Psych Development Webquest
AP Psych Development Webquest Development… what can go wrong? http://www.umich.edu/~psycours/350/jaeckelj/terats.htm 1. What is a teratogen? Agents and conditions, including viruses, drugs, chemicals, stressors, and malnutrition, which can impair prenatal development and lead to birth defects or even death 2. Name some psychoactive drugs: Alcohol, tobacco, marijuana, cocaine, heroine 3. What do psychoactive drugs do in terms of development? They slow down fetal growth and increase the risk of premature labor 4. What is FAS? Fetal Alcohol Syndrome What are the specific effects of FAS on development? Abnormal facial characteristics, slow physical growth, and retarded mental development PIAGET and COGNITIVE Development
Go to the website below to complete the PsychSim for “Cognitive Development”. http://bcs.worthpublishers.com/gray/content/psychsim5/launcher.html There are 37 slides.
Be sure to read all of them. Questions come up in order, but there is not a question for every slide. 1. Piaget shaped the study of
Cognitive development. 2. According to Piaget, how do we “make sense of the world”?
By organizing what we know into a mental framework known as a schema 3. Why do our schemas have to change?
As our world becomes more complex and we face larger challenges, we are forced to change our schemas to adapt to these complex problems. 4. We redefine our schemas in two ways. List them both and define each in six words or less.
Assimilation: incorporating new experiences into existing frameworks
Accommodation: adjusting our old frameworks 5. Check Your Understanding. Doggie? Horsie? Both? Explain.
The child will call it a doggie because the existing schema will lead him to believe that since it is a fourlegged animal, it is a doggie. However, the parents will introduce the word
“horsie” and the child will modify the doggie schema to include new information.
6. Draw a chart similar to the one below and answer the question for each of Piaget’s four stages. Stage One
Stage Two
Stage Three
Stage Four
Name of Stage.
Sensory
Motor Stage
Preoperational Concrete
Stage
Operational
Stage
Formal
Operational
Stage
When? What age(s)? 02 yrs
26 yrs
711 yrs
12+yrs
Explain it.
Knowledge of world is limited to sensory perceptions
Learns to use language, cannot understand logic
Children begin thinking logically P eople can
Example. What should they know?
Be doing?
When the ball is placed under a mat, the child thinks that it no longer exists. Should be able to think with symbols like words.
Learning
language is a large part
When shown the two different sized glasses of liquid, the child can tell that they both contain the same amount of liquid When shown a variable like
X Y or Z the person can think of it as a child would think of a concrete object.
Key words associated with this stage (in blue)?
List and define them. Object permanence: things continue to exist even when out of
mental operations: logical thought processes that are reversible egocentrism: Concrete
Operations:
Child can use adult logic but only to concrete
Formal
Operations:
Can use logic with abstract variables like
XYZ as well
think about abstract concepts, logical thought, deductive reasoning and systematic planning Limitations at this age (if any)
sight
the inability to take another’s point of view
objects
as concrete objects. Formal
Thought:
allows students to think logically about the future Cannot think beyond the current moment
Cannot understand logic, like which glass has more
Cannot understand abstract meanings No limitations 7. You will be asked to apply your understanding of Piaget to three children. Complete each of the three tasks as an activity on the PsychSim. When you are finished complete the following a.
Name of the task
b.
What it was testing (what concept)
c.
How it relates to Piaget’s stages of development. Checkers Task:
Concept of Conservation
This is a concrete observation so the two older applicants were able to do it but the younger girl could not because she is in the preoperational stage. Water Glass Task:
Whether the children understand the principle of conservation in liquids.
The older children in the final two stages understand this concept of conservation but the younger child does not because she cannot understand which glass has more. Seriation:
Whether they can put something in order and arrange it.
The younger child could not because she is does not have the mental operations necessary to complete this task.
FREUD and PSYCHOSEXUAL development http://wilderdom.com/personality/L85FreudPsychosexualStagesDevelopment.html#Oral Go to this website to answer the questions below. You have to click on each stage to get the information. 1. Freud shaped the study of [psychosexual] development. 2. Make a chart like the below and fill it in for each of Freud’s five stages. *Remember… this is a college course… Freud had some “over the top” ideas, but have a mature mind when analyzing them J
Stage One
Stage
Two
Name of stage
Oral
Anal
Age?
