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Developmental Pysch
Chapter 1 - Theory & Research in Child Development
| Question | Answer |
|---|---|
| Child Development | Area of study devoted to understanding constancy and change from conception through adolescence |
| Developmental Science | Interdisiplinary field devoted to the study of all changes we experience throughout the lifespan |
| Prenatal Period | Conception to birth (9 months) |
| Infancy & Toddlerhood | Birth - 2 years. Emergence of motor, perceptual, and intellectual capacities/Beginnings of language. First intimate ties to other. |
| Early Childhood | 2-6 years. Body lengthens, motor skills refined. Child more self-sufficient.Make-believe play. |
| Middle Childhood | 6-11 years. Improved athletic abilities. More logical though processes. Mastery of basic literacy skills. Advance in understanding of self, morality and friendship. |
| Adolescence | 11-18 years. Puberty. Abstract and idealistic thoughts. Autonomy. |
| Basic Issues of Developmental Psychology | (1) Continuous or discontinuous (2) One or many possible courses of development? (3) Nature vs. nurture (4) ree will vs determinism |
| Theory | Orderly, integrated set of statements that describes, explains, and predicts behavior |
| Continuous Development | View that regards development as a cumulative process of gradually augmenting the same types of skills that were there to begin with. |
| Discontinuous Development | Development process in which new ways of understanding and responding to the world emerge at specific times. Like steps. |
| Tabula Rasa | Blank slate. John Locke’s belief that a child’s character is shaped entirely by experience. Believed praise & approval better than rewards of money or sweets. Opposed physical punishment. Many courses |
| Resilience | Ability to adapt effectively in the face of threats to development. |
| Noble Savages | Jean-Jacques Rousseau’s view that children are born with a sense of right and wrong and a plan for orderly, healthy growth. |
| Maturation | Genetically determined, naturally unfolding course of growth. |
| Normatative Approach | Age-related averages computed to represent typical development. Launched by Hall & Gesell. Used questionnaires, observations, interviews. |
| Stanley Hall | Founder of child-study movement. Launched normatative approach. |
| Binet & Simon | Constructed the first intelligence test. Stanford-Binet Intelligence Scale |
| Psychoanalytic Perspective | Fred’s view of personality development. Children move through stages in which they confront conflicts between biological drives and social expectations. Resolution of conflicts determines psychological adjustment. Discontinuous. |
| Psychosexual Theory | Freud’s theory emphasizes parent’s management of children’s sexual and aggressive drives in the first few years of life are crucial for personality development. |
| Psychosocial Theory | Erikson’s theory which emphasizes that at each Freudian stage, individuals also acquire attitudes and skills that help them become active, contributing members of society. |
| Erickson’s Psychosocial Stages | (1) Basic trust vs mistrust; Oral – Birth-1 yr (2) Autonomy vs shame and doubt; Anal – 1-3 yrs (3) Initiative vs guilt; Phallic – 3- 6 yrs (4) Industry vs Inferiority; Latency – 6-11 yrs (5) Identity vs role confusion; Genital – Adolescence |
| Behaviourism Watson & Skinner | Directly observable events such as stimuli and response are the appropriate focus of study. Classic and operant condition. John Watson. Continuous Emphasis on nurture. |
| Social Learning Theory Alberta Bandura | Emphasizes the role of modeling or observational learning in development of behavior. |
| Jean Piaget Cognitive-Development Theory | Learning doesn't depend on reinforcers. Construct knowledge as explore their world. Biological adaptation to fit the external world. Stages: Sensorimotor, preoperational, concrete operational, formal operational stage. Discontinuous. |
| Information Processing Theory | Continuous development. Acquires information through processing (problem solving). Computer like. |
| Developmental Cognitive Neuroscience | Researchers from psychology, biology, neuroscience, medicine study relationship between changes in the brain and developing child’s cognitive processing and behavior patterns. |
| Ethology | Focuses on adaptive or survival value of behavior and on similarities between human behavior and other species. Both continuous and discontinuous. |
| Evolutionary Developmental Psychology | Understanding the adaptive value of species-wide cognitive, emotional and social competencies and their change with age. |
| Vygotsky Sociocultural Theory | Cognitive development a socially mediated process; children depend on assistance from adults and peers to take on new challenges. Stagewise changes. Both continuous and discontinuous. How culture is transmitted to the next generation. |
| Bronfenbrenner's Ecological Systems Theory | Microsystem. Mesosystem. Exosystem. Macrosystem. Chronosystem is the temporal changes and effects of the system. |
| Dynamic Systems Perspective | Always changing, any changes disrupts the system and child actively reorganize his or her behavior to adapt. Continuous and discontinuous. |
| Hypothesis | Prediction, drawn directly from a theory. |
| Structured Observations | Laboratory situation is set up that evokes a behavior of interest so that every participant has an opportunity to display the response. |
| Ethnography | Observation of a culture or social group. Typically spends months or years in cultural community to observe. |
| Structured Interviews | Each participant is asked the same questions in the same way. |
| Correlational Design | Researcher fathers information on individuals without altering participants’ experience s and examines relationships between variables. CON: No inferences about CAUSE and EFFECT. Quasi-experiemental. |
| Experimental Design | Has independent variable and dependent variable. |
| Longitudinal Design | Participants studied repeatedly at different ages and changes noted as they age. PROS: Able to identify patterns & examine relationships of early and later behaviours. CONS: Participants move. Test-wiseness. cohort effects |
| Cross-Sectional Design | People in different age groups are studied at the same point in time. PROS: No dropout rates. CONS: Cohort effects – effects of cultural-historical change in accuracy of findings; cannot tell if individual differences exist. |
| Sequential Design | Combination of LONGITUDINAL & CROSS SECTIONAL. Several similar cross-sectional or longitudinal studies at varying times. |
| Microgenetic Design | Presents children with a task and follows their mastery over a series of closely spaced sessions. Adaption of longitudinal. Useful for studying of cognitive development. |
| Determinism | All behavior is determined by preceding events. OPPOSITION – free will |
| Resilience | Depends on protective factors (Sonja Luther); goodness of fit (Lerner & Lerner); |
| Nature | Inborn biological hereditary information received from our parents |
| Nurture | Forces of physical and social world that influence our biological makeup and psychological experiences before and after birth |
| Protective Factors (Resilience) | Personal Characteristics. Warm Parental Relationship. Social Support Outside of Immediate Family. Community Resources & Opportunities. |
| Medievil Times | Mixed ideas about children: Children regarded as born evil and stubborn and had to be civilized; children portrayed as innocents |
| Sensorimotor Stages | Birth - 2 yrs. Piaget's first stage. Senses and movements. Think with eyes, ears, hands & mouth |
| Preoperational Stage | 2 - 7 yrs. Piaget's 2nd stage. Symbolic but illogical thinking. Language and make-believe begin |
| Concrete Operational Stage | 7 - 11 yrs. Piaget's 3rd stage. - Organized reasoning, logical. |
| Formal Operational Stage | 11+ yrs. Piaget's 4th stage. Abstract, systematic reasoning. |
| Jean Jacques Rousseau | Noble savages. Child centered philosophy - adults should be receptive to child's needs at all 4 stages of development. Includes 2 steps: stages and maturation. Discontinuous; one course. |
| Stages | Qualitative changes in thinking, feeling, and behaving that characterize specific periods of development. Periods of rapid transformation from stage to stage, plateaus in between. Discontinuous theories view development as stages. |
Created by:
cintran
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