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\author{Ilikekittens92}
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  /Title (psychology.pdf)
  /Creator (Cheatography)
  /Author (Ilikekittens92)
  /Subject (Psychology Cheat Sheet)
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{Psychology Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{Ilikekittens92} via \textcolor{DarkBackground}{\uline{cheatography.com/20454/cs/3231/}}}
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  \mymulticolumn{2}{p{5.377cm}}{\bf\textcolor{white}{Cheatographer}}  \\
  \vspace{-2pt}Ilikekittens92 \\
  \uline{cheatography.com/ilikekittens92} \\
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Published 26th January, 2015.\\
   Updated 11th May, 2016.\\
   Page {\thepage} of \pageref{LastPage}.
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  Measure your website readability!\\
  www.readability-score.com
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\begin{multicols*}{4}

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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Developmental Principles}}  \tn
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\mymulticolumn{1}{x{3.833cm}}{Unit 1} \tn 
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\mymulticolumn{1}{x{3.833cm}}{1. Development is similar for every child \newline 2.  Development builds on early learning \newline 3. Proceeds at an individual rate  \newline 4. Development is interrelated  \newline 5. You develop all throughout your entire life.}  \tn 
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Understanding Infants 3}}  \tn
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\mymulticolumn{1}{x{3.833cm}}{6-12 months Reflexes} \tn 
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\mymulticolumn{1}{x{3.833cm}}{6 to 9 months• rolls both ways• sits without support; stands with assistance• picks up toys with thumb and side of forefinger• moves between sitting and lying down• crawls, creeps or shuffles on bottom9 to 12 months• pulls up into an unsteady stand a month or two before first step• points with index finger}  \tn 
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\mymulticolumn{2}{x{3.833cm}}{\bf\textcolor{white}{Developmental Tasks}}  \tn
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Milestones & Milestones \tn 
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\mymulticolumn{2}{x{3.833cm}}{Smile. Early on, it will be just to herself. But within three months, she'll be smiling in response to your smiles and trying to get you to smile back at her. \newline Raise her head and chest when on her tummy. \newline Track objects with her eyes and gradually decrease eye crossing. \newline Open and shut her hands and bring hands to her mouth. \newline Grip objects in her hands. \newline Take swipes at or reach for dangling objects, though she usually won't be able to get them yet.}  \tn 
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\mymulticolumn{2}{x{3.833cm}}{\bf\textcolor{white}{Parts of the Brain 2}}  \tn
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The Cerebellum & Limbic System \tn 
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his structure is associated with regulation and coordination of movement, posture, and balance. & The limbic system, often referred to as the "emotional brain", is found buried within the cerebrum. Like the cerebellum, evolutionarily the structure is rather old. \tn 
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\mymulticolumn{2}{x{3.833cm}}{Thalamus- The structure has sensory and motor functions \newline Amygdala- involved in memory, emotion, and fear. \newline Hypothalamus- functions including homoeostasis, emotion, thirst, hunger, circadian rhythms, and control of the autonomic nervous system. \newline Hippocampus- learning and memory . . . for converting short term memory to more permanent memory}  \tn 
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\mymulticolumn{1}{x{3.833cm}}{The Cerebrum- with higher brain function such as thought and action. \newline Frontal Lobe- associated with reasoning, planning, parts of speech, movement, emotions, and problem solving \newline Parietal Lobe- associated with movement, orientation, recognition, perception of stimuli. Occipital Lobe- associated with visual processing \newline Temporal Lobe- associated with perception and recognition of auditory stimuli, memory, and speech}  \tn 
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Types of Observation}}  \tn
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\mymulticolumn{1}{x{3.833cm}}{Running:A detailed narrative account of behavior recorded in a sequential manner as it happens. \newline Anecdotal records: A brief narrative account describing an incident of a child's behavior that is of interest to the observer. \newline Frequency: counts are a record of the number of times a specific behavior occurs within a specific time period.}  \tn 
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\mymulticolumn{1}{x{3.833cm}}{Head to foot. Long before birth, the baby's head takes the lead in development. A newborn's head is still large in proportion to the body. The same head-to-toe pattern continues after birth. Near to far. Development starts at the trunk of the body and moves outward. First, babies simply wave their arms when they see an object they wantSimple to Complex. At first, babies' main activities are sleeping and eating. Gradually, they learn more complicated tasks}  \tn 
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Erik Erison & Montessori & Jean Piaget \tn 
