Friday, May 9, 2008
Tuesday, April 22, 2008
Exam 2, More Notes
Exam 2
More Notes:
Unusualness is an obvious aspect of creativity. It is judged by comparing the product being judged to existing norms for such a product. If a product is really unusual the emotional response of judges will be surprise.
Appropriateness takes its meaning from, and can only be judged within a particular context. When a product demonstrates unique appropriateness it creates satisfaction in the observer. (Appropriateness = good fit. Like finding the right greeting card.)
Transformation: In any field of human activity there are rules and constraints within which one must operate. When a product demonstrates unique transformation, the response of the observer is stimulation.
Condensation refers to the simplicity (summary power) of a product. When a product demonstrates condensation, judges savor the result. (saves time and money)
Pages to read:
Social Class/Socioeconomic Status:
Chapter 11, page 313
Chpt 13, pg 350, pg 362
Chpt 15, pg 419
Secular trend
Chpt 11, pg 291
Different parenting styles & effects on school
Chpt 12 (Social and personality development in adolescence)
Anorexia & Bulimia
Chpt 11, pg 301, 302
Brain growth in young adulthood
Chpt 11
Brain Maturation
Chpt 11 & 12
Pg 293
Inhibition Control
Chpt 11 & 12
The research on early and late maturity during adolescence
Chapter 11 & 12
Locus of control
Chpt 12, pg 327
Primary and secondary aging
Chpt 13, pg 350
Chpt 15, pg 423
Effects of aging, behavioral effects
Chpt 17, pg 468 – 470
Teen Pregnancy
Chpt 11, pg 295 - 300
More Notes:
Unusualness is an obvious aspect of creativity. It is judged by comparing the product being judged to existing norms for such a product. If a product is really unusual the emotional response of judges will be surprise.
Appropriateness takes its meaning from, and can only be judged within a particular context. When a product demonstrates unique appropriateness it creates satisfaction in the observer. (Appropriateness = good fit. Like finding the right greeting card.)
Transformation: In any field of human activity there are rules and constraints within which one must operate. When a product demonstrates unique transformation, the response of the observer is stimulation.
Condensation refers to the simplicity (summary power) of a product. When a product demonstrates condensation, judges savor the result. (saves time and money)
Pages to read:
Social Class/Socioeconomic Status:
Chapter 11, page 313
Chpt 13, pg 350, pg 362
Chpt 15, pg 419
Secular trend
Chpt 11, pg 291
Different parenting styles & effects on school
Chpt 12 (Social and personality development in adolescence)
Anorexia & Bulimia
Chpt 11, pg 301, 302
Brain growth in young adulthood
Chpt 11
Brain Maturation
Chpt 11 & 12
Pg 293
Inhibition Control
Chpt 11 & 12
The research on early and late maturity during adolescence
Chapter 11 & 12
Locus of control
Chpt 12, pg 327
Primary and secondary aging
Chpt 13, pg 350
Chpt 15, pg 423
Effects of aging, behavioral effects
Chpt 17, pg 468 – 470
Teen Pregnancy
Chpt 11, pg 295 - 300
Friday, April 18, 2008
Exam 2 continued...
Human Development
Notes for 2nd Exam
Continued
Here is the last true/false question. I don’t know why he just didn’t give it to us last week; he must have thought he was done.
The health and socioeconomic status of older people compared to younger people in the year 2020 will probably be about the same as now. False (will be better, not the same)
Know the following from the text:
Social Class
Secular Trend
Different parenting styles and their effects on school outcomes.
What type of parenting is best for teens.
Bulimia
Anorexia
Brain growth in young adulthood
Brain maturation
Inhibition control
The research on early and late maturity during adolescence.
Locus of control
The difference between primary and secondary aging. (primary = biological, secondary = environment)
Effects of aging
Research on teen pregnancy
Lecture Notes:
Anxiety and mood disorders are the most common mental disorders affecting young adults.
In US, the overall teen pregnancy rate is 50 per 1000 teens.
Girls attempt suicide more, boys complete suicide more. (Double check this in book)
85% of US high school students receive a diploma.
The mortality rate for males is higher than for females throughout adulthood because males are culturally conditioned to ignore pain that may be a symptom of disease.
The weight gain common among older people is mainly caused by maintaining caloric intake despite lessened activity.
The wear and tear theory of aging suggests that the aging process is caused by internal cellular processes.
Many of the memory problems that some older people suffer are side effects of prescription medications.
Alzheimer disease is a progressive deterioration of brain cells especially in the cerebral cortex.
Life satisfaction among older people is most related to health and openness to new experiences.
Women with a continuous work history may adjust more easily to retirement because they have more economic security.
In nearly every age group there are almost 5x as many widows as widowers.
Widowers are more likely than widows to remarry because there are more available older women then older men in society.
The age group with the largest proportion of suicides is 65 and older. (This is a skewed report because they are comparing 5 years of adolescence to 25 + years of old age.)
In the past, death usually occurred in the home. Today death usually occurs in hospitals.
In the past preparation for death and burial was handled by family members. Today it is handled by professionals.
Hospice is a residence for terminally ill people to live out their days as independently and painlessly as possible with emotional support.
Active euthanasia: steps to bring about a premature death.
Passive euthanasia involved hastening death by removal of life support equipment.
Notes for 2nd Exam
Continued
Here is the last true/false question. I don’t know why he just didn’t give it to us last week; he must have thought he was done.
The health and socioeconomic status of older people compared to younger people in the year 2020 will probably be about the same as now. False (will be better, not the same)
Know the following from the text:
Social Class
Secular Trend
Different parenting styles and their effects on school outcomes.
What type of parenting is best for teens.
Bulimia
Anorexia
Brain growth in young adulthood
Brain maturation
Inhibition control
The research on early and late maturity during adolescence.
Locus of control
The difference between primary and secondary aging. (primary = biological, secondary = environment)
Effects of aging
Research on teen pregnancy
Lecture Notes:
Anxiety and mood disorders are the most common mental disorders affecting young adults.
In US, the overall teen pregnancy rate is 50 per 1000 teens.
Girls attempt suicide more, boys complete suicide more. (Double check this in book)
85% of US high school students receive a diploma.
The mortality rate for males is higher than for females throughout adulthood because males are culturally conditioned to ignore pain that may be a symptom of disease.
The weight gain common among older people is mainly caused by maintaining caloric intake despite lessened activity.
The wear and tear theory of aging suggests that the aging process is caused by internal cellular processes.
Many of the memory problems that some older people suffer are side effects of prescription medications.
Alzheimer disease is a progressive deterioration of brain cells especially in the cerebral cortex.
Life satisfaction among older people is most related to health and openness to new experiences.
Women with a continuous work history may adjust more easily to retirement because they have more economic security.
In nearly every age group there are almost 5x as many widows as widowers.
Widowers are more likely than widows to remarry because there are more available older women then older men in society.
The age group with the largest proportion of suicides is 65 and older. (This is a skewed report because they are comparing 5 years of adolescence to 25 + years of old age.)
In the past, death usually occurred in the home. Today death usually occurs in hospitals.
In the past preparation for death and burial was handled by family members. Today it is handled by professionals.
Hospice is a residence for terminally ill people to live out their days as independently and painlessly as possible with emotional support.
Active euthanasia: steps to bring about a premature death.
Passive euthanasia involved hastening death by removal of life support equipment.
Thursday, April 17, 2008
How to Print My Outlines
How to Print Outlines
Sometimes when I copy and paste the outlines into the blog, the tabbing does not transfer. My suggestion to you is to copy the blog into Microsoft Word and then add the tabs yourself. Hopefully I can figure out how to overcome this glitch...but I don't have the time right now with exams coming up.
