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CSU HDFS 401 - Development & Socialization

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HDFS 401Ch. 1 Theoretical Perspectives on Social DevelopmentCognitive Social Learning TheorySocial Information Processing TheoryVygotsky’s Sociocultural TheoryBronfenbrenner’s Ecological TheoryEthological TheoryHuman Behavior GeneticsLife Span PerspectiveHDFS 401 1st Edition Lecture 3Outline of Last Lecture I. Childhood Socialization II. Influence of CultureIII. Social Development Across HistoryOutline of Current Lecture IV. Pathway of Social DevelopmentA. Multifinality B. EquifinalityV. Influences on Judging Social Behavior A. Child/Adult/ContextVI. Psychologist and Social Behavior VII. Homework Discussed in ClassCurrent LectureIs there a single pathway of Social Development? Normative Steps vs. Varied Routes - Multifinality – same pathway in development but experience a trajectory that changes things- Equifinality- start at different pathway in development but ended up in the same place (acquiring autism) What influences how we judge social behavior? Three sets of Factors:1. The Child – Their Social Economic Status (SES)/ if the child is a boy/ have a difficult temperament (children will pick up on how they are perceived = self fulfilling prophecy)/reputation/ attractiveness/ if they have a disorder2. The Adult – The mental state of the adult (depression)/ negative attribution bias 3. The Context – Where you are/ setting- environment Do developmental psychologists own social development? 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.- Scholars in a variety of fields have made valuable contributions to the field of social development- Fields: Sociology, Historians, Medical Field – Genetics, Pediatricians, Historians Homework Discussed in Class: HDFS 401 Ch. 1 Theoretical Perspectives on Social DevelopmentDue: Tuesday, January 27th15 Points***Please type a summary of each theory using your textbook. Handwritten will not be accepted. Each theory may have anywhere between one and three main ideas. Be succinct yet thorough in your description. Do not include the “Evaluation” of each theory. This will be your “Notes” for this portion of the chapter. So be sure to include the most pertinent information or each theory.Cognitive Social Learning TheoryMain Ideas of Theory:- Children learn their own behaviors by watching others- Cognition is part of the imitation processo Attention: their passed, the model’s relationship, if they have been rewarded for imitation in the pasto Retention: children who are better at retention are “more effective” learners o Reproduction: children are not able to produce a complicated task because they don’t have the cognitive ability to reproduce ito Motivation – depends on how motivated the child is - Reciprocal determination – the child influences the model, children contribute to their own social developmentSocial Information Processing TheoryMain Ideas of Theory:- Children go through cognitive steps during social situations - Data base of old situations that guide them how to act in new situations - Encode cues – Interpret cues- Clarify goals – Review possible actions – Decide on an action- 1. Notice Social Cues. 2. Interpret Social Cues. 3. Formulate social cues 4. Generate possible problem. 5. Evaluate probable effectiveness of strategies. 6. Enact response - Processing social cuesVygotsky’s Sociocultural TheoryMain Ideas of Theory: - Cultures are different and they influence our social development, their learning comes from older members in the culture. - Learning and development comes from interactions - Zone of proximal development – children are engaged where they are in a zone of needing to know more but also knowing enough to be engaged Bronfenbrenner’s Ecological TheoryMain Ideas of Theory:- A child has a series of systems that vary from the most immediate (family) to the most remote (society’s values and laws) - Microsystem – interactions from people that are closest to them, usually on a daily basis - Mesosystem – interrelations among the components of the Microsystem - Exosystem – systems that do not play a direct role on a child but still have an influence on them- Macrosystem – cultural values, economic patters, laws- Chronosystems – the historical context. Ex: family systems vs. 50’s family, gender equality, technology advances Ethological TheoryMain Ideas of Theory:- To understand behavior it must be observed in a particular setting where the organism functions (ecosystem)- Explore behavior that is biologically based - Look into how the settings sets behavior- Species specific behavior play a functional role in ensuring survival (crying – gets response) - Children are open to input from environment - Critical periodsHuman Behavior GeneticsMain Ideas of Theory:- Look into how genes influence behavior - Focus on heredity - Influence of nature vs. nurture - Use statistical estimationLife Span PerspectiveMain Ideas of Theory:- Looks at development on a wider scale and looks at development all the way to adulthood- Normative events – people encounter the same age (marriage) - Nonnormative events – not normal for all people to encounter (parent passing away- Historical events – people go through same development that could have been affect by the age period that they were in (911) o Cohorts – people who were born around the same time and who share the same experiences due to history - Open to developments across our livesPlease fill in this chart based off of our discussion of Critical Questions of Social Development andwhat you have learned about each theory in the above assignment.For example: Does Cognitive Social Learning Theory believe that biology or environment or both havean impact on a child’s social development?Theorist/Theoretical PerspectiveQuestion 1:Biology (B) versusEnvironment (E)Question 4:Continuity (C)versus Discontinuity (D)Question 5:Situation (S) versusIndividual (I)Question 6:Universal (U)versusCultural (C) Cognitive social learningE C S/1 UInformationprocessingE C S/1 UVygotsky E C S CEcological E C S CEthological E/B D S UHuman Behavior GeneticsB/E N/A I/S ULife span E/B C I/S


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