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Who am I?

Humans are good explorers. Sometimes the hardest thing to find is ourselves. Personal identity includes how you experience yourself as a man or woman, how you want to look, how valuable you feel and how much control you believe you have over your own life.

Here’s what is included in this lesson:

• Sexual differentiation
• Gender identity
• Sexual orientation
• Eating disorders
• Obesity
• Anorexia
• Bulimia

Story

Mind Map

Notes

• Sexual Differentiation
  • Sex differences = biological
    • Begins with chromosomes
    • Female = XX
    • Males = XY
  • Influenced prenatally by hormones
    • Start with same anatomy
    • Müllerian ducts
      • Lead to female internals
    • Wolffian ducts
      • Lead to male internals
  • Male (XY)
    • Wolffian ducts develop into:
      • seminal vesicles
      • store semen
      • vas deferens
      • duct from testes into penis
    • Müllerian inhibiting hormone
    • Peptide hormone that causes Müllerian ducts degenerate
  • Females (XX)
    • More estrogen than androgens
    • Primitive gonads become ovaries
      • (egg-producing organs)
    • Wolffian ducts degenerate
    • Müllerian ducts develop
    • Estrogen
  • Childhood Behavior
    • 3-8 months old
    • Show preference for toys
      • Girls look at dolls more
      • Boys look at dolls & trucks equally
    • Monkeys
      • Male monkeys play with trucks & balls more
      • Female monkeys play with dolls
    • Female monkeys
      • Prenatal injections of testosterone
      • After born, play more like boys
      • Activating Effects of Hormones
      • Change behav. by enhancing $
      • Testosterone need for male sexual arousal
      • Estrogens increase sensitivity of pudendal nerve
  • How identified sexually
    • What called (male-female)
• Gender Identity
  • Gender differences = thinking
  • Private sense of own gender
  • Experience self: man or woman
  • Personal view might not match society’s gender category
• Sexual Orientation
  • Behavioral definition
    • Who have sex with
  • Conceptual definition
    • Who want to have sex with
  • Genetics & Homosexuality
    • Highest in monozygotic twins
    • Lower in dizygotic twins
    • Still lower in siblings
    • Higher incidence among maternal relatives
  • Prenatal Influences
    • Lowest in oldest sons
    • More older brothers, more gay
      • Mother’s immune system can react against a protein in 1st son
      • Attacks subsequent sons more
  • Not an arbitrary decision
    • Integral part of person
    • Homosexuality is a shift toward
      • In some aspects, not others
• Eating Disorders
  • Obesity
    • Obesity in rats
      • “Buffet” of high-calorie foods
      • Can’t pass up options
      • Become obese
      • Lose interest in other rewards
    • Fat is not happy
      • Small correlation between obesity and mood
      • Obesity not caused by depression
    • Prenatal
      • high-fat diet before
      • increase appetite & body weight
    • Genetics & Body Weight
    • Danish study
      • weights of adopted children
      • correlate with biological parents
    • Genetic or prenatal
      • Specific genes
      • Mutated gene for melanocortin can cause obesity
    • Syndromal obesity
      • From medical condition
        • Prader-Willi syndrome
          • Genetic disorder
          • Leads to obesity
          • High levels of ghrelin (peptide)
  • Weight Loss
    • Dieting rarely effective alone
    • Maintaining diet
    • Implement small changes
    • 20-40% success (2 years)
    • Increasing exercise
    • Decreasing eating
    • Fructose doesn’t $ satiety path
    • Non-diet drinks high in fructose
    • Artificial sugars cause body to unlearn association between “sweet” & calories?
  • Weight Loss Medicines
    • Sibutramine (Meridia)
      • Appetite suppressants
    • Orlistat (Xenical)
      • Block fat absorption
    • Gastric bypass surgery
      • Removes part of stomach
      • Smaller meals produce satiety
• Bulimia Nervosa
  • Difficult to identify
    • Not usually underweight
    • Mask symptoms to hide guilt & shame
  • 4 Classic Symptoms
    • 1. Repeated binge-eating
      • Eating until painfully full
      • Weight goes up & down
      • Feel like can’t stop
    • 2. Countering binge with:
      • Exercising to exhaustion
      • Laxatives
      • Vomiting
      • Fasting
    • 3. Binge-Purge 2+x week for 3 months
    • 4. Self-judging weight & body
  • Repeated sessions
  • Overeating followed by guilt
  • Includes
    • Excessive exercise
    • Crash dieting
    • Purging
  • Results in:
    • Lower levels of CCK (hormone)
    • Increased ghrelin (hormone)
    • Bad breath & tooth enamel
    • Altered NT transmitters
      • regulate eating
  • Most suffer with depression
  • Similar to drug addiction
  • Food activates basal ganglia (nucleus accumbens)
• Anorexia Nervosa
  • Not the same as bulimia
  • Both: distorted body image
  • 50% anorexics become bulimic
    • Bulimic to anorexia is uncommon
  • Classic Symptoms
    • Irrational fear of gaining weight
    • 15% below ideal weight; BMI of 17.5 or less
    • Missed 3 consecutive menstrual periods
  • Typically
    • More often in women
    • Obsessive compulsive
    • Perfectionism
    • Control
  • Symptoms
    • Dizziness
    • Headaches
    • Drowsiness
    • Lack of energy
  • Food restriction
    • causes metabolic problems
    • causes hormonal disorders
  • Feel hunger but don’t eat
  • Average 600-800 calories/day
  • Includes:
    • Inappropriate eating habits
    • Obsession with being thin
    • View self as too fat
    • Even when underweight
  • Repetitive behaviors
    • Body checking
      • weighing, measuring, checking mirror
    • Rituals
      • Cut food into tiny bites
      • Won’t eat with others
      • Excessive exercise
  • At extreme
    • Soft-fine hair on face & body
    • Like a fetus
    • Stomach distension
    • Starving children
    • Swollen cheeks
    • Saliva glands swell from vomit
    • Cold all the time (hypothermia)
  • Onset in adolescence
    • Seems to be getting younger
    • Was 17, now 13
  • Any race, SES or culture
  • 10x more likely in girls
  • Co-morbidity
    • 60% have depression
    • 25% have OCD
    • 25% have anxiety disorders
  • With purging
    • Substance abuse
      • 15-20x more likely
    • Anxiety (no OCD)
      • 3x more likely
  • Medical effects
    • Retarded Growth (height)
    • Low bone mass density
    • Delayed puberty
    • Liver problems (malnutrition)
    • Heart disease (arrhythmia)
    • Seizures & tremors
    • Death (about 5%)
      • Starvation & suicide

Terms

• anorexia nervosa
• anxiety
• anxiety disorders
• appetite suppressants
• artificial sugar
• bad breath & tooth enamel
• binge-eating
• binge-purge
• BMI
• body checking
• bone mass density
• buffet of high-calorie foods
• bulimia nervosa
• co-morbidity
• crash dieting
• delayed puberty
• depression
• distorted body image
• eating disorders
• estrogen
• excessive exercise
• exercising to exhaustion
• fasting
• fat absorption
• female monkeys
• fructose
• gastric bypass surgery
• gender identity
• homosexuality
• hypothermia
• ideal weight
• irrational fear of gaining weight
• laxatives
• malnutrition
• menstrual period
• Müllerian ducts
• obesity
• obsessive compulsive (OCD)
• perfectionism
• Prader-Willi syndrome
• prenatal influences
• purging
• retarded growth
• rituals
• sexual differentiation
• sexual orientation
• stomach distension
• syndromal obesity
• underweight
• vas deferens = tube from epididymis to ejaculatory duct
• vomiting
• weight loss
• Wolffian ducts
• XX
• XY

Quiz

• 1. Even the best weight loss programs have a 2 yr success rate of:
  • a.           10-20%
  • b.           20-40%
  • c.           40-60%
  • d.           70%+
• 2. Which is a classic symptom of anorexia:
  • a.           compensating binge with excessive exercise
  • b.           binge-purge 2+x wks for 3 mo
  • c.           15% below ideal weight
  • d.           repeated binge-eating
• 3. Anorexia has comorbidity with:
  • a.           depression
  • b.           anxiety
  • c.           OCD
  • d.           all of the above
• 4. Which lead to female internal organs:
  • a.           Müllerian ducts
  • b.           Kohlerian ducts
  • c.           Wolffian ducts
  • d.           Donald ducts
• 5. Your private sense of gender (experience self as man or woman) is:
  • a.           cognitive centralism
  • b.           sexual orientation
  • c.           gender identity
  • d.           personification

Answers

• 1. Even the best weight loss programs have a 2 yr success rate of:
  • a.           10-20%
  • b.           20-40%
  • c.           40-60%
  • d.           70%+
• 2. Which is a classic symptom of anorexia:
  • a.           compensating binge with excessive exercise
  • b.           binge-purge 2+x wks for 3 mo
  • c.           15% below ideal weight
  • d.           repeated binge-eating
• 3. Anorexia has comorbidity with:
  • a.           depression
  • b.           anxiety
  • c.           OCD
  • d.           all of the above
• 4. Which lead to female internal organs:
  • a.           Müllerian ducts
  • b.           Kohlerian ducts
  • c.           Wolffian ducts
  • d.           Donald ducts
• 5. Your private sense of gender (experience self as man or woman) is:
  • a.           cognitive centralism
  • b.           sexual orientation
  • c.           gender identity
  • d.           personification

Summary

Bonus

Photo credit

Photo by Rodion Kutsaiev on Unsplash

Shutterstock

Photo

Story

A major change of season.

Puberty is the last of big physical changes in development, at least until things start going down hill. It’s when sexual attraction and hormones kick in. Adolescents are becoming more independent but they overestimate their abilities. They are not-quite adults.

Here’s what is included in this lesson:

• Changes in boys
• Changes in girls
• Menarche
• Attraction

Mind Map

Notes

• Puberty
  • Changing from child to adult
  • Enabling of sexual reproduction
  • Initiated by hormones
  • Changes in gonads
    • Ovaries in girls
    • Testes in boys
  • Onset (varies greatly)
    • Girls 10-11
    • Boys 11-12
  • Completed by (varies greatly)
    • Girls 15-17
    • Boys 16-17
  • Precocious puberty
    • Start earlier than usual
    • Delayed puberty
    • Start later than usual
• Boys & Girls Both
  • Skin & hair become more oily
  • Height & weight increase
  • Underarm hair
  • Pubic hair
  • Pimples
  • “Filling in” & “Filling out”
  • Growth spurt
  • Body odor: more fatty acid in sweat
  • Secondary sex characteristics: look more male or female
• Adolescent Egocentrism
  • Two types:
  • 1. Imaginary audience
    • Feel being watched-judged
    • What you wear, what do
  • 2. Personal fable
    • Perceive self as special-unique
    • No one understands me
    • My thoughts are unique
    • Invulnerable
• Boys
  • Physically
  • Still developing
  • 1st physical sign of puberty
    • Gonadarche
    • Testicles get larger
    • 6 years to reach adult size
  • 2nd (1 year later) penis shaft
    • Length & breadth increase
    • Foreskin retracts
    • Glans penis (distal end)
    • Equivalent of clitoral glans
  • Foreskin retraction
    • Childhood: foreskin covers glans
    • Bonded with membrane
  • Puberty:
    • Membrane disintegrates
    • Progressively able to retract foreskin without pain
  • Balls drop
    • At birth, testicles descend into scrotum
    • At puberty, scrotum hangs lower
    • Scrotum
      • gets larger
      • hang below body
    • Regulated temperature
      • Keep sperm alive
  • Testes produce:
    • Hormones (testosterone)
    • Sperm
  • Morning wood
    • Nocturnal penile tumescence
    • Erection during sleep
    • Erection when wake-up
  • Random erections
    • Spontaneous & involuntary
    • Bulge, package, hump
    • Normal (even before birth)
  • Breasts become tender
    • Get “lumps”
  • Pubic hair
    • After genitalia begin to grow
    • Starts at dorsal (abdomen)
    • Gradually fill public triangle
    • Then toward thighs & navel
  • Hair (in order)
    • Underarm
    • Around anus
    • Upper lip
    • Sideburns
    • Around nipples
    • Beard
    • Chest (may take 10 years, if at all)
  • Voice change
    • Larynx grows in both sexes
    • More in boys
      • longer & thicker vocal folds
      • voice deepens one octave
    • Precedes facial hair
  • Heavier bones
  • Double in muscle mass
    • Adult males compared to females
    • 150% of lean body mass
    • 50% of the body fat
  • First ejaculation
    • Usually occurs while asleep
    • Isn’t socially celebrated
    • Carries no sperm
• Girls
  • Physically
    • Still developing
  • First menstrual period
  • Increase in body fat
  • Breasts enlarge
  • Hips widen
  • Menarche
    • Beginning of menstruation
    • Is socially celebrated
    • Carries no egg
  • 1st sign of puberty (age 11) = tender lump in breasts
    • One or both
    • Firm but softens as grows
    • Flat prepubertal breast
    • Mature size, then nipples
  • 2nd noticeable change
    • Pubic hair
      • Along labia
      • Pubic triangle
      • Thighs
      • Navel
  • As estrogen increases
    • Mucosal surface of vagina
      • Thicker
      • Dull pink (instead of bright red)
    • Increase in size of uterus, ovaries & follicles
  • First menstrual bleeding
    • Periods not regular
      • Settle in about two years
    • Ovulation not occur
    • Chance result of:
      • thickening of endometrium
      • rising but fluctuating estrogen
    • Happens when:
      • 17% body fat
      • Hypothalamus releases GnRH
        • pulse generator
      • Tells pituitary to release
        • FSH (follicle stim. hormone)
        • LH (luteinizing hormone)
      • Ovaries release estrogen
        • But not ovulation
  • 1st Menarche
    • Usually brighter red
    • Small amount & brief
      • Spotting
    • Abdominal cramps
    • Social discussion
    • Indicates
      • Uterus responds to estrogen
      • Uterus-endometrium-cervix-vagina connections open
      • Endometrium (inner most layer of uterus)
  • Ovulation usually not included
    • 1 year 80% anovulatory
    • 3 year 50% anovulatory
    • 5 year 10% anovulatory
  • For consist ovulation
    • Need 22+% body fat
  • Can ovulate before menarche
    • Theoretically possible to be pregnant before menarche
  • Menstruum = flow
    • Blood (fresh & clotted)
    • Endometrial tissue
  • Other Characteristics
    • Thickening of lips & oral mucosa
    • More smooth muscle in vagina
    • Increase in fat tissue
    • Clitoris gets larger (testosterone)
    • Darkening of areola
    • Hips & pelvis widen
    • Red lips
• Attraction
  • Women
    • Periovulatory period
      • Mid-point of menstrual cycle
      • Sexual interest increases
    • High estrogen levels
      • Prefer men look-act masculine
  • Body Image
    • Facial symmetry
    • Very difficult to find
    • Takes billons of cells
    • In same places on each side
  • Men should have:
    • relatively longer lower face
    • prominent chin & brow
    • defined cheekbones
    • broad forehead
    • chiseled jaw
  • Women should have:
    • Baby face
    • Large eyes
    • Small nose
    • Narrow jaw
    • High cheekbones
    • Fatter than they think should be
  • Ratios
    • Between eyes
      • 46% of total width
    • Between eyes & mouth
      • 36% of total height
• Overestimation
  • Men overvalue of muscles
  • Women overvalue of thinness

Terms

• abdominal cramps
• adolescence = ages 13-19, transition from child to adult, puberty
• adolescent egocentrism
• anorexia nervosa = eating disorder, self-starvation, intense fear of weight gain, loss of control
• anovulatory
• attraction
• baby face
• balls drop
• body fat
• body image
• body odor: more fatty acid in sweat
• bulimia nervosa = eating disorder, counters overeating with radical exercising or purging
• cervix
• clitoral glans
• clitoris
• darkening of areola
• delayed puberty
• egg
• endometrial tissue
• endometrium = inner most layer of uterus
• erection
• estrogen
• facial symmetry
• filling in & filling out
• foreskin
• foreskin retraction
• formal operational stage= Piaget’s stage, abstract and symbolic thinking
• FSH (follicle stimulating hormone)
• glans penis (distal end)
• GnRH
• gonadarche
• gonads
• growth spurt
• hips & pelvis widen
• hormones
• hypothalamus
• hypothetico-deductive reasoning = Piaget’s stage, think like a scientist, generate a general theory
• imaginary audience
• invulnerable
• irregular periods
• labia
• larynx
• lean body mass
• LH (luteinizing hormone)
• menarche
• menstrual bleeding
• menstrual cycle
• menstrual period
• menstruum = flow
• morning wood
• nocturnal penile tumescence
• ovaries
• overestimation
• ovulation
• periovulatory period
• personal fable
• pimples
• precocious puberty
• prepubertal breast
• primary sexual characteristics = sex organs (ovaries or testes)
• propositional thought = Piaget’s stage, mastered in adolescence, logical abstract thought
• puberty
• pubic hair
• pubic triangle
• pulse generator
• random erections
• scrotum
• secondary sex characteristics = look more male or female
• secular trend = average age of puberty is decreasing
• sexual reproduction
• sperm
• spermarche = development of sperm in boys
• spotting
• testicles
• testosterone
• uterus
• vagina

Quiz

• 1. Teens perceiving themselves as special-unique is a:
  • a.           formal operations task
  • b.           executive function
  • c.           personal fable
  • d.           episodic trait
• 2. As a girl goes through puberty her vagina turns _____ and her lips ______.
  • a.           stiff, soften
  • b.           pink, red
  • c.           red, pink
  • d.           red, red
• 3. Rising but fluctuating estrogen levels help cause:
  • a.           follicle depletion
  • b.           FSH depletion
  • c.           menarche
  • d.           ovulation
• 4. In general, boys overemphasize the value of their:
  • a.           narrow foreheads
  • b.           friendliness
  • c.           muscles
  • d.           height
• 5. What’s the 1^st sign of puberty in girls:
  • a.           tender lump in breasts
  • b.           deeper voice
  • c.           wider hips
  • d.           red lips

Answers

• 1. Teens perceiving themselves as special-unique is a:
  • a.           formal operations task
  • b.           executive function
  • c.           personal fable
  • d.           episodic trait
• 2. As a girl goes through puberty her vagina turns _____ and her lips ______.
  • a.           stiff, soften
  • b.           pink, red
  • c.           red, pink
  • d.           red, red
• 3. Rising but fluctuating estrogen levels help cause:
  • a.           follicle depletion
  • b.           FSH depletion
  • c.           menarche
  • d.           ovulation
• 4. In general, boys overemphasize the value of their:
  • a.           narrow foreheads
  • b.           friendliness
  • c.           muscles
  • d.           height
• 5. What’s the 1^st sign of puberty in girls:
  • a.           tender lump in breasts
  • b.           deeper voice
  • c.           wider hips
  • d.           red lips

Summary

Bonus

Photo credit

 

Photo

Story

Remember junior high?

PreTeens have mostly finished developing. Their brains have all the right parts in the right places but refinements are still being made. Mostly they think like adults…like adults with poorly functioning frontal lobes.

PreTeens are highly involved with each other. Peers are very important and treated as a separate track from parents. Basically, they are about to enter adolescence and there is no known cure.

Here’s what is included in this lesson:

• Peer groups
• Coping strategies
• Learned helplessness
• Horney
• Erikson

Mind Map

Notes

• Groups
  • Social group
    • Unity, interdependency & traditions
    • Primary group vs secondary
    • Small & close (family, BFF)
    • Work & school friends
  • Reference group
    • Refer-defer for making decisions
    • A good example: peer group
  • Peer group
    • Same age, SES, interests
    • Patterns of behavior
      • Talk with parents about school
      • Talk with friends about sex
    • Source of information
      • Teach gender roles
    • Peers groups only one sex
      • Restrictive views
    • Less dependent on parents
      • Transition to independence
    • Identity formation
      • Experiment with identities
    • Hierarchical Structure
      • Acceptance
      • Rejection
• Peers & Popularity
  • Coie & Dodge, 1988
    • Kids rated how much they like or dislike each classmates
    • Used responses to classify them into five groups
  • 5 Category Labels
  • 1. Popular children
    • Lots of positive votes
    • Few negative votes
    • Popular children (In)
  • 2. Rejected children
    • Lots of negative votes
    • Few positive votes
    • Rejected children (Out)
    • Not one of us
  • 3. Average children
    • Medium positive & negative
  • 4. Neglected children
    • Few positive votes
    • Few negative votes
    • Neither extreme; unnoticed
  • 5. Controversial children
    • Lots of positive & negative votes
    • Either love me or hate me
• Inside-Outside
  • Helps us define ourselves
  • Widely used for group cohesion
    • Us-Them
    • Good-Bad
    • Have-Not
  • Helps us define ourselves
    • Widely used for group cohesion
  • Prejudice
    • Not a real Martian
• Peers & Bullying
  • Peer Victimization
  • School shootings
  • Peer beatings
  • Suicides
  • Bullying
  • Research has looked at:
    • Bully-victim relationships
    • What leads victims to experience negative outcomes
    • How widespread problem
  • Research has proven problematic; no clear answers
    • Low & high school engagement
    • Low & high school achievement
    • Low & high self-esteem
    • Learned helplessness
• Learned Helplessness
  • Helplessness is learned
  • Don’t respond to $ when the probability of success is low
  • Don’t choose available options
  • Clinical depression?
  • Mental illness?
  • Perceived absence of control
  • Maladaptive coping strategy
• Coping strategies
  • Coping = conscious effort to reduce stress
  • Goes by many names
    • Coping mechanisms
    • Coping strategies
    • Coping skills
    • Defense mechanisms (Freud)
    • Unconscious strategies
  • 3 Coping Categories
    • Change the mix periodically
    • People use a combination
    • 1. Appraisal-focused
      • Change thinking
      • Distancing from problem
      • Reframe situation
      • Deny it exists
      • Alter goals
      • Humor
    • 2. Problem-focused
      • Reduce stressor stimulus
      • Make stressor go away
      • Focus on cause
    • 3. Emotion-focused
      • Change emotional reaction
        • Release energy
        • Meditate & relax
        • Distract
    • Proactive Coping
      • Positive techniques
      • Anticipate the problem
      • Decide how going to cope
      • Social coping (support)
      • Meaning-focused: derive meaning from situation
        • Avoid stressful thoughts
        • Avoid stressful situations; alcoholics & bars
  • Maladaptive Coping
    • Negative techniques
    • Work in short term
    • That’s why we do them
    • Examples
      • Dissociation (compartmentalize)
      • Escape (e.g., self-mediation)
      • Sensitization (numbing)
      • Anxious avoidance
  • Too much = Neurotic
• Karen Horney
  • 10 Neurotic Needs
    • Exaggerated need for ______
    • Affection, approval, power
  • Productive coping
    • Moving with (go with flow)
  • 3 Neurotic Strategies
    • Moving toward (appeasement)
    • Moving against (attack)
    • Moving away (withdraw)
• Erik Erikson (1902-1994)
  • No college degree
  • Started progressive, non-graded, Montessori style school in Vienna
  • Analyzed by Anna Freud
  • Identity Crisis
  • Ego
    • Maintains effective performance (not just avoid anxiety)
    • Organizing capacity (can reconcile discontinuities & ambiguities)
  • Sees people as:
    • Creative problem solvers
    • With adaptive defenses
  • Overview of Stages
    • Children try to understand world
    • Go through same stage
    • Each has a social dimension
    • Epigenetic (upon emergence)
    • Sequential & hierarchical
    • Personality becomes more complex
    • Critical periods; not strict time limits
    • They overlap; don’t disappear when next stage starts
    • Each has its own “life crisis” & virtue
  • Erikson’s Stages
    • 1. Trust vs distrust: Hope
    • 2. Autonomy vs shame-doubt: Will
    • 3. Initiative vs guilt: Purpose
    • 4. Industry vs inferiority: Competence
    • 5. Ego identity vs role confusion: Fidelity
      • Reconstruct roles & skills into a mature sense of identity
      • Role confusion = Don’t perceive self as productive member of society
      • Identify crisis = failure to establish stable identity
      • Negative identity
        • Opposed to dominant values of their upbringing
        • My Dad doesn’t control me
    • 6. Intimacy vs isolation: Love
    • 7. Generativity vs stagnation: Care
    • 8. Ego integrity vs despair: Wisdom

Terms

• adaptive defenses
• anxious avoidance
• appraisal-focused category
• autonomy vs shame-doubt
• average children
• blended families (reconstituted) = marriage with children from previous marriages
• bullying
• care
• competence
• controversial children
• coping
• coping mechanisms
• coping skills
• coping strategies
• coregulation = dynamic social interaction, change voice & expressions as needed
• creative problem solvers
• critical period
• defense mechanisms (Freud)
• dissociation (compartmentalize)
• divorce mediation = negotiated divorce settlement led by non-lawyer or non-representing lawyer
• ego
• ego identity vs role confusion
• ego integrity vs despair
• emotion-centered coping = reduce stress by lowering negative feelings, might not solve problem
• emotion-focused category
• epigenetic
• Erikson, Erik
• escape (e.g., self-mediation)
• fidelity
• generativity vs stagnation
• groups
• hierarchical stages
• hierarchical structure
• hope
• Horney, Karen
• identify crisis
• Identity formation
• industry versus inferiority = Erikson’s 4th stage of development; the virtue is competence
• industry vs inferiority
• initiative vs guilt
• intimacy vs isolation
• joint custody = legal status, after divorce, both parents make decisions about child’s life
• learned helplessness
• life crisis
• love
• maladaptive coping
• mastery-oriented attributions = credit success to ability & hard work
• moving against
• moving away
• moving toward
• negative identity
• neglected children
• neurotic
• neurotic needs
• neurotic strategies
• peer acceptance = quality of relationships with peeers
• peer group
• peer victimization
• perspective taking = able to understand what others might be thinking
• phobia = irrational fear
• popular children
• popular-antisocial children = accepted by peers (liked) but don’t work well with others
• popular-prosocial children = accepted by peers (liked) and work well with others
• prejudice
• primary group
• proactive coping
• problem-centered coping
• problem-focused category
• productive coping
• purpose
• reference group
• rejected children
• rejected-aggressive children = rejected by peers (not liked) and confrontational
• rejected-withdrawn children = rejected by peers (not liked) and shy
• role confusion
• school achievement
• school engagement
• secondary group
• self-care children = under 14 but mostly without parental supervision
• sensitization (numbing)
• sequential stages
• social comparisons = Festinger’s theory, drive to get accurate assessment of self
• social coping
• social group
• trust vs distrust
• unconscious strategies
• virtue
• will
• wisdom

