Developmental PsychologyDr. Erin YosaiFebruary 3, 2015 Bobo doll video – BBCFour Social Learning Theory Children tend to imitate what they see Television violence Piaget’s Cognitive Development Theory Theoretical orientation emphasizing the active construction of psychological structures to interpret experience Self-directed knowledge Discontinuous theory Infants – Touch, taste, sound Piaget on Piaget video 1977 film (French) Human knowledge Empiricist – “Blank slate” Knowledge through experience Innatist – “Nature” Knowledge through genetics We build representations of the world around us based on our cognitive capacity (knowledge) Basic Principles of cognitive development Adaptation: Interplay between assimilation and accommodation, resulting in development Organization: Tendency for structures and processes to become more systematic and coherent Scheme: Organized pattern of thought or behavior Assimilation: Person interprets new ideas or experiences to fit existing schemes Accommodation: Person changes existing schemes to fit new ideas or experiences Equilibration: Harmonious balance of a person’s schemes and experiences with the environment Humans are “cognitive misers” – we don’t want to do more work cognitively Video – Piaget’s Stages of Development “Conservation” stage Bigger is better, bigger means more “Perspective taking” Erickson’s Psychological Approach The start of the last of the theories Greater focus on emotions and personality Gives Socialization and society far greater importance in his theory A common theme is the search for identity Systems Approaches Contextual Approaches Ecological Systems Theory (Bronfenbrenner) Sociocultural Theory (Vygotsky) Dynamic Systems Theory Ethological Theory Bronfenbrenner’s Theory Bio ecological model – development is influenced by experiences rising from broader biological, social, and cultural systems as well as a child’s immediate surroundings Microsystem – the immediate environment provided in such settings as the home, school, workplace, and neighborhood Mesosystem – the environment provided by the interrelationships among the various settings of the microsystem Exosystem – environmental settings that indirectly affect the child by influencing the various microsystems forming the child’s immediate environment Macrosystem – major historical events and the broad values, practices, and customs shared by a culture Chronosystem - the constantly changing temporal component of the environment that can influence development Sociocultural Theory (Vygotsky) Emphasizes the importance of cultural tools, symbols, and ways of thinking that the child acquires from more knowledgeable members of the community Dynamic Systems Theory Emphasizes development as the emerging organization arising from the interaction of many different processes Ethological Theory Ethology is concerned with the evolutionary origins of behavior and its adaptive and survival value in animals, including humans Sensitive period – a brief period during which specific kinds of experiences have significant positive or negative consequences for development and behavior Also known as the critical period
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