what we take in (see, smell)
 Perception: our interpretation
 ABSOLUTE THRESHOLD: detection of
signal 50% of time (is it there)
 DIFFERENCE THRESHOLD (also
called a just noticeable difference (JND)
noticing a change in stimuli (minimum
amount needed for you to notice)
 WEBER’S LAW: change is proportional
to original stimuli (mild vs. spicy chili)
 SIGNAL DETECTION THEORY
Motivation, distractions
 Sensory Adaptation: diminished
sensitivity due to constant stimulation
 Perceptual Set: see something as part of a
group – speeds up signal processing
 Inattentional Blindness: failure to notice
o
something added (gorilla video)
 Change Blindness: failure to notice a
change in the scene (door & directions)
o
 Selective Attention: focus on select
stimuli
o
 Cocktail party effect: notice your name
across the room when its spoken,
 TRANSDUCTION: physical stimuli
becomes a neural message
 VISUAL SYSTEM:
o Pathway of vision: light  cornea
pupil/iris  lens  retina 
rods/cones  bipolar cells  ganglion
cells  optic nerve  optic chiasm 
occipital lobe
o Cornea – protects the eye
o Pupil/iris – light entering; “color”
o Lens – focuses light on retina
o Fovea–focus; best vision(cones here)
o RETINA- flips image *transduction
o Rods – black & white, dim; peripheral
o Cones – color, bright light, center
o Bipolar cells – connect rods/cones and
ganglion cells
o Ganglion cells – opponent-processing
occurs here
o Blind spot – occurs where the optic
nerve leaves the eye
o Feature detectors – specialized cells
that see motion, shapes, lines, etc.
located in occipital lobe (experiments by
Hubel & Weisel)
 THEORIES OF COLOR VISION:
o Trichromatic – 3 cones for receiving
color (blue, red, green); color blindness
o Opponent Process –explains after
image; B&W, G&R, B&Y
 Constancies: recognize that objects do
not physically change despite changes in
sensory input (size, shape, brightness)
 Phi Phenomenon: adjacent lights blink
on/off in succession – looks like
movement (traffic signs with arrows)
 Stroboscopic movement: motion
produced by a rapid succession of slightly
varying images (animations)
 MONOCULAR CUES (how we form a
3D image from a 2D image)
o Interposition: front image appears closer
o Relative Size:smaller one is further away
o Texture Gradient: coarser objects closer
o Relative Height: things higher in our
o
field of vision look further away
o Linear Perspective: parallel lines
converge with distance (think railroad
tracks)
 BINOCULAR CUES: ( both eyes make
up a 3D image)
Retinal Disparity: Image is cast slightly
different on each retina, location of
image helps us determine depth
Convergence: Eyes strain (looking
inward/cross eyed) as object gets nearer
 TOP-DOWN PROCESSING: Whole
/past experience  smaller/detail parts
 BOTTOM-UP PROCESSING: Smaller
Parts/details  Whole/big picture
 OTHER SENSES:
o Touch: Mechanoreceptors  spinal cord
 thalamus  somatosensory cortex
o Gate-control theory: we have a “gate” to
control how much pain is experienced
o Kinesthetic: body position, movement
o Vestibular: balance, coordination
(semicircular canals in inner ear affect)
o Taste (gustation): 5 taste receptors:
bitter, salty, sweet, sour, umami (savory)
o Smell (olfaction): Only sense that does
NOT route through the thalamus. Goes
through temporal lobe and amygdala
 GESTALT PSYCHOLOGY: Whole is
greater than the sum of its parts
Gestalt Principles:
 Figure/ground: organize information
into figures objects (figures) that stand
apart from surrounds (back ground)
 Closure: mentally fill in gaps
 Proximity: group things together that
appear near each other
 Similarity: group things together
based off of looks
 Continuity: tendency to mentally form
a continuous line
VISUAL CLIFF: appears innate (6 mo.s)
infants don’t crawl to deep end
 AUDITORY SYSTEM:
o Pathway of sound: sound  pinna 
auditory canal ear drum (tympanic
membrane)  hammer, anvil, stirrup
(HAS)  oval window  cochlea 
auditory nerve  temporal lobes
o Outer Ear: pinna (ear), auditory canal
o Middle Ear: HAS (bones vibrate to
send signal)
o Inner Ear: cochlea *transduction
 THEORIES OF HEARING:
o Place theory – location where hair cells
bends determines sound (high pitches)
o Frequency theory –basilar membrane
vibrates sound (low pitches)
o Conduction deafness- tiny bones in
middle ear damaged; use hearing aids
o Nerve deafness- damage to cochlea, hair
cells, or auditory nerve; LOUD noise
Illusions:
Ponzo
Muller-Lyer
Ebbinghaus
Learning (7-9 %)
 CLASSICAL CONDITIONING:
PAVLOV & WATSON!