018 months Physical focus
Stage
Three
Stage
Four
Stage
Five
Phallic
Latency
Genital
18 months3. 5 years
3.5 years
6 years
6 years puberty puberty adulthood Sucking
Anus
Penis
Nothing
Genitals
Psychological
Dependency
Obedience
Sexual ID
Nothing
Maturity
Adult Character
highly dependent /independe nt Anal retentive or Anal
Expulsive
Promiscous Nothing amoral/asex ual and puritanical Psycholog ically balanced
ERIKSON and SOCIAL development http://www.vtaide.com/png/Erikson.html 1. Erikson shaped the study of _
Psychosocial
________________ development. 2. How are “tasks” central to Erikson’s idea of development? All of the tasks are certain stages in one’s life that the go through to help them mature.
3. For each of Erikson’s 8 Stages, explain them in six words or less.
Infancy: Receiving care and being lived
Younger Years: Developing basic skills, will to do stuff
Early Childhood: Courage to imagine, and pursue goals
Middle Childhood: More independent in work, develop a sense of accomplishment
Early Adolescence: Freely pledge and sustain loyalty to others
Later Adolescence: Strong moral identity, ability to freely pledge to ideologies
Early Adulthood: Develop stable relationships
Middle Adulthood: Nurturing children, concern for family
Later Adulthood: Sense of fulfillment with life
Old Age: Review life, assurance about the meaning of life
KOHLBERG and MORAL development http://www.haverford.edu/psych/ddavis/p109g/kohlberg.stages.html 1. Kohlberg shaped the study of moral/ethical development. 2.
Kohlberg’s “moral ladder” has
3 levels containing two stages each
.
Create your own Moral Ladder using the graphic to the right. Be sure to include and label: a.
The three levels and six stage names.
b.
A brief example that explains what this stage of development “looks” like. Level I: Premoral
Stage 1: Obedience/Punishment
Everything is controlled by the consequences you receive. “Bad” actions are those with negative consequences, “good” actions are those with positive consequences
Stage 2: Naively Egotistic
“Good” actions are those that help the self and occasionally others.Understand the concept of exchange/reciprocity. Level II: Conventional/Role Conformity
Stage 3: Good boy/Good girl
Conform to stereotypical images of goodness. Actions are evaluated by intent, and are geared towards helping others.
Stage 4: Authority/Social Order
Focus on fulfilling duty and obeying the rules set in place. Respect for authority and respect for current social order. Idea of “earned expectations” begins. Level III: Postconventional/Self Accepted Moral Principles
Stage 5: Contractual/Legalistic
Right and wrong are defined in terms of rules and laws that make sense and have a clear purpose. In conflicts between individuals and the law/contract, there is sympathy for the individual, however the thought is that the law must prevail for the overall good.
Stage 6: Individual Principles
Orientation towards rules but also conscience. Actions are controlled by internalized ideals, and acting against these ideals results in guilt and shame.
Go to the website below to complete the PsychSim for “Cognitive Development”. http://bcs.worthpublishers.com/gray/content/psychsim5/launcher.html There are 37 slides.
Be sure to read all of them. Questions come up in order, but there is not a question for every slide. 1. Piaget shaped the study of
Cognitive development. 2. According to Piaget, how do we “make sense of the world”?
By organizing what we know into a mental framework known as a schema 3. Why do our schemas have to change?
As our world becomes more complex and we face larger challenges, we are forced to change our schemas to adapt to these complex problems. 4. We redefine our schemas in two ways. List them both and define each in six words or less.
Assimilation: incorporating new experiences into existing frameworks
Accommodation: adjusting our old frameworks 5. Check Your Understanding. Doggie? Horsie? Both? Explain.
The child will call it a doggie because the existing schema will lead him to believe that since it is a fourlegged animal, it is a doggie. However, the parents will introduce the word
“horsie” and the child will modify the doggie schema to include new information.
6. Draw a chart similar to the one below and answer the question for each of Piaget’s four stages. Stage One
Stage Two
Stage Three
Stage Four
Name of Stage.
Sensory
Motor Stage
Preoperational Concrete
Stage
Operational
Stage
Formal
Operational
Stage
When? What age(s)? 02 yrs
26 yrs
711 yrs
12+yrs
Explain it.
Knowledge of world is limited to sensory perceptions
Learns to use language, cannot understand logic
Children begin thinking logically P eople can
Example. What should they know?
Be doing?
When the ball is placed under a mat, the child thinks that it no longer exists. Should be able to think with symbols like words.
Learning
language is a large part
When shown the two different sized glasses of liquid, the child can tell that they both contain the same amount of liquid When shown a variable like
X Y or Z the person can think of it as a child would think of a concrete object.
Key words associated with this stage (in blue)?
