Chinese Poster

Chinese new year is coming up, therefore, we are assigned to create a Chinese new year poster. In this poster, we are using photoshop, illustrator, and as well as indesign in creating it. The background and the horse were made in photoshop. Other things like flowers, text, and lantern were mostly made in illustrator. By using illustrator, it helps to made to picture more clear; there wont be small pixel when we zoom in a lot. After we done will all the pictures and text, we organise and arrange everything in indesign, the print it out. This is my first time using illustrator and indesign. Even though they are quite hard to use, but if we spend more time with it, it’s also fun to play with.

Wish everyone a Happy Chinese New Year 2014 🙂

Child Abuse

Child Abuse

• research the car of Genie (also discussed in chapter 2 and 8)
• how was she teated by her parents?
• • leave her in the room for 13 yrs.
• what was the result on her social development?
• • she never be able to learn her language.

• Unconditioned positive regard : means that parents love and accept their children for who the are, no matter how they behave. Children who are treated this way often develop hight self-esteem.
• Conditioned positive regard : means that the parents only show their love when the hidl behaves in certain acceptable ways. These children often grow up into adults who constantly try to find approval from others. (low self esteem. )

Jean Piaget

• He believed that human beings organize news information in 2 ways: through assimilation and accommodation.
• Assimilation: the process which new information is placed into categories that already exist.
• Accommodation: a change brought about because of new information.
• • e.g. the child call a cat “doggie” but is corrected by his parents that it’s a cat, and therefore a new category is created.
• 1: The sensorimotor stage:  the first stage of cognitive development and is characterize mainly by learning  to coordinate sensation  and perception with motor activity. (0-2 yrs)
• • e.g coordination vision with touch.
  • Object permanence: part of the sensorimotor stage that happens between eight months and one year. The infants come to understand that objects will exist even if they cannot see them or touch  them .
  • e.g. a bear is places in a drawer, and they know that the bear is in their even they didn’t see.
• 2: the pre-operational stage: the second safe of development starting around 2years of age. The child beings to use words and symbols to represent objects, the children have one dimensional thinking, meaning they can only see one  aspect. (2-6 yrs)
• 3: concrete-operational stage: this is at about the age of 7, children begin to show signs of adult thinking. They now understand the laws of conservation and can focus on 2 dimensions of a problem at same time. start not being selfish. (7-11 yrs)
• 4: formal-operational stage: final cognitive stage. begin at about puberty (12yrs +) people can think abstractly (in there mind’s eye can imagine). They are able to deal with hypothetical situation and realize there may be many ways to solve the problems. cause

Psychologist  Lawrence Kholberg devised another cognitive theory about development of children’s moral reasoning. (read story on pg.246)

– Do you think stealing the drug is right or wrong? why?

ans: I think it’s right, because he really need to drug to helps his wife. He didn’t steal the drug to do something bad or harm other people.

• Kohlberg believed that moral development followed stage. People develop at their own rate and do not go backwards. Not everyone reaches the highest level in their lifetime.
• avoidance punishment: lowest stage; do something to avoid punishment.
• • the man would not steal in fear of the authorities.
• self-interest: do whatever that make you happy, selfish.
• • the man would act out of self-motive without thought to others. he might or might not steal.
• good boy attitude: do things to win approval of others, without caring right or wrong.
• law and order morality: hight reared for authority and social orders.
• • he might feel like he better not steal it.
• social contract: social contract/agreement. but the person will only follow the social laws and norms if they don’t feel personally at odds with them.
• morality: highest, morality of the individual consciences, not necessarily in agreement with others or society. having own moral standard that will never break it.
• • one might argue that the pharmacist was acting out greed and that survival was more important than profit.

SUMMARIZE each stage and give examples of person in that stage

Piaget’s theory of cognitive development

1. sensorimotor (0-2) 

• The first stage of cognitive development. Infant form 3 – 4 months will be fascinated with their own hands and legs, and are able to control them. They coordinating vision with touch. For example they will be interest in the object they are holding. Around 8 months – 1 year, the infant can understand that the object is exist even bought they cannot see or touch them. For example, when the toy is  in the box, the child knows it even they didn’t see or touch it.

2. pre-operational (2-6)

• The second stage of cognitive development. Around the age of 2, the child start to use words and symbol in communicating. The child has only one dimensional thinking, which mean they only know one thing at a time. For example, there are 2 glasses which contain the same amount of water, when we pour the water from one glass into a taller glass, the kid will say that the taller glass has more water, even though the amount of water is the same.
• Also in this stage, the child won’t be able to know other people’s point of view; they believe the world only exist to themselves.

3. concrete operational (7-11)

• The third stage of cognitive development. Around the age of 7, the child start to show sign of adult’s thinking. They understand other’s point of view, and start to not being selfish. And also can focus on two dimensions.

4. formal operational (12+)

• The last stage of cognitive development. know the cause and effect of things they do. learning to know that there are many ways to solve problems. For example they know what should do and what should not do.

Parenting Style

Case	Permissive  (whatever)	Authoritative (Because I said so)	Authoritarian (warm, but strict when necessary)
Stealing	give me some	scold, punish, hit, embarrasses, make them feel bad	fix the problem, punish with a reason, talk to the child and explain why it was bad
Spoiled	give it to them	scold, punish, make the child feel bad for wanting something,	allowance, budget, make them work for it
Failed exam	whatever, maybe will do better next time.	punish, take things away	maybe take away a privilege but within reason, help them fix the problem, hire tutor
Fight at school	ignore the problem, blame child for annoying them.	punish without really talking about the issue.	look at all perspectives and come to a solution,
Siblings fighting	ignore it let them fight	blame one and punish them without understanding	help solve the root of problem encourage kindness.
Wetting bed	tell the child to go back to bed	make them sleep in it, yell, put them down	clean it, talk about it, compromise solution.

Development

Milestones (achievement happen in life)

• learn to talk
• have a baby
• learn to tie shoes
• learn to walk
• puberty
• crawling
• gaining skills
• getting license
• teething
• first relationship

Development

• Development Psychology: is the field in which psychologists study how people grow and change throughout the life span.

Why Study Development

• Early childhood experiences affect people as adolescents and adults.
• By studying development, psychologists can learn about developmental problems and help.
• A critical period is a stage or point in development during which a person or animal is best suited to learn a particular skill or behavior pattern.
• • e.g. language is learned easily and quickly before the age of 5 –
  • after age 5, learning a new language becomes increasingly difficult takes longer.
  • It is not clear whereto development occurs in stages or in a steady profession.
  • Jean Piaget said that we develop in cognitive stage.
  • An example of continuous development / steady profession is the way in which we grow in weight and height – it is not noticeable from one day to the next.

Motor Development (textbook)

Reflexes at birth

• Reflexes are involuntary reactions or responses to stimuli.
• Babies are born with some reflexes : sucking, fanning, our toes when the soles of their feet are touches,will hand around a finger.
• Imagine what the world must seem like to a newborn. Prior to both, the  baby spent several months in a warm, wet dark place. Now suddenly, it finds itself in a bright, noisy world full of sensory stimuli.
• Perceptual development is the process by which infants learn to make sense of what the see, hear and taste.
• Newborn baby can hear, taste, but does not development sight yet.

Social Development

• Social development involves the ways in which infants and children learn to relate to other people.
• Infants tend to play by themselves with toys, even if other children are around. As they grow older however, they start to play with others.
• Feelings of attachment are the emotional ties that form between people. Attachment keeps people together. Attachment between caregivers and infants is necessary in order for the infant to survive.
• By 4 months of age, infants begin to form preferences for who is holding them. They become attached to their main caregiver, in most cases either their mother or after.

Type of parenting

• Types of parenting different along two separate dimensions. One dimension is warmth-coldness; the other is strictness-permissiveness. 
• Research shows that children fare better in life when their parent

Authoritative Parenting

• parents combine warmth with positive kinds of strictness to keep their child safe.
• Children with authoritative parents are more independent and achievement orientated than other children.
• don not confuse authoritative with authoritarian, which describes parents who give strict guidelines that are unreasonable, and are rejecting and cold towards their children.
• Contact comfort: the instinctual need to touch and be touched by something soft, such as skin or fur. (page 235 – Harlow’s monkey study)