o Unconditioned Stimulus (UCS):
brings about natural response w/o
needing to be learned (food/loud noise)
o Unconditioned Response (UCR):
natural reaction (salivate/cry)
o Neutral Response (NS): stimulus that
normally doesn’t evoke response
(bell/rat)
o Conditioned Stimulus (CS): once
neutral stimulus that now brings about
a learned response (bell/rat)
o Conditioned Response (CR): learned
reaction, follows a CS (salivate/cry)
o Contiguity: Timing of the pairing,
NS/CS must be presented immediately
BEFORE the US
o Acquisition: process of learning the
response pairing
o Extinction: previously conditioned
response dies out over time
o Spontaneous Recovery: After a period
of time the CR comes back
Generalization: CR to like stimuli
(similar sounding bell/rabbit)
o Discrimination: CR to ONLY the CS
(specific bell, only the rat)
TASTE AVERSION (ONE-TRIAL
LEARNING): John Garcia – Innate
predispositions can allow classical
conditioning to occur in one trial (food
poisoning)
O

O
O
O
O
O
O
 OPERANT CONDITIONING:
SKINNER!
LAW OF EFFECT (Thorndike):
Behaviors followed by pos. outcomes
are strengthened, neg. outcomes weaken
a behavior (cat in the puzzle box)
PRINCIPLES OF OPERANT COND:
Pos. Reinforcement: Add something nto
increase a behavior (gold star for HW)
Neg. Reinforcement: Take away
something bad/annoying to increase a
behavior (put on seatbelt to take away
annoying car signal)
Pos. Punishment: Add something to
decrease a behavior (detention for tardy)
Neg. Punishment: Take away
something to decrease a behavior (take
away phone for talking back)
Primary Reinforcers: innately
satisfying (food and water)
Secondary Reinforcers: everything else
(stickers, high-fives)
 Token Reinforcer: type of
secondary- can be exchanged for other
stuff (game tokens or money)
O Overjustification Effect: reinforcing
behaviors that are intrinsically
motivating causes you to stop doing
them ($ for reading when they already
like to read – they stop reading)
O Shaping: use successive approximations
to train behavior (reward desired
behaviors to teach a response)
O Continuous Reinforcement schedule:
Receive reward for every response
O Fixed Ratio schedule: Reward every
X/set number of response (every 10
envelopes stuffed get $$)
O Fixed Interval schedule: Reward every
X/set amount of time passed (every 2
weeks get a paycheck)
O Variable Ratio schedule: after a
random/avg. # of responses (slot
machine) * BEST
O Variable Interval schedule: after a
random/avg. amount of time has passed
(sometimes at 3 p.m., sometimes at 8)
O Variable schedules are most resistant to
extinction
 SOCIAL (OBSERVATIONAL)
LEARNING: BANDURA!
 Modeling Behaviors: Children model
(imitate) behaviors. Study used BoBo
dolls to demonstrate the following
O Prosocial – helping behaviors
O Antisocial – mean behaviors
 MISC LEARNING TYPES
O Latent learning (Tolman!) – learning is
hidden until useful (rats in maze get
reinforced half way through,
performance improved
 Cognitive maps – mental
representation of an area, allows
navigation if blocked
O Insight learning (Kohler!) – some
learning is through simple intuition
(chimps with crates to get bananas)
O Learned Helplessness (Seligman!) – no
matter what you do you never get a
positive outcome so you just give up
(basketball- next to and 100 feet away)
O PREMACK PRINCIPLE get preferred
reward after desired action (dessert after
you eat veggies)
Cognition
(8 – 10%)
ENCODING: Getting info into memory
 PAINS U= procedural/ Automatic/
Implicit/Non-Declarative/Shallow/
Unconcscous – little cognitive effort
 Effortful/Explicit/Declarative/Deep/
Conscious encoding – requires attention
 Imagery – visual representations
 Self-referent encoding – we better
remember what we’re interested in (you’d
remember someone’s phone number who
you found extremely attractive)
 Dual encoding – combining different
types of encoding aids in memory
 Chunking – break info into smaller units
to aid in memory (like a phone #)
 Mnemonics – shortcuts to help us
remember info easier
o Acronyms & Acrostics
o Method of loci – locations
o Peg word- 1 bun, 2 shoe, 3 tree
 Context dependent – where you learn
the info you best remember the info
(scuba divers testing)
 State dependent – physical state you
were in when learning is the way you
should be when testing (study with
caffeine, test with caffeine)
 Mood congruent- easier to recall
memories of mood we are in
STORAGE: Retaining info over time
 Information Processing Model –
Sensory memory, short term memory,
long term memory model
 Sensory Memory – incoming stimuli
o Iconic Memory – visual memory,
lasts 0.3 seconds
o Echoic Memory – auditory memory,
lasts 2-3 seconds
 Short Term Memory – sensory to
STM – lasts 30 secs, and can remember
7 ± 2 items (working 5-9)
o Rehearsal (repeating the info) resets
the clock
 Working Memory- active STM
 Long term memory – lasts a life time
o Explicit (Declarative):
 Episodic: events
 Semantic: facts
o Implicit (Nondeclarative):
 Classical conditioning
 Priming
 Procedural: skills (walking)
 Memory organization
o Hierarchies
o Semantic networks: linked
memories are stored together
o Schemas: preexisting mental concept
of how something should look
(bedroom, library)
 Memory storage
o Acetylcholine neurons in the
hippocampus (explicit)
o Cerebellum for procedural memories
o Long-term potentiation: neural basis of
memory – connections are strengthened
over time with repeated stimulation (more
firing of neurons)
RETRIEVAL: Taking info out of storage
 Serial Position Effect: tendency to
remember the beginning (Primacy) and
the end of the list (Recency) best
 Recall: w/o cues (essays, fill in the blank)
 Recognition: given cues (MC, word bank)
 Flashbulb memories: vivid memories for
highly important events (9/11 attacks);
amygdala is associated with
 Repressed memories: unconsciously
buried memories – are unreliable
 Encoding failure: forget info b/c you
never encoded it (paid attention to it) in the
first place
 Forgetting curve: recall decreases rapidly
at first, then reaches a plateau after which
little more is forgotten (EBBINGHAUS)
 Retention curve: the more you study, the
more you remember so less time studying
as time goes on (EBBINGHAUS)
 Spacing effect: spread out studying
multiple sessions for better retention
 Proactive interference
OLD block/forget new
 Retroactive interference
NEW blocks/forget old
 Misinformation effect: distortion of
memory by suggestion (Loftus – lost in