Tab 1x before every capital letter. Tab 2x before every numeral. Tab 3x before every lower case letter. Tab 4x before every lower case Roman numeral.
Sometimes when I copy and paste the outlines into the blog, the tabbing does not transfer. My suggestion to you is to copy the blog into Microsoft Word and then add the tabs yourself. Hopefully I can figure out how to overcome this glitch...but I don't have the time right now with exams coming up.
Tab 1x before every capital letter. Tab 2x before every numeral. Tab 3x before every lower case letter. Tab 4x before every lower case Roman numeral.
Friday, April 11, 2008
Lecture notes for Exam 2
These notes are not complete because we have one more lecture before the exam. I will post them as I get them.
Dr. Moeschl gave us these notes in True/False form....I didn't steal a test or anything. lol
Human Development
Notes for 2nd Exam
According to Gould’s study of adults, he found growth to be the process of casting off childish illusions and false assumptions in favor of self-reliance and self-acceptance.
The growth spurt and other biological changes of puberty occur about 2 years earlier in females than in males.
The first indication of puberty in males is the accelerated growth of the testes and scrotum.
In girls, one of the earliest signs that puberty has begun is the development of breast buds.
Bulimia is a binge and purge pattern of eating.
Early maturing boys are more likely to be leaders.
Because late maturing males have to learn to deal with the anxiety over their self-image they may become more flexible and better problem solvers.
Adolescent males who become parents and husbands are more likely to have marital problems which eventually lead to divorce.
Children of teenage parents often exhibit slow cognitive growth.
Imaginary audience is when the teenager believes that they are constantly being watched and judged by their friends.
A personal fable is when the teenager believes that they are invulnerable and immortal.
The risk of depression and suicide in adolescence is increased by the adolescent’s relatively limited experiences combined with critical evaluation abilities.
The emotional distance between teenagers and their parents tends to increase as the adolescent goes through the physical changes of puberty.
Rejection of old values and adoption of new values is usually first achieved by college students.
Alliances formed between one parent and the teenager lead to loss of socializing agent status for the other parent.
Maturity is the psychological characteristics of independent decision making, reliability, compassion, and wisdom.
Freud defined psychological maturity as the ability to love and to work. (Love something other than ourselves, so our own children don’t count because they are a part of us.)
Age clocks let us know when certain events in our life should occur.
Historically, mentors = success
Normative transitions are life changes that are expected at specific times.
Idiosyncratic transitions are life changes that are un-expected.
Adolescents and young adults are most affected by normative history graded influences. (For example: Things that were going on during their college years will form how they view things for the rest of their lives. Forever marked by what happened during that period.)
Reasoning is a skill that continues to develop throughout adulthood.
The most successful of the Harvard graduates in the Grant study all had positive mentors and role models.
Levinson suggests that the main tasks of early adulthood are to find a mentor, develop a career, establish intimacy, and define a dream of adult accomplishment.
Aging
True/False
The majority of old people past age 65 are senile, for example: defective memory, disoriented, or demented. False
All five senses tend to decline in old age. True
Most old people have no interest in or capacity for sexual relations. False
Lung capacity tends to decline in old age. True
The majority of old people feel miserable most of the time. False
Physical strength tends to decline in old age. True
At least 1/10 of the aged are living in long term/stay institutions. False
Aged drivers have fewer accidents per person than drivers under the age of 65. True. (Have fewer, cause more)
Most older workers cannot work as effectively as younger workers. False
About 80% of the aged are healthy enough to carry out their normal activities. True
Most old people are set in their way and unable to change. False
Old people usually take longer to learn something new. True
It is almost impossible for most old people to learn new things. False
The reaction time of most old people tends to be slower than the reaction time of younger people. True
In general most old people are pretty much alike. False
The majority of old people are seldom bored. True
The majority of old people are socially isolated and lonely. False
Over 15% of the US population is now aged 65 or older. False (13%)
Most medical practitioners give low priority to the aged. True
The majority of old people have incomes below the poverty level as defined by the Federal Government. False (as defined by society, yes)
The majorities of old people are working, or would like to, or would like to have some kind of work to do including volunteer work. True
Older people tend to become more religious as they age. False (This generation has always been more religious)
The majority of old people are seldom irritated or angry. True
Dr. Moeschl gave us these notes in True/False form....I didn't steal a test or anything. lol
Human Development
Notes for 2nd Exam
According to Gould’s study of adults, he found growth to be the process of casting off childish illusions and false assumptions in favor of self-reliance and self-acceptance.
The growth spurt and other biological changes of puberty occur about 2 years earlier in females than in males.
The first indication of puberty in males is the accelerated growth of the testes and scrotum.
In girls, one of the earliest signs that puberty has begun is the development of breast buds.
Bulimia is a binge and purge pattern of eating.
Early maturing boys are more likely to be leaders.
Because late maturing males have to learn to deal with the anxiety over their self-image they may become more flexible and better problem solvers.
Adolescent males who become parents and husbands are more likely to have marital problems which eventually lead to divorce.
Children of teenage parents often exhibit slow cognitive growth.
Imaginary audience is when the teenager believes that they are constantly being watched and judged by their friends.
A personal fable is when the teenager believes that they are invulnerable and immortal.
The risk of depression and suicide in adolescence is increased by the adolescent’s relatively limited experiences combined with critical evaluation abilities.
The emotional distance between teenagers and their parents tends to increase as the adolescent goes through the physical changes of puberty.
Rejection of old values and adoption of new values is usually first achieved by college students.
Alliances formed between one parent and the teenager lead to loss of socializing agent status for the other parent.
Maturity is the psychological characteristics of independent decision making, reliability, compassion, and wisdom.
Freud defined psychological maturity as the ability to love and to work. (Love something other than ourselves, so our own children don’t count because they are a part of us.)
Age clocks let us know when certain events in our life should occur.
Historically, mentors = success
Normative transitions are life changes that are expected at specific times.
Idiosyncratic transitions are life changes that are un-expected.
Adolescents and young adults are most affected by normative history graded influences. (For example: Things that were going on during their college years will form how they view things for the rest of their lives. Forever marked by what happened during that period.)
Reasoning is a skill that continues to develop throughout adulthood.
The most successful of the Harvard graduates in the Grant study all had positive mentors and role models.
Levinson suggests that the main tasks of early adulthood are to find a mentor, develop a career, establish intimacy, and define a dream of adult accomplishment.
Aging
True/False
The majority of old people past age 65 are senile, for example: defective memory, disoriented, or demented. False
All five senses tend to decline in old age. True
Most old people have no interest in or capacity for sexual relations. False
Lung capacity tends to decline in old age. True
The majority of old people feel miserable most of the time. False
Physical strength tends to decline in old age. True
At least 1/10 of the aged are living in long term/stay institutions. False
Aged drivers have fewer accidents per person than drivers under the age of 65. True. (Have fewer, cause more)
Most older workers cannot work as effectively as younger workers. False
About 80% of the aged are healthy enough to carry out their normal activities. True
Most old people are set in their way and unable to change. False
Old people usually take longer to learn something new. True
It is almost impossible for most old people to learn new things. False
The reaction time of most old people tends to be slower than the reaction time of younger people. True
In general most old people are pretty much alike. False
The majority of old people are seldom bored. True
The majority of old people are socially isolated and lonely. False
Over 15% of the US population is now aged 65 or older. False (13%)
Most medical practitioners give low priority to the aged. True
The majority of old people have incomes below the poverty level as defined by the Federal Government. False (as defined by society, yes)
The majorities of old people are working, or would like to, or would like to have some kind of work to do including volunteer work. True
Older people tend to become more religious as they age. False (This generation has always been more religious)
The majority of old people are seldom irritated or angry. True
About this class and the exams.
