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TAMU PSYC 307 - Heather Bortfeld
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Developmental Psychology Lecture111/22/20091PSYC 307 Developmental PsychologyHeather BortfeldPSYC 255Tuesday/Thursday [email protected]://www.tamu.edu/classes/psyc/bortfeld/Teaching Assistant: Eswen FavaPSYC [email protected] reading:Discovering the Life SpanRobert S. Feldman (2009)Prentice Hall1/22/20092z Why Study Developmental Psychology?Developmental Psychology Lecture121/22/20093Reason #1: Raising Childrenz Knowledge of child development can help parents and teachers meet the challenges of rearing and educating children– For example, researchers have identified effective approaches that parents and other caregivers can successfully use in helping children manage anger and other negative emotions1/22/20094Reason #2: Choosing Social Policiesz Knowledge of child development permits informed decisions about social-policy questions that affect children– For example, psychological research on children’s responses to leading interview questions can help courts obtain more accurate testimonies from preschool childrenDevelopmental Psychology Lecture131/22/20095Reason #3: Understanding Human Naturez Child-development research provides important insights into some of the most intriguing questions regarding human nature (such as the existence of innate concepts and the relationship between early and later experiences)– Recent investigations of development among children adopted from inadequate orphanages in Romania supports the principle that the timing of experiences often influences their effects1/22/20096Developmental Psychology Lecture141/22/20097Historical Foundations: Early Philosophersz Provided enduring insights about critical issues in childrearing, even though their methods were unscientific – Both Plato and Aristotlebelieved that the long-term welfare of society depended on raising children properly, but they differed in their approaches 1/22/20098Historical Foundations: Plato vs. Aristotlez Plato emphasized self-control and discipline z Aristotle was concerned with fitting child rearing to the needs of the individual child …z Plato believed that children are born with innate knowledge z Aristotle believed that knowledge comes from experienceDevelopmental Psychology Lecture151/22/20099Historical Foundations: Later Philosophersz The English philosopher John Locke, like Aristotle, saw the child as a tabula rasaand advocated first instilling discipline, then gradually increasing the child’s freedom z Jean-Jacques Rousseau, the French philosopher, argued that parents and society should give the child maximum freedom from the beginning 1/22/200910Historical Foundations: Research-Based Approachz Emerged in the nineteenth century, in part as a result of two converging forces 1. Social reform movements established a research conducted for the benefit of children; provided some of the earliest descriptions of the adverse effects that harsh environments can have on child developmentDevelopmental Psychology Lecture161/22/200911Historical Foundations: Research-Based Approachz Emerged in the nineteenth century, in part as a result of two converging forces 2. Charles Darwin’s (1809-1882) theory of evolution inspired research in child development in order to gain insights into the nature of the human species 1/22/200912Developmental Psychology Lecture171/22/200913Historical Foundations: Formal Field of Inquiryz Child development emerged as a formal field of inquiry in the late nineteenth and early twentieth centuriesz In particular, Sigmund Freud and John Watson formulated influential theories of development during this period1/22/200914Historical Foundations: Psychodynamic Approachz Freud concluded that biological drives, especially sexual ones, exerted a crucial influence on developmentDevelopmental Psychology Lecture181/22/2009151/22/200916Historical Foundations:Behavioral Approachz Holds that the key to understanding development are observable behavior and environmental stimuli. If we know the stimuli, we can predict the behavior.Developmental Psychology Lecture191/22/200917Flavors of behaviorismz Classical behaviorism: Watson’s behaviorism– Objective study of behavior– No mental life, no internal states; thought is covertspeechz Radical: Skinner's behaviorism– Considered radical since it expands behavioral principles to processes within the organism, in contrast to methodological behaviorism– Not mechanistic or reductionist; rather, hypothetical (mentalistic) internal states are not considered causes of behavior, phenomena must be observable at least to the individual experiencing them 1/22/200918Historical Landmarks in Behaviorismz John Watson (1878-1958): BehaviorismDevelopmental Psychology Lecture1101/22/200919Historical Landmarks in Behaviorismz John Watson (1878-1958): BehaviorismWatson argued that children’s behavior arises largely from the rewards and punishments that follow particular behaviors– Although the research methods on which these theories were based were limited, the theories were better grounded in research and inspired more sophisticated thinking than their predecessors 1/22/200920Historical Landmarks in Behaviorismz John Watson (1878-1958): BehaviorismGive me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll gaurantee to take any one at random and train him to become any type of specialist I might select—doctor, lawyer, artist, merchant-chief, and yes, even beggar-man and theif, regardless of his talents, penchants, tendencies, abilities…(Watson, 1925)Developmental Psychology Lecture1111/22/200921Historical Landmarks in Behaviorismz B.F. Skinner (1904-1990): Radical BehaviorismDeparts from methodological behaviorism most notably in accepting treatment of feelings, states of mind and introspection as existent and scientifically analyzable. 1/22/200922Historical Landmarks in Behaviorismz B.F. Skinner (1904-1990): Radical BehaviorismWas challenged during a casual discussion at Harvard to provide an account of a randomly provided piece of verbal behavior, Skinner set about attempting to extend his (then new) functional, inductive, approach to the complexity of human verbal behavior. Developed over two decades, his work appeared as the culmination of the William James lectures in the famous book, Verbal Behavior.Departs from methodological behaviorism most notably in accepting treatment of feelings, states of mind and introspection as existent and


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TAMU PSYC 307 - Heather Bortfeld

Type: Miscellaneous
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