Week 1 - Lecture 1 Flashcards
what is the bioecological model of development?
- the developing person, with their genetic makeup and biological and psychological characteristics, is embedded in a series of environmental systems
- these systems interact with one another and with the individual over time to influence development
define microsystem
an immediate physical and social environment in which the person interacts face-to-face with other people and is influenced by them
define mesosystem
interrelationships or linkages between two or more microsystems
define exosystem
linkages involving social settings that individuals do not experience directly but that can still influence their development
define macrosystem
the larger cultural context in which the microsystem, mesosystem and ecosystem are embedded
define chronosystem
this system consists of all of the environmental changes that occur over the lifetime which influence development, including major life transitions, and historical events
experimenting the ecosystem
how does parental involvement influence child development?
- when parents are more involved in their children’s education, children achieve more in school
- parental involvement has been shown to influence achievement in language and mathematics, academic persistence, behavior, and the likelihood that a child drops out of school
- at all ages, children do better in school if their fathers are involved as well as their mothers
describe the objective of the Heyman & Earle (2001) study?
- the goal of this research was to examine the impact on school-age children of having parents who worked a significant amount of time in the evening, not primarily day shifts
- administered the HOME (Home Observation for Measurement of the Environment), an observational measure of the quality of the cognitive stimulation and emotional support provided by a child’s family, to 1133 families with school children aged 5-10 years
what did the Heyman & Earle (2001) study find?
- having one or more parents work in the evening had a statistically negative effect on the HOMR score (p, 0.005)
- having at least one parent work in the evening led to a predicted drop of 10% in the HOME score
- the effect was of the same order of magnitude as living in poverty
Types of Change
describe quantitative change
- change that is continuous, and which follows certain trends over time (eg. asymptotic, exponential, logistic, monotonic)
- changes in amount or intensity, but not in kind
types of change
examples of quantitative change
- growing taller from age 4 to age 10
- increasing vocabulary from age 4 to age 10
types of change
describe qualitative change
- changes in the way children behave, think and percieve the world as they mature
- signifies changes not only in form and function, but also the emergence of new properties via transitional periods of reorganisation
types of change
qualitative change examples
- a child’s perceptions in thinking will change as they evolve and get older into seeing things from others’ point of view
- the onset of puberty changes a child’s body into an adult’s
- progress through stages from scribble to “tadpole” man to a large-headed cartoon to a human in realistic proportions
what are the scientific goals for the study of lifespan development?
Description:
- gather the facts about age groups and typical and atypical development change
Explanation:
- find out why development happens for some and what causes regression or stagnation for others
- find out what is universal and what is cultural
Optimisation:
- development interventions and promote developmental gain
- use this knowledge to enhance our understanding of human origins
what is Developmental Psychology?
Psychological development over life from conception through old age
Where psychological development is defined as:
- normative, predicatable psychological changes related to growing up/older
- change that is qualitative (in stages)
- not just quantitative (not just more of what you had before)
what is the scientific method of research?
can either be done:
1. Theory -> experiments -> research
2. research -> experiments -> theory