Drug

Drug	What type of drug?	Its effect on nervous system and consciousness	How addictive is it?	Harmful effects on the body
Alcohol	Depressant	Slow down the NS. can cause intoxication, Slur speed, blurry vision, clumsy, cannot concentrate.	Mildly addictive, can become addicted if use frequently.	Liver problems, Tension and shaking body, heart problem, cancer
Nicotine(cigarettes)	Stimulant	Speeds up activity of the NS. it can help people to concentrate, and feel more awake (increase adrenaline). Suppresses appetite	Through regular use people become addicted.	Lung cancer and other cancers, headaches, irregular heart beating, insomnia,
Amphetamines (speed)	Stimulant	Speeds up the NS, causes alertness and suppresses appetite, feeling of pleasure,	Highly addictive	After “crashing” person will sleep for days or be severely depressed, insomnia, irritability, nausea, hallucinations, delusion,
Cocaine	Stimulant	feeling of pleasure, reduce hunger, deadens pain, boosts self-confidence	Highly addictive	Reduces the supply of oxygen to heart which can result in death.
Marijuana (weed, pot, hash)	Hallucinogen	Relaxation and mild hallucinations	Can be addictive when used frequently	Impairs memory and learning, can have frightening experience when high, lose the sense of self.
LSD (acid)	Hallucinogen	Expands consciousness to “open to new worlds”. intense hallucinations.	Highly addictive	Extreme hallucination may result in people harming themselves on even committing suicide. memory loss, violent, nightmare, feelings of panic. Flashbacks.

Ch.9 Intelligences

Intelligences

• Intelligence makes humans different than other animals
• We can think abstract (exists only in our thoughts) about things such as space and time.
  • we think about future.
• Achievement – refers to knowledge and skills than are gained from experience,
• whereas intelligence can be defined as the abilities we learn from experience, to think rationally, and to deal effectively with others.

Spearman’s two factor theory 

• Charles Spearman suggested that general intelligence (g), underlies all of our intellectual abilities. When people are better at some things then otters, Spearman suggests chart these are specific (s) factors.

Gardner’s theory of multiple intelligences

• Howard Gardner suggested that there are multiple types of intelligence:
  • verbal
  • logical mathematical
  • visual-spacial
  • bodily-kinesthetic (athletic)
  • musical-rhythmic
  • interpersonal (can understand others feelings easily)
  • interpersonal (insight into your own inner feelings)
  • naturalist (understand laws of natural behavior)
  • existential (philosophical – ask questions about life)

Robert Sternberg – Street Smarts

• Robert Sternberg suggested that some people may excel in school work, but that others are more creative or have more practical intelligence or “street smart”
• He broke intelligence down into 3:
  • analytical
  • creative
  • practical
• Definition for Street Smart: a person who has a lot of common sense and knows what’s going on in the world. This person knows what every type of person has to deal with daily and understand all groups of people and how to act around them. This person also know all the current events going on in the situation.

Daniel Goleman – Emotional Intelligence

• Daniel Goleman proposers the idea of emotional intelligence.
• This intelligence consists of 5 factors involved in aiming success in life:
  • self-awareness: recognize own feelings and cope with them well.
  • mood management: the ability of distract yourself from uncomfortable feelings or make the necessary change.
  • self motivation: move along with confidence and enthusiasm, especially when faced with problem.
  • impulse control: ability to delay pleasure until the task at hand has been accomplished (do not play game until your homework i finished)
  • people skills: the ability ti empathize, understand, communicate, and cooperate with others.

Standford-binet intelligent test

• The creator of this test, Binet, assumed that intelligence increases with age. The score on this test will give the one being tested a MENTAL AGE. This number may or may not be their actual chronological age.
• chart in page 211
• Today this test provides an intelligence quotient (IQ)
• Other tests that are used today the most are the Wechsler Scales Tests
• These scales reveal relative strengths and weaknesses as well as overall intellectual functioning.
• In these scales can more daily point our a disability
• The average score for people is between 90-110. Scores that are over 130 mean the person is gifted and scored below 70 indicate mental retardation.

Types of Learning

• People learn differently, however. This may result in differences in IQ score in certain tests.
• Visual Learner: learn del by seeing images/associating information with image.
• Auditory Learners: learn best by hearing the information.
• Tactile/Kinesthetic learner: learn best by doing something an experiment, a project, research, etc.

Problems with intelligence tests

• Some tests are culturally biased: the words or concepts may be familiar to some people but not to others. (e.g. you should not test someone from Thailand about the different terms that described snow.)
• Factors such as education and economic background can affect scores unfairly.
• Some people are more motivated than others. Some feel they will fail, and because they think this way, they often do.

Mentally Delayed 

• Mildly delayed: IQ that are between 50-70. These people can read and do math. They have more trouble learning to walk/talk/eat as other children. They can mostly take care of themselves as adult.
• Moderately delayed: IQ between 35-49. These people can learn to speak, and feed and dress themselves. They can live under supportive conditions where others help them when needed. They usually cannot do math or read.
• Severe delay: IQ between 20-34. They require constant supervision. They may have some understand of speech and be able to respond. They need continuing direction in a protective environment.
• Profound delay: IQ below 20. They can not really communicate. They may show basic emotional responses but they cannot feed or dress themselves and are dependent on others and their care throughout life.