the mall, verb used for car “crash”)
 Anterograde amnesia: amnesia moves
forward (forget new info – 50 first dates)
 Retrograde amnesia: amnesia moves
backwards (forget old info)
 ALZHEIMER’S DISEASE: caused by
destruction of acetylcholine in
hippocampus
LANGUAGE
 Phonemes: smallest unit of sound
(/ch/ /a/ /t/ 3 sounds in chat)
 Morpheme: smallest unit that caries
meaning (-ed means past tense; 2 in dogs)
 Grammar: correct order
 Semantics: meaning of words
 Syntax: sentence structure (adjective then
noun)
 Babbling stage: 1st stage; all phonemes
 One-word stage: wawa = water
 Two-word stage: me want = I want
 Theories of language development:
o Imitation: Kids repeat what they hear
– but they don’t do it perfectly
 Overregularization: children over
use certain morphemes (I go-ed)
o Operant conditioning: reinforced for
language use
o Inborn universal grammar: theory
comes from NOAM CHOMSKY –
says that language is innate and we are
predisposed to learn it through a
Language Acquisition Device
o Critical period: something must be
learned or else it cannot ever happen
(language must be learned young –
Genie the Wild Child)
o Linguistic determinism: language
influences the way we think (Inuits &
100 words for snow) developed by
WHORF
THINKING
 Concepts: mental categories used to group
objects, events, characteristics
 Prototypes: ideal example; what you first
think of (red for a color)
 Algorithms: step by step strategies that
guarantee a solution (formula)
 Heuristics: short cut (rule of thumb)
o Representative Heuristic: make
inferences based on your experience
(stereotype) – librarian = bun, woman
o Availability heuristic: what’s around
us, on media (over estimating death due
to plane crashes due to recent events)
 Functional Fixedness: only one use for an
object (pen is only for writing)
 Belief bias: tendency of one’s preexisting
beliefs to distort logical reasoning by
making invalid conclusions
 Belief perseverance: tendency to cling to
our beliefs in the face on contrary evidence
 Confirmation bias: look for evidence to
support what we already believe
 Inductive reasoning: data driven
decisions, specific  general
 Deductive reasoning: driven by logic,
general  specific
 Divergent thinking: ability to think about
many different things at once
 Convergent thinking: one answer, idea
 Framing: word selection influences us
(95% fat free vs. 5% fat)
Development
(7-9%)
Prenatal Development:
 Conception- egg & sperm
 Gestation- zygote to birth
o Zygote: 0 – 2 weeks, cells are dividing
o Embryo: 2- 9 weeks, vital
o Fetus: 9 wks to birth, continued growth
o Teratogens: harmful substance that can
cause abnormal prenatal development
(alcohol, drugs, etc)
 Fetal alcohol syndrome (FAS): causes
physical deformities, intellectual
disability, death
 Smoking leads to low birth weight
 Physical Development:
o Maturation: biological/natural course of
development, occurs no matter what
(walking)
o Reflexes: innate responses born with
 Rooting- cheek turns
 sucking, swallowing, grasping
 Moro- spread arms when dropped
 Babinski- foot spreads out
o Habituation: after continual exposure
you pay less attention
o Eyes have the most limited development,
takes till 1 year
 Visual cliff: babies have to learn depth
perception, so they will cross a “cliff”
PIAGET’S COGNITIVE DEV.
 Schemas – concepts or frameworks that
organize info
 Assimilation: incorporate (add) new info
into existing
 Accommodation: adjust existing schemas
to incorporate new information
(ACcommodation - All Change)
 Sensorimotor Stage: Birth to 2 years:
exploring world around them
o Object Permanence: (peek-a-boo)
 Pre-operational Stage: 2 – 7 years: pretend
play, developing language
o egocentric: inability to distinguish one’s
own perspective from another’s –
(mountain, what does mommy want?)
