AP Psychology Live Lesson test

1. AP PSYCHOLOGY
LIVE LEARNING SESSION
Module 4
Developmental
Psychology

2. TONIGHT’S SESSION
 Announcements
 Expectations
 DBAs and Weekly Work
 Pace Plans
 15 December Due Date
 Holiday Plans?
 Using the Calculator
 Availability
 When to make an appointment? Call? Text? Email?




Plan of Attack
Essential Questions
Experiment, FRQ, Journal
Q and A Period

3. DBAS AND WEEKLY WORK
Student Agreement:
Students agree to the following as part of the
registration process:
I understand that for each online course there
are a minimum number of assignments that
must be completed each week. Failure to
submit the minimum number of assignments
on a weekly basis will result in my removal
from the course and may result in a failing
grade being assigned to my academic
transcript. If I drop the course after completing
50% of the class requirements and fail to take
the final exam, Florida Virtual School will issue
an "F" for my final grade.

4. PACE PLANS
Why the 15th?
How can I plan it out?
* Schedule ahead!
* Use the “Pace Calculator”

5. AVAILABILIT Y
Schedule DBAs and Monthly Calls
Text or Email me with quick questions.

6. MODULE 4: PLAN OF ATTACK

7. MODULE 4: DEVELOPMENT

8. MODULE 4: ESSENTIAL QUESTIONS

9. MODULE 4: HEREDIT Y OR ENVIRONMENT
Hypothesis 1: Nature is more influential than
nurture.
Can the mind actually build knowledge from
sensory information? We instinctively know some
things, although group interactions and
environmental factors may modify this
knowledge. For example, as an extension of the
mother-infant bond, we learn kinship
preferences, recognition of specific individuals,
social communication, and long term infant care.
Some scientific studies support this view. For
example, neurologist Oliver Sacks befriended a
young boy named Stephen, an autistic savant
who was capable of memorizing complex scenery
at a glance and retaining the information for long
periods of time. From an early age he appeared
to have little need for nurture - - human or
otherwise.

10. MODULE 4: HEREDIT Y OR ENVIRONMENT
Hypothesis 2: Nurture is more influential than
nature.
Leading a field of neurobiologists, who explore
how the human brain learns about the world,
Nobel Laureate Gerald Edelman hypothesizes
that with repeated experiences, we develop and
reinforce anatomically based concept maps.
These concept maps subsequently modify how
sensory information is processed and organized.
“Natural Law”, which has been traced to the
writings of Aristotle and Plato, states that
decision-making principles can be discovered
through careful reflection and by observing
nature. The law of nature, rather than individual
preferences, determines what actions are right.
The human mind need only possess the capacity
for reasoned thought and the ability to
communicate.

11. MODULE 4: HEREDIT Y OR ENVIRONMENT
Hypothesis 3: Nature and nurture interact in
sequential stages.
In a series of elegantly designed experiments,
child psychologist Jean Piaget proposed that
children pass through developmental stages
where one stage builds on an earlier stage
through assimilation and accommodation to the
real world.
Psychologist Lawrence Kohlberg strongly believed
that moral development occurs in six stages. We
grow from a point of self-interest to one of an
increasingly larger circle of people. Our
perspective changes with age and is comparable
to growth in areas of psychological development.

12. MODULE 4: HEREDIT Y OR ENVIRONMENT
Hypothesis 4: Nurture interacts with nature at the
critical window stage.
We appear primed to receive specific
environmental stimuli that are most easily
incorporated during windows of opportunity (i.e.,
critical windows).
A familiar example of a critical developmental
window is the medical condition known as “lazy
eye.” If the human brain fails to receive input
from both eyes before about the age of five years,
the information from the eye with very poor vision
is permanently ignored even after corrective
surgery or lenses.
Evolutionist Ernst Mayr observes, “Man is
distinguished from all other animals by the
openness of its behavioral program… so in
human beings norms and values are laid down in
the open behavior program of an infant.”

