Developmental PsychologyDr. Erin YosaiJanuary 29, 2015Chapter One Development – The way we grow and change over time Psychology – Study that change systematically, objectively, comprehensively Findings result in developmental theories Freud’s Erickson’s Developmental theories set the grounds for social policy Change laws/programs/etc. Resources produce the best outcomesThemes Nature vs. Nurture Genetics vs. Environment Both influence development Sociocultural context Cultural influence on development Continuous vs. Discontinuous Continuous – small qualitative change Discontinuous – Set stages of development Interaction Psychosexual Cognitive Learning Psychodynamic Risk/Resilience Factors that impact successful development Drug use S.E.S. Education Nuelear Family Environment Parenting History Historically, children were treated as adults 1500’s enlightenment Religious focus on child treatment Printing Press Published information on child treatment could be accessed John Locke Tabula Rasa – Blank slate Not too strict in child management Empiricism - Theory that environmental experiences shape the individual; all knowledge is derived from sensory experiencesOrigin of Developmental Psychology Charles Darwin studied his kid for the first 3 years of his life Applied knowledge of development of other species William Preyer did the same thing Systematic observation 1888 – The Mind of the ChildObservations of children must be conducted systematically, immediately, unobtrusively and often G. Stanley Hall – the 1st person in America to get a psychology doctorate Launched child study in the U.S. Father of developmental (child) psychology Questionnaire Method First child data collection – compared across sociocultural context Alfred Binet – Studied individual differences First IQ Test Four domains of development Comprehension Inventiveness Direction Criticism James Mark Baldwin Early developmental theorist Recognized for unique perspective on social development and the formation of personality Social experiences contribute to developmental outcomes Sigmund Freud Psychosexual theory of development Five Stages Oral Anal Phallic Latency Genital Phallic – Boys and girls are different “I wanna be like mommy/daddy!” Genital – Settle down, find a mate Fixation: stages are not fulfilled “Being anal” – How you’re potty-trained affects your personalityTheories of Development Learning – Relatively permanent change in behavior as a result of such experiences as exploration, observation and practice. Learning Theory Approaches Behaviorism Social Learning Theory Learning is closely tied with developmentMajor Types of Learning Classical conditioning - A neutral stimulus is paired with a stimulus that evokes a reflexive response and eventually elicits that response by itself Ivan Pavlov Bell – Food Presentation – Drool “Psychic secretions” Associations Youtube video – Classical Conditioning “Attack of the Quack” Nerf gun (Unconditioned stimulus) – flinch/duck (Unconditioned response) Quack (Neutral Stimulus) + Nerf gun – flinch/duck Quack (Conditioned Stimulus) – Flinch/duck (Conditioned Response) Operant conditioning - Organism produces a response which is rewarded or not; the consequence influences the likelihood of future responding A – B (Behavior) – C (Consequences) Reinforcement or punishment Potty-Training Behavior – Poop in the potty Reinforcement – Reward Behavior – Poop in the kitchen Punishment – Take away iPad for 1 hour Big Bang Theory – Positive vs. Negative Reinforcement Chocolate Rewards: Food (primary), money (secondary), sex, shelter Punishers: Aversive – Water bottle, electric shock, removal of attention Social Learning Theory: Theoretical approach emphasizing the importance of learning through observation and imitation of behaviors modeled by others Learning from others “The easy way” Observational Learning: Imitation of others’ behaviors Bobo doll example (1960’s) Kids who see violence are more likely to behave violently Children are always watching Information Processing Approaches Theoretical approach that views humans as having a limited ability to process information, muchlike computers Short term (Active) memory holds 7 +/- 2 pieces of information at a time This approach can be extended to account for development in many other domains, including language acquisition, peer relationships, and even social and personality development Cognitive
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