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Trust vs. Mistrust Age: Infancy o to 1 & Children thrive on order and structure & \seqsplit{Sensorimotor(0-2} yrs) they exist separately from the objects and people around them \tn 
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Autonomy Vs. Shame Age: 1-3 & Children move through sensitive periods & \seqsplit{Preoperational(2-7} yrs)Once children acquire language, they are able to use symbols \tn 
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Intiatve vs Guilt Age: 3-5 & Children need freedom & Concrete \seqsplit{Operational(7-11} yrs)children are able to see things from different points of view and to imagine events that occur outside their own lives. \tn 
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Industry Vs Inferiority Age: 5 -12 & Children absorb their culture & Formal \seqsplit{Operational(11+} yrs)round the onset of puberty, children are able to reason in much more abstract ways and to test hypotheses \tn 
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\mymulticolumn{3}{x{3.833cm}}{\bf\textcolor{white}{Theorsts 1 (cont)}}  \tn
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Ego Identity VS Role Confusion Age: 12- 18 & Little Teachers: Listening better to older children &  \tn 
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Generativity Vs. Stagnation Care. Age: 40 - 65 & Children are natural learners &  \tn 
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\mymulticolumn{3}{x{3.833cm}}{Ego Integrity Vs Despair 65+} \tn 
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\seqsplit{Babinksi} & Stimulation: Sole of foot stroked & Fans out toes and twists foot in \tn 
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\seqsplit{Blinking} & Flash of light or puff of air & Closes eyes \tn 
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\seqsplit{Grasping} & Palms Touched & Grasps Tightly \tn 
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Moro & Sudden move; Loud noise & Startles; throws out arms and legs and then pulls them toward body \tn 
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\seqsplit{Rooting} & Cheek stroked or side of mouth touched & Turns toward source, opens mouth and sucks \tn 
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\seqsplit{Stepping} & Infant held upright with feet touching ground & Moves feet as if to walk \tn 
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\seqsplit{Sucking} & Mouth touched by object & Sucks on object \tn 
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\seqsplit{Swimming} & Placed face down in water & Makes coordinated swimming movements \tn 
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Tonic Neck & Placed on back & Makes fists and turns head to the right \tn 
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\mymulticolumn{1}{x{3.833cm}}{Milestones in the First Year} \tn 
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\mymulticolumn{1}{x{3.833cm}}{1 to 3 months• prefers looking at high areas of faces: forehead, eyes, mouth visually follows a bright object when it is moved slowly.hands open out from fists. 2 to 4 months• when placed on tummy, baby can lift head and shoulders• can briefly hold a toy when you place it in his palms• brings hands into eye range.4 to 6 months• begins to roll from tummy to back• reaches for objects• brings toys to mouth to explore them}  \tn 
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\mymulticolumn{3}{x{3.833cm}}{\bf\textcolor{white}{Theorsts 2}}  \tn
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B.F Skinner & Lev Vygotsky & Maslow's Hierarchy of Needs \tn 
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Positive \seqsplit{Reinforcement:} Add appetative stimulus following correct \seqsplit{behavior(Giving} a treat) & Children construct their knowledge & \seqsplit{Physiological} needs: Body needs \tn 
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Negative \seqsplit{Reinforcement:}  Remove stimuli following correct behavior. Taking away a sticker from the child if they are bad & Development can not be separated from it's social context & Safety needs: Needs where a human needs to feel safe \tn 
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Positive Punishment: Add noxious stimuli following behaviour. Spanking a child for cursing & Learning can lead development & Love and belonging \tn 
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Negative Punishment: Remove appetative stimulus following behaviour. Telling the child to go to his room for cursing & language plays a central role in mental development & Esteem \tn 
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\begin{tabularx}{3.833cm}{x{1.03122 cm} x{1.00089 cm} x{1.00089 cm} }
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\mymulticolumn{3}{x{3.833cm}}{\bf\textcolor{white}{Theorsts 2 (cont)}}  \tn
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 &  & \seqsplit{Self-actualization} \tn 
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\mymulticolumn{3}{x{3.833cm}}{When/Then – Abuse It/Lose It Principle – "When you have finished your homework, then you may watch TV."Incompatible Alternative Principle – Give the child something to do that he can't do while misbehaving.Choice Principle – Give the child two choices, both of which are positive and acceptable to you.Make a Big Deal Principle Make a big deal over responsible, considerate, appropriate behavior with attention,Talk About Them Positively to Others,Modeling Principle}  \tn 
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% That's all folks
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