Objec ves Chapter 10 Human Development 1 Contrast two experimental designs used by developmental psychologists including factors to consider when using one design versus the other cross sec onal design recruit two groups of par cipants 20 yr olds and 70 yr olds for example and then compare the two groups but this design measures age di erences not intra individual change longitudinal design looking at the same par cipant over a period of me however this is costly me consuming and research instruments may become outdated 2 Describe brain development during infancy and childhood and explain why adults are rarely able to retrieve memories that predate their third birthday our nerve cells form before birth neural pathways develop over the rst several years of life infants experience pruning the death of neurons breakdown of the synapses The neurons that survive become incorporated into neural pathways which leads to further cogni ve development infan le amnesia prior to age 4 there is liOle conscious recall This is because brain areas that support conscious declara ve memories hippocampus and frontal lobes are not su ciently formed before the age of four Therefore adults are unable to remember things that happened before their third birthday 3 Assess how cogni ve abili es change among older adults free recall being asked to generate items from memory begins to decrease aSer 30 speed of processing declines These declines are a result of brain changes that occur with age because overall brain maOer decreases over the course of adulthood 4 Know schemas assimila on and accommoda on schemas mental representa ons of the world They act as mental lters by organizing and interpre ng incoming informa on Children form schemas naturally and change them over the course of development assimila on new info is interpreted in ways that t exis ng schemas ex make experience t the schema accommoda on exis ng schemas are adjusted to t new info ex make the schema t the experience 5 Know Jean Piaget s theory of how the mind develops and his four stages of cogni ve development including signi cant aspects of each stage Note current thinking regarding cogni ve stages Each stage is characterized by a di erent type of thinking Each stage in qualita vely dis nct all children advance through the stages in the same order Stage 1 Sensorimotor Period Birth to 2 years coordina on of sensory input and motor responses development of object permanence the awareness that objects con nue to exist even when they disappear from the view Stage 2 Pre opera onal period 2 to 7 years development of symbolic thought marked by irreversibility centra on and egocentrism Stage 3 Concrete Opera onal Stage 7 to 11 years mental opera ons applied to concrete events mastery of conversa on hierarchical classi ca on Stage 4 Formal Opera onal period age 11 through adulthood mental opera ons applied to abstract ideas logical systema c thinking Sensorimotor Preopera onal Concrete Opera onal Formal Opera onal 6 State Lev Vygotsky s theory of how children s thinking develops Know sca olding and zone of proximal learning di erent children develop skills in di erent domains at di erent rates social structuring on the part of the parent facilitates children s learning and development sca olding learning mechanism in which parents provide ini al assistance in children s learning but gradually remove structure as children become more competent zone of proximal learning phase of learning in which children can bene t from instruc on 7 Discuss the in uence of aOachment on social development referencing ndings from Harlow s research with monkeys and Bowlby aOachment a deep emo onal bond that we rst develop with our primary caregivers He found that infant monkeys preferred a cloth wrapped ar cial mother to a bare wire mother that o ered food Harlow s work suggested that warmth and comfort contact comfort are important components of bonds between animals including humans 8 Know the four paren ng styles and what might be the most e ec ve authoritarian focus on rules obedience permissive go along with child s demands desires liOle punishment authorita ve demanding but suppor ve responsive uninvolved through young adulthood 9 De ne self concept and describe developmental changes to self concept that occur from infancy self concept our cogni ve representa on of the self Who am I an organized collec on of beliefs about oneself self concept in uences how we process informa on about the social world 18 months self recogni on ex mirror study early childhood external more than internal ex children de ne themselves in concrete terms I can count I know my ABC s I have brown hair become aware of their cogