Psych 250 Lecture 1 - W11
About this set
Created by:
carlacava91 on January 12, 2011
Subjects:
developmental psychology - history, theory and research strategies
Description:
Developmental Psychology
History, Theory and Research Strategies
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60 terms
Terms | Definitions |
|---|---|
 Garmezy and Rutter:Characteristics of Resilient Children | Personal Characteristics: i.e. temperament, adaptability, stimulus sensitivity Warm Parental Relationships: (bi-directional), One warm loving parent Social Supports: grandparents, teachers, neighbor |
| Define Development | Orderly and sequential changes that occur over time as an organism moves from conception through death |
| What are the Goals of Developmental Psychologists? | 1. Describe 2. Explain 3. Predict 4. Control or Alter |
| What are the Domains of Development? | Physical development: change in a persons body, proportions, appearance, functions of system, visual apparatus when you are born... Cognitive development: elements of intellectual ability, what and how do they know it, academic and everyday knowledge gained Social-Emotional development: qualities of friendship, social skills |
| Define Growth and Maturation | Growth: Increase in size that occurs as you age Maturation: unfolding of biological potential in a set, irreversible sequence (function not size) |
| Timing of Developmental Events: Normative age-graded influence | Related to chronological age (walking, talking, puberty) |
| Timing of Developmental Events: Normative history-graded influences | Unique for each cohort (9/11, MTV, computers...) |
| Timing of Developmental Events: Nonnormative Life Events | Significant for an individual's life but not closely related to age or history (cancer, accident, fire). Interaction with age/history in response |
| Five Characteristics of the Lifespan: Multidirectional | Change occurs in different directions; gains and losses |
| Five Characteristics of the Lifespan: Multicontextual | Historical, cultural influences |
| Five Characteristics of the Lifespan: Multicultural | International and distinctions based on values, traditions, local resources |
| Five Characteristics of the Lifespan: Multidisciplinary | Development includes various approaches/advances (genetics, technological advances in reproduction, behavioral neuroscience) |
| Five Characteristics of the Lifespan: Plasticity | Change is ongoing |
| Developmental Research: Longitudinal Method | Study the same individuals at different points in their lives |
| Developmental Research: Cross-Sectional Method | Simultaneously compare different groups of persons varying in age |
| Developmental Research: Sequential Method | Combine longitudinal and cross-sectional method by measuring more than one cohort over time |
| Developmental Research: Experimental Method | Attempts to establish cause/effect relationships by direct manipulation and control of variables of interest |
| Developmental Research: Independent Variable | Variable manipulated by the experimenter |
| Developmental Research: Dependent Variable | Variable measured to assess the impact of the independent variable |
| Developmental Research: Case Study Method and its Limitations | In-depth study of an individual or small group Limitations: experimental bias, limited generalizability |
| Developmental Research: Social Survey Method and its Limitations | Large scale samples often relying on forms/questionnaires. Limitations: issues of random sampling/response bias (e.g MTF drug survey) |
| Developmental Research: Naturalistic Observation | Intensively watch and record behavior as it occurs (often in a natural setting like a daycare setting, school playground, nursing home) May use time sampling or event sampling |
| Developmental Research: Cross-Cultural Research | Compare data from two or more societies |
| Developmental Research: Correlations | Evaluate relationships between variables. Not attributable to causation. Correlation coefficients from -1, 0, +1 Strongest are those approaching -1 or +1 |
| Developmental Research: Theory | A set of interrelated statements that provides an explanation for a class of events Organize observations Show relationships Increase search for knowledge |
| Freud's Psychoanalytic Theory | Focus on the influences of early childhood Emphasis on unconscious motives/conflicts Primary focus on sexual and aggressive urges |
| Freud's Basic Structures of Personality: Id | Impulses/dominated by pleasure/avoid pain |
| Freud's Basic Structures of Personality: Ego | "voice of reason," mediator of id/superego, helps find compromises |
| Freud's Basic Structures of Personality: Superego | moral component of personality; rigid standards |
| Erik Erikson's Psychosocial Stages of Development | Eight stages which involve a major crisis which must be resolved Development follows the "epigenetic principle" Lifespan emphasis |
