PSYC200 Study Guide - Final Guide: Classical Conditioning, Quantitative Trait Locus, Lev Vygotsky
20 Jun 2018
School
Department
Course
Professor
Week 1
- Development
oStudy explores patterns of stability, continuity, growth and change that
occurs throughout life – from birth to death
o3 dominant areas of development
1. Physical – biological and physical
2. Cognitive – thought and other mental and intellectual processes
3. Psychosocial – self and social interpersonal interactions
oPerception on human development
1. Life long process
2. Multidirectional
3. Gain and losses
4. Plasticity
5. Historical – cultural context
6. Multiple influence
oBioecological model
Bronfenbrenner’s model
Emphasises nature and nurture as developing person interacts with
environmental system
1. Microsystem – centre – inner – face to face directly effects –
family
2. Mesosystem – connection and relationship among microsystems
3. Ecosystem – setting that indirectly effect e.g. tims work
4. Macrosystem – values and beliefs that organise our lives
5. Chronosystem – Changes in lives such as social trends
oScientific method
1. Formulate research
2. State research question as hypothesis
3. Test hypothesis
4. Interpret and publish
o3 critical factors for true experiment
1. Random assignment
2. Manipulation of independent variable
3. Experimental control
oQuantitive data
Self-reports, questionnaires, behavioural observation, psychological
measurements
oVariations across time
Cross-sectional – different age groups at same time = cohort effect.
Disadvantage – different because older generation less education and
only view person at 1 point in time
Longitudinal – study over moths/years = cohort attribution.
Disadvantages – time of measurement effect, generalizability as
sociohistorical context and costly
Sequential – both above, separates effects of age and time-of-
measure effect. Disadvantage – complex and time consuming,
generalisability
find more resources at oneclass.com
find more resources at oneclass.com
oCorrelation
Determining whether 2 or more variables are related, no
manipulation or randomisation, no cause or effect
oExperimental
Manipulation of IV to observe effect of DV, Randomisation, cause and
effect may be artificial
oNaturalistic
Observe people in common everyday activities in natural environment
oPsychoanalytic theory
Freud
Emphasis importance of unconscious, motivations, emotional
conflict and early experience in shaping person
Libido
oPsychic energy pf sex instinct, shift from one part of
body to another seeking gratify different biological
needs
5 stages
1. Oral (birth – 1) – libido mouth as pleasure source.
Oral gratification mother figure.
2. Anal (1-3y) – anus and toilet training creates
conflict between biological needs and society’s
demands
3. Phallic (3-6y) Genitals. Oedipus (boys obsessed
mother), Electra (girls obsessed with dad).
Resolution = identification same-sex parent and
development of superego
4. Latent (6-12)- Libido quiet. Energy school work and
same sex friends
5. Genital (12)- mature sexual relationship and pursue
biological goal of reproduction
Erikson’s 8 stages
1. Trust vs mistrust (b-1y) – learn to trust caregiver to meet
needs. Responsive parent critical
2. Autonomy vs shame (1-3y) – to assert wills and do things
themselves – or they will dought their abilities
3. Initiative vs guilt (3-6) – devising and carry out bold plans
with other rights in mind
4. Industry vs inferiority (6-12) – master social and academic
skills to keep to with peer
5. Identity vs role confusion (12-20) establish social and
vocational identities
6. Intimacy vs isolation (20-40) having intimate relationships
7. Generativity vs stagnation (40-60) – produce something
that will outlive them
8. Integrity vs despair (65+) – lived meaningful life as faced
with death
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find more resources at oneclass.com
Erikson compared to Freud, Erikson;
Less emphasises sexual urges as drives for development more
on social influences
Less on unconscious, irrational and selfish id, more rational
ego and its adaptive ability
More positive view of human nature
Emphasis on development after adolescences
oPavlov and Watson
Classical conditioning
Stimulus comes to elicit response through association with
unconditioned stimulus
Dogs
oFood (unconditioned stimulus UCS) = salvation
(unconditioned response UCR)
oBell (conditioned stimulus CS0 + UCS = turning
salivation in conditioned response once hearing bell
Learned emotional reactions
oSkinner
Operant
Reaction to consequence
Positive reinforcement = a reward for doing something good
Neg reinforcement = doing something bad to get a good
reward – taking out smelling rubbish to then make the room
smell good
Pos punishment = giving unpleasent stimulus for behaviour,
smach
Neg punishment = taking away pleasant stimulus for
behaviour, removing Xbox
oBandura
Observational
Bobo
Vicarious reinforcement becoming more or less likely to perform
observed behaviour and consequences
oAdvantages and disadvantages of learned theories
D not give general description of normal course of development more
persist and testable
Little emphasis on biological influences
oCognitive development
Piaget
Experience and biological maturation as drives for cognitive
development
Constructivism
oHumans create own understanding of world from
experience
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Interpret and publish: 3 critical factors for true experiment, random assignment, manipulation of independent variable, experimental control, quantitive data. Self-reports, questionnaires, behavioural observation, psychological measurements: variations across time. Cross-sectional different age groups at same time = cohort effect. Disadvantage different because older generation less education and only view person at 1 point in time. Longitudinal study over moths/years = cohort attribution. Disadvantages time of measurement effect, generalizability as sociohistorical context and costly. Sequential both above, separates effects of age and time-of- measure effect. Disadvantage complex and time consuming, generalisability: correlation. Determining whether 2 or more variables are related, no manipulation or randomisation, no cause or effect: experimental. Manipulation of iv to observe effect of dv, randomisation, cause and effect may be artificial: naturalistic. Observe people in common everyday activities in natural environment: psychoanalytic theory. Emphasis importance of unconscious, motivations, emotional conflict and early experience in shaping person.