 Concrete Operational Stage: 7-11 yrs:
logical in concrete context
o Conservation: substances remain the
same despite changes in shape, length, or
position (girls with juice in glasses)
 Formal Operational Stage: 11-15 yrs:
abstract, hypothetical-deductivereasoning
 VYGOTSKY’S THEORY: cognitive
development is a social process too, need to
interact w/ others
SOCIOEMOTIONAL DEVELOPMENT
 Temperament: patterns of emotional
reactions and babies (precursor to
personality)
 Imprinting: baby geese believe the first
thing they see after hatching is their mom –
happens during a critical period (from
LORENZ)
 HARRY HARLOW: discovered that
contact comfort is more important than
feeding (monkeys fed on wire or cloth
mothers). Monkeys raised in isolation
couldn’t socialize
 MARY AINSWORTH: developed the
strange situation paradigm (children left
alone in a room w/ a stranger, then reunited
w/ mom – determines your attachment style
o Secure attachment (60% of infants):
upset when mom leaves, easily calmed
on return. Tend to be more stable adults
o Avoidant attachment (20% infants):
actively avoids mom, doesn’t care when
she leaves
o Ambivalent attachment(20% infants):
actively avoids mom, freaks out when
she leaves; Love/Hate
 BAUMRIND: parenting styles
o Authoritarian: rules & obedience, “my
way or the highway” – kids lack
initiative in college
o Permissive: kids do whatever – no rules
– kids lack initiative in college
o Authoritative: give and take w/ kids –
kids socially competent & reliable
 KOHLBERG’S MORAL DEV
o Preconventional morality: Children:
they follow rules to avoid punishment &
are selfish ME
o Conventional morality: keep order
(laws) & worry about others’
judgements YOU
o Postconventional morality: do what
they believe is right; universal principals
BOTH, or US, or WE
 Carol Gilligan: Men = justice/law;
women = care, relationships
FREUD’s 5 Psychosexual Stages:
Oral 0-1 ½; smoking, undereating
Anal 1 ½- 3; potty training; control
Phallic 3-6; discovering genitals
Oedipus Complex- same gender parent is a
threat
Latency 6-12; dormant/no sexual feelings
Genital 12 +; to use or not to use genitals
Kubler-Ross 5 Stages of Grief
No “right” order, everyone grieves
differently; can get stuck in one
Denial, Anger, Bargaining, Depression,
Acceptance
 ERIKSON’S SOCIOEMOTINAL DEV. :
8 stages, each represents a crisis that must
be resolved
o Trust vs Mistrust (birth – 18 months):
Milk/warmth/safety
o Autonomy vs shame&doubt (1 -3 yrs):
Potty training, trying to feed self
o Initiative vs guilt (3-6 yrs):
Why? Ask questions, Try new things
o Industry vs inferiority (6 yrs-12
Compare to peers
o Identity vs role confusion: (12 thru 20s):
Who am I?
o Intimacy vs isolation: (20s—40s):
relationships
o Generativity vs stagnation: (40s-60s):
Legacy; future generations
o Integrity vs despair: (60s and up)
Self-reflect: Did I live a worthwhile life?
 PUBERTY! (rapid skeletal and sexual
maturation)
o Primary sex characteristics: necessary
biological structures for reproduction
(ovaries, testicles, vagina, penis)
o Secondary sex characteristics:
nonreproductive characteristics that dev
during puberty (breasts, hips, deepening
of voice, body hair)
o Menarche 1st menstrual cycle
o Spermarche sperm development
o Menopause menstrual cycle stops
o Frontal lobe continuous dev (not fully
developed till 25)
 GENDER DEVELOPMENT: sex =
chromosomes, gender = what you identify
yourself as
o Gender roles: expected behaviors
(norms) for men/women
o Social learning theory: we learn gender
roles and identity from those around us
 AGING:
o Dementia – concept, over 80 types; loss
of memory & physical functions
o Alzheimer’s - protoype
o Over time skills decrease (reaction time,
memory)
o Fluid intelligence- abstract, problem
solving; better when we are younger
o Crystallized intelligence- better as we
age; (Jeopardy) experience & exposure
 CROSS-SECTIONAL STUDY: ppl of
different ages at the same point in time
o Adv: inexpensive & quick
o Disadv: can be differences due to
generational gap
 LONGITUDINAL STUDY: same ppl over
LONG/ extended time
o Adv: eliminates groups diffs, detail
o Disadv: expensive, time consuming, high
drop out rates
PEER vs. Parent Influnce
Peers- food, accent, clothes, risky
behavior
Parents- education, religion, politics
Culture:
Individualistic – I, self-interest, USA
Collectivist- US, group, Japan
Sternberg’s Triangular Theory of
LOVE
Passion, intimacy, commitment