List and define them. Object permanence: things continue to exist even when out of
mental operations: logical thought processes that are reversible egocentrism: Concrete
Operations:
Child can use adult logic but only to concrete
Formal
Operations:
Can use logic with abstract variables like
XYZ as well
think about abstract concepts, logical thought, deductive reasoning and systematic planning Limitations at this age (if any)
sight
the inability to take another’s point of view
objects
as concrete objects. Formal
Thought:
allows students to think logically about the future Cannot think beyond the current moment
Cannot understand logic, like which glass has more
Cannot understand abstract meanings No limitations 7. You will be asked to apply your understanding of Piaget to three children. Complete each of the three tasks as an activity on the PsychSim. When you are finished complete the following a.
Name of the task
b.
What it was testing (what concept)
c.
How it relates to Piaget’s stages of development. Checkers Task:
Concept of Conservation
This is a concrete observation so the two older applicants were able to do it but the younger girl could not because she is in the preoperational stage. Water Glass Task:
Whether the children understand the principle of conservation in liquids.
The older children in the final two stages understand this concept of conservation but the younger child does not because she cannot understand which glass has more. Seriation:
Whether they can put something in order and arrange it.
The younger child could not because she is does not have the mental operations necessary to complete this task.
FREUD and PSYCHOSEXUAL development http://wilderdom.com/personality/L85FreudPsychosexualStagesDevelopment.html#Oral Go to this website to answer the questions below. You have to click on each stage to get the information. 1. Freud shaped the study of [psychosexual] development. 2. Make a chart like the below and fill it in for each of Freud’s five stages. *Remember… this is a college course… Freud had some “over the top” ideas, but have a mature mind when analyzing them J
Stage One
Stage
Two
Name of stage
Oral
Anal
Age?
018 months Physical focus
Stage
Three
Stage
Four
Stage
Five
Phallic
Latency
Genital
18 months3. 5 years
3.5 years
6 years
6 years puberty puberty adulthood Sucking
Anus
Penis
Nothing
Genitals
Psychological
Dependency
Obedience
Sexual ID
Nothing
Maturity
Adult Character
highly dependent /independe nt Anal retentive or Anal
Expulsive
Promiscous Nothing amoral/asex ual and puritanical Psycholog ically balanced
ERIKSON and SOCIAL development http://www.vtaide.com/png/Erikson.html 1. Erikson shaped the study of _
Psychosocial
________________ development. 2. How are “tasks” central to Erikson’s idea of development? All of the tasks are certain stages in one’s life that the go through to help them mature.
3. For each of Erikson’s 8 Stages, explain them in six words or less.
Infancy: Receiving care and being lived
Younger Years: Developing basic skills, will to do stuff
Early Childhood: Courage to imagine, and pursue goals
Middle Childhood: More independent in work, develop a sense of accomplishment
Early Adolescence: Freely pledge and sustain loyalty to others
Later Adolescence: Strong moral identity, ability to freely pledge to ideologies
Early Adulthood: Develop stable relationships
Middle Adulthood: Nurturing children, concern for family
Later Adulthood: Sense of fulfillment with life
Old Age: Review life, assurance about the meaning of life
KOHLBERG and MORAL development http://www.haverford.edu/psych/ddavis/p109g/kohlberg.stages.html 1. Kohlberg shaped the study of moral/ethical development. 2.
Kohlberg’s “moral ladder” has
3 levels containing two stages each
.
Create your own Moral Ladder using the graphic to the right. Be sure to include and label: a.
The three levels and six stage names.
b.
A brief example that explains what this stage of development “looks” like. Level I: Premoral
Stage 1: Obedience/Punishment
Everything is controlled by the consequences you receive. “Bad” actions are those with negative consequences, “good” actions are those with positive consequences
Stage 2: Naively Egotistic
“Good” actions are those that help the self and occasionally others.Understand the concept of exchange/reciprocity. Level II: Conventional/Role Conformity
Stage 3: Good boy/Good girl
Conform to stereotypical images of goodness. Actions are evaluated by intent, and are geared towards helping others.
Stage 4: Authority/Social Order
Focus on fulfilling duty and obeying the rules set in place. Respect for authority and respect for current social order. Idea of “earned expectations” begins. Level III: Postconventional/Self Accepted Moral Principles
Stage 5: Contractual/Legalistic
Right and wrong are defined in terms of rules and laws that make sense and have a clear purpose. In conflicts between individuals and the law/contract, there is sympathy for the individual, however the thought is that the law must prevail for the overall good.
Stage 6: Individual Principles
Orientation towards rules but also conscience. Actions are controlled by internalized ideals, and acting against these ideals results in guilt and shame.