PSY210H1 Lecture Notes - Libido, Behavioural Genetics, Epigenetics

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Published on 6 Jul 2012
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Lecture 1
Chapter 1
CC Sarah Spence and Justin McNeil when e-mailing essay
to TA.
Slide 2
Psychological forces: internal traits we have. Things
that make you the unique person you are. No one else
has your environmental upbringing as you.
Sociocultural forces: person’s culture. Different
developmental cultures in an eastern versus western
person. These include supportiveness of community,
media.
Lifecycle forces: indicates that the same experiences
occurring at different times mean different things.
Example: 16 year old versus 30 year old getting
pregnant.
Slide 3
Whether our development is inborn (biological in
nature-we are born with it) or do we have to work for
it (learning-environment influencing us).
Tony represents the nurture aspect, anyone can be him.
Slide 4
BLANK STATE:
Child has no beliefs, values, morals, etc.
When the child becomes an adult with beliefs, values,
it’s because society has made them into that. They
shape people into whatever fits them. Example:
becoming a doctor, saint or murder because we have
done that to them.
QUANTITATIVE:
They think the same way but children have less
knowledge about the world.
Children are little scientists.
LOCKE:
We can’t treat children differently from each other
because they are essentially the same.
Slide 6
NATIVISM:
You are born with traits as a child but the
environment helps you show it.
ROUSSEAU:
Children are not scientists they are artists. They
find their own traits.
Children were noble savages trying to make their own
ways of the world.
We should give them opportunities not force them to
behave/become in one way.
Slide 7
Evolution is insufficient in explaining human
development.
For this reason we have to reject nativism and
imperialism (both nature and nurture).
Slide 9
Society is repressing our urges (Freud said sexual
urges).
We have internal mental structures.
ID:
Governs our desires. It causes us to get hungry, have
sex, get angry, etc. It has a psychic energy called
libido and something has to be done to alleviate it.
Example: hunger gets built up and something has to be
done.
Everything we do involves our biological needs.
EGO:
We need a rational part that can develop practical
solutions to fulfill desires of the id.
This is the conscious and rational part.
Slide 10
What happens to us as children stays with us and could
affect later development.
1st: system of libido, energy. We look at brain and
don't find part that has psychic energy that feeds
into other brain parts.
2nd: little too much focus on sex.
3rd: if you stop developing at age of 13, society would
be silly because teenagers as a group are silly.
When someone said Freud’s theory was wrong, he adapted
it to make it correct.
Slide
We can label ourselves since we know who we are as a
person.
Slide 11
Erikson took Freud’s theory and took the weirdness out
of it.
Changed it from sex to social aspects (interaction in
society and how we deal with conflicts in society)
Infant: trust that people will be there for them (when
they cry, hungry, etc.) or mistrust (hostile world).
The last stage is how we face death (look back on life
with pride and few regrets).
Despair: looking back on all the things you wanted to
do but can’t anymore.
Slide 13
When we produce certain stimulus we get certain
response.
Everything you do is a process of something
unconscious.
Slide 15
Mouse realizes not to pull lever when signal light is
turned on.
Slide 18
We think those differences are superficial.
We think the same way and value the same things.
Relativist perspective: actual structure of thought
between culture is different. Can’t designate one way
of thinking for everyone.
Slide 21
He wanted to classify the environment and see how it
affected people.
Person has no control over exosystem.
Chapter 2
Slide 26
Behavioral genetics and epigenetics used
interchangeably.
Slide 30
Heritability: portion of variability in traits.
Slide 31
Select environments that appeal to us.
Phenotypic interaction modifies our environment.
Slide 34
Developmental challenges in children.
Fetal Alcohol Syndrome babies: single most common
disorder children have.
Slide 35
Assignment: Should pregnant women be legally
restricted from consuming alcohol?

Document Summary

Cc sarah spence and justin mcneil when e-mailing essay to ta. Things that make you the unique person you are. No one else has your environmental upbringing as you. Different developmental cultures in an eastern versus western person. Lifecycle forces: indicates that the same experiences occurring at different times mean different things. Example: 16 year old versus 30 year old getting pregnant. Whether our development is inborn (biological in nature-we are born with it) or do we have to work for it (learning-environment influencing us). Tony represents the nurture aspect, anyone can be him. Child has no beliefs, values, morals, etc. When the child becomes an adult with beliefs, values, it"s because society has made them into that. Example: becoming a doctor, saint or murder because we have done that to them. They think the same way but children have less knowledge about the world. We can"t treat children differently from each other because they are essentially the same.