decreased response to repeated stimulation

(study the length an infant will look at something.. how it responds to the senses)

steps of maturation.. rolling over, sitting up, crawling, standing, walking

(cross-cultural)

1. Possession of knowledge and ability to use it adaptively in different environments

2. ability to master info and skills needed to succeed in particular culture

3. Problem-solving skills, ability to adapt and learn from everyday experiences

3 Types of specific intelligences

Analytical- IQ tests, academic

Creative- Novel ideas, use knowledge in novel ways

Practical- Street smarts, common sense

Savants-mentally handicapped but have few incredible abilities

Brain Damage- Causes very specific deficits

Does not find out brain size

Shows the number of synapses.. the more the smarter

traits needed for success.. intelligence isn't everything

Frontal lobes- more activity in frontal lobe when working on a task

working memory

Mental age/chronological age X 100

Today=overall score is verbal IQ + performance IQ

genetics- small influence, introduction of heredity in environment amplifies the effect

twin studies- identical twins are more correlated than fraternal 

twins raised together had very close scores and raised apart had different scores

adoption- new nurturing environment could lead to a 15 point increase

heritability-extent to which variation in a group is due to genetic factors

if two people are in the same environment it inflates heritability

if two people have the same genes it inflates the environment

socioeconomic factors

cross-culture comparisons

privileged vs disadvantaged

high income allows for more education and more mental stimulation

poverty factors- nutrition, prenatal care, health care, education, discrimination

overall male and female are the same

males vary more than females

males are at the two extremes (high and low) more

girls better at verbal, males better at math

Can influence performance, attitudes and self confidence

situation in which anxiety about confirming a stereotype in your group makes you do the work that confirms the stereotype

all motivation comes from instincts in response to stimuli

Does not account for behavior flexibility

it is automatic, involuntary, and unlearned 

psychological imbalance produce needs (biological balance requirements) resulting in drives (psychological state to satisfy needs by taking action)

Main Idea- To get homeostasis-body tries to maintain equilibrium

focuses on external factors.. organisms behave in ways that help them gain positive incentives and avoid negative outcomes/consequences

operant conditioning

Self Actualization

 Esteem

Love

Safety

Physiological

Physiological-Food, water, oxygen

Safety-Money, nurturance

Love/Belongingness- acceptance affection

Esteem-Respect

Self Actualization- Maximizing potential

Oversimplified-anorexia defies it

Hunger-the state of wanting to eat

Stomach empty, growls

blood-nutrients, hormones, peptides

State of feeling dull or not wanting to eat

Stomach empty, growls

blood-nutrients, hormones, peptides

How much energy is burned while at rest

If you try starvation your BMR will slow down to balance out the smaller amount of food

If you try overfeeding your BMR will increase to balance out the increase in food

(set point)

Stay at or around the same weight

biology culture craving

predisposed to like fatty and sweet foods

will eat more in a group than if by yourself

Eating Disorders

(Obesity)

Problems regulating hunger or eating

Obesity-20% above ideal weight

fear of gaining weight and distorted body image causes self starvation 2-10% mortality rate

90-95% females

85% of what there normal weight should be

Early to mid adolescents-tend to be high achievers with low esteem, depression and anxiety

Eat large quantities of food but purge afterwards by throwing up or laxatives

Binging and Purging

Starts later in life (early 20's)

Usually slightly overweight or normal women

media images

a. playboy centerfold, miss america

b. cumulative and unconscious effect- so used to seeing model women it affects the way you see yourself

c. body dissatisfaction

d. standard of worth

e. ideas of normalcy

Male-excitement, orgasm, resolution and refractory period- cant get an erection with orgasm for some time

Female-Excitement, orgasm, plateau resolution with no refractory period

Social and cultural factors are a huge influence.. large variety

Inis beag-sex is negative, clothes on, hate nudity, dont care about female orgasm

Mangaia-kids encouraged to masturbate, instruction for sex, train teens in sex, focus on female orgasm

Sources of arousal- East Eu. armpits are sexy breasts not in every culture etc

US less sex than Europe

More pregnancy in US due to less contraceptives

Sex education is more comprehensive in Europe

Parents accept teen sex in Eu.

