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PSYC21H3 (14)
Final

Final Exam Review

8 Pages
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Department
Psychology
Course Code
PSYC21H3
Professor
David Haley

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[PSYC21]
Lecture 12
PSYC21 Exam Review!
Exam
Questions: T/F & M/Chalf as much as midterm more Short Answer
Cumulative
Midtermmore lecture based Final based more on readings!more open ended questions
Themes of Human Development
Theory of mind – organizing task of how we understand others mind
- break it down to motivational and perceptual processes
- evolutionary perspectivemotivation of wanting to be social (attachment theory framework of
understanding and relating to others)
*readings where some included it all
*evolutionary arguments on how they integrate attachment and IS
ATTACHMENT FOCUS - has limitations, explains why you get close and need, but doesnt tell
us about the transactions (have to go beyond)
- how you study and focus on human development
Specific on interpersonal stuff, imitation and how communication works
Imitation
Social brain
Mirror Neuron – Memory
Social BrainDunbar Reading
linear association between size of brain and the number of people in a social group
Shift if, pairbonded or not – plays a role in social affiliation and perception
Birds had larger differential if pairbonded – also similar in
Primates not much of difference of pairbonded
Whats up with primates? Different association, more straightforward – large group they interact
with
The Social Sense
Major finding learned in class!went into great detail
Assumed T.O.M was occurring when we could speak and share our experiences, tests for that
Advanced Developmental Psychology |
1
www.notesolution.com
[PSYC21]
Lecture 12
Now infant study showing how the emerging capacity to keep track of what people know and
what they have experienced
Social Sense - Kovacwatching the video with the ball room
Infant keeps track of what sequence the other individual saw
Four conditions with Smurf
Infant is this social being – advance social development, where infant can keep track of what is
going on in other peoples world at a young age - child perception – but need to understand what
the child is motivated to do (cant explain what the brain is able to do)
Why are they interested in what the children knows?
- to determine childs mental capacity are and motivational
Attachment theorylittle mention of perception and what the child knows about the parent
about need to get close (all we know that drives motivation)
What the motivation is between child and parent
Why child loves parent (textbook thinking)
Sigmeud Freud (major ideas of motivation)
- notion of hunger satisfaction primary motive and whoever provides it gets your secondary love
BowlbyMary Ainsworth – overturned psychoanalyst thought
- love the child has is not secondary but primary!
- brought in evolutionary perspective to ground theory – got kicked out of psychoanalysis school!
challenged psychoanaylstic work
- real experience is a big factor in relationship between child and parent
Harlowanimal evidence, trend of bringing in animal work to develop theory
- isnt food or object relation – primary desire to be close to thing that is sweet, soft and maternal
not to something that feeds you – seen with Harlow work!
- food alone is not why offspring stays close to form attachment
Advanced Developmental Psychology |
2
www.notesolution.com
[PSYC21]
Lecture 12
Three Phases of separation
- during wwII, children separated and taken away to farms/institutionalized
healthy children go through these diff. phaseswas organized set of patterns
sensible observationsemotional changes
Why is it sequential and that way?
Brought in evolutionary framework – child immediately separated, briefly would get upset,
advantage so people can hear them, if it gets longer (maladaptive) to show that much stress
Depression has a certain adaptability at a certain time frame
Detachment from one person, but maybe fostered again
Biological function of attachment behaviour
Physical proximity needed to survivecentral mechanism
Made a big deal of this behaviour of seeking someone and getting close to them as important
behaviour the evolved – survived at higher rates if able to get closer to caregiver
AT developed and evolved, different sub groups of adults who negotiate their proximity
- organized (insecure vs. Secure) vs. Disorganized – deal differently with how they get close
Disorganized suspend attachment at times
Secure vs. Insecuretry to gain proximity, embedded – react to mechanism, may attach to
something else
Hard to test and disapprove, because VAGUE!
When is it more likely to get activated?tired, scared, new environment and left there and hear
some werid noisemore vigilant and easily startled – attachment system activated more easily
AS in child, often activated when out of site from caregiver, turns off when you see caregiver
monitoring system!always! To see if safe or not
Cognition (internal working models and representational models)
Template of past experiences
Continuity of attachment experience (template) of how you interact with future loved ones
- flexibility, but high correspondencemediated by cognitive rep-ns. – how we organize the
environment
Organizing and create predictions
Advanced Developmental Psychology |
3
www.notesolution.com

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Description
[PSYC21] Lecture 12 PSYC21 Exam Review! Exam Questions: TF & MC half as much as midterm more Short Answer Cumulative Midterm more lecture based Final based more on readings! more open ended questions Themes of Human Development Theory of mind organizing task of how we understand others mind - break it down to motivational and perceptual processes - evolutionary perspective motivation of wanting to be social (attachment theory framework of understanding and relating to others) *readings where some included it all *evolutionary arguments on how they integrate attachment and IS ATTACHMENT FOCUS - has limitations, explains why you get close and need, but doesnt tell us about the transactions (have to go beyond) - how you study and focus on human development Specific on interpersonal stuff, imitation and how communication works Imitation Social brain Mirror Neuron Memory Social Brain Dunbar Reading linear association between size of brain and the number of people in a social group Shift if, pairbonded or not plays a role in social affiliation and perception Birds had larger differential if pairbonded also similar in Primates not much of difference of pairbonded Whats up with primates? Different association, more straightforward large group they interact with The Social Sense Major finding learned in class! went into great detail Assumed T.O.M was occurring when we could speak and share our experiences, tests for that Advanced Developmental Psychology 1 www.notesolution.com
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