Quiz

• 1. Who described 10 Neurotic Needs?
  • a.       Erikson
  • b.       Skinner
  • c.        Horney
  • d.       Freud
• 2. Perceived absence of control is called:
  • a.       positive reinforcement
  • b.       positive punishment
  • c.        learned helplessness
  • d.       role confusion
• 3. Children who are disliked by most of their peers are:
  • a.       preoperational children
  • b.       controversial children
  • c.        rejected children
  • d.       average children
• 4. Coping by altering your goals, thinking or cognitive frame is:
  • a.       appraisal-focused
  • b.       problem-focused
  • c.        emotion-focused
  • d.       appeasement
• 5. People you defer to when making decisions become your:
  • a.       learned helplessness
  • b.       authoritarian core
  • c.        corporate center
  • d.       reference group

Answers

• 1. Who described 10 Neurotic Needs?
  • a.       Erikson
  • b.       Skinner
  • c.        Horney
  • d.       Freud
• 2. Perceived absence of control is called:
  • a.       positive reinforcement
  • b.       positive punishment
  • c.        learned helplessness
  • d.       role confusion
• 3. Children who are disliked by most of their peers are:
  • a.       preoperational children
  • b.       controversial children
  • c.        rejected children
  • d.       average children
• 4. Coping by altering your goals, thinking or cognitive frame is:
  • a.       appraisal-focused
  • b.       problem-focused
  • c.        emotion-focused
  • d.       appeasement
• 5. People you defer to when making decisions become your:
  • a.       learned helplessness
  • b.       authoritarian core
  • c.        corporate center
  • d.       reference group

Summary

Bonus

Photo credit

Photo by Thomas Park on Unsplash

 

Photo

[Read more…] about Grades 4-6

Photo

Story

First day of school: a new adventure.

School is a big change for children and their parents. It’s a fun, exciting, new and scary experience. There are other children to meet, get along with, like-dislike, learn from and play with. There’s classroom learning and playground learning too.

But the biggest changes are going inside the heads of these 6, 7 and 8-year olds. Their ability to think and understand the world change. They acquire the ability to empathize and see things from other perspectives. The essential ways they think and solve problems change.

Seems like only yesterday they got a mind, now they are learning to use it.

Here’s what is included in this lesson:

• Cognitive reasoning
• Vygotsky
• Piaget

Mind Map

Notes

• Childhood
  • 6-Yr Olds
    • Catch ball with hands
    • Still be somewhat uncoordinated
    • Might learn to ride a bicycle
    • Can move in time w/ music
    • Tie shoe laces
    • Has difficulty making choices
    • Friendships are unstable
    • Needs to win
    • Change rules to suit them
    • More independent
    • Feel less secure
    • Craves affection from parents & teachers
  •  7-Yr Olds
    • Describe similarity of two objects
    • Know days, months & seasons
    • Can do somersaults
    • Can tell time
    • Understand diff btwn right-wrong
    • Want to be perfect
    • Quite self-critical
    • Avoid & withdraw from adults
    • Takes direction well
    • Rarely punished
    • Worries more
    • Waits for turn in activities
    • Better loser; less likely to place blame
  • 8-Yr Olds
    • Wants to know reason for things
    • Thinking is organized & logical
    • Converse almost at adult level
    • Reading is a major interest
    • Excellent finger control
    • Reversibility begins
    • (4+2=6 and 6–2=4)
    • Close friends of same sex
    • Makes friends easily
    • Impatient waiting, wait for special events is torturous
    • Wants to be part of a group (clubs, team sports)
    • Emotions change quickly
    • Motivated by money
• Lev Vygotsky (1896-1934)
  • Born in Orsha, Belarus
    • Then part of Russian Empire
    • Middle class Jewish family
    • Father was banker
    • Attended Moscow State U
  • Jewish Lottery
    • Anti-affirmative action (3%)
  • Holistic theory
    • Cultural-historical
    • Development & culture together
    • Reasoning comes from practical activities in a social context
    • Infants born with basic capabilities
      • perception, attention, & memory
    • During 1st 2 yrs
    • Develop because of direct contact with environment
  • How Develop
    • Child “constructs” knowledge base
    • Manipulates objects in world
    • Asks “why”
    • Culture & social influences answer
      • Socially formed mind
      • Culturally important tasks
    • Children should interact with many people
      • Help direct them
  • Effective social interactions
    • 1. Guided Participation
      • AKA, mentor facilitation
      • Present challenge
      • Provide instruction
      • Offer assistance
      • Encourage & motivate
    • 2. Scaffolding
      • Jerome Bruner’s term; not Vygotsky
      • Instructional scaffolding
      • Provide major support
      • As concept is learned, give less
    • 3. Intersubjectivity
      • 2 minds are better than 1
      • Engage in dialogue, get more than each mind separately
      • Shared understanding
      • Truth within the current context
      • Good examples:
        • Mentor-student
        • Peer learning
      • Better context for internalization
      • Extend each other’s thinking
  • 1st social interpsychological
  • Later individual intrapsychological
  • Proximal Development
    • Zone of Proximal Development
    • Distance between
    • Learn on your own
    • Learn with help
  • Education
    • Have goals & plans
    • Spend time on task
    • Individualization of process
    • Each person different
    • At different point in life
  • Principles
    • Provide immediate feedback 1:1
    • Active participation
    • Assisted discovery
    • Peer collaboration
    • Cooperative learning
  • Arrange tasks
    • Can handle by self
    • Can handle with assistance
  • Make-believe play is ideal context for cognitive development
  • Developmental Trend
    • All mental functions have external or social origins
    • Move from social to egocentric
    • Start social, move to private
    • Social mediation – interaction between mentor & learner
    • Private speech – self dialogue
  • Self-Directed Speech
    • Talk out load to self
    • Talk to self as to others
    • Used when
    • Confused
    • Make mistake
    • Solve problem
  • Private Speech
    • Silent self-directed speech
    • Learn to silently talk to self
    • Internalized dialogues
    • “Head full of people” metaphor
• Summary of Vygotsky
  • Social to private
  • Follow own route
  • Assisted discovery
  • Relies heavily on language
• Follow-up
  • Difficult to determine how much verbalization needed
  • Direct observation & practice?
    • Canoeing in Micronesia
    • Weaving in Guatemala
  • Cross-cultural differences
    • Getting dressed, use of toys
  • Middle-SES families
  • Turkey & US
    • Parents verbally instruct
    • Like school teaching
  • Mayan & Indian families
    • Children expected to observe
    • Not instructed
• Jean Piaget (1896-1980)
  • 3 months older than Vygotsy
  • Born in Neuchâte, Switzerland
    • French mother; Swiss father (professor of medieval literature)
    • After college, moved to France
  • Helped Alfred Binet develop IQ test
    • Interested in why children consistently gave wrong answers
  • Cognitive Development
    • How children use experience to develop understanding of the world
  • 4 Stages
  • 1. Sensorimotor stage
    • Birth to 2 years
    • Low competence in use of:
    • images, language & symbols
    • Develops object permanence
    • Believe disappear is not exist
    • Learn objects & people still exist, even if hidden
    • Peek-a-boo
  • 2. Preoperational stage
    • 2-7 years old
    • Egocentric thought
    • Child views world solely from own perspective
    • Magical thinking
    • Animistic thinking
      • objects have intentions; moon is following me
    • Assimilation
    • Put everything in one category
    • Learns language
    • Learns conservation
      • Quantity unrelated to appear
      • Number
      • Length
      • Substance
      • Substance (unroll)
      • Volume
      • Area
      • Weight
  • 3. Concrete operational stage
    • 7 to 12 years
    • Logical thought
    • Loss of egocentrism
    • Accommodation
    • Break into smaller categories
  • 4. Formal operational stage
    • 12 years to adulthood
    • Abstract thought
    • Thinking like a scientist
• Piaget & Education
  • Discovery learning
  • Active learning
  • Readiness to learn
  • Individual differences
  • Schema
• Piaget Summary
  • Think differently than adults
  • Different structures (schemes)
  • Learn from 3 A’s:
    • Environmental Adaptation
      • Repeated drop spoon
    • Assimilation
      • More info on current cards
    • Accommodation
      • More cards
• Processes
  • Equilibrium
    • Comfortable steady state
    • Use assimilation
  • Disequilibrium
    • Uncomfortable
    • Use accommodation
  • Culture impacts cognitive develop
  • Stages are in the right order
• Criticisms
  • Based on his children
  • Always trust data
    • Question interpretations
  • Young infants know basic physics
    • Objects can’t move thru objects
    • Drop something, it falls
  • Can be taught higher stage tasks
  • Children acquire skills sooner
    • Object permanence by 3½ month
    • Solve by analogy by 1 year
    • Limited by how ask questions
• Piaget vs Vygotsky
  • Vygotsky
    • Children go from “social speech” to inner egocentric speech
  • Piaget
    • Children go from personal dialogue to social speech

Terms

• abstract thought
• accommodation
• active learning
• active participation
• androgyny = combine male & female characteristics, sexual ambiguity
• animistic thinking
• assimilation
• assisted discovery
• associative play = playing same game but not together, everyone doing puzzles
• authoritarian child-rearing style = little warmth, strict rules & punishments
• authoritative child-rearing style = firm guidelines but flexible rules
• Bruner, Jerome
• child-rearing styles = Baummind; strategies & parent-child interaction patterns
• cognitive development
• concrete operational stage
• conservation
• conservation of area
• conservation of length
• conservation of number
• conservation of substance
• conservation of volume
• conservation of weight
• construction of knowledge
• cooperative learning
• cooperative play = taking turns, dynamic interaction with others
• cross-cultural differences
• developmental trend
• discovery learning
• disequilibrium
• education
• egocentric thought
• equilibrium
• formal operational stage
• gender constancy = Kohlberg’s extension of Piaget’s theory, create schema of own gender
• gender identity = which gender you think you are
• gender schema theory = learning about gender from the surrounding culture, mental representation
• gender typing = how girls and boys are supposed to behave
• guided participation
• head full of people metaphor
• holistic theory
• immediate feedback
• impatient
• individual differences
• induction = rite of passage, celebration of group acceptance
• initiative versus guilt = Erikson’s 3rd developmental stage, virtue is purpose
• instructional scaffolding
• internalization
• internalized dialogues
• interpsychological
• intersubjectivity
• intrapsychological
• logical thought
• magical thinking
• make-believe play
• matters of personal choice = not imperatives, matters of preference
• mentor facilitation
• mentor-student learning
• middle childhood
• moral imperatives = absolute rule of how one must act
• nonsocial activity = playing by self
• object permanence
• parallel play = play next to each other but not with each other
• peer collaboration
• peer learning
• permissive child-rearing style = parenting with indulgence, few performance demands
• physical aggression = hitting, pushing, threatening physical harm
• Piaget, Jean
• preoperational stage
• private speech
• private speech
• proactive aggression = attack, intent to harm
• prosocial behavior (altruistic behavior) = helping others of your species
• proximal development
• psychological control = intrusive manipulation of others
• reactive aggression = retaliation, intent to harm
• readiness to learn
• relational aggression = covert aggression, bullying; shun from group
• reversibility
• scaffolding
• schema
• self-concept = self-esteem plus other self-judgments
• self-critical
• self-directed speech
• self-esteem = Maslow, Rogers; self-judgment of existential worth or value
• sensorimotor stage
• social conventions = generally accepted standard, unwritten law of how to behave
• social mediation
• social speech
• somersaults
• sympathy = feeling concerned, understanding how someone else feels
• think like a scientist
• time out = negative punishment; common parenting technique, not recommended
• uninvolved child-rearing style = parental style with limited restrictions
• verbal aggression = threats, taunting, yelling, name calling
• Vygotsky, Lev
• zone of proximal development

Quiz

• 1. “Who has more rocket fuel” is a task for testing ____________.
  • a.       conservation of cognition
  • b.       conservation of volume
  • c.        conservation of energy
  • d.       conservation of space
•  2. Piaget based his theory on his observations of:
  • a.       English children
  • b.       his own children
  • c.        autistic children
  • d.       hospital patients
•  3. Which one of Vygotsky’s stages of cognitive development:
  • a.       concrete operational
  • b.       formal operational
  • c.        preoperational
  • d.       none of the above
•  4. The distance between what you can learn on your own and what you can learn with help is called the:
  • a.       intercept of nurture and nature
  • b.       zone of proximal development
  • c.        center of mediated learning
  • d.       area of formal operations
•  5. Adding more file cards of information to you mind is:
  • a.       accommodation
  • b.       crystallization
  • c.        assimilation
  • d.       innovation

Answers

• 1. “Who has more rocket fuel” is a task for testing ____________.
  • a.       conservation of cognition
  • b.       conservation of volume
  • c.        conservation of energy
  • d.       conservation of space
•  2. Piaget based his theory on his observations of:
  • a.       English children
  • b.       his own children
  • c.        autistic children
  • d.       hospital patients
•  3. Which one of Vygotsky’s stages of cognitive development:
  • a.       concrete operational
  • b.       formal operational
  • c.        preoperational
  • d.       none of the above
•  4. The distance between what you can learn on your own and what you can learn with help is called the:
  • a.       intercept of nurture and nature
  • b.       zone of proximal development
  • c.        center of mediated learning
  • d.       area of formal operations
•  5. Adding more file cards of information to you mind is:
  • a.       accommodation
  • b.       crystallization
  • c.        assimilation
  • d.       innovation

Summary

Bonus

Photo credit

Photo by Kelly Sikkema on Unsplash

 

Photo

Story

So many things to learn in such a short amount of time.

Preschoolers are quick learners. And they have a quite a wide range of skills they are trying to master. They can name four colors, can count to four, and can hop on one foot four times. They are not very good at sharing but they are better than they were.

It’s fascinating to see children develop a sense of who they are and what they can do. And somehow they obtain a mind. If you cut your finger, your nose or your toes, you describe it as MY finger, My nose and My toes. We explore where this sense of Me-My comes from.

Here’s what is included in this lesson:

• Theory of Mind
• False Belief Task
• Language Development
• Autism

Mind Map

Notes

• Theory of Mind
  • Understanding:
    • Your internal states
    • Others internal states
    • You & others might differ
  • Mental states
    • Beliefs
    • Intents
    • Knowledge
    • Mental skills
    • Pretending
• Mind
  • Not directly observable
    • Inferred
    • Experienced
      • Feel like mind & body differ
  • Assume
    • Others are like us
    • I think this way
    • Everyone thinks this way
  • Useful
    • Predict what others will do
    • Empathy (how others feel)
• False-Belief Task
  • Also called “Sally-Anne” task
  • 2 dolls
    • Sally has a basket
    • Anne has a box
  • Scene
    • Sally puts marble in basket
    • Leaves room
    • Anne takes marble, puts in box
    • Sally returns
    • Must predict behavior based on what Sally knows
      • different from what child knows
  • Basket  4+ years
  • Box  3 years or autistic
• Appearance-Reality
  • “Smarties” task
  • Box of candy but holds pencils
  • What will John say is in it?
    • Pencils
• Relational Frame Theory
  • Learn to discriminate relation
  • Multiple cues
    • Self, others, place and time
  • Verbally respond
  • More complex combos of simple
  • Based on Skinner
    • Appropriate responses rewarded
    • No higher cognitive functions
    • Operant conditioning
• Cognitive Theories
  • Direct matching hypothesis
    • Elicits similar emotion in you
    • Then you infer the meaning
  • Inverse modeling hypothesis
    • Simulates intended goal
    • Infer intention
  • Response Modeling
    • Prepare a complementary action
    • What do you have to do analysis
    • That are they likely to do
    • What will I do next
  • Simulation theory
    • Imagine how you would react
    • Create a mental representation
    • Pretend
• Interaction Theory
  • Very little cognitive processing
  • Minds of others are directly perceived
    • Second-person perspective
    • Not theoretical 3rd person
  • Process
    • Perceive actions, infer meaning
    • Intended meaning is apparent upon perception
    • Mental states like “beliefs” and “desires” are unnecessary
  • Example
    • See angry face
    • Immediate response
    • Difficult to tell if
    • Process quickly or directly
  • How it works
    • Mirror Neurons
    • Neural circuits that response to watching what others do
    • Take time to develop
• Brain Development
  • Brain metabolism
  • Maxs out at 4
  • More synaptic connections than needed
  • Synaptic pruning follows
  • By age 8 – 10
    • Plasticity reduced to adult level
• Lateralization of hemispheres
  • Develop at different rates
  • Left hemisphere
    • 3-6 years, develops quickly
    • 6+ years, levels off
  • Right hemisphere
    • Slow development
    • 8-10, sudden burst
• Body Growth
  • In general
    • Child gradually becomes thinner
    • Grows 2-3 inches per year
    • Gains 4-5 lbs per year
  • All 20 primary teeth by age 3
  • Vision is 20/20 by age 4
  • Posture & balance improve
  • Sleeps 11-13 hrs per night
    • usually without a nap
• Language Development
  • 3-year-olds:
    • Use pronouns & prepositions
    • Three-word sentences
    • Plural words
  • 4-year-olds:
    • Understand size relationships
    • Follow a three-step command
    • Enjoy rhymes & word play
    • Name four colors
    • Count to four
  • 5-year-olds:
    • Understand time (somewhat)
    • Respond to “why” questions
    • Know telephone number
    • Count to 10
  • Stuttering
    • Common in 3-4 year olds
    • Ideas come faster than words
    • Keep frustration low
    • Listen to what they say
    • Ignore stutter
    • Consult speech therapist in 6 mo
• Gross Motor Skills
  • Center of gravity shifts downward (Cephalocaudal trend)
    • Balance improves
    • Motor skills improve
  • Catching changes with age
    • 2 yrs old, catch with arms-chest
    • 3 yrs old, catch with hands-chest
    • 6 yrs old, catch with hands
    • Small balls too
  • Motor skills can’t be taught
    • Except throwing
    • 2-Yr Olds
      • Throw ball overhand (body still)
      • Kick large ball forward
      • Jump 12 inches
      • Stead gait
      • Can’t turn smoothly
      • Can’t stop suddenly
    • 3-Yr Olds
      • “Basket-catch” a ball (use body)
      • Balance on 1 foot for 1 sec
      • Broad jump 15-24 inches
      • Pedal a tricycle
      • Hop 3 times
    • 4-Yr Olds
      • Broad jump 24-34 inches
      • Catch a bounced ball
      • Hop 4 times
      • Gallop
    • 5-Yr Olds
      • Run, Turn, Stop & Skip smoothly
      • Descend stairs alternating feet
      • Hop across the room (16 feet)
      • Broad jump 28-36 inches
      • Catch a ball (hands only)
      • Walk a balance beam
      • Jump 1 foot high
• Fine Motor Skills
  • 2-Yr Olds
    • Put on clothes (no snaps or buttons)
    • Build tower of 6-8 blocks
    • Hold a glass in one hand
    • Turn pages of a book
    • Scribble
  • 3-Yr Olds
    • Pour from a pitcher
    • Draw a straight line
    • Eat with a spoon
    • Copy a circle
    • Smear paint
    • Draw person with three parts
    • Use blunt-nose scissors
    • Self-dressing (mostly)
  • 4-Yr Olds
    • Cut on a line with scissors
    • Make block buildings
    • Make letters (crudely)
    • Self-dressing (not buttons)
    • Each with spoon & fork
    • Draw a square
  • 5-Yr Olds
    • Button & zip clothes
    • Copy squares
    • String beads
    • Tie shoelaces (sort of)
    • Spreading with knife
    • Draw a triangle
  • 6-Yr Olds
    • Still be somewhat uncoordinated
    • Might learn to ride a bicycle
    • Can move in time w/ music
    • Tie shoe laces
    • Has difficulty making choices
    • Friendships are unstable
    • Needs to win
    • Change rules to suit them
    • More independent
    • Feel less secure
    • Craves affection from parents & teachers
• Autism (again)
  • Seem to lack theory of mind
  • Still operate like young children
  • Possible factors
  • Small head size
  • Extra-rapid brain growth in 1st yr
• Deficits of Mind
  • Autism spectrum disorders
  • Schizophrenia
  • ADHD
  • Sleep-deprived
  • Severe emotional pain
  • Mind-blindness: can’t see things from another perspective
• Mind before 3?
  • Difficult to assess
  • Pre-linguistic
  • Use preferential looking
    • looking time is DV
    • 9-month-old infants
    • prefer behaviors by human hand over hand-like object
• Non-Humans?
  • An open question
  • Non linguistic
  • Lack of naturalistic observations
• Best Summary
  • Theory of mind as a continuum