What influences intelligence?

• Both genetics and environment play parts in the intelligence of a person.
• Those who are related to each other often show similar IQ scores, but the scores may be altered by the environment.

For optimal intellectual functioning in children:

• Parents should be emotionally and verbally responsive to their children’s need
• Parents provide enjoyable and educational toys.
• Parents are involved in their children’s activities.
• Parent provide varied daily experiences during the preschool years.
• The home environment is well organized and safe.
• The children are encouraged to be independent and make their own decisions, and solve their own problem when possible.

Nature and Nurture

Drug Project

you must write 1 1/2 -2 pages that included the following :

1. Name of drug

2. Type of drug

3. Effect on Nervous System

4. Effect on Consciousness

5. Explanation if you think drug is addictive or not, why?

6. The harmful effects the drug may have on someone

7. An example of someone (can be famous) who become addicted to that drug

8. Suggest ways to help someone addicted to the drug.

The drug that I am choosing to do in this project is Alcohol. Alcohol is consider as the type of depressants which can cause negative effect on the nervous system and consciousness. Although alcohol might make people feel relax and reduce their stress for a while, but by drinking it too much can slow down the activities in the nervous system, and also lead to many serious health problem such heart problem, liver problem, cancer, high blood pressure, or lethal. I think alcohol can make people become addicted to it, but this doesn’t means that everyone who drink it will become addicted to it. People who keep drinking it regularly would likely to get a higher chance to become an alcoholic. This might because alcohol could make people feel more confident and relaxed, it help them get away from the feeling of depression and loneliness. Especially when people are getting stress and couldn’t be able to solve their problems, one of the way that people choose to help them might be alcohol because it could make them feel happy and forget about their stressor for awhile. Therefore, whenever they feel upset or getting stress, they might keep on drinking it to make them feel better. Later on, they will become addicted to it. Another reason that make people become addicted to alcohol is because of the society or the group that they joined. Those people do smoke and drink alcohol to make their friends accept them, because otherwise if they are the only one who doesn’t drink in the group then they might not be accept by their friends. Alcohol also make people get more friends, and that’s why many young teenages nowadays addicted to alcohol. I had seen some of my friends in my old school who doesn’t really have any friends. But after they join with the alcoholic group, they tend to have more friends. And therefore, they keep on drinking regularly until they become addicted to it. Alcohol could cause many dangerous not only to the drinker but also other people as well. For example car accident, this is the most thing that should be taken into consider. Drinking a lot of alcohol could make people drunk which would blur their vision, make them clumsy, and have a hard time concentrate on things. People who are drunk might realize that they are drunk, and therefore they may do things that require high concentration such as drive car which cause them into car accident. We could help people who are addicted to alcohol by letting them drink lesser until they stop drink it. For teenagers, the parents should take care and spend more time with their child, talk to them about the issue and cheer them up.

Elephant Communication

Ch.8 Language

Basic ELements of Language

• Phonemes: basic sounds such as consonants, and vowel, and combinations of them.
• Morphemes: units of meaning such as “pre” and “ness”. A combination of phonemes, and can include words like “cat.”
• Syntax: the way in which the words are arranged to make phrases. Syntax unusually follows a pattern such as this:
  • Linda (subject) cooked (nerd) dinner (object)
• Semantics: the meaning of the word or phrases. How a sentence is structured will changed it meaning.
  • Linda’s chicken is ready to eat (this means the food is ready to be eaten)
  • Linda’s family is ready to eat. (the family is hungry and want to eat)
• We are born with language center in our brain that allow us to learn language,. But the type of language we learn depends on our environment. (the linguist Chomsky said we can do this because or LAD = language acquisition devices. He said other animals do not have this )

Sign Language

• If someone is born deaf, they can learn sign language. Sign language activates the same areas of the brain as verbal language does.
• Humans are very social. If you put some humans together but they do not have a common language to speak – you better bet that they will soon come up with their own language.

Language Development 

• we are born being able to communicate. Just, not at first with words or symbols. Babies cry in order to final hunger, tiredness, pain or just the desire to be held.
• At about 6 months of age, infants begin to babble. Babbling has the sounds of speech in it. Babies often babble consonant and vowel combination.
• At about 18 months old, children know about 25 words.
  • these words are usually simple and have to do with their everyday lives, such as ball, bear, milk, sleep, no, play, run….

Accents

• The earlier in life a person learns a second language, the more likely the person is to become fluent in it and sound like a native speaker. Language has a “critical period”
• Knowing more than one language will not affect your level of ability in any one of the languages.