Pyschology QuicknotesEssay title: Pyschology QuicknotesStudying Infantsbabies do not have very clear vision (20/600)babies hear differently than adultsthey have reflexes which are specific to babiesbabies do not have fine-motor capabilitiesethicsMemory and Agingrecall may suffer. Recognition does not appear to sufferlongitudinal designs:– testing the same amount of people over set amount of timecross-sectional designs:– compare people of different age groups– matched if possible–all at one point in timenumerous theories about why the deficits occur as we agemaybe because of inhibition is not as goodmaybe because of cultural stereotypes about aging-self fulfilling propheciesJean Piagetschemata- mental models of the world that we use to guide and interpret our experiencesassimilation- fitting new experience into existing schemataaccommodation- adjust the existing schemata to fit our new experiencesPiaget’s 4 Stages of Development#1. Sensorimotor Period: birth-2 yearsreflexes: sucking, rooting, Moro, etc.once these reflexes wane, babies start to actively choose to interact within the world. Use sounds, movementTowards the end of the period, babies develop a sense of object permanence– the ability to recognize that objects still exists when they areno longer in sight.#2. Preoperational stage: 2-7 yearssolid understanding of object permanenceimagination abilities beginthese children do not however understand “conservation”– they do not understand different physical properties of items( play-dough, water)#3 Concrete Operational Period 7-11 yearscan perform very concrete mental operations, but still lack the ability to perform more abstract mental operations.they can start solving some logic problems in their heads by the end of the periodimagination is still strong, but it is based on concrete objects, that actually exist#4 Formal Operational Period 11+ yearsbegin to solve abstract mental operationscan understand hypothetical situations, artificial concepts, logical deductions about things which they have no concrete schema about (making inferences)
not everyone achieve this stagePiaget missed the boatEx: object permanence- babies as young as 1 month show clears signs of understanding object permanence in the “vanishing” experi.Ex: children may understand a concept for some objects, but not for others.. conservation number -vs.- conservation of mass or volume.Are all 4 stages important in all cultures? Many cultures in which there is no formal schooling fail to reach stage4, but is this a problem?children do not spontaneously offer much information about certain ideas, but when probed, may have a very clear understanding of what is going on.Is stage all there is?Post formal stages- relativistic thinking.Adults are less rigid about rules, and are flexible in solving certain types of problems.Moral DevelopmentMorality: “the ability to distinguish between appropriate and inappropriate actions.”Kohlberg’s Theory of Moral Development– Heinz
Fahrenberger, C., L. H. H. Schmidt, and C. K. SchmidtThe Problem of Moral Development and the Challenge of Moral Behavior in the Ethic of Evolutionary Anthropology.Department of Social Work by J. H. A. SchwartzResearch on the Ethics of Life in Ancient and Modern Human Societies, Institute for Ethical Research.University of TorontoBishop’s Workshop on Ethics and Religious Life: Religion and Ethics, Cambridge UniversityIn this workshop I seek to explore questions such as ‘is moral thought based on objective truth’ and ‘the difference between ethical concepts and nonideological ideas?’ The challenge of understanding moral concepts is one of empirical inquiry as to the nature of a moral system.The topic of ethics is not a complex one however, because many are concerned with what a moral system should contain. A basic dilemma is that many ‘idea’ are based on certain truths while the others are based on a set of subjective, moral or social conventions (e.g. in a particular culture or situation). For example: ‘if I think ‘that a tree must be placed in a right tree because the tree is a plant, no plant must be placed in a left tree’.”These moral concepts may be derived from social conventions, traditions and beliefs, but they are not universally expressed, and may also be thought to influence or contradict their own meaning. For example, ‘something should be done morally so people are not ‘getting everything for free”. Similarly, ‘If a man can change the way his car is maintained, which will probably be a good thing in the long term, only then people will be left to choose which parts of the economy they want to control’. It is this dilemma that is central to the understanding of moral thinking. This question is discussed on ‘why don’t people follow the moral laws when it comes to matters of law’The Ethical Behavior of Moral Children and Youth, by the William D. KaufmanAims of this workshop are to investigate the ethical implications of ethical behaviour through examination of moral conceptions. This is an important topic (as is the problem of determining how the child’s ethical values may be interpreted by a mature age in his/her society) and the topic of future discussions of both approaches (by which I mean philosophical and religious attitudes). This workshop is also intended to build on the previous work of David Reardonon, who, since 1976, has taught at LSE, Duke, Cambridge and MIT