Terms

• academic programs = series of educational classes (program)
• ADHD
• animistic thinking = Piaget’s preoperational stage, dolls have feelings too
• appearance-reality
• autism
• autism spectrum disorders
• basket-catching
• beliefs
• body development
• brain development
• brain metabolism
• cardinality = learn ordinality first (greater than), learn last number limits set
• centration = Piaget’s preoperational stage, focus on one aspect only
• cephalocaudal trend
• cerebellum = coordinates motor control, balance
• child-centered programs = education focused on needs of children
• cognitive processing
• cognitive theories
• conservation = Piaget, develops in concrete stage, volume is constant but cup shape can change
• corpus callosum = major neural connection between brain hemispheres
• deficits of mind
• direct perception
• direct-matching hypothesis
• dominant cerebral hemisphere = left for language, right for spatial tasks
• dual representation = Piaget, acquired with age, able to use symbol and what it means
• egocentrism = Piaget, child sees only own perspective
• emergent literacy = what kids know about reading before they can read (vocabulary, sounds)
• empathy
• expansions = expanding of what child says, increasing complexity of conversation
• false-belief task
• fast-mapping = learning concepts based on only a few data points
• fine motor skills
• gross motor skills
• growth hormone (GH) = secreted by pituitary, helps regulate growth
• guided participation = Vygotsky, exploration within limits, help when needed
• hierarchical classification = Piaget, concrete thinking structures
• hippocampus = consolidates STM into LRM, needed for encoding, not retrieval
• immediate response
• intents
• interaction theory
• internal states
• inverse modeling hypothesis
• irreversibility = Piaget, preoperational stage, don’t know objects taken apart and be put together
• knowledge
• language development
• lateralization of hemispheres
• memory strategies = methods to increase recall, usually increase encoding efficiency
• mental representation
• mental skills
• mental states
• metacognition = knowing what you know, awareness of own cognitive processes
• mind
• mind-blindness
• mirror neurons
• naturalistic observation
• ordinality = Piaget, learn greater than relationsips
• overregularization = apply grammar rules in all cases; I holded the rabbit
• phonological awareness = knowing letter sounds
• pituitary gland = regulated by hypothalamus
• plasticity
• pragmatics = how context impacts word meanings
• preferential looking
• pre-linguistic
• preoperational stage = Piaget, ages 2-6, no conservation or logical thought
• pretend
• private speech = Vygotsky, self-guidance, talk to self when solving problem
• Project Head Start = summer program for preschoolers, started in 1965
• psychosocial dwarfism = extreme deprivation cause low levels of growth hormone, failure to thrive
• recasts = correcting language errors without stopping conversation, what kind of food do you want?
• relational frame theory
• response modeling
• reticular formation = brain stem, regulates awake-sleep
• Sally-Anne task
• scaffolding = Bruner’s addition to Vygotsky, we learn by building on previous knowledge
• schizophrenia
• scripts = common social interactions you can predict. Hello, hello; How are you, fine how are you
• second-person perspective
• simulation theory
• sleep-deprived
• Smarties task
• sociodramatic play = acting out scenes, using puppets, props, telling a story
• stuttering
• synaptic pruning
• theory of mind
• third-person perspective
• thyroid-stimulating hormone (TSH) = released by pituitary, regulates thyroid

Quiz

• 1. Ironically, 6 year olds become more independent but less ________.
  • a.       lateralized
  • b.       talkative
  • c.        secure
  • d.       reliant
• 2. Which allows us to learn by watching what others do:
  • a.       oligodendrocytes
  • b.       mirror neurons
  • c.        cerebellum
  • d.       attachment
• 3. Which gross motor skill can be taught:
  • a.       holding a glass in one hand
  • b.       closing snaps
  • c.        throwing
  • d.       walking
• 4. Which technique is used to test pre-linguistic children?
  • a.       preferential looking
  • b.       sleep deprivation
  • c.        false belief task
  • d.       diaries
•  5. 4-year-olds are able to:
  • a.       hop on one foot four times
  •  b.       name four colors
  •  c.        count to four
  •  d.       all of the above

Answers

• 1. Ironically, 6 year olds become more independent but less ________.
  • a.       lateralized
  • b.       talkative
  • c.        secure
  • d.       reliant
• 2. Which allows us to learn by watching what others do:
  • a.       oligodendrocytes
  • b.       mirror neurons
  • c.        cerebellum
  • d.       attachment
• 3. Which gross motor skill can be taught:
  • a.       holding a glass in one hand
  • b.       closing snaps
  • c.        throwing
  • d.       walking
• 4. Which technique is used to test pre-linguistic children?
  • a.       preferential looking
  • b.       sleep deprivation
  • c.        false belief task
  • d.       diaries
•  5. 4-year-olds are able to
  • a.       hop on one foot four times
  •  b.       name four colors
  •  c.        count to four
  • d.       all of the above

Summary

Bonus

Photo credit

Photo by Rusty Watson on Unsplash