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40 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Studied with 4 broad yet interlinked areas |
1. Physical - changein size, proportion, appearance, motor skills and coordination 2. Cognitive - changesin your abilities in thinking and reasoning 3. Social and Emotional -changes in self – knowledge, understanding of other people, friendship skills,reasoning skills and behaviour |
Please Can Someone Explain |
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Def. Theory: |
A set of organised ideas proposed to describe and/or explainone or more aspects of behaviour and mental process. A psychological theoryexplains how and why certain thoughts, feelings and behaviours occur, usuallybased on scientific evidence. |
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Def. Cognitive Development: |
Refers to the development of perception, language,information processing and other aspects of brain development compared to anadult’s capacities. |
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Observing cognitive development |
-cannot be observed, it is inferred - many psychologists believed that infants weren't capable thinkers (Piaget 1920) |
- you can't - Piaget 1920 |
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What did Jean Piaget do? |
(Translated in 1920's) The 4 Stage theory - cannot skip stages - each stage has an age range - not everyone reaches stage 4 - intellectual disability ( not more than 1-2) |
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What are the names of the 4 stages? |
Stage 1 - Sensorimotor (0-2yrs) Stage 2 - Pre-operational stage (2-7yrs) Stage 3 - Concrete operational stage (7-12yrs) Stage 4 - Formal operational stage (12yrs +) |
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Stage 1 - Sensorimotor |
0-2yrs child learns lang child doesn't understand logic, minipulating info cant see others p.o.v GOAL = DIRECTED BEHAVIOUR (particular purpose in actions) |
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Stage 2 - Pre-operational stage |
(2-7yrs) child learns to use lang child doesn't understand logic, minipulating info cant see others p.o.v schema Animism,Tranformation,Centration and Reversibility GOAL = SYMBOLIC THINKING |
And Tessa Campbell Rode |
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Stage 3 - Concrete operational stage |
(7-12yrs) begins thinking logically difficulty wirth abstract and hypthetical GOAL = CONSERVATION/CLASSIFICATION |
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Stage 4 - Formal operational stage |
(12yrs +) thinks abstact thoughts logical thought deductive reasoning systematic planning GOAL = ABSTRACT/LOGICAL THINKING |
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Physical Development table |
Age 0-2 - Sitting, crawling, standing, walking 2-6 -Running, skipping, throwing, catching, hitting(tennis), swimming balancing 7-10 -Combining movements and skills higher level performance in ball games, dance, aerobics 11-12 -Development of specialised sills for particularsports, such as gymnastics, athletics, football, netball, dancing |
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Physical development facts |
- Well documented (milestones) - Sequence of physical development is the same for all, the average age for each is not - Children develop skills and become more fluidly and flexible. - Children will specialise in certain areas |
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Social Development |
- (done in communication) - as we grow we think more about our friends and other relationships (ie. teachers) - We try to interpret their behaviours, feelings andthoughts and how these influence their own behaviours, actions and thoughts. - We judge people and ourselves on the way we communicate (verbal and non-verbal) |
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Def. Social Interaction |
Socialinteraction comprises assessing and evaluating other using the informationavailable, such as the way they talk, use hand gestures, their reaction tosituations – these judgements are gained, changed and refined withexperience |
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Social Cognition |
Thisrequires noticing, noting, remembering, recalling information about the socialenvironment – this is called SOCIAL COGNITION = understanding the world aroundus through watching, interpreting and remembering social information and thenusing it to assess ourselves and others |
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Social Cognition Development |
- As we develop and our social experiences widen, theseprocesses become more automatic - How social cognition develops = subject of much debateamongst theorists |
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Who argued about the social development process? |
Piaget and Vygotsky 1896 - 1934 |
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Piaget Argument: |
- children learn about the world on their own - social interaction did not have a role in children's development - able to see difference in accidental and deliberate = able to shift in others perspectives |
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Vygotsky Argument: |
- children learn from wiser - instruction and learning are the two key comcepts |
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extraneous variable |
any variables that you are not intentionally studying in your experiment or test |
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Twin studies |
loehlin 1992 five research studies across diff. countires, 24000 pairs of identical twins have been compared extro and neuroticism identical twins more alike than fraternal McGue et al. 1993 longitudinal study with 400 paris of twins, identical twins identical results in school, fraternal were similar but significantly less than identical |
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Adoption studies |
Santrock 1992 studies of adopted children have provided considerable support for the view that inheritance plays a significant role in intelligence. IQ scores are more similar to biological and adopted |
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types of sampling |
Random Systematic Stratified Opportunity Volunteer |
Riding Shotgun Seriously O Verated |
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pro/con of random |
pro - equal chances con - not possible to be completely random con- small minority |
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pro/con of systematic |
pro - unbiased con - if the list isn't randomised may be biased eg all males |
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pro/con of stratified |
pro - avoids misrepresentaion con - timely and reasource based |
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pro/con of opportunity |
pro - cheap con - similar characteristics in one area leads to not representing a larger group |
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pro/con of volunteer |
pro - large sample size con - all display similar characteristics (trusting) |
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Cross sectional |
pro - takes less time pro - easier to measure con - trying to make sure that the cohort is the sameother than age |
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Longitudinal |
con - takes a long time con - difficult to follow people con - may become test wise con - expensive |
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Types of play piaget |
Mastery play Symbolic or make - believe play Play with rules |
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Mastery play? |
repetitive play to explore and refine motor skills |
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Symbolic/make - believe play? |
using lang to communicate imagination |
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play with rules? |
at 7 we think more logically and use rules in games. |
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mildred parten |
1932 Solitary Onlooker Parallel Associative Cooperative |
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Solitary |
playing alone |
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Onlooker |
watching others play |
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Parallel |
playing alongside children (same toy) |
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Associative |
social interaction but no organisation |
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Cooperative |
rules are involved |
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