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63 Cards in this Set
- Front
- Back
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why study children? |
helps study adults benefits children and adults |
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broad domains of development |
physical emotional social cognitive linguistic |
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age periods |
prenatal infancy preschool middle childhood adolescence |
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context definition |
the physical,economic, social, cultural, and historical situations in which development occurs |
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Universal Development |
low context applied to many situations |
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Context Specific |
high context cannot be applied to many situations |
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Developmentally Generative |
Positive development traits |
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Developmentally Disruptive |
Neg. Development traits |
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Microsystem |
immediate relationships |
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mesosystem |
how the immediate relationships interact with each other |
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exosystem |
outter care situations |
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macrosystem |
how ecosystem members interact with eacouther |
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chronosystem |
the pattern of environmental events and transitions over the life course |
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niche |
a stable context to which organisms have adapted |
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4 key issues |
nature vs. nurture discontinuity vs. continuity normative development vs. individual differences universal development vs. cultural differences
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Empiricists |
nurture and continuity |
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Nativists |
nature and discontinuity |
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major applications of child research |
parenting, schooling, childcare, law and social policy |
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Eriksons infant stafe (0-18months) |
trust vs. mistrust virtue: hope |
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toddler (18 months - 3 years) |
autonomy vs. shame and doubt. vitrue: will |
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preschool (3-6 years) |
initiative v. guilt virtue: purpose |
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childhood (6-12 yrs.) |
industry vs. inferiority virtue: competence |
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adolescence (12-18 yrs) |
identity vs. role reversal virtue: fidelity |
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young adult (18-40) |
intimacy vs. isolation virtue: love |
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middle adult (40 - 65) |
generativity vs. stagnation virtue: care |
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senior (65+) |
ego integrity vs. despair |
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ethology |
the study of animals in their natural habitat |
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modal action |
sequence of preplanned actions that are known at birth. Instinct |
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who tested on Baby Albert? |
John Watson |
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Who were the evolutionary/ biological theorists? |
Lorenz, Darwin, Bowlby |
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What did Bowlby do? |
synthesized psychoanalytic and etholocgical ideas |
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what did lorenz do? |
Innate behaviors, imprinting, ethology |
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Who are psychoanalytic theorists? |
Freud and Erikson |
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Who were behavioral/ Social learning theorists? |
Skinner, Watson, Bandura |
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Who used behavior analysis? |
Skinner |
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who created the 3 forms of learning? |
Skinner |
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what are the three forms of learning |
classical conditioning operant conditioning habituation and dishabituation |
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what is habituation |
when repeated stimuli is presented, response will decrease in magnitude |
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what is dishabituation |
when stimulus is changed, original reaction will return |
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What do behaviorists believe |
all knowledge comes from learning. |
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Social learning theory |
Accepted behaviorist claims about a blank slate and that everything is learned but believed in observational learning was also included and that you could theorize about mental states |
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imitations |
observational learning and seeing something good so you repeat behavior |
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response inhibition |
observational learning. seeing a bad thing, refraining from doing that behavior. |
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what is constructivism |
a 3rd variable affects learning. Nature, nurture, childs attempt to build an understanding of the world |
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Piaget developed what |
stages of cognitive development |
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piaget believed in what? |
constructivism |
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sensorimotor |
birth to 24 months egocentricstic thought object perm. cause and effect |
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preoperational |
24 months to 6.5 years theory of mind |
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concreteoperational |
6.5 years till puberty laws of conservation ect |
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formal operational |
puberty + abstract thinking, comparison, deductive reasoning, classification |
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Freud and Piaget were more ____ than ____ |
nativists, social learning theorists |
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nativism vs. social learning theorists |
maturation causes stage to change but experience causes changes while in a stage |
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cognitive readiness |
a child must be at a certain point in brain development or they will not be able to learn certain tasks no matter how much they're "taught" |
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Information Processing theory |
out of computer science measures human intelligence normative development believes in a blank slate like behaviorists cognition focus can claim for events inside of one's head like SLT |
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hardware of a computer is like what kind of memory? |
declarative |
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software of a computer is like what type of memory |
procedural |
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Information processing theory believes |
all comes from experience |
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Who was a sociocultural developmental psychologist? |
Vygotsky |
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What is cultural learning development |
children acquire concepts most important to their culture |
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social groups and relationships are most important tool for learning why |
we learned from those who we spend time with most |
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cognition tools |
how they're able to learn example: written language, calculator ect... |
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what is cultural content |
children learn what theyre "supposed to learn" based on culture
science, religion ect. |
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what is the key way information is transmitted |
language |