Dr. Moeschl has a brilliant mind. I also had him for Intro to Psych, and I must say he remembers everything. We do tend to get off subject sometimes and delve deeper into some areas. Because of this the syllabus usually changes. In Intro to Psych we were scheduled for 3 exams....we had 2.
Once again in Human Development, we were scheduled for 3 exams. We are having 2. It is not a problem for me, but is a problem for people trying to pull up the grade from their first exam. Just a warning, study the notes! Actually take some notes and don't sleep in class. You may only have 2 chances for that A!
Once again in Human Development, we were scheduled for 3 exams. We are having 2. It is not a problem for me, but is a problem for people trying to pull up the grade from their first exam. Just a warning, study the notes! Actually take some notes and don't sleep in class. You may only have 2 chances for that A!
Outline Chapter 12
Chapter 12
Social and Personality Development in Adolescence
Theories of Social and Personality Development
I Psychoanalytic perspectives
A. Freud
1. genital stage
B. Erikson
1. identity
2. identity versus role confusion
3. identity crisis
II Marcia’s theory of identity achievement
A. identity statuses
B. 2 key parts
1. crisis
2. commitment
C. Based on the two elements above, 4 identity statuses are possible
1. identity achievement
2. moratorium
3. foreclosure
4. identity diffusion
Self-Concept and Personality
I Self-understanding
II Sex-role identity
III Self-esteem
IV Ethnic identity
V Locus of control and other traits
Social Relationships
I Relationships with parents
A. conflicts with parents
B. attachment
C. parenting styles
D. family structure
II Relationships with peers
A. friendships
B. peer groups
C. changes in peer group structure
D. romantic relationships
III homosexuality
Moral Development
I Kohlberg’s theory of moral reasoning
A. age and moral reasoning
B. preconventional reasoning
1. preconventional morality
C. conventional reasoning
1. conventional morality
D. postconventional reasoning
1. postconventional morality
II Causes and consequences of moral development
A. role-taking
III Criticisms of Kohlberg’s theory
Social and Personality Development in Adolescence
Theories of Social and Personality Development
I Psychoanalytic perspectives
A. Freud
1. genital stage
B. Erikson
1. identity
2. identity versus role confusion
3. identity crisis
II Marcia’s theory of identity achievement
A. identity statuses
B. 2 key parts
1. crisis
2. commitment
C. Based on the two elements above, 4 identity statuses are possible
1. identity achievement
2. moratorium
3. foreclosure
4. identity diffusion
Self-Concept and Personality
I Self-understanding
II Sex-role identity
III Self-esteem
IV Ethnic identity
V Locus of control and other traits
Social Relationships
I Relationships with parents
A. conflicts with parents
B. attachment
C. parenting styles
D. family structure
II Relationships with peers
A. friendships
B. peer groups
C. changes in peer group structure
D. romantic relationships
III homosexuality
Moral Development
I Kohlberg’s theory of moral reasoning
A. age and moral reasoning
B. preconventional reasoning
1. preconventional morality
C. conventional reasoning
1. conventional morality
D. postconventional reasoning
1. postconventional morality
II Causes and consequences of moral development
A. role-taking
III Criticisms of Kohlberg’s theory
Outline Chapter 11
Chapter 11
Physical and Cognitive Development in Adolescence
Physical Changes
I The Endocrine and Reproductive Systems
A. Sexual Development in Girls
B. Sexual Development in Boys
II Timing of Puberty
III Other Body Systems
A. The brain
B. The skeletal system
C. The muscular system
D. The heart and lungs
Adolescent Health
I Sensation-seeking
II Sexual behavior
III Teenaged pregnancy
IV Drugs, alcohol, and tobacco
V Body Image and Eating disorders
VI Depression and Suicide
Changes in Thinking and Memory
I Piaget’s Formal Operational Stage
A. Systematic Problem Solving
B. Logic
1. hypothetico-deductive reasoning
II Direct tests of Piaget’s view
III Advances in information processing
A. metacognition, metamemory, and strategy use
B. text learning
Schooling
I Transition to Secondary School
A. middle school
1. task goals
2. ability goals
B. high school
II Gender, ethnicity, and achievement in science and math
III Dropping out of high school
* Page 306, Elkind’s Adolescent Egocentrism
Physical and Cognitive Development in Adolescence
Physical Changes
I The Endocrine and Reproductive Systems
A. Sexual Development in Girls
B. Sexual Development in Boys
II Timing of Puberty
III Other Body Systems
A. The brain
B. The skeletal system
C. The muscular system
D. The heart and lungs
Adolescent Health
I Sensation-seeking
II Sexual behavior
III Teenaged pregnancy
IV Drugs, alcohol, and tobacco
V Body Image and Eating disorders
VI Depression and Suicide
Changes in Thinking and Memory
I Piaget’s Formal Operational Stage
A. Systematic Problem Solving
B. Logic
1. hypothetico-deductive reasoning
II Direct tests of Piaget’s view
III Advances in information processing
A. metacognition, metamemory, and strategy use
B. text learning
Schooling
I Transition to Secondary School
A. middle school
1. task goals
2. ability goals
B. high school
II Gender, ethnicity, and achievement in science and math
III Dropping out of high school
* Page 306, Elkind’s Adolescent Egocentrism
Outline Chapter 10
Chapter 10
Social and Personality Development in Middle Childhood
Theories of Social and Personality Development
I Psychoanalytic perspectives
II Social cognitive perspectives
Dimensions of Moral Development
I Moral Emotions
II Moral Reasoning
III Moral Behavior
Social Relationships
I Family relationships
II Friendships
III Gender Segregation
IV Patterns of Aggression
V Social Status
Personality and Self-concept
I The big 5 personality traits
A. extraversion
B. agreeableness
C. conscientiousness
D. neuroticism
E. openness/intellect
II The psychological self
III the valued self
Influences beyond family and school
I After school care
II poverty
III television
Social and Personality Development in Middle Childhood
Theories of Social and Personality Development
I Psychoanalytic perspectives
II Social cognitive perspectives
Dimensions of Moral Development
I Moral Emotions
II Moral Reasoning
III Moral Behavior
Social Relationships
I Family relationships
II Friendships
III Gender Segregation
IV Patterns of Aggression
V Social Status
Personality and Self-concept
I The big 5 personality traits
A. extraversion
B. agreeableness
C. conscientiousness
D. neuroticism
E. openness/intellect
II The psychological self
III the valued self
Influences beyond family and school
I After school care
II poverty
III television
A Note about Testing
Dr. Moeschl gave us two separate exams for the first exam. One was on his notes which are comprised of handouts, and lecture. The lecture notes are included in this blog. I did not include his handouts.
The second exam was on the text book. I covered chapters 1, 2, and 5 more completely in the outlines because the exam was more in depth on those chapters.
I outlined chapters 7-10 superficially because Dr. Moeschl covers them more in his lectures. That is why you see the difference in the outlines I posted.
By the way...I received a 95 on the lecture exam and a 96 on the book exam. Woo Hoo!
The second exam was on the text book. I covered chapters 1, 2, and 5 more completely in the outlines because the exam was more in depth on those chapters.
I outlined chapters 7-10 superficially because Dr. Moeschl covers them more in his lectures. That is why you see the difference in the outlines I posted.
By the way...I received a 95 on the lecture exam and a 96 on the book exam. Woo Hoo!