extrinsic can replace intrinsic

ex. if your parents start to give you rewards for playing the piano (you already like playing the piano) you will eventually start to not like it as much

encourage challenging tasks

don't focus on failure

praise for performance or trying

Setting goals

feedback-they need feedback

praise

sense of control- have some input

increase worker satisfaction, increase activity

sympathetic division-increases alertness and activation in body

activates-fight or flight-either your going to run cause you fearful or step up bitch

adrenals- release stress hormones

increase respiration etc..

parasympathetic division-bring you down to normal state   

calms, rest, digest

Limbic systems-amygdale- emotional control, more negative emotions rather than positive 

sends info into the frontal lobe and vice versa

assess environment and emotional significance

specific patterns of physiological changed (interpreted by brain)

Causes Emotion

Supportive evidence- facial/behavioral feedback hypothesis-face gives info to brain, brain to emotion.. aka pen in mouth theory

Gazing and attraction-stare in eachothers eyes 4 min, and talk 30 min u fall in love

Nonspecific physiological changes occur at the SAME TIME as emotion

Supportive evidence-trouble labeling emotions

Brain stimulation-emotion without physiological changes

Schachte and Singers Two factor theory-interpretation of situation and nonspecific arousal LEADS to emotion

Evidence-Transferred excitation (spill over effect)-arousal from one even carries over to the next

Lazarus cognitive appraisal theory-interpretation LEADS arousal and emotion bad grade think about consequences emotion

Device used to detect lies

measures autonomic changes (blood pressure, pulse, breathing rate, skin conductance)

Problem-doesn't detect lie it detects arousal and emotion

non-specificity-2 diff. emotions can make same result of autonomic changes

individual variations-people can beat it.. if no guilt then no reaction (major criminals) 70% accurate

Not allowed to be used in court

surprise, interest, joy, anger, sadness, fear, and disgust

innate, cross cultural, even blind and animals, not due to learning

empathy, jealousy, embarrassment, pride, shame, guilt

show up by age 2

not in animals, not cross culture, not innate

requires self awareness, self conscious emotions

the release of emotion... it makes you feel better

does not make people less angry in fact makes you more angry

Individuals baseline of happiness fluctuates

Some people happier than others

3 stage theory, kids are active learners and make efforts (moves) to learn the world around them

modifications-he underestimated their thinking

uneven progression-not as structured 

sensory motor stage (birth-2)

limited mental processes

lack object permanence- cant see it, it isnt there

no time concept-don't have concept of time.. live in now

separation/stranger anxiety

Pre operational period (2-7)

use of symbols-drawing and pretend play

egocentrism-don't realize that no one else sees the world through their eyes

theory of mind-cant take on another's perspectives

cant do mental operations

lack the ability to conserve-dont know that quantity stays the same if appearance changes

Concrete operational period (7-adolescence)

simple mental operations

hierarchical thinking

Formal operational period (adolescence)

abstract thinking

hypothetical thinking

behavioral and emotional response style

the foundation of personality-pushes personality in a direction but does not determine it

relatively genetic

easy babies-predictable, easy going, adapt well

difficult babies-negative emotions- don't like new things

slow to warm up babies-in the middle-uneasy at first then settle down

inhibited-fearful, reactive, shy

uninhibited-laid back

lack warmth, demand unquestionable obedience

kids-withdrawn, unfriendly, low self-esteem

lots of freedom, no rules, warm

kids-immature, dependent, unhappy

demanding but encouraging, set limits but encourage independence, explain reasons through consequences, affectionate

kids-competent, happy, responsible

basic needs but uninvolved

kids-low self-esteem, low achievement

jack in the box, different sex different reaction

boys-angry

girls- scared

Pre-conventional

Conventional

Postconventional

Stealing drugs for a dying loved one:pre.. will go to jail (consequences)

con.what will others think of it

post..look past it and steal it

Problems-not cross cultural or universal

thinking vs acting-people may not actually act on what they say/think

more positive than negative emotion expressed

like to be intimate, share interest.. communication, trust, work

middle adult, (erikson) looking to produce something to carry on path your death

parenthood vs career-have kids as legacy or something famous from job