| Jean Piaget and Cognitive Development | Studied how a child thinks, including reasoning, remembering and problem solving Emphasizes common errors as well as abilities |
| What is a Schema? | A cognitive structure people evolve for dealing with specific situations in their environment |
| What is Assimilation? | How to fit new information into the present system of knowledge |
| What is Accommodation? | Existing structures don't fit so a child must develop new schemas |
| Sensorimotor: (birth-2 years) | Infants learn through concrete motor actions from basic motor reflexes to increasingly purposeful activity |
| Preoperational: (2-7 years) | - Develop representational thought: think about people, places and things in their absence - Unable to conserve |
| Concrete Operations: (7-11) | The child performs operations on tangible objects and events |
| Formal Operations: (12-up) | - Begin to use abstract reasoning - Piaget criticized for underestimating children's abilities |
| Who are Behavioral Theories? | They focus on observable behaviors; what people say and do |
| Classical Conditioning: (Pavlov) | The organism learns to associate two stimuli One produces a response that originally was only produced by the other |
| Operant Conditioning: Reinforcement | Anything which may make a response more likely to occur |
| Operant Conditioning: Punishment | Anything which will make a response less likely to occur Principles used in behavior modification |
| Social Cognitive Theories of Learning - Observational Learning | Believe there is a higher level cognitive process to how we learn, impacts attitudes, beliefs and expectations Children learn and then imitate behaviors, (television violence) |
| Evolutionary Adaptation Theory - Ethology | Study of the behavioral patterns from a biological perspective |
| Evolutionary Adaptation Theory | Believe infants behaviors are adaptive for survival (Bowlby and bonding behaviors) Use the notion of "sensitive and critical periods" in development |
| Who was Harry Harlow, and what did he observe? | An experimental psychologist, studied learning in infant monkeys. His observations led him to question the assumption of psychoanalytic and learning theorists that infants are attached to their mothers primarily because the mother satisfies the infant's need for food. |
| What did Harry Harlow conclude? | Baby monkeys preferred a nonfeeding soft mother to a feeding wire mother as a safe base when frightened or when exploring the world. Harlow concluded that the critical components of mothering seem to be touching, comforting, and holding |
| Ecological Theory - Bronfenbrenner | Relationship between individuals and changing environment D=f (PE) Development is the product of the interaction between a person and his/her environment |
| Bronfenbrenner's Ecological Approach | Need to examine all systems surrounding development |
| Microsystem | Social relationships and settings that a preson experiences daily (family, sibilings, peer group) |
| Exosystems | Social structures which directly or indirectly affect a person's life (school, church) |
| Macrosystem | Overarching cultural patterns of socity (economic policies, cultural values) |
| Chronosystem | Particular historical conditions |
| Mesosystem | Connections between microsystems which interrelate (i.e. communication between school/home) |
| Sociocultural Theory | Looks at the relationship of culturally specific practices on development |
| Vygotsky's Theory | Looks at how values, belies, customs, and skills are transmitted to the next generation |
| Ethical Issues In Research | 1. Subject participation is voluntary, Based on informed consent, Subjects free to withdraw at any time 2. Not exposed to harmful/dangerous procedures physically or psychologically 3. Deception requires legitimate need and appropriate debriefing 4. Rights to privacy respected at all times 5. IRB review necessary for all research - Report results in full/accurately - Raw data shared when requested - Retractions made if errors found |
| Issues Specific to Research with Infants and Children (SRCD) | - Parental consent for minors - Children old enough grant consent (7+) - Explain in reasonable language |
| Practical Implications | Creating test conditions which meet the developmental abilities and limitations of infants and young subjects |
| Current Trends in Child Development | 1.Understand physical, cognitive and social-emotional needs better (pain management, feeding schedules) 2. Behavioral genetics and the role of cognitive neuroscience (autism) 3. Current trends for cross cultural and interdisciplinary research 4. Nature-Nurture Controversy: Increasing respect for the interaction and role of both in development |
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