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Chapter 1
1.) Nature vs Nurture 2.) Continuity vs Discontinuity 3.) Universal vs Context-Specific Development
Nature vs Nurture
Nature =
biology & genes have a greater effect on development
Nurture =
environment has a greater influence on development
Continuity vs Discontinuity
Continuity =
change occurs gradually & smoothly
Discontinuity =
Change occurs suddenly & abruptly
Biopsychosocial Framework
Combination of 4 interactive forces
1.) Biological Forces
Genetic, Health related
Pregnant Married 30 yr Pregnant Teen old Biological: lack of Biological: Healthy diet, nutrition in diet vitamins Psychological: worried, Psychological: Excited, anxious, depressed Nervous Sociocultural: perceived as Sociocultural: Supported negative, outcast at school by family and friends
Developmental Theories
Ch. 1
What is a theory?
An organized set of ideas designed to explain behavior & development Essential for developing predictions about behavior Predictions result in research that helps to support or clarify the theory
Learning
Watson, Skinner, Bandura
Life span
Baltes
Cognitive
Piaget, Vygotsky
Psychodynamic Theories
Development is largely determined by how well people resolve conflicts at different ages
Sigmund Freud
Founder of psychoanalysis Believed the mind is organized into 2 main parts
1. Conscious 2. Unconscious
Erik Erikson
Student of Freud Psychosocial theory - lifelong theory (stages from infancy to late-late life)
Age
0-1 yr 1-3 yrs 3-6 yrs
Industry vs Inferiority
Identity vs Identity Confusion Intimacy vs Isolation Generativity vs Stagnation Integrity vs Despair
6-Adolescence
Adolescence Young Adulthood Middle Adulthood Late Life
Learning Theory
Behaviorism
Environment shapes behavior Useless to consider internal mental states Theorists:
Ivan Pavlov John Watson B.F. Skinner
Ivan Pavlov
Classical conditioning -learning occurs through associations between environmental stimulus & naturally occurring stimulus Example: Pavlovs Dog
John Watson
infants minds =blank slates (tabula rasa) Classical conditioning able to explain all aspects of human psychology Little Albert http://www.youtube.com/watch?v=Xt 0ucxOrPQE&feature=player_embedd ed
John Watson
Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select - doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and the race of his ancestors. (Watson, 1924, p. 104)
B.F. Skinner
Behavior depends on what happens after the response Operant Conditioning
The consequences of a behavior determine whether the behavior is repeated in the future
Operant Conditioning
Observational Learning
http://www.youtube.com/watch?v=hHHdovKHD NU&feature=related
Intrinsic Reinforcement
reward Emphasis on internal thoughts & cognitions helps connect learning theories to cognitive developmental theories
Jean Piaget
Most influential developmental psychologist of the 20th century Revolutionized how we think about child development Believed early cognitive development based upon actions and later progresses into changes in mental operations
Piagets Theory
Children gradually learn more about how the world works by little experiments in which they test their understanding Cognitive development consists of stages in which childrens understanding of their surroundings becomes increasingly complex and accurate
Piagets Theory
4 distinct stages in development
1. Sensorimotor Birth to 2 yrs
The Child interacts with the world through sensation and movement Develops the ability to hold a mental representation of objects
Piagets Theory
3.) Concrete Operational Thought (7 years to early adolescence)
Can use logic and reasoning Cannot accurately consider the hypothetical
Information-Processing Theory
Views humans as information processing systems Believes humans process the info they receive rather than merely responding to stimuli Compares the mind to a computer
Information-Processing Theory
Uses the computer as a model of how thinking develops Mental hardware: psychological structures, such as memory capacity Mental software: cognitive abilities that process information and help us to interact with the world Both improve with development
Information-Processing Theory
Ecological Theory
All aspects of human development are interconnected No single aspect can adequately explain development Need to consider all factors: environmental, family, political, social, etc., and how they interact
Ecological Theory:
Bronfenbrenners Theory
Urie Bronfenbrenner developing person is embedded in a series of complex & interactive systems Divided the environment into 4 levels
1. 2. 3. 4.
Current Perspectives
Life-Span Perspective
Many factors influence development; no one factor adequately explains itall must be considered
Current Perspectives
(Cont)
Emphasizes the need to view the entire life-span to understand a persons development The social, environmental, and historical aspects of ones life must be considered Learning about patterns of development influences society
Plasticity
Ones capacity is not predetermined or carved in stone
Historical Context
Historical time periods must be considered in examining development
Multiple Causation
Biological, psychological, sociocultural, and life-cycle changes must be considered
Loss-based Selection
Reducing involvement because of lack of resources or abilities
Compensation
Finding alternate ways of meeting goals due to loss of ability or diminished skills
Developmental Research
Measurement
4 Approaches
1. 2. 3. 4.
Systematic Observation
Naturalistic Observation
Observed as they behave spontaneously in real life Strength: Captures behavior in natural setting Weakness: Difficult to use with behaviors that are rare or typically occur in private settings
Systematic Observation
Structured Observation
Observed in a created setting that elicits behavior of interest Strength: Can be used to study behaviors that are rare or typically occur in private settings Weakness: May be invalid if structured setting distorts the behavior
Self-Reports
Peoples answers to questions about the topic of interest Written form = questionnaire; oral = interview Strength: Convenient Weakness: May be invalid because of incorrect answers
Physiological Measures
Measuring peoples physiological responses Strength: Provide a more direct measure of underlying behavior Weakness: Highly specific in what they measure and cannot be applied broadly
Validity
Does this measure provide a true picture of what is being studied?
Representational Sampling
Populations
Broad groups of people in which researchers may be interested
Sample
A subset of the population chosen to represent the population
2.Dependent variable
The behavior that is studied for possible change (i.e. test scores)
More subjective
Text based
More objective
Number based
More in depth info on few Less in depth but across cases large number of cases Less generalizable More generalizable
Strengths:
Charts individuals development over time
Weaknesses:
Expensive High drop out rate Become Test-wise
Issues:
Cohort effects Example: Ability to use web based information
Weaknesses:
Cant study stability of behavior Cohort effects complicate interpretation of differences between groups
Strengths:
Allows for flexibility to collect info in several ways Avoid cohort effects
Weaknesses
Very expensive & time consuming