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53 Cards in this Set
- Front
- Back
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BASIC DEVELOPMENT CONCEPTS
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1) QUALITATIVE CHANGE
2) NORMATIVE AND INDIVIDUAL DEVELOPMENT |
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A FRAMEWORK FOR UNDERSTANDING DEVELOPMENT
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1) ORIGINS OF THE FRAMEWORK : EVOLUTIONARY THEORY
2) OTHER VIEWS ON HEREDITY AND ENVIRONMENT - philosophical Approaches - Contemporary Approaches |
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THEORETICAL PERSPECTIVES ON DEVELOPMENT
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1) THE NATURE OF THEORIES
2) SIX MAJOR THEORIES OF DEVELOPMENT - Theories Stressing Cognitive Development - Theories Stressing cognitive Development - Theories Stressing Cognitive Development - Theories stressing Social and Emotional Development Why so many theories? |
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MAJOR ISSUES IN DEVELOPMENT
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1) Gradual Development vs stages
2) Early versus Current Experiences 3) Specificity versus Generality |
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RESEARCH METHODS FOR STUDYING DEVELOPMENT
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1) Experiments
2) Non-experimental Research - Natural Experiments - Naturalistic Observation - Survey Research 3) Combining Observation and Experimentation 4) Studying change over time |
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DEVELOPMENT
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AGE RELATED CHANGES THAT ARE ORDERLY, CUMULATIVE, AND DIRECTIONAL
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QUALITATIVE CHANGE
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DEVELOPMENTAL CHANGE .....INVOLVING A FUNDAMENTAL (TRANSFORMATION)......IN AN (EXISTING) ABILITY OR (CHARACTERISTIC)
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QUANTITATIVE CHANGE
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DEVELOPMENTAL CHANGE.....INVOLVING AN (INCREASE)
IN THE (AMOUNT) OF AN (EXISTING ABILITY) OR CHARACTERISTIC) |
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BEHAVIORAL ORGANIZATION
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(THIS IS ONE WAY QUALITATIVE CHANGE OCCURS)
- CHANGE IN WAY A DEVELOPING CHILD (ORGANIZES) AND (USES) HIS OR HER (CAPABILITIES) - ONE WAY.....IN WHICH (QUALITATIVE CHANGE OCCURS) |
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NORMATIVE DEVELOPMENT
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(GENERAL CHANGES)
AND (REORGANIZATIONS) IN (BEHAVIOR) THAT VIRTUALLY (ALL) CHILDREN (SHARE) AS THEY (GROW OLDER) |
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INDIVIDUAL DEVELOPMENT
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1) INDIVIDUAL (VARIATIONS) AROUND (NORMATIVE) COURSE OF DEVELOPMENT
2) (CONTINUITY) WITHIN A CHILD'S DEVELOPMENTAL PATHWAY |
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ADAPTION
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(CHANGE) IN A SPECIES THAT (INCREASES)
CHANCES OF (SURVIVAL) IN A (PARTICULAR) ENVIRONMENT |
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NATURAL SELECTION
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PROCESS BY WHICH (TRAITS)
THAT ARE (WELL ADAPTED) TO AN (ENVIRONMENT) - (SELECTED) THROUGH (REPRODUCTION) AND BECOME (INCREASINGLY) COMMON IN A SPECIES. |
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EVOLUTION
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DEVELOPMENT OF SPECIES
- THROUGH (STRUCTURAL) CHANGES OVER TIME |
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MATURATION
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AGE - RELATED (PHYSICAL) CHANGES (GUIDED) BY (GENETIC) PLAN
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THEORY
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AN (ORGANIZED SET OF IDEAS)
ABOUT (HOW) THINGS (OPERATE) AN ATTEMPT TO (EXPLAIN PAST) FINDINGS AND (PREDICT) FUTURE ONES. |
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PIAGET
1) Senorimotor period 2) Preoperational period 3) Concrete operational period 4) Formal operational period |
SENSORIMOTOR PERIOD -
(BIRTH TO 2 YEARS OLD) - infants understand the world through (sensory) information and (motor) responses. PREOPERATIONAL PERIOD - 2 to 6 years old - Children use (mental representation) to reason about he world - but thinking is (not yet logical.) CONCRETE OPERATIONAL - - children can perform (logical operations) on (concrete objects) FORMAL OPERATIONAL - 12 years and up - - children can think (logically) about (abstract issues) and (hypothetical situations) |
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INFORMATION PROCESSING THEORY
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THEORY that
- seeks to explain - human thought processes by comparing them to the workings of a computer |
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SOCIO-CULTURAL THEORY
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THEORY that emphasizes - role fo social interaction
and (specific) (cultural practices) in development of (cognitive skills) |
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PRIVATE SPEECH
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Audible speech that ......
children (direct) to (themselves) in( regulating) their (own behavior) |
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INNER SPEECH
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Childrens inaudible directives
- to themselves - used for - behavior regulation |
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ZONE OF PROXIMAL DEVELOPMENT
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VYGOTSKY'S term for:
- gap between - particular childs - (current) performance and (potential) performance with guidance from - (someone) more (skilled) |
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PSYCHOANALYTIC THEORY
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Any "theory of development "
derived from (idea's) of (Freud) |
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ID
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(Freuds) term for (part of mind)
- that consists of (primitive) drives and (instincts) |
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EGO
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Freud's term for
- (self) - the part of mind whose (major role) is find safe and (appropriate) ways to (express) (instinctual drives) |
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SUPEREGO
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(Freuds) term for (conscience)
- " part of mind " that has (internalized rules) and (values ) governing behavior |
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FIXATION
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(FAILURE) to resolve
"major"..... issues of (psychosexual stage) resulting in....( repeated )...... (symbolic) reliving of those issues |
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SOCIAL LEARNING THEORY
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theory
that .....emphasizes (learning).... of (behaviors) through......( associations )with ...(different) kinds of consequences - ESPECIALLY in a "social context" |
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MODELING
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(Learning)
by (imitating) others behavior especially if it has a "POSITIVE CONSEQUENCE" |
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ADAPTATIONAL THEORY
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(BOWLBY'S)
"DEVELOPMENTAL THEORY" - integrates ideas - from evolutionary - pyschoanalytic - cognitive theories to ......."explain development" and ........"impact" of ( early attachment relationships.) |
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BOWLBY'S
"BRANCHING TREE MODEL" OF DEVELOPMENTAL PATHWAYS |
- Change always remains possible
- but choices at (each point) constrained by directions previously taken - Children follow paths A and B - may wind up quite similar - in pattern of adaption - despite different directions taken early in life - Children on paths C & D - are quite different - perhaps *(atypical) because of directions continually taken |
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HYPOTHESIS
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- testable proposition
- often developed to check the - VALIDITY of a theory |
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EXPERIMENT
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- study where researchers control conditons
- systematically manipulate (one) or (more) factors - to rule out (all) (influences) - except the one (s) - being investigated |
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ECOLOGICAL VALIDITY
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degree to which
- experimental findings - in lab (generalize) to outside world |
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NON EXPERIMENTAL METHODS
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- Research methods
- where info about (behavior collected) (without manipulating factors) - thought to be influencing it |
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CORRELATIONAL METHOD
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- Research methods that (allow)
- researchers to (compare) (groups) of people - who differ naturally on factors being studied |
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NATURALISTIC OBSERVATION
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- (research method )
- in which - (naturally occurring behavior) - ("observed") in (everyday settings) |
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ETHOLOGY
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- field of study
- relying on (observation) of species in (natural habitats) - in order to (understand) (patterns) of (behavior) and their (functions) |
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SURVEY RESEARCH
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Research where (info collected) using
- (interviews) or - (questionnaires) |
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LONGTITUDINAL STUDY
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(study) following a *(group) of (subjects)
......(over a period of time) |
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CROSS SECTIONAL STUDY
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- study (comparing) groups of people
- of (different ages) - at (same time) |
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COHORT EFFECT
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- Cross sectional study
- (difference) between (age groups) - due to (peculiarity) in (one) of groups being studied - rather than to general developmental difference |
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SUBJECT ATTRITION
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- in a (longtitudinal) study
- (loss of participants)......(over time) |
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ACCELERATED LONGTITUDINAL DESIGN
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- type of longtitudinal study
- where (researchers) (simultaneously) .....follow (several age groups) ..... - over time |
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END OF DEFINITIONS
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END OF DEFINITIONS
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CHAPTER SUMMARY
INTRODUCTION: BASIC DEVELOPMENTAL CONCEPTS |
1) QUALITATIVE CHANGE
2) NORMATIVE DEVELOPMENT 3) INDIVIDUAL DEVELOPMENT |
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CHAPTER SUMMARY
FRAMEWORK FOR UNDERSTANDING DEVELOPMENT |
3 FACTORS:
1) genes 2) developmental history 3) current environmental conditions - Darwins theory of "evolution" - "natural selection" - "nature vs nurture" included (Locke's view) and (Rousseau's concept) - contemporary researchers ..... - how Genes, developmental hx, and environment interact |
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THEORETICAL PERSPECTIVES ON DEVELOPMENT
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- Theory is
- Validity of a theory judged on ...3 criteria - Some theories, describe...., explain...., others focus on...... - Some theories (emphasize) cognitive development - Piaget's theory focuses on "major qualitative changes....in the way children think. - INFORMATION PROCESSING THEORY.....focuses on.... - SOCIO-CULTURAL THEORY emphasizes .... - PSYCHOANALYTICAL THEORY emphasizes.... - SOCIAL LEARNING THEORY emphasizes.... - BOWLBY'S ADAPTATIONAL THEORY combines ideas from - pyschoanalytic theory, cognitive theories, and evolutionary theory to explain.....quality, and impact of early attachment relationships, DEVELOPMENTAL PSYCHOLOGY has many theories because..... |
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CHAPTER SUMMARY
MAJOR ISSUES IN DEVELOPMENT |
Three major issues in developmental psychology are:
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RESEARCH METHODS FOR STUDYING DEVELOPMENT
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Researchers use number of methods to study human development....
1) experiment 2) for research questions that cannot be studied experimentally - researchers use: NON EXPERIMANTAL (OR) CORRELATIONAL METHODS - these include: - NATURAL EXPERIMENTS - NATURALISTIC OBSERVATION - SURVEY RESEARCH - LONGTITUDINAL STUDY - CROSS SECTIONAL STUDY - ACCELERATED LONGTUDINAL DESIGN |
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THEMES OF THE BOOK
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4 important themes:
1) Development is characterized by both change and continuity 2) "Individual development" occurs within a framework of "normative developmental patterns" - context plays critical role in development - Cognitive and social development work together in one integrated process. |
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QUALITATIVE CHANGE
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- developmental change / involving/ fundamental (transformation) / in "existing ability" / or "characteristic.
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CONTINUE ON PAGE 4
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CONTINUE ON PAGE 4 CHP 1
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