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17 Cards in this Set
- Front
- Back
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Historical Dev'l that led to dev'l psych |
Industrialization i. demand for child labor during the 18-19th century |
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Social Dev'l that led to dev'l psych |
Social Reform Movement i. Demandfor expert info ii. Canchildren continue to work; for how long; what age can they start? |
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Philosophers who contributed to dev'l psych |
a. Locke i. Thoughtchildren were blank slates ii. Worldimpresses on you b. Darwin i. 19thcentury c. Rousseau i. Bigbeliever in freedom ii. Constructiviststheory forerunner 1. Kids are actively discovering world |
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Grand Theory: Biological |
i. Freud ii. Sex+ aggression |
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Grand Theory: Behaviorism |
i. Watson,Thorndike, & Skinner ii. Environmentchanges iii. Whydid child do X iv. Consequencesof change |
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Grand Theory: Constructivist |
i. Piaget ii. Kidsare actively trying to figure out problems |
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Grand Theory: Socio-Cultural |
i. Vygotsky ii. Socialpart of dev’l very important iii. Kidsknow how/what to think about is determined by a social context iv. Systemtheories |
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Research Methods/Designs: Single-subject design |
i. One child is studied ii. Behaviorist iii. Casestudy (rich descriptions & intensive study) iv. ***do not draw conclusions from case studies b/c it is specific to one person ****all are widely descriptive, though experiments are used |
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Research Methods/Designs: Longitudinal studies |
i. Studyof a group of people over aset duration of (months – years) ii. Descriptivestudy; manipulating anything ****all are widely descriptive, though experiments are used |
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Research Methods/Designs: Microgentic Studies |
i. Dev’l ii. Longitudinalstudy over days to week iii. Intensive& descriptive ****all are widely descriptive, though experiments are used |
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Research Methods/Designs: Cross-sectional studies |
i. comparingdifferent age groups at one pt (i.e. look at a 3, 5, & 7 yr. old all atsame time) ii. Descriptive iii. Individualdifferences iv. Criticism: miss the cohort effect ****all are widely descriptive, though experiments are used |
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Research Methods/Designs: Cohort sequential |
i. Astudy looks at different cohorts of people over time ****all are widely descriptive, though experiments are used |
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Genotype |
i. Thegenetic endowment (DNA) from parents ii. Example:(Bb/BB) |
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Phenotype |
i. Observablecharacteristics of a given genotype ii. Productof gene env’t interactions àdoes it express iii. Example:brown hair |
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Environment |
totality of conditions + circumstances surrounding the organism ex) prenatal, peer env't, social env't |
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How are genotype and phenotype related? |
i. Genotypeand Phenotype are related because both play a role in how traits interact withthe env’t
ii. Thusthru the dev’l of the organism all 3 factors (genotype, phenotype, & env’t)express how traits are or are not expressed. |
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Culture |
i. Setof material/symbolic tools passed from 1 generation to next 1. Accumulates thru time 2. Passed thru interactions 3. Provides resources for developing children ii. Culturehelps solve problems confronting groups of people 1. Helps regulate emotions |
