TEST 2 – Ch.4, ch.5, ch.7, ch. 9.CHAPTER 5 – DevelopmentDefinition and big QsPiaget and cognitive developmentKohlberg and moral developmentMiscellaneous(If time…) gender development AL- Experiences critical in shaping you. Are these typical of normal development? Did you play a rolein creating these experiences? If they were not to occur, how might your life be different?Breaking down development:- DevoCognitive: language development (immense development in just one year)EmotionalSocialBehaviouralbiological Definition & Big Questions- Development psych = pg. 168- Child’s role in development? Mechanistic (or passive view) – environment is shaping Organismic (or active view) – you are driving development Contextualistic = middle ground – some you some environment (driving and going along for the ride)- Continous – discontinuous? Quantitiative= gradual (mechanistic) – slow upward grade; more reflective of environmentalshaping development to be continual Qualitative = suddent (organismic) – stairlike: reflective of language development; biologically mature and suddenly develop language skillsIs development reflective of elements of both, or only one characteristic observation- Nature-nurture? Nature – more oganismic/qualitative Nurture = more mechanistic/quantitative Interactionist (e.g. “Diathesis-Stress”) – used to understand disorders- AL: are people born to be extroverted? How about born to score high on an intelligence test or to work as a teacher? – whats the role of parents, biases, predjudices- One course of development or many? Universal vs. culturally specific – is there one cognitive theory among groups?? Boston vs. ________ - socially and sociologically interesting re: the park vs. central parkIs development affected by pace of life (city life vs Tallahassee)- Staility? (e.g. temperament & personality) – is development stable or erratic as organismic; or perhaps somewhere in between reflective of the norm.- Cup and saucer = ??? 1 yr old = banging instruments 2 yr old = tea party 4 yr old = flying saucerImpact of the environmental surround on make-believe play? Piaget and cognitive developmentJean Piaget (1896 – 1980) – long-accepted theory Theodore Simon and epistemology Knowledge = active/spontaneous process “to know and object is to act on it” Development occurs before learning – let happen, don’t force childhood learning, let it happen once development allows this to occur- Stance on major questions?1. Organismic, 2. Interactionist, 3. Qualitative?, 4. Universalist Saw mostly guadual but believed in a few key developmental jumps- Background term and key principles Schema: organized pattern of behavior that is repeatable and generalizable Adaptation is a two fold process:o 1. Assimilation: matching environment to existing scheme (e.g. e.t. in the mouth)o 2. Accommodation: creating new schemes (e.g. “suckables” vs. “nonsuckables”) – develop new schemes after negative experiencePg. 175 – table of developmental stages to study for Piaget- Sensorimotor Period (birth – 2 yrs) Goal: develop mental and symbolic representational ability Here-and-now/ thinking with the senses (video) Object permanence (~ 8 months) – blanket disappearing toy acto Def: understanding that something continues to exist even if you can’t see it (out of sight not out of mind)Renee Baillargeon (1998) and the “violation of expectation” method – coordinated movement lacking though cognitive ability to understand toy is still there. Pg. 176: habituation (pg. 171) decrease in response when repeatedly presented with stimulus (habituation and recovery task – red vs. blue ring toshow color observance & habituation) – confusion over impossible event vs. habituation: studying whichcondition they recovered to most – should show greatest gain of attention to impossible event than the possible event. 4 month olds were able to recover from impossible event. COORDINATED movement of moving the blanket – cognitive-behavioral ability to not just register the toy below the blanket but move the blanket. Disproving belief that children gain object permanence understanding at 8 months.- Preoperational Period (2-7 yrs) Goal: further development of representational skills and logical thinking. Judy DeLoache and dual representation: The “incredible Shrinking Troll” study -understanding that an object can stand for both itself and something else (plate is a plate and a flying saucer); model rooms are representative of rooms“Incredible Shrinking Troll” study – No machine: only 20% had enough dual representation to retrieve the object without error. Machine: enlarges the room (hones in to children’s sense of imagination understanding enlarging machine) suddenly now 80% able to retrieve snoopyOne year later, significant amount able to now retrieve snoopy/troll – developed dual processing abilities.o Big Snoopy/little Snoopy (pg. 177-178) Rigid/inflexibleo (video) lack of conservation (pg. 177) – centration (centering in on one thing, unable to balance multiple aspect i.e. long hair = girl, 8 slice pizza = bigger): focused in on size as representation of amount; unable to grasp influence of other factors (cup shape)Certain physical properties of an object (i.e. mass, volume) don’t change when other qualities change (i.e. outward appearance)- Concrete Operational period (7 – 11 yrs) Goal: development of abstract thought and reasoning ability concrete stage is defined by the opposite of the preoperational (no longer rigid and inflexible now flexible able to do math and categorization) Mathematics and understanding of death- Formal Operational (12+ yrs) Abstract thinking and perspective taking The imaginary audience and personal fable – sudden understanding of the world judging you causing huge amounts of stress regarding acceptance and popularity (perspective taking) Hypothetico-deductive reasoning – taking hypothesis of perspectives and testing them outReversal in development (no longer inward out development ~ gangly); explosion in sex hormones- A competing view: Lev Vygostsky Born same year (1896) contrasting piaget’s beliefs Contextualism and Socratic dialogue –contextualism = human behavior cannot be understood independent of social interaction. Socratic dialogue: homeschooling approach with one-on-one critical
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