PSYCH2201st Edition Lecture 1OUTLINE OF CURRENT LECTURE- What is Development?- Major IssuesCURRENT LECTURE:WHAT IS DEVELOPMENT?- Orderly- it goes in a sequenceo Ex: crawling -> supportive walking -> freely walkingo Language developments. Understanding the meaning of questions Ex: babbling- babies.o Can lose it. (stroke, hitting your head)- Directional- builds on itself.o ex: crying -> cooing -> babbling -> jargoning -> … -> simple sentenceso can regress* physical trauma, psychological trauma, aging, etc.- Stable- once acquired, it usually staysMAJOR ISSUES IN DEVELOPMENTAL PSYCHOLOGY Is the development a matter of quantitative or qualitative change?o Quantitative- amount.  We know more than babies, physical changes. Change in brain structure, drop in serotonin levels -> depression, etc.o Qualitative- difference in kind.  Controversial* Ex: I have oranges you have apples Does the way we think and feel about the world change as we develop? - Ex: child saying she wants her sandwich cut into 4 instead of 2 because she’s hungry. The way she thinks about things is different than we do. We know that it’s the same whether its cut into 2 or 4.These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Ex: death. Little kids think and feel about it differently, asking inappropriate questions, “when are they gonna put that guy in the mud?!”. They don’t understand and feel it the same way as we do.  Is development continuous or discontinuous?o Discontinuous- there are steps, stages, substages, etc. Linked to qualitative development Ex: staggered line with gaps, what happened in the gaps?o Continuous Linked to quantitative development Ex: linear chart Are genetic or environmental factors the most important determinants of child development and behavior?o Ex: alcoholism in the family, parents have dementia will i?, if I walked early will my kids? Importance of Contexto Ex: testing people in labs giving different results when seeing the person behave in the real world. World viewo Organismic vs mechanistic Organismic- emphasis on qualitative change. DON’T suggest that there is NOT quantitative, but INSIST that there is qualitative.- Development is active. Our activity drives development- Movement towards a goalo Teleological state: has an end state/goal state Ex: butterfly (egg->caterpillar->butterfly),moth, frog (egg->tadpole->grows legs->frog), etc. something that shows change. Mechanistic- No qualitative change, but quantitative (amount)o learning theory: just learning more. More vs less- Passive reaction- No movement towards goalo Contextual The context of development - Does what you see in a lab really happen in the real world? -> study development in the context that it actually happens1.29These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.THEORIESBehaviorismo Classical Conditioning (Watson) NOT forming a new behavior Ex: Little Albert & his fear of furry things stemming from loud noises connected with rat, rabbit, dog, furry mask, etc. Unconditioned stimulus: loud noise Conditioned stimulus: rato Operant (Instrumental) Conditioning  Behavior modification- Add things,behavior increases -> positive reinforcement- Add things, behavior decreases -> positive punishment- Take things, behavior increases -> negative reinforcement- Take things, behavior decreases -> negative punishment ConsequencesSocial-Learning Theory (Bandura) Bandura was interested in learning through imitation Symbolic imitation- Created films of people behaving a certain way and showed it to kids and observed if kids would imitate the behavior. They did- Bobo doll experimentEthology To understand behavior we need to observe in it’s natural environment (contextual) Adapted behavior increases our chance of survival. The behaviors that we show are biologically driven and adapted Important ethological concepts:o Imprinting: human babies do not imprint Konrad Lorenz & ducks: imprint on the first moving thing they see. Followed him around as if he was their parent- Allows them to recognize their own species. When Konrad’s ducks grew up, they wanted to mate with humans.o Sensitive/critical periods Keep a gosling duck isolated for 48 hours, they don’t imprint. o Bonding: Human babies.These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute. Klause & Kendall: Believed that babies and parents had imprinting within an hour after birth -> bonding- Premature babies that bonded hit developmental marks more on-time than babies that didn’t bond.“Babyness” Rounded head shape Large eyes below middle of head Protruding foreheadThe Ecological Approach“From this perspective, it can be said that much of developmental psychology, as it now exists is the science of the strange behavior of children in strange situations with strange adults for the briefest possible periods of time” Urie Bronfenbrennera bunch of nested contexts instead of just one Microsystem- individual’s immediate surroundings (multiple)o Ex: Lecture Hall 2, students surrounding you, etc. Mesosystem- connections among microsystemso Ex: Parent calling the professor of their child, talking to your roommates teacher because your roommate got into a car accident, etc. Exosystem- doesn’t directly contain individual but influences themo Ex: parents workplace influence on the children. Bad day at work -> negative attitude towards your children. THE CHILDREN’S EXOSYSTEM IS THE PARENT’S WORKPLACE. (doesn’t apply to a workplace where the child goes to work with the parent regularly) Macrosystem- values, ideals, customs, and laws of a particular cultureo Ex: being okay with physical punishment of children vs cultures whereit is against the law for parents to physically punish their children.o Gender roles Chronosystem- temporal (time)o Diff. things happen at diff. times individually during development. Both normative or non. Ex: your sibling born 3 years after or before you, parents divorce when you were 4 or 14.o It matters when it happened!o Ex: ‘depression babies’ went through famine and always worried about food.