Psychological Perspectives of Development (CORC 112): PowerPoint Presentation [70%, 2013]

SLIDE 2 NOTES:

P: Object permanence – baby ball experiment
P: Shift from no intentionality -> being able to think before acting: crawl to retrieve toy/obtain toy on chair

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F: Nerve endings in mouth and lips
F: Incorporative – sucking, swallowing, mouthing
F: Biting/aggressive – hardening gums, erupting teeth -> biting, chewing

SLIDE 3 NOTES:

P: Progress from one stage to another by expanding our schemas… assimilation (existing) – equilibrium – new experiences – disequilibrium – accommodation (changing existing schema, forming new schema)
P: Influenced by how things look, not by logical principles
P: Pre-conceptual: terms like ‘bigger’/’stronger’ difficult (absolutist)
P: Intuitive – can use relative terms, limited logical thinking
P: Syncretic thought: red square- red circle- blue circle- blue triangle
P: Animism – “It hurts where the wall hit me!”/ “Naughty wind! Smack wind!”
P: Egocentrism – brother Jim experiment
P: Conservation – 2 small beakers, 1 large beaker

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F1: Anal cavity and sphincter muscles of the bowel are new sources of pleasure
F1: Expulsion – potty-training
F1: Retention – parents seen as authority figures for first time
F2: Sensitivity concentrated in the genitals and masturbation is new source of pleasure
F2: Oedipus – 3-year-old boy has passionate love for mother – jealous of his father. Afraid of castration from father (previous punishment/observations). Represses respective feelings of love and hostility, and identifies with dad (‘aggressor’). Acquires superego and male sex role.
F2: Electra – blames mum for lack of penis, experiences ‘penis envy’. Realises penis is unrealistic, so wishes for baby instead. Sees father as love object; hopes he’ll give her a baby. Girl comes to identify with mother (fears loss of love), but love for father doesn’t have to be completely abandoned – superego is less strong, sense of self as a separate, independent person is less well-developed.

SLIDE 4 NOTES:

P: Egocentrism decreases in line with relativism of child’s viewpoint
P: Decentre – objects no longer classified according to only 1 dimension ~ Andrew can be Bob’s brother and Charlie’s best friend
P: Transitivity – linked to the abstract/hypothetical: if Alan is taller than Bob, and Bob is taller than Charlie, who is taller out of Alan and Charlie?

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F: Balance between id, ego, and superego is greater than at any other time in the child’s life
F: Calm before the storm of puberty

SLIDE 5 NOTES:

P: Manipulate ideas or propositions – don’t need reference to concrete objects to solve transitivity puzzles
P: Can think abstractly/hypothetically
P: Hypothetico-deductive reasoning – able to think about what could be as well as what actually is… if people had tails, lovers could hold hands in secret under the table/pointing to place on body where tail would go

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F: Relative harmony of the latency period is disrupted…

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P: Cognitive view of learning focuses on developing schemas
F: Freudian view of learning focuses on how we resolve the troubles of each psychosexual stage

SLIDE 6 NOTES:

S: No set time frames in which learning has to occur — not stage-based — learning through the consequences of our own and others’ actions