Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
52 Cards in this Set
- Front
- Back
|
Define Development: |
Growth mentally and physically. Humans develop their whole lives |
|
|
3 main goals of developmental psychology |
1. Describe how something happens 2. Explain why something happens 3. Enhance our knowledge about the topic |
|
|
Developmental Science
|
The study of changes in human behaviors and mental activities over time |
|
|
How has developmental science affected the study of development? |
It's constant invoking of questions pushes us to learn more about development There is always more to learn and discover in developmental psychology |
|
|
Theory |
A set of ideas or propositions that help explain observable phenomena |
|
|
Why are theories vital to science? |
They lead to predictions about behavior |
|
|
5 key themes in development: |
1. Nature/nurture 2. Sociocultural context 3. Continuous/discontinuous 4. Interaction between domains 5. Risk/resilience |
|
|
5 key themes: 1. Nature vs. Nurture |
Nature- instincts one is born with/biological forces Nurture- What we learn/environmental forces They balance one another out. Debate between which one effects a persons development more. |
|
|
5 key themes: 2. Sociocultural context |
How the unique customs and values effect how children are raised and developed Different beliefs about the "proper" way to raise children come into play |
|
|
5 key themes: 3. Continuous or discontinuous |
Continuous- Gradual, steady, small quantitative advances in development Discontinuous- Series of stages, abrupt or rapid changes |
|
|
5 key themes: 4. Interaction between domains |
Aims to understand the child as a whole individual based on all the different domains they're a part of
|
|
|
5 key themes: 5. Risk/Resilience |
Risk- The level of adversities or obstacles in a child's environment (high risk: living in the slums, low risk: living in a wealthy neighborhood) Resilience- The level of ability to overcome any risks or obstacles encountered (high resilience: able to adapt and take on adversity. low resilience: unable to confidently take on issues) |
|
|
Childhood in medieval/renaissance times |
Children were seen as little adults and were not coddles and over-protected like they are today. |
|
|
Childhood during the age of enlightenment |
Children were respected. It was believed babies were born with no knowledge and everything came from their environment. |
|
|
Empiricism: |
Environmental experiences shape the individual and all knowledge and all knowledge is derived from sensory experiences |
|
|
John Locke |
Believed in "Tabula Rasa" and theorized that all children are molded by experience only. |
|
|
Tabula Rasa |
Blank Slate in latin |
|
|
Darwin and Preyer |
Studied evolution of humans Baby Biographers (studied their own children) |
|
|
Hall |
Founder of modern child psychology. Launched child study in U.S. using the questionnaire method |
|
|
Binet |
Studied individual differences Developed 1st IQ test |
|
|
IQ |
Intelligence Quotient |
|
|
Baldwin |
Systems approach (our body is a system) Studied social development and the formation of the personality. |
|
|
Learning: |
A relatively permanent change in behavior that is a result of experiences (exploration, observation, and practice) |
|
|
Learning Theory |
A conceptual framework that describes how information is absorbed, processed and retained during learning. |
|
|
Behavior Analysis |
A learning theory perspective that explains the development of behavior according to the principles of classical and operant conditioning |
|
|
Classical conditioning |
A neutral stimulus is paired with a stimulus that evokes a reflexive response and eventually, the neutral stimulus elicits the reflexive response. ex. pavlovs dogs. neutral stimulus: bell reflexive stimulus: dog food |
|
|
Operant Conditioning |
An organism produces a behavior which is rewarded or is punished. The consequence influences the likelyhood of future responding. (a child rewarded for cleaning his room will do so again. A child spanked for eating candy will not do so again) |
|
|
How has social learning contributed to learning theory? |
It's theoretical approach emphasizes the importance of learning through observation and imitation of behaviors modeled by others. |
|
|
Bandura |
Created concept of social learning Learning from model's behaviors immitation |
|
|
Scheme |
the basic building block of intelligent behavior – a way of organizing knowledge. |
|
|
Assimilation |
using an existing schema to deal with a new object or situation. |
|
|
Accommodation |
when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation. |
|
|
Equilibration |
When a child tries to assimilate but cannot, it causes disequilibrium. when the child then accommodates the new knowledge, it returns them back to equilibrium
|
|
|
Describe the information-processing approach to development |
Information-processing is an approach that views humans as having limited ability to process information , much like computers. |
|
|
Erikson's psychosocial stages of development |
1. trust vs. mistrust 2. autonomy vs. shame 3. initiative vs. guilt 4. industry vs. inferiority 5. identity vs. identity confusion |
|
|
1. Trust vs. mistrust
|
is the world safe or is it full of unpredictable events and accidents waiting to happen? |
|
|
2. Autonomy vs. Shame |
Having control over one's decisions versus not having control and thus feeling weak and shameful. |
|
|
3. Initiative vs. Guilt |
Taking initiative and sharing ideas versus being shot down by others and feeling foolish. |
|
|
4. Industry vs. Inferiority |
Having the skills that the industry deems necessary vs. not having the skills and feeling inferior to those who do have the skills |
|
|
5. Identity vs. Identity Confusion |
Knowing one's place in society vs. not knowing who/what one wants to be in society. |
|
|
What are the different contextual systems approaches |
Ecological systems theory Sociocultural theory Dynamic Systems theory Ethological theory |
|
|
Ecological Systems Theory |
Bronfenbrenner Had a a Bioecological model that showed the different levels of development influenced by experiences arising from broader biological, social, and cultural systems. 1. Micro 2. Meso 3. Exo 4. Macro 5. Chrono |
|
|
Microsystem |
The immediate environment provided for the child (family, school, church, peers, neighborhood, day care, etc) |
|
|
Mesosystem |
How all the different groups in the microsystem interact with each other |
|
|
Exosystem |
Environmental settings that indirectly affect the child by influencing the microsystems (extended family, school board, gov. agencies, mass media, social services, parent's economic situation) |
|
|
Macrosystem |
Major historical events and the broad values, practices, and customs shared by a culture (attitudes, ideology, values, morals, etc) |
|
|
Chronosystem |
Environmental changes that occur over the course of a life-time |
|
|
Sociocultural theory |
Vygotsky Emphasizes the importance of cultural tools, symbols, and ways of thinking that the child acquires from more knowledgable members of that society. |
|
|
Dynamic Systems Theory |
The theory that development is often the outcome of interactions occurring at multiple different levels of behavior. (ex. a child walking is the result of the combo of neural and muscular changes with a responsive environment) |
|
|
Ethology |
The discipline concerned with how adaptive behavior has evolved and how they function to help a species survive. |
|
|
How has ethology contributed to our understanding of development? |
By forcing us to ask questions about development and forcing us to find the answers to those questions. ex. why do babies cry or laugh? |
|
|
Major developmental theories |
1. learning theory approaches 2. piaget's theory 3. information processing approaches 4. erikson's psychosocial theory 5. systems views |
