Ch.1/Lectures 1-2 Flashcards
Discontinuous versus Continuous Development
Discontinuous development is associated with “stage” theorists, there is a marketed QUALITATIVE difference through development. Really large shifts (caterpillar to butterfly)
Continuous development is a gradual process of adding more skills in a QUANTITATIVE way. Just adding more and more of interested trait (Tree growing taller)
Describe Freud’s take on development
Psychoanalytical approach, the child is passive in their development as it is mainly determined by interactions with others. Receive inputs Discontinuous, there are stages: -oral -anal -phallic -Latency -Genital
failure to properly satisfy any stage leads to personality as an adult (oral –> smoker)
Nature and Nurture
-nature and inborn drives
Psychanalytical Theory of Erikson
similar to freud in that there are stages, discontinuous
passive
- development understood in relation to culture
- child rearing is in response to competencies valued and needed by child’s society
Vygotsky
- psychosocial theory
- development happens through socialazition and dialogues with older members
Nature and nurture
-heredity and dialogue
Discontinuous and continuous
- acquiring language –> stagewise changes
- dialougues–> stagewise changes
Bronfenbrenner
Development is dynamically based upon multiple interconnected environments.
- microsystem(child, close person influences)
- mesosystem(family, neighborhood)
- exosystem(media, worklplace, ext family)
- macrosystem(gov’t, resources, culture)
dynamic interplay between circles
Chronosystem
refers to the time portion of Bronfenbrenner’s model,
time is not static
ever changing history that changes with age
Esther Helen
Dynamic systems theory approach
nested time scales
- real time
- developmental time
- evolutionary time
- can’t escape temporal histories
development is probabilistic NOT deterministic
Self-Organization
Related to the Dynamic systems theory approach
A web of pathways for development social, cognitive, social/emotional
Nonpreformationism
-developmental info is not pre-formed/limited to genes
Context-sensitivity and Contingency
-right place, right time to produce behavior
Multi-Causality
-causal power resides in contingent relationship between nodes
3 principals of dynamic systems theory
Complexity
-multiple paths vs. singular path
CHANGE IN 1 SYSTEM»_space; CHANGE IN ANOTHER SYSTEM
Continuity in time
- changes are always happening,
- what happens yesterday, determines development
Dynamic stability
- not completely predictable
- interdeterminism
Behaviorists
Watson
- classical conditioning
- nurture
- passive
Skinner
- Operant conditioning
- active
- nurture
Based on behaviors that can be measured
Activity Vs. Passivity
Activity
- contribute to our own life
- attention of infant»plays active role in development
Passivity
-shaped by environment and genes
Freud Revolutionary
Drove field to recognize we are driven by motives we are unaware of
personalities are largely driven by early experiences
we CAN’T test Freud’s theories
Jon Locke
Tabula rasa
continuous development
passive
Nature»_space; environment shapes who we are, we start out as a clean slate
19th century
Social reform movements
_children working in factories»treated badly
adverse experiences having consequences for development
plasticity
humans have longer developing periods and more developmental periods to allow for plasticity
brain is constantly responding to our environment
changes in neural pathways and synapses due to changes in behavior, environment, neural processes, thinking, emotions, changes from injury
developing brain
has ore plasticity than adult brain
all go through discrete moments of plasticity»_space; hierarchical development
sensory
motor/language
higher cognition
hierarchical development
each stage is more complex than the preceding stage
a certain level of competence that is necessary for each stage
stretched out parenting period
new periods inserted (early/middle childhood/adolescent period)
parent = a person decided as caretaker
a learned and flexible relationship
payoff is that brains have incredible plasticity= ability to change
we are human BECAUSE of our childhood
periods of development
- prenatal(conception to birth)
- Infancy and toddlerhood( birth-2):
- beginnings of language
- intimate ties to others - early childhood(2-6)
- motor skills refined
- make-believe play - Middle childhood( 6-11)
- participation in organized games with rules
- advances in understanding of self and morality - Adolescence(11-18)
-puberty
-thought becomes abstract
- - Emerging Adulthood(18-25)
-still dependent on parents
key issues
- physical development
- perceptual development
- cognitive development
- emotional development
- social development
Non-preformationism
development is not pre-formed and dependent on genes
Context sensitivity and contingency
whether resources come together at the right time for development
right place at the right time
Multi Causality
no one thing causes development
development is based on relationship between these things
Characteristics of DST
-nature of life is dynamic
-biological processes operate by continually creating new structures(phenotyoes)
-these structures are hierarchical and non-reducibly related to previous structure
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