LESSON 1 Flashcards
a branch of psychology that attempts to explain the development of humans over time, both in the micro sense- as they develop from babies to mature adults, & in the macro sense- as the culture itself evolves through the years & decades
DEVELOPMENTAL PSYCHOLOGY
the scientific study of how & why humans grow, change, & adapt across the course of their lives; concerned w/ infants ,children, adolescence, adult, & aging
DEVELOPMENTAL PSYCHOLOGY
aim to explain how thinking, feeling, & behaviors change throughout life. This field examines change across three major dimensions namely; physical development, cognitive development, & social-emotional development.
DEVELOPMENTAL PSYCHOLOGISTS
refer to any scholar who seeks to understand the developmental process (biologists, sociologists, anthropologists, educators, physicians and even historians
DEVELOPMENTALIST
refers to systematic continuities and changes in the individual that occur between conception and death
DEVELOPMENT
is the multidisciplinary study of how people change and how they remain the same over time.
HUMAN DEVELOPMENT
A Swiss Philosopher emphasizes the child’s natural predispositions & minimizes the role of education in forming the child
Jean-Jacques Rousseau (1712-1778)
father of developmental psychology
Jean-Jacques Rousseau (1712-1778)
‘noble savage’ in literature, an idealized concept of uncivilized man, who symbolizes the innate goodness of one not exposed to the corrupting influences of civilization
Jean-Jacques Rousseau (1712-1778)
was interested in determining what Victor could learn. He devised procedures to teach the boy words and recorded his progress. Based on his work with Victor, Itard broke new ground in the education of the developmentally delayed.
Jean Marc Gaspard Itard
who was impressed by the tendency of genius to run in families, NATURE
Francis Galton
believed that the child’s development was activated by genes & he called this process maturation
ARNOLD GESELL
An English philosopher,strongly articulated the importance of NURTURE/ENVIRONMENT in shaping the behaviors & abilities of people.
JOHN LOCKE
Children were born a TABULA RASA, a blank slate, and that all of their experiences would shape them into their final self.
JOHN LOCKE
observation among geese - IMPRINTING
Konrad Lorenz
refers to the biological unfolding of the individual according to species-typical biological inheritance and individual person’s biological inheritance
MATURATION
refers to the process through which our experiences produce relatively permanent changes in feelings, thoughts and behavior
LEARNING
behaviors of people of different ages are carefully observed so as to specify how they change over time
DESCRIBE
typical patterns of change
NORMATIVE DEVELOPMENT
individual variation in patterns of change
IDEOGRAPHIC
ASPECTS AND AREAS OF DEVELOPMENT
Physical and Motor – bodily changes
Cognitive – perception, language, learning and thinking
Psychosocial– emotions, personality, interpersonal relationships
This suggests that you are not the same as you were in your previous years.
CONTINUAL AND CUMULATIVE
emphasizes the interrelationships among the physical, mental, social & emotional aspects of human development
HOLISTIC
ex. Boys who reach puberty early enjoy better relations with their peers than boys who reached puberty later.
HOLISTIC
The capacity for change in response to positive or negative life experiences.
PLASTICITY
Cultural socialization has a strong influence on the attributes and competencies that individuals display.
HISTORICAL/CULTURAL CONTEXT
is our biological predispositions (innate factors).
NATURE
refers to the individual’s experiences with his/her environment.
NURTURE
This issue concerns whether a particular developmental phenomenon represents a smooth progression throughout the life span or a series of abrupt shifts.
CONTINUITY and DISCONTINUITY
This issue concerns whether there is one path of development or several.
Universal and Context-Specific Development
This issue wants to find out whether there are time windows in development during which the learning of certain skills is possible or better than at other times.
Critical Periods (timing of development)
involves watching people and recording what they do in a natural setting, naturalistic observation, or in a setting created by the researcher for structured observation.
Systematic observation
with tasks is used when a behavior cannot be observed directly. A task is created to sample the behavior of interest.
Sampling behavior