Lecture Notes for Exam One
This covers Chapter 1 through 10 in the textbook. These are Dr. Moeschl's notes given in class.
Lecture Notes for Exam One
1/9/08
Historical background of human development:
It wasn’t until the 17th century in philosophy (psychology?) that we began the idea of childhood as a special period in which children were seen to have unique educational, psychological and physical needs.
In the mid-nineteenth century we get the dawn of contemporary developmental psychology. Abstract speculation about the child’s nature was replaced by empirical efforts to record and study the behavior of the young.
Empiricism: something factual, studied. Searching for truth and backed up with scientific study.
Due to evolutionary biology (Darwin) the child became the best natural lab for the study of evolution and the idea of development dominated the science of people.
G. Stanley Hall founded Human Development/Child psychology. Freud worked with rich women.
Founder of developmental psychology was G. Stanley Hall. (Tied penis to leg). He devised objective methods as a substitute for casual observation and studied groups of children over a wide age range.
Studied such traditional topics as perception, memory and learning.
1/16/08
Binet: developed IQ test in children. (Known for his work on intelligence in children).
DQ: development (children’s test, how quick develop vs other kids) early vs late developers.
IQ: test to determine if child will do well in this certain environment. I.e.: suburban elementary school. It should be culturally biased based on environment.
Freud argued that the experience of early childhood seemed to account for unusual patterns of behavior in adulthood. Original guilt.
Watson and the behaviorists: argued that the environment is very important in a person’s psychological development. Ie: if your child chooses not to be successful it is your fault for not creating the environment that would make them want to do so.
Issues In Developmental Psychology
1. Nature vs nurture controversy (biological vs environmental, determinance of behavior or heredity vs environment issue.) The question is how much of the individual’s behavior is determined by his or her biological and genetic makeup, and how much is by social and environmental influences. The number one issue in child psychology.
2. Continuity vs discontinuity in human development. Two types of behavioral change are identified in the study of human development. Those that are gradual and continuous, and those that are sudden or discontinuous. (discreet) Ie: how children learn by computer chip.
Learn in stages. Can memorize, but not understand until reaching that stage. (discontinuity)
Environment=continuity
These terms keep coming back with different names.
Ie: biological=discontinuity=stages
3. Three major theories of child development:
A. maturational theory: Gesell emphasized biological influences on development. The basic idea behind this theory is that most of the changes we see in children over time occur because of a specific and prearranged plan within the body. Maturation (according to this view) reveals the natural unfolding of the plan. (heredity)
B. psychoanalytic theory: Freud argued for the importance of early experience for laying down patterns that will endure through the entire lifespan. The major principle of psychoanalytic theory is the notion that humans are not always conscious of their own motives. (social learning environment)
C. social learning theory: Vandura stresses environmental influences while maturational theory emphasizes biological influences. (watching violence=violent actions)
Experiences that they see on TV are in the kids. Have to teach them if the behavior is right or wrong. If shown the punishment for the act, they won’t do it. Ie: movie on kids. Received candy for bad behavior, when changed to good behavior in movies…the kids changed their actions to mirror it.
If you fall asleep with the tv on,k it will become part of your memory/experience. Especially very sensitive people.
Jeff Dahmer had fantasies as a child that could have been prevented if he told parents. He didn’t feel safe telling them. Psychologists could have helped him.
1/30/08
Piaget
Stage theorists believe a “computer chip” comes down and then understanding forms. Before that it is memorization.
1. Sensorimotor stage: child is very limited. Only one inference: if ……..then.
2. pre-operational stage (2-7):
Child completely defenseless. Pedophiles love this stage. Only see what is in front of them, not depth. Sees only the puppy, candy, etc, not the danger.
Can’t look at intentionality, only amount of damage. 2 glasses with water experiment.
3. concrete operational stage:
Erickson
Erickson’s stages are called psycho-social stages whereas Freud’s are called psychosexual stages.
The first to have a lifespan theory with stages from birth to death.
8 ages, 8 issues, 8 stages
Psychosocial issues are choices. Even if you make the wrong choice, you still learn from it.
6-11 crucial time, esp 10-11.
2/6/08
Maturation: physical development that progresses according to a genetic code or plan.
Growth: the improvement of size, function and complexity of an organism up to the point of optimal maturity.
Learning: a basic process whereby the environment causes lasting changes in behavior.
Socialization: by which one learns the attitudes, customs, values and expectations of the culture.
Critical period: if a particular aspect of development can only be affected by the environment during a specific time period then that time period is referred to as critical.
An optimal period differs from a critical period in that the optimal period is not the only time during which the behavior may develop.
Longitudinal design is when a study repeatedly tests the same individuals at different points in their lives.
Sequential age cohort design (all people born the same years as each other): will enable a researcher to separate the effects of age from the effects of the socio-historical period.
Cohort: educational or age or collegues
Laws of learning have difficulty explaining language acquisition.
A major strength of the cognitive theories is in their ability to explain intellectual and language development.
Information processing theorists use a computer as a model for the human information processor.
2/13/08
Piaget
In Piaget’s conservation tasks, preschool children base their answers largely on perceptual processes.
People can explore all the logical solutions to a problem and reason about abstract concepts in Piaget’s formal operational period.
Piaget referred to a mental structure as a schema.
2 words to know for Piaget:
Assimilation: the process by which information presented to a person fits with existing structure.
Accommodation: if new information does not fit with existing structures the mind may change itself to accommodate the information.
Freud
Freud developed psychoanalytic theory. He emphasized the unconscious as the primary determinant of behavior.
According to Freud, the personality develops by means of a series of psychosexual stages.
Erikson’s psychosocial stages of development focused on conflicts throughout the lifespan.
Sociobiology is a belief that social behavior is largely determined by heredity.
Humanistic psychology focuses on the self concept. (2 theories)
1. Maswell’s theory of self stresses the full development of potentialities which is called self-actualization.
2. Rogers used the term positive regard to refer to the warm positive acceptant attitude of a person for what he or she is.
Definitions to Know:
Maturation: the gradual unfolding of a genetically programmed sequential pattern of change.
Ageism: a prejudicial view of older adults that characterizes them in negative ways.
Social clock: a set of age norms defining a sequence of life experiences that is considered normal in a given culture and that all individuals in that culture are expected to follow.
Cohort: a group of individuals who share the same historical experiences at the same times in their lives.
Average life expectancy: at the beginning of the 20th century 49 years, end…76
cross sectional research design: a research design in which groups of people of different ages are compared.
Sequential design: combines longitudinal and cross-sectional
critical period: a specific period in development when an organism is especially sensitive to the presence (or absence) of some particular kind of experience.
Case study: an in-depth examination of a single individual
Self-efficacy: expectancies about what we can and cannot do
Age norms: aka social clock
Sensitive period: a span of months or years during which a child may be particularly responsive to specific forms of experience or particularly influenced by their absence.
Locke, John:
Russo:
Domains of development: age related changes in 3 broad categories,
1. physical domain: changes in the size, shape, and characteristics of the body
2. cognitive domain: changes in thinking, memory, problem-solving, and other intellectual skils.
3. social domain: change in variables that are associated with the relationship of an individual to others.
Plasticity: the capacity for positive change
Lecture Notes for Exam One
1/9/08
Historical background of human development:
It wasn’t until the 17th century in philosophy (psychology?) that we began the idea of childhood as a special period in which children were seen to have unique educational, psychological and physical needs.
In the mid-nineteenth century we get the dawn of contemporary developmental psychology. Abstract speculation about the child’s nature was replaced by empirical efforts to record and study the behavior of the young.
