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| Developmental processes and periods |
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Definition
| -prenatal, -infancy to adulthood, -early childhood, -middle childhood, -adolescense |
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| -conception to birth, -stages are :germinal, embryonic, fetal |
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| major cognitive milestones include: walking, talking, imagination |
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| dramatic cognitive and social change, in what developmental period does this occur |
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| development includes: reading, writing and starting school |
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| 11-18/20, puberty to adulthood |
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| biological processes, cognitive processes, socioemotional processes |
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| Domains of development: biological |
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Definition
| changes in individuals body |
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| Domains of development: cognitive |
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| changes in individuals though, intelligence and language |
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| Domains of development: socioemotional |
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| changes in individuals relationship |
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| -nature vs. nurture, -continuity vs. discontinuity, -universality vs. diversity |
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Definition
nature- traits inherited, nurture-environmental influences
Ex. from class: which is more aggressive, male or female |
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| continuity vs. discontinuity |
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| continuity-quantitative (more of the same: EX. oak tree)/ discontinuity- qualitative (caterpillar to butterfly) |
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| universality vs. diversity |
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| universality- everyone talks, walks/ diversity- everyone unique, not everyone the same |
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| Historical views of childhood: homunculus |
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Definition
| preformed person in sperm |
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| Historical views of childhood:original sin view |
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Definition
| Middles Ages, everyone born evil and we're basically bad |
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| Historical views of childhood:tabula rasa view |
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Definition
| children are born as a blank tablet (John Locke- NURTURE) |
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| Historical views of childhood:innate goodness view |
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| children are inherently good (Jean Jacques Rousseau- NATURE) |
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| Historical views of childhood:Charles Darwin |
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Definition
| embryonic similarity among species (ontogeny recapitulates phylogny) ea individual w/i a species will go through a stage in which the species went through |
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| Historical views of childhood:Alfred Benet |
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Definition
| tasks to study attention and memory; studies intelligence in children |
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| Historical views of childhood:Arnold Gesell |
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Definition
| developmental relies on biological maturational blueprint (mocks Rousseau, watched children w/ cameras to see their reactions) |
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| Historical views of childhood: past century and a half |
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Definition
| highly unique period that lays important foundation for adult years |
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| Theoretical perspectives: Freud's psychosexual theory |
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| Stages of development: oral, anal, phallic, latency, genital; 3 parts of personality: Id, Ego Superego |
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| Freud's 3 parts of personality: Id-(nature) innate, all born with, Ego-mediator, Superego- idealistic principles |
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| Theoretical perspectives: Eric Erickson's psychosocial theory |
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| 8 stages from birth to late adulthood- social crisis occurs at each stage |
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| Main diff. btw Freud and Erikson |
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| Fraud says finished growing after puberty, Erikson says still grow until adulthood |
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| Learning Theories: Classical conditioning |
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Definition
| PAVLOV, found dog that would salivate to bell: Have UCS, UCR, neutral stimulus, -CS, CR |
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| UCS, UCR, neutral stimulus, CS, CR |
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Definition
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Term
| Learning Theories: behaviorism |
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| WATSON, following John Locke, focus on behavior not inner motives; Little Albert |
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| Learning Theories: operant conditioning |
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Definition
| reinforcement and punishment |
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Definition
| positive: add something positive to increase behavior - negative: take away something adverse to increase behavior |
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| positive: add something adverse to decrease behavior; -negative: take away something (privileges) to decrease behavior |
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| Learning Theories: social learning theory |
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Definition
| BANDURA, observational. bobo dolls |
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| which works better, punishment or reinforcement? |
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| reinforcement always works better |
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| Learning Theories: social cognitive theory |
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| self-efficacy: belief you an do it, more likely to achieve it |
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| Cognitive perspectives:cognitive developmental theory of stages |
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| PIAGET 1. sensorimotor, 2. preoperational, 3. concrete, 4. formal operational |
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| birth to 2yrs :milestone object oermanence |
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| 2 to 7 yrs; milestone: egocentrism |
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| 7 to 11 yrs; milestone:mental operations (real world only) |
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| adolescence to adult; milestone: logical and hypothetical |
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| Cognitive perspectives: information processing theory |
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| PASCUAL-LEONE, 1st quantitative theory, said children have small working memory but gets bigger as they grow older |
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| Cognitive perspectives: cognitive processing efficiency |
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Definition
| CASE, ex; counting to 64 by 2s then by 7s. Things come easier if we've had to recall it more often |
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| contextual perspectives: sociocultural theory |
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Definition
| VYGOTSKY, zone of proximal development: what we're capable of |
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| Cognitive perspectives:ecological theory of development |
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| BRONFENBRENNER, systems: individual, microsystems, mesosystem, exosystem, macrosystem, chronosystem |
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| interaction btw microsystems |
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| in society... friends and family |
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| tiem continuum in which all occur |
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| biological perspective: Ethology |
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Definition
| imprinting:1. critical period: 1st thing animals sees is the mother 2. sensitive period: exposure to language |
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| methods for studying child development: self reports |
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Definition
| more lenient for word "self", can look at parents |
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| methods for studying child development: structural interviews |
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| ask certain things in a certain order, close ended |
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| methods for studying child development:clinical interview |
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| methods for studying child development:naturalistic observation |
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| go into natural environment and observe (Jane Goodall) |
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| methods for studying child development:structured observations |
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| manipulating something (halloween candy w/ mirror behind) |
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| methods for studying child development:physiological techniques |
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| measure physiological responses |
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| methods for studying child development: neuroscience methods |
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| does not equal causation, one variable changes as another variable changes- pos., neg., and illusary |
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| 1. independent variable (one manipulated-cause) 2. dependent (control- effect)3. random assignment 4. confound variable extraneous variable |
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| Designs for studying child development (3) |
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Definition
| 1. longitudinal design 2. cross sectional 3. cross-sequential |
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| Designs for studying child development: Longitudinal Design |
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Definition
measure same people at least 2 times
(Ex. measure reading in 4th gr then again when they're in 6th) |
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| Designs for studying child development: cross sectional |
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Definition
| take two grades and measure once (4th and 6th graders) |
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| Designs for studying child development: cross-sequential |
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| (better part of both designs) measure two groups of people two times |
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Term
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| -safety, -informed consent, -"Do no harm" rule, -privacy |
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