1.  Role of Maturation versus and Experience  The Active Versus Passive Role of the Child  The Role of Stages  The Breadth of Focus FOUR DEVELOPMENTAL THEMES

3. Freud's Psychosexual Stages Psychosexual StageApproximate Age Oral Anal Phallic Latency Genital Birth - 1 year 1 - 3 years 3 - 6 years 6 - 12 years 12 - adulthood Description The mouth is the focus of stimulation and interaction; feeding and weaning are central. The anus is the focus of stimulation and interaction; elimination and toilet training are central. The genitals (penis, clitoris, and vagina) are the focus of stimulation; gender role and moral development are central. A period of suspended sexual activity; energies shift to physical and intellectual activities. The genitals are the focus of stimulation with the onset of puberty; mature sexual relationships develop.

4. Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Role Confusion Intimacy v. Isolation Generativity vs. Stagnation Ego Integrity vs. Despair ERIKSON’S PSYCHOSOCIAL STAGES Birth – 1 year 1 - 3 years 3 - 6 years 6 - 12 years (Latency Period) 12 - 19 years (Adolescence) 19 – 25 years (Early Adulthood) 25 – 50 years (Adulthood) 50 years and older

5. Illustration of Classical Conditioning BEFORE CONDITIONING: (A) Place a nipple in baby's mouth: Touch of nipple (US) — — — —elicits — — — — — > Sucking reflex (UR) (B) Show baby a bottle with a nipple: (C) Show baby the a bottle and place its nipples in baby's mouth. Repeat a number of times: Touch of nipple (US) — — — —elicits — — — — — > Sucking reflex (UR) (paired with) Sight of bottle — — — —elicits — — — — — — > Sucking reflex (UR) with nipple (CS) DURING CONDITIONING: Sight of bottle — — — — — —elicits — — — — — > No sucking (UR) with nipple (CS) (D) Show baby the bottle with nipple: Sight of bottle — — — —elicits — — — — — > Sucking reflex (UR) with nipple (CS) AFTER CONDITIONING

6. Rate of response IncreasesDecreases Positive reinforcement (Increases behavior by delivering a desired stimulus) Example: Infant says, "cookie: Mother gives praise Positive punishment (Decreases behavior by delivering an aversive stimulus) Example: Toddler throws toys Father yells, "Stop it" Negative reinforcement (Increases behavior by removing an aversive stimulus) Example: Child cleans messy room Parent stops "nagging" Negative punishment (Decreases behavior by removing a desired stimulus) Example: Teenager out past curfew Parent grounds teenager Response leads stimulus to be Withdrawn Delivered

7. PIAGET’S COGNITIVE STAGES Sensorimotor Preoperational Concrete Operational Formal Operational Birth - 2 years 2 – 7 years 7 – 11 years 11 years - adulthood Child develops schemes primarily through sense and motor activities Child can think symbolically; holds egocentric view of the world Child becomes able to manipulate logical relationships among concepts but only by generalizing from concrete experiences Child is able to deal with abstractions, form hypotheses, solve problems systematically

8. PIAGET’S COGNITIVE STAGES Sensorimotor Preoperational Concrete Operational Formal Operational Birth - 2 years 2 – 7 years 7 – 11 years 11 years - adulthood Child develops schemes primarily through sense and motor activities Child can think symbolically; holds egocentric view of the world Child becomes able to manipulate logical relationships among concepts but only by generalizing from concrete experiences Child is able to deal with abstractions, form hypotheses, solve problems systematically PIAGET’S BASIC PRINCIPLES OF COGNITIVE DEVELOPMENT  SCHEME: Organized pattern of thought or behavior  ASSIMILATION: Person interprets new ideas or experiences to fit existing schemes  ACCOMODATION: Person changes existing schemes to fit new ideas or experiences  ADAPTION: Interplay between assimilation and accomodation, resulting in development  EQUILIBRIUM: Harmonious balance of a person’s schemes and experiences with the environment

9. An Information-Processing Model of Learning Environmental stimuli (input) Sensory register (SR) Control processes Attention Recognition Short-term memory (STM) Rehearsal Organization Meaningfulness Long-term memory (LTM) Response (output)