Empiricism: something factual, studied. Searching for truth and backed up with scientific study.
Due to evolutionary biology (Darwin) the child became the best natural lab for the study of evolution and the idea of development dominated the science of people.
G. Stanley Hall founded Human Development/Child psychology. Freud worked with rich women.
Founder of developmental psychology was G. Stanley Hall. (Tied penis to leg). He devised objective methods as a substitute for casual observation and studied groups of children over a wide age range.
Studied such traditional topics as perception, memory and learning.
1/16/08
Binet: developed IQ test in children. (Known for his work on intelligence in children).
DQ: development (children’s test, how quick develop vs other kids) early vs late developers.
IQ: test to determine if child will do well in this certain environment. I.e.: suburban elementary school. It should be culturally biased based on environment.
Freud argued that the experience of early childhood seemed to account for unusual patterns of behavior in adulthood. Original guilt.
Watson and the behaviorists: argued that the environment is very important in a person’s psychological development. Ie: if your child chooses not to be successful it is your fault for not creating the environment that would make them want to do so.
Issues In Developmental Psychology
1. Nature vs nurture controversy (biological vs environmental, determinance of behavior or heredity vs environment issue.) The question is how much of the individual’s behavior is determined by his or her biological and genetic makeup, and how much is by social and environmental influences. The number one issue in child psychology.
2. Continuity vs discontinuity in human development. Two types of behavioral change are identified in the study of human development. Those that are gradual and continuous, and those that are sudden or discontinuous. (discreet) Ie: how children learn by computer chip.
Learn in stages. Can memorize, but not understand until reaching that stage. (discontinuity)
Environment=continuity
These terms keep coming back with different names.
Ie: biological=discontinuity=stages
3. Three major theories of child development:
A. maturational theory: Gesell emphasized biological influences on development. The basic idea behind this theory is that most of the changes we see in children over time occur because of a specific and prearranged plan within the body. Maturation (according to this view) reveals the natural unfolding of the plan. (heredity)
B. psychoanalytic theory: Freud argued for the importance of early experience for laying down patterns that will endure through the entire lifespan. The major principle of psychoanalytic theory is the notion that humans are not always conscious of their own motives. (social learning environment)
C. social learning theory: Vandura stresses environmental influences while maturational theory emphasizes biological influences. (watching violence=violent actions)
Experiences that they see on TV are in the kids. Have to teach them if the behavior is right or wrong. If shown the punishment for the act, they won’t do it. Ie: movie on kids. Received candy for bad behavior, when changed to good behavior in movies…the kids changed their actions to mirror it.
If you fall asleep with the tv on,k it will become part of your memory/experience. Especially very sensitive people.
Jeff Dahmer had fantasies as a child that could have been prevented if he told parents. He didn’t feel safe telling them. Psychologists could have helped him.
1/30/08
Piaget
Stage theorists believe a “computer chip” comes down and then understanding forms. Before that it is memorization.
1. Sensorimotor stage: child is very limited. Only one inference: if ……..then.
2. pre-operational stage (2-7):
Child completely defenseless. Pedophiles love this stage. Only see what is in front of them, not depth. Sees only the puppy, candy, etc, not the danger.
Can’t look at intentionality, only amount of damage. 2 glasses with water experiment.
3. concrete operational stage:
Erickson
Erickson’s stages are called psycho-social stages whereas Freud’s are called psychosexual stages.
The first to have a lifespan theory with stages from birth to death.
8 ages, 8 issues, 8 stages
Psychosocial issues are choices. Even if you make the wrong choice, you still learn from it.
6-11 crucial time, esp 10-11.
2/6/08
Maturation: physical development that progresses according to a genetic code or plan.
Growth: the improvement of size, function and complexity of an organism up to the point of optimal maturity.
Learning: a basic process whereby the environment causes lasting changes in behavior.
Socialization: by which one learns the attitudes, customs, values and expectations of the culture.
Critical period: if a particular aspect of development can only be affected by the environment during a specific time period then that time period is referred to as critical.
An optimal period differs from a critical period in that the optimal period is not the only time during which the behavior may develop.
Longitudinal design is when a study repeatedly tests the same individuals at different points in their lives.
Sequential age cohort design (all people born the same years as each other): will enable a researcher to separate the effects of age from the effects of the socio-historical period.
Cohort: educational or age or collegues
Laws of learning have difficulty explaining language acquisition.
A major strength of the cognitive theories is in their ability to explain intellectual and language development.
Information processing theorists use a computer as a model for the human information processor.
2/13/08
Piaget
In Piaget’s conservation tasks, preschool children base their answers largely on perceptual processes.
People can explore all the logical solutions to a problem and reason about abstract concepts in Piaget’s formal operational period.
Piaget referred to a mental structure as a schema.
2 words to know for Piaget:
Assimilation: the process by which information presented to a person fits with existing structure.
Accommodation: if new information does not fit with existing structures the mind may change itself to accommodate the information.
Freud
Freud developed psychoanalytic theory. He emphasized the unconscious as the primary determinant of behavior.
According to Freud, the personality develops by means of a series of psychosexual stages.
Erikson’s psychosocial stages of development focused on conflicts throughout the lifespan.
Sociobiology is a belief that social behavior is largely determined by heredity.
Humanistic psychology focuses on the self concept. (2 theories)
1. Maswell’s theory of self stresses the full development of potentialities which is called self-actualization.
2. Rogers used the term positive regard to refer to the warm positive acceptant attitude of a person for what he or she is.
Definitions to Know:
Maturation: the gradual unfolding of a genetically programmed sequential pattern of change.
Ageism: a prejudicial view of older adults that characterizes them in negative ways.
Social clock: a set of age norms defining a sequence of life experiences that is considered normal in a given culture and that all individuals in that culture are expected to follow.
Cohort: a group of individuals who share the same historical experiences at the same times in their lives.
Average life expectancy: at the beginning of the 20th century 49 years, end…76
cross sectional research design: a research design in which groups of people of different ages are compared.
Sequential design: combines longitudinal and cross-sectional
critical period: a specific period in development when an organism is especially sensitive to the presence (or absence) of some particular kind of experience.
Case study: an in-depth examination of a single individual
Self-efficacy: expectancies about what we can and cannot do
Age norms: aka social clock
Sensitive period: a span of months or years during which a child may be particularly responsive to specific forms of experience or particularly influenced by their absence.
Locke, John:
Russo:
Domains of development: age related changes in 3 broad categories,
1. physical domain: changes in the size, shape, and characteristics of the body
2. cognitive domain: changes in thinking, memory, problem-solving, and other intellectual skils.
3. social domain: change in variables that are associated with the relationship of an individual to others.
