measure of variability in behavioral traits accounted for by genetic factors

Ranges from 0-1

0= genes play no role

1= genes entirely responsible

Piaget and Vygotsky 

How children learn to think, reason, communicate, and remember

Theories

Stagelike vs Continuous 

Domain General vs Domain Specifc

Physical vs Social Interaction

-domain general

-development in stages

-children physically act on the world and learn from consequences

-mistakes vary with age (kids are not like mini-adults) 

specific model/theory of how the world works

adjusted by assimilation and accomodation

Piaget's Stage 1

Sensorimotor 

Infant experiences world through movement and senses.

Milestone: object permanence 

Piaget Stage 2 

Preoperational

Children learn about and can interact with concrete objects

Milestone: Understanding Conservation and Theory of Mind

Thinking transforms from concrete to abstract.

If-then reasoning.

Solve non-physical problems.

Conceptualization of love/freedom/etc

-Focus on social/cultural influences

-Noted parental influence on learning

-development occurs through interactions with others

-cultural tools play a big role (language, counting system)

-parent as secure base for exploration

-child may/not cry when parent leaves but shows preference for parent over stranger

-distressed infants quickly return to parent

-non distressed infants miss parent 

-relatively unresponsive to parent when present

-don't get distressed when parent leaves

-don't acknowledge parent upon return

-stick close to parent and doesn't really explore

-distressed when parent leaves

-when parent returns, strongly resists parental comfort

Socioemotional Selectivity Theory

-young adults focus on attaining useful information likely to benefit them

-older adults change their focus to what brings them enjoyment

First: Emotion arousing stimulus

Second: Emotion

Third: Physiological Response 

First: Stimulus triggers activity of autonomic nervous system

Then: Person interprets bodily reaction as emotion

First: Emotion arousing stimulus

Then: emotion and bodily reactions 

(at the same time)

Somatovisceral Afferent Model of Emotion 

(SAME)

-physical response to stimulus can range from specific to general

-emotions associated with specific physical response occur more quickly than those associated with general arousal

-seeks and accepts only the best

-try to assess all alternatives

-may be nagged by unexplored options

-settles for options that are good enough

-search until criteria/standards are met, then stop

-source of needs, desires, urges, especially sexual and aggressive ones

-pleasure principal (what feels good now)

-developed from interaction with outside world

-allows people to consider practical demands and contraints to function in the real world

-based on reality principal (delayed gratification)

-mental system reflecting internalization of cultural rules

-moral standards/code of conduct

-instilled by parents/society

-conscience

-promotes behavior in line with ideal standards

Heat affects aggression. 

Heat causes aggression.

-ask for big favor that is likely to be refused

-ask for smaller goal favor after refusal

-offer something desirable and make a request

-sweeten the deal before the offer is rejected

Repeated exposure to some stimuli can increase liking of that stimuli

Moreland and Beach (1992)

-restlessness

-fatigue 

-difficulty concentrating

-irritability 

-muscle tension

-sleep problems

-change in appetite

-change in sleep pattern

-feelings of worthlessness

-loss of interest in friends/family/hobbies

-lethargy

-lack of pleasure and motivation

-less severe symptoms of depression

-lasts atleast 2 years 

-upturn in mood following depression

-giving away belongings

-family history

-severe stressful event

-withdrawal

-unusual risky behavior