13. MODULE 4: INFANCY TO CHILDHOOD
Need to Know:
Physical Maturation
• Reflexes
• Coordination
Cognitive Benchmarks
• Schemas
• Assimilation
• Accommodation

14. MODULE 4: JEAN PIAGET

15. MODULE 4: ERIK ERIKSON
Trust vs. Mistrust
Infants learn to trust in themselves
and the world around them. Trust is
not yet the complex concept
understood by adults, but rather it is
built based on the reliability of care
given by caregivers (commonly
parents).
Erikson believes that a baby
understands trust as being fed when
hungry, soothed while crying, changed
when necessary, etc. If care is
unpredictable and inconsistent, the
baby will develop basic mistrust. The
mistrustful child may experience
frustration, anxiety, insecurity, lack of
self confidence, and may consider the
world an unreliable place.

16. MODULE 4: ERIK ERIKSON
Autonomy vs. Shame and Doubt
As the child is becoming more
mobile, his sense of independence is
developing. Parents should encourage
the child to explore his surroundings in
order to gain control over motor ability.
The child is beginning to master tasks
such as toilet training, feeding, and
dressing himself, but will need support
from caregivers in order to become
confident and secure in his abilities.
Success will lead to development of
autonomy, while failure may lead to
feelings of shame and self doubt.
Failure in this stage could also cause a
child to lack confidence in his ability to
survive and become overly dependent
on others.

17. MODULE 4: ERIK ERIKSON
Initiative vs. Guilt
In this stage, the child is developing
a sense of responsibility. He is
beginning to understand that he can
have an effect on his environment by
being assertive and taking control.
Children in this stage often
demonstrate initiative by making up
games with one another. They are
learning to feel secure in their ability to
lead others.
Sometimes children overstep their
boundaries and are punished. This
leads to feelings of guilt. Erikson had a
positive outlook on this stage,
believing that guilt could be quickly
erased by a sense of accomplishment.

18. MODULE 4: ERIK ERIKSON
Industry vs. Inferiority
By this stage, the child has entered
school and tends to judge his self
worth by comparing himself to his
peers. Children in this stage are
developing a sense of themselves as
individuals and striving to accomplish
tasks in the classroom. Teachers
become very important, as the child
strives to achieve and gain approval in
order to feel valued by society.
Children's efforts must be validated,
otherwise they may develop a sense
of inferiority.
Failure may make a child feel
inadequate or worthless, so it is
important to recognize and commend
their efforts in order to promote self
confidence.

19. MODULE 4: ERIK ERIKSON
Identity vs. Role Confusion
The child has now transitioned into adolescence, which
is a very stressful time. Adolescents are struggling to
determine who they are and how they fit in with society,
including their peers and their family. They are trying to
define their purpose and direction and are prone to risk
taking. Often, the adolescent's identity is shaped by the
outcome of the risks he takes and things that he explores.
Adolescents are trying out different roles in order to
determine personal beliefs and identities regarding
occupation, sexuality, relationships, religion, politics and
family.
Adolescence can be a very uncomfortable and
awkward time. Adolescents may experience conflicting
emotions and a lack of direction, which could create role
confusion. They may struggle to answer the question "Who
am I." Success in this stage is characterized by the
development of a sense of self and ability to stay true to
one's beliefs. Failure may lead to role confusion and a
weak sense of identity or an identity crisis.

20. MODULE 4: ERIK ERIKSON
Intimacy vs. Isolation
This is the first stage of adult
development, known as young
adulthood. In this stage, adults have a
need to form intimate relations with
others. Young adults explore long
term relationships and commitments,
often resulting in marriage.
Successful relationships engender
intimacy, love, and security, while
failure in or avoidance of
commitment may lead to isolation
and loneliness. Individuals who
struggle in this stage may worry, "Will
I die alone?" In order to have success
in intimacy, one ought to have
developed a solid sense of identity in
Stage 5.

21. MODULE 4: ERIK ERIKSON
Generativity vs. Stagnation
Middle adulthood is characterized
by having a family and contributing to
society by guiding future generations.
At this point, the adult is settled in his
career and the focus becomes
contributing to society by passing on
culture to younger generations: active
in the community and focused on
raising a family. As that family leaves
home, individuals must find purpose
in their lives. Struggling to do this can
sometimes lead to what is known as
a mid-life crisis.
Those who are successful in this
stage feel involved and productive
(generative), while those who are
unsuccessful feel unproductive. They
may feel lifeless, sluggish, or selfabsorbed.