Plasticity: the capacity for positive change
Outline for Chapter 9
Chapter 9
Physical and Cognitive Development in Middle Childhood
Physical Changes
I growth and motor development
II the brain and nervous syste
III health and wellness
Cognitive changes
I language
II Piaget’s concrete operational stage
III Direct tests of Piaget’s view
IV Advances in information-processing skills
Schooling
I Literacy
II Achievement and Intelligence Tests
III Effective Schools
IV Group Differences in Achievement
Children with Special Needs
I Learning Disabilities
II Attention-deficit hyperactivity disorder
Physical and Cognitive Development in Middle Childhood
Physical Changes
I growth and motor development
II the brain and nervous syste
III health and wellness
Cognitive changes
I language
II Piaget’s concrete operational stage
III Direct tests of Piaget’s view
IV Advances in information-processing skills
Schooling
I Literacy
II Achievement and Intelligence Tests
III Effective Schools
IV Group Differences in Achievement
Children with Special Needs
I Learning Disabilities
II Attention-deficit hyperactivity disorder
Outline for Chapter 8
Chapter 8
Social and Personality Development in Early Childhood
Theories of Social and Personality Development
I Psychoanalytic perspectives
II Social-cognitive perspectives
Family relationships and structure
I Attachment
II Parenting styles
III Ethnicity, Socioeconomic status, and parenting skills
IV Family Structure
V Divorce
VI Understanding the effects of family structure and divorce
Peer Relationships
I Relating to peers through play
II Aggression
III Prosocial behavior and friendships
Personality and self-concept
I from temperament to personality
II self-concept
The Gender concept and sex roles
I Explaining gender concept and sex-role development
II the gender concept
III sex-role knowledge
IV sex-typed behavior
Social and Personality Development in Early Childhood
Theories of Social and Personality Development
I Psychoanalytic perspectives
II Social-cognitive perspectives
Family relationships and structure
I Attachment
II Parenting styles
III Ethnicity, Socioeconomic status, and parenting skills
IV Family Structure
V Divorce
VI Understanding the effects of family structure and divorce
Peer Relationships
I Relating to peers through play
II Aggression
III Prosocial behavior and friendships
Personality and self-concept
I from temperament to personality
II self-concept
The Gender concept and sex roles
I Explaining gender concept and sex-role development
II the gender concept
III sex-role knowledge
IV sex-typed behavior
Outline for Chapter 7
Chapter 7
Physical and Cognitive Development in Early Childhood
Physical Changes
I growth and motor development
II the brain and nervous system
III health and wellness
IV abuse and neglect
Cognitive Changes
I Piaget’s Preoperational stage: the second stage of cognitive development during which children become proficient in the use of symbols in thinking and communicating but still have difficulty thinking logically.
II Challenges to Piaget’s view
A. conservation: the understanding that matter can change in appearance without changing in quantity.
III Theories of Mind
IV Alternative Theories of Early Childhood Thinking
Changes in Language
I Fast-Mapping
II The grammar explosion
III Phonological Awareness
Differences in Intelligence
I Measuring Intelligence
II Origins od individual differences in intelligence
III Racial differences in intelligence test scores
Physical and Cognitive Development in Early Childhood
Physical Changes
I growth and motor development
II the brain and nervous system
III health and wellness
IV abuse and neglect
Cognitive Changes
I Piaget’s Preoperational stage: the second stage of cognitive development during which children become proficient in the use of symbols in thinking and communicating but still have difficulty thinking logically.
II Challenges to Piaget’s view
A. conservation: the understanding that matter can change in appearance without changing in quantity.
III Theories of Mind
IV Alternative Theories of Early Childhood Thinking
Changes in Language
I Fast-Mapping
II The grammar explosion
III Phonological Awareness
Differences in Intelligence
I Measuring Intelligence
II Origins od individual differences in intelligence
III Racial differences in intelligence test scores
Outline for Chapter 5
Chapter 5
Cognitive Development in Infancy
Cognitive Changes
I Piaget’s view of the first 2 years
II Challenges to Piaget’s view
III Alternative approaches
Learning Categorizing and Remembering
I Conditioning and modeling
II Schematic learning
III Memory
The Beginnings of Language
I Theoretical perspectives
II An eclectic approach to explaining language development
III Sounds, gestures, and word meanings
IV The first words
V The first sentences
VI Individual differences in language development
VII Language development across cultures
Measuring Intelligence in Infancy
A. Bayley Scales of Infant Development: the best-known and most widely used test of infant “intelligence.” Measure primarily sensory and motor skills.
Cognitive Development in Infancy
Cognitive Changes
I Piaget’s view of the first 2 years
II Challenges to Piaget’s view
III Alternative approaches
Learning Categorizing and Remembering
I Conditioning and modeling
II Schematic learning
III Memory
The Beginnings of Language
I Theoretical perspectives
II An eclectic approach to explaining language development
III Sounds, gestures, and word meanings
IV The first words
V The first sentences
VI Individual differences in language development
VII Language development across cultures
Measuring Intelligence in Infancy
A. Bayley Scales of Infant Development: the best-known and most widely used test of infant “intelligence.” Measure primarily sensory and motor skills.
Outline for Chapter 2
Chapter 2
Theories of Development
Psychoanalytic Theories: proposing that developmental change happens because of the influence of internal drives and emotions on behavior.
I Freud’s Psychosexual theory
A. libido: an instinctual drive for physical pleasure present at birth and forming the motivating force behind virtually all human behavior.
B. id: the part of the personality that comprises a person’s basic sexual and aggressive impulses; it contains the libido and motivates a person to seek pleasure and avoid pain.
C. ego: the thinking part of personality
D. superego: the part of the personality that is the moral judge
E. defense mechanisms: strategies for reducing anxiety
1. Denial: behaving as if a problem did not exist
2. Repression: pushing the memory of something unpleasant into the unconscious.
3. Projection: seeing one’s own behavior or beliefs in others, whether they are actually present or not
4. Regression: behaving in a way that is inappropriate for one’s age
5. Displacement: directing emotion to an object other than the one that provoked it.
6. Rationalization: creating an explanation to justify an action or to deal with a disappointment.
F. psychosexual stages: Freud’s 5 stages of personality development through which children move in a fixed sequence determined by maturation; the libido is centered in a different body part in each stage.
1. Oral: birth – 1. Mouth, lips, tongue. Weaning.
2. Anal: 1-3. Toilet training. Orderliness, obstinacy or messiness, disorganization
3. Phallic: 3-6. Genitals. Resolving Oedipus/Electra complex. Vanity, recklessness, sexual dysfunction or deviancy
4. Latency: 6-12. Developing defense mechanisms, identifying with same-sex peers.
5. Genital: 12 +. Achieving mature sexual intimacy.
II Erikson’s psychosocial theory
A. neo-Freudian
B. psychosocial stages: 8 stages/crisis of personality development in which inner instincts interact with outer cultural and social demands to shape personality.
C. see handout
III Evaluation of psychoanalytic theories
Learning Theories: theories that assert that development results from an accumulation of experiences.
I John Watson
A. behaviorism: the view that defines development in terms of behavior changes caused by environmental influences.
II Pavlov
A. classical conditioning: learning that results from the association of stimuli
III Skinner:
A. operant conditioning: learning to repeat or stop behaviors because of their consequences.
1. reinforcement: anything that follows a behavior and causes it to be repeated.
2. Punishment: anything that follows a behavior and causes it to stop.
3. Extinction: the gradual elimination of a behavior through repeated non-reinforcement.
4. Shaping: the reinforcement of intermediate steps until an individual learns a complex behavior.
IV Bandura
A. social-learning theory:
1. Observational learning (modeling): learning that results from seeing a model reinforced or punished for a behavior.
V Evaluation of learning theories
Cognitive Theories: theories that emphasize mental processes in development, such as logic and memory.
I Piaget
A. cognitive-developmental theory:
1. scheme: an internal cognitive structure that provides an individual with a procedure to use in a specific circumstance.
2. assimilation: the process of using a scheme to make sense of an event or experience.
3. accommodation: changing a scheme as a result of some new information.
4. equilibration: the process of balancing assimilation and accommodation to create schemes that fit the environment.
B. 4 stages
1. sensorimotor stage: b-18 mos. Senses (mouth) to explore
2. preoperational stage: 18 mos-6.
3. concrete operational stage: 6-12. think logically, become capable of solving problems.
4. formal operational: 12-?. Think logically about abstract ideas and hypothetical situations.