22. MODULE 4: ERIK ERIKSON
Integrity vs. Despair
Old age is characterized by an
assessment of one's life to determine
whether it has been successful. As
one slows down, he is left with a lot of
time to contemplate his
accomplishments. Success leaves
one feeling wise, satisfied, and
productive. An individual who is
satisfied with his life may feel as
though he has lived to the fullest and
has all the answers.
In contrast, while a negative
assessment of one's life can result in
feelings of guilt and regret. Depending
on the severity, an individual may
experience despair, depression, or
hopelessness.

23. MODULE 4: DEATH AND DYING

24. MODULE 4: DEATH AND DYING

25. MODULE 4: ACE THE MODULE EXAM

26. 04.00 EXPERIMENT
1.
Arrange an informal inter view with someone 65
or older (relative, neighbor, family friend). Plan
on a 30 minute chat and have your questions
in mind but the idea is to let the inter viewee
talk it up.
2.
The topic of your conver sati on is their
adolescence. Ask about their school , their
friendships, dating, par t -time jobs, historical
events (war for example), and about how they
thought their life would be as an adult. It’s
supposed to be a conver sati on so share your
view of things too.
3.
Submit a five paragraph essay about the following:





Topic you found most interesting
Topic you found most informative
A connection to Piaget’s Formal Operational Stage
A connection to Erikson’s “Identity vs. Role Confusion” Stage
Similarities and differences between your adolescence and your interviewee.
Handwrite your essay and submit it as 04.00 Experiment

27. 04.00 JOURNAL
The 4.00 Psych Journal once again in this module is a vocabular y acquisition
exercise.
Choose at least 40 terms from the e -text reading for this module and list
them. Prioritize your list based: begin with the term you feel is most
impor tant to know in your AP Exam preparation and end with the term on
your list you believe you are least likely to “need to know.” Once you have
your list, create a “note” for the fir st 20. Here is an example of a note for the
term “Egocentri sm”:
Egocentrism: this is a term with a general definition of “being only concerned
with your self.” In the context of Psychol ogy, egocentri sm is a way that Jean
Piaget used to track cognitive and emotional development. For example,
Piaget says an infant develops language as a way of communicating with
itself during play. The morality of the child is also egocentri c according to
Piaget. Questions of “right or wrong” are determined by the child’s viewpoint
and it isn’t until about age 13 that egocentri sm is replaced by concern for
other s’ per spectives.
Submit your work with the assignment page “04.00 Psych Journal .”

28. THE FRQ
“FRQ” stands for Free Response Question. These are timed and they are
dif ficult to answer. There is not a single correct way to answer the
question. However, you are expected to do three ver y impor tant things in
answering these questions:
1.
2.
3.
Write an essay answer to this essay question. You may need to
provide a line or two of context but get to your single sentence
answer to the question quickly.
You must use all of the required elements to answer the question. At
fir st this will seem like going through a checklist. That’s okay for
now. By exam day you will be integrating each element seamlessly.
You must make it easy for the reader to reward you. That means you
must write neatly and clearly in blue or black ink , you must correct
mechanical error s (spelling, punctuation, capitalization). Grammar
always matters. And, you should set of f each of the required
elements by underlining or beginning a new paragraph.

29. 04.00 FRQ
This is from page 431 in the e -text. Respond to the question in
a clear, concise handwritten essay in blue or black ink. Limit
yourself to 30 minutes. Do not simply list facts. Instead,
present a thorough argument based on your critical
consideration of the topic. Use proper psychological terminology
as necessary.
Tisha and Ken are a married couple preparing for their first
child. They are wondering to what degree their child’s
appearance, health, personality, and other characteristics will
be determined by biology or by environmental factors such as
parenting styles and cultural expectations. In a detailed, well organized essay, discuss three ways in which the child’s
development will most likely be influenced by biological factors
and three ways in which the child’s development will most likely
be influenced by environmental factors.

30. QUESTIONS?