II Information processing theory: a theoretical perspective that uses the computer as a model to explain how the mind manages information. Aka: neo-Piagetian theories.
A. sensory memory
B. Short term memory
C. long term memory.
III Evaluation of cognitive theories
Current Trends
I Biological theories
A. nativism: the view that human beings possess unique genetic traits that will be manifested in all members of the species, regardless of differences in environments.
B. ethology: a perspective on development that emphasizes genetically determined survival behaviors presumed to have evolved through natural selection.
C. sociobiology: the study of society using the methods and concepts of biology; when used by developmentalists, an approach that emphasizes genes that aid group survival. (humans live better in groups)
D. Behavior genetics: the study of the role of heredity in individual differences.
II Vygotsky
A. sociocultural theory: complex forms of thinking have their origins in social interactions rather than in an individual’s private explorations.
III Bronfenbrenner
A. ecological theory: explains development in terms of relationships between individuals and their environments, or interconnected contexts.
IV Eclecticism: the use of multiple theoretical perspectives to explain and study human development.
Comparing Theories
I Assumptions about development
II Usefulness
Theories of Development
Psychoanalytic Theories: proposing that developmental change happens because of the influence of internal drives and emotions on behavior.
I Freud’s Psychosexual theory
A. libido: an instinctual drive for physical pleasure present at birth and forming the motivating force behind virtually all human behavior.
B. id: the part of the personality that comprises a person’s basic sexual and aggressive impulses; it contains the libido and motivates a person to seek pleasure and avoid pain.
C. ego: the thinking part of personality
D. superego: the part of the personality that is the moral judge
E. defense mechanisms: strategies for reducing anxiety
1. Denial: behaving as if a problem did not exist
2. Repression: pushing the memory of something unpleasant into the unconscious.
3. Projection: seeing one’s own behavior or beliefs in others, whether they are actually present or not
4. Regression: behaving in a way that is inappropriate for one’s age
5. Displacement: directing emotion to an object other than the one that provoked it.
6. Rationalization: creating an explanation to justify an action or to deal with a disappointment.
F. psychosexual stages: Freud’s 5 stages of personality development through which children move in a fixed sequence determined by maturation; the libido is centered in a different body part in each stage.
1. Oral: birth – 1. Mouth, lips, tongue. Weaning.
2. Anal: 1-3. Toilet training. Orderliness, obstinacy or messiness, disorganization
3. Phallic: 3-6. Genitals. Resolving Oedipus/Electra complex. Vanity, recklessness, sexual dysfunction or deviancy
4. Latency: 6-12. Developing defense mechanisms, identifying with same-sex peers.
5. Genital: 12 +. Achieving mature sexual intimacy.
II Erikson’s psychosocial theory
A. neo-Freudian
B. psychosocial stages: 8 stages/crisis of personality development in which inner instincts interact with outer cultural and social demands to shape personality.
C. see handout
III Evaluation of psychoanalytic theories
Learning Theories: theories that assert that development results from an accumulation of experiences.
I John Watson
A. behaviorism: the view that defines development in terms of behavior changes caused by environmental influences.
II Pavlov
A. classical conditioning: learning that results from the association of stimuli
III Skinner:
A. operant conditioning: learning to repeat or stop behaviors because of their consequences.
1. reinforcement: anything that follows a behavior and causes it to be repeated.
2. Punishment: anything that follows a behavior and causes it to stop.
3. Extinction: the gradual elimination of a behavior through repeated non-reinforcement.
4. Shaping: the reinforcement of intermediate steps until an individual learns a complex behavior.
IV Bandura
A. social-learning theory:
1. Observational learning (modeling): learning that results from seeing a model reinforced or punished for a behavior.
V Evaluation of learning theories
Cognitive Theories: theories that emphasize mental processes in development, such as logic and memory.
I Piaget
A. cognitive-developmental theory:
1. scheme: an internal cognitive structure that provides an individual with a procedure to use in a specific circumstance.
2. assimilation: the process of using a scheme to make sense of an event or experience.
3. accommodation: changing a scheme as a result of some new information.
4. equilibration: the process of balancing assimilation and accommodation to create schemes that fit the environment.
B. 4 stages
1. sensorimotor stage: b-18 mos. Senses (mouth) to explore
2. preoperational stage: 18 mos-6.
3. concrete operational stage: 6-12. think logically, become capable of solving problems.
4. formal operational: 12-?. Think logically about abstract ideas and hypothetical situations.
II Information processing theory: a theoretical perspective that uses the computer as a model to explain how the mind manages information. Aka: neo-Piagetian theories.
A. sensory memory
B. Short term memory
C. long term memory.
III Evaluation of cognitive theories
Current Trends
I Biological theories
A. nativism: the view that human beings possess unique genetic traits that will be manifested in all members of the species, regardless of differences in environments.
B. ethology: a perspective on development that emphasizes genetically determined survival behaviors presumed to have evolved through natural selection.
C. sociobiology: the study of society using the methods and concepts of biology; when used by developmentalists, an approach that emphasizes genes that aid group survival. (humans live better in groups)
D. Behavior genetics: the study of the role of heredity in individual differences.
II Vygotsky
A. sociocultural theory: complex forms of thinking have their origins in social interactions rather than in an individual’s private explorations.
III Bronfenbrenner
A. ecological theory: explains development in terms of relationships between individuals and their environments, or interconnected contexts.
IV Eclecticism: the use of multiple theoretical perspectives to explain and study human development.
Comparing Theories
I Assumptions about development
II Usefulness
Chapter 1 outline
Chapter 1
An Intro to Human Development
I Human development: the scientific study of age-related changes in behavior, thinking, emotion and personality.
II Philosophical Roots
A. original sin
B. innate goodness: good behavior results from growing up in an environment that doesn’t interfere with the individual’s attempts to do so.
C. the blank slate: Locke’s theory. External environmental factors act on a person to form their development.
III Early Scientific theories
A. Darwin kept baby biographies to try and prove evolution
B. G. Stanley Hall did the first scientific study of child development.
1. norms: average ages at which developmental milestones are reached
C. Gesell’s research suggested the existence of a genetically programmed sequential pattern of change.
1. maturation: the gradual unfolding of a genetically programmed sequential pattern of change.
IV The Lifespan Perspective
A. 49 at beginning of 20th century, 76 at end.
B. important changes occur during every period of development and that these changes must be interpreted in terms of the culture and context in which they occur.
1. plasticity: the capacity for positive change
V The Domains of Development
A. physical domain: includes changes in the size, shape, and characteristics of the body.
B. cognitive domain: changes in thinking, memory, problem solving, and other intellectual skills
C. social domain: includes changes in variables that are associated with the relationship of an individual to others.
Key Issues in the Study of Human Development
I Nature vs Nurture: the debate about the relative contributions of biological processes and experiential factors to development.
A. inborn biases: children are born with tendencies to respond in certain ways. A baby is not a blank slate at birth.
B. Internal models of experience:
1. the effect of some experience depends not on any objective properties of the experience but rather on the individual’s interpretation of it.
2. interpretations of experience are not random or governed by temporary moods but rather are organized into models, which can be thought of as organized sets of assumptions or expectations about oneself or others.
C. The Ecological Approach: looking beyond a child’s immediate family for explanations of development. We must understand the context or ecology in which the child is growing.
II Continuity vs Discontinuity
A. The question of whether age-related change is primarily a matter of amount of degree (continuity) or more commonly involves changes in type or kind (discontinuity).
III Universal Changes
A. Social clock: a set of age norms defining a sequence of life experiences that is considered normal in a given culture and that all individuals in that culture are expected to follow.
B. ageism: a prejudicial view of older adults that characterizes them in negative ways.
IV Group-Specific Changes: are shared by all individual who grow up together in a particular group.
A. Cultural context: some system of meanings and customs, including values, attitudes, goals, laws, beliefs, moral guidelines, etc. and transmitted from one generation of that group to the next.
B. Historical Context
1. cohort: a group of individuals who are born within some fairly narrow span of years and thus share the same historical experiences at the same times in their lives.
V Individual differences: changes resulting from unique, unshared events.
A. critical period: a specific period in development when an organism is especially sensitive to the presence (or absence) of some particular kind of experience.
B. sensitive period: a span of months or years during which a child may be particularly responsive to specific forms of experience or particularly influenced by their absence.
C. atypical development: deviates from the typical developmental pathway in a direction that is harmful to the individual.
Research Designs and Methods
I Relating goals to methods
II Studying age-related changes
A. cross-sectional designs: in which groups of people of different ages are compared
B. longitudinal design: in which people in a single group are studied at different times in their lives
C. sequential design: a research design that combines cross-sectional and longitudinal examinations of development.
III Identifying Relationships Between Variables
A. case studies and naturalistic observation
1. case study: an in depth examination of a single individual
2. naturalistic observation: the process of studying people in their normal environments
B. correlation: a relationship between 2 variables that can be expressed as a number ranging from -1.00 to + 1.00. Zero means no relationship between the 2 variables. Closer to 1.00, stronger relationship.
C. experiment: a study that tests a casual hypothesis
1. experimental group: the group that receives the treatment the experimenter things will produce a particular effect.
2. control group: receives either neutral or no special treatment
3. independent variable: the presumed causal element in an experiment (causes the change)
4. dependent variable: the characteristic or behavior that is expected to be affected by the independent variable
IV Cross-cultural research
A. ethnography: a detailed description of a single culture or context
V Research Ethics: the guidelines researchers follow to protect the rights of animals used in research and humans who participate in studies.
A. protection from harm
B. Informed consent
C. confidentiality
D. knowledge of results
E. deception: if used have a right to know
An Intro to Human Development
I Human development: the scientific study of age-related changes in behavior, thinking, emotion and personality.
II Philosophical Roots
A. original sin
B. innate goodness: good behavior results from growing up in an environment that doesn’t interfere with the individual’s attempts to do so.
C. the blank slate: Locke’s theory. External environmental factors act on a person to form their development.
III Early Scientific theories
A. Darwin kept baby biographies to try and prove evolution
B. G. Stanley Hall did the first scientific study of child development.
1. norms: average ages at which developmental milestones are reached
C. Gesell’s research suggested the existence of a genetically programmed sequential pattern of change.
1. maturation: the gradual unfolding of a genetically programmed sequential pattern of change.
IV The Lifespan Perspective
A. 49 at beginning of 20th century, 76 at end.
B. important changes occur during every period of development and that these changes must be interpreted in terms of the culture and context in which they occur.
1. plasticity: the capacity for positive change
V The Domains of Development
A. physical domain: includes changes in the size, shape, and characteristics of the body.
B. cognitive domain: changes in thinking, memory, problem solving, and other intellectual skills
C. social domain: includes changes in variables that are associated with the relationship of an individual to others.
Key Issues in the Study of Human Development
I Nature vs Nurture: the debate about the relative contributions of biological processes and experiential factors to development.
A. inborn biases: children are born with tendencies to respond in certain ways. A baby is not a blank slate at birth.
B. Internal models of experience:
1. the effect of some experience depends not on any objective properties of the experience but rather on the individual’s interpretation of it.
2. interpretations of experience are not random or governed by temporary moods but rather are organized into models, which can be thought of as organized sets of assumptions or expectations about oneself or others.
C. The Ecological Approach: looking beyond a child’s immediate family for explanations of development. We must understand the context or ecology in which the child is growing.
II Continuity vs Discontinuity
A. The question of whether age-related change is primarily a matter of amount of degree (continuity) or more commonly involves changes in type or kind (discontinuity).
III Universal Changes
A. Social clock: a set of age norms defining a sequence of life experiences that is considered normal in a given culture and that all individuals in that culture are expected to follow.
B. ageism: a prejudicial view of older adults that characterizes them in negative ways.
IV Group-Specific Changes: are shared by all individual who grow up together in a particular group.
A. Cultural context: some system of meanings and customs, including values, attitudes, goals, laws, beliefs, moral guidelines, etc. and transmitted from one generation of that group to the next.
B. Historical Context
1. cohort: a group of individuals who are born within some fairly narrow span of years and thus share the same historical experiences at the same times in their lives.
V Individual differences: changes resulting from unique, unshared events.
A. critical period: a specific period in development when an organism is especially sensitive to the presence (or absence) of some particular kind of experience.
B. sensitive period: a span of months or years during which a child may be particularly responsive to specific forms of experience or particularly influenced by their absence.
C. atypical development: deviates from the typical developmental pathway in a direction that is harmful to the individual.
Research Designs and Methods
I Relating goals to methods
II Studying age-related changes
A. cross-sectional designs: in which groups of people of different ages are compared
B. longitudinal design: in which people in a single group are studied at different times in their lives
C. sequential design: a research design that combines cross-sectional and longitudinal examinations of development.
III Identifying Relationships Between Variables
A. case studies and naturalistic observation
1. case study: an in depth examination of a single individual
2. naturalistic observation: the process of studying people in their normal environments
B. correlation: a relationship between 2 variables that can be expressed as a number ranging from -1.00 to + 1.00. Zero means no relationship between the 2 variables. Closer to 1.00, stronger relationship.
C. experiment: a study that tests a casual hypothesis
1. experimental group: the group that receives the treatment the experimenter things will produce a particular effect.
2. control group: receives either neutral or no special treatment
3. independent variable: the presumed causal element in an experiment (causes the change)
4. dependent variable: the characteristic or behavior that is expected to be affected by the independent variable
IV Cross-cultural research
A. ethnography: a detailed description of a single culture or context
V Research Ethics: the guidelines researchers follow to protect the rights of animals used in research and humans who participate in studies.
A. protection from harm
B. Informed consent
C. confidentiality
D. knowledge of results
E. deception: if used have a right to know
Text book information, & technical notes
Oh well, that still didn't work. Sorry about the last post, I thought spacing in the actual blog would work.
Tab 1x before every capital letter. Tab 2x before every numeral. Tab 3x before every lower case letter. Tab 4x before every lower case roman numeral.
Tab 1x before every capital letter. Tab 2x before every numeral. Tab 3x before every lower case letter. Tab 4x before every lower case roman numeral.
Welcome!
I have a habit of typing my notes into outlines, or retyping the professor's power points into outlines because it is easier for me to learn this way. I also seem to be passing out my notes frequently to other students when they miss a class. So, instead I am starting blogs for my different classes at Broward Community College in lovely South Florida. Hope they help.
Disclaimer: I am only human and tend to zone out when the professors are talking about something other than the topic we should be covering. So if you see an error...please let me know. I take no responsibility for your grades. My notes are simply study aids that are helpful to me, and may be helpful to you. Good luck on all of your endeavors!
These notes are for DEP2004, Human Development with Dr. Moeschl
Disclaimer: I am only human and tend to zone out when the professors are talking about something other than the topic we should be covering. So if you see an error...please let me know. I take no responsibility for your grades. My notes are simply study aids that are helpful to me, and may be helpful to you. Good luck on all of your endeavors!
These notes are for DEP2004, Human Development with Dr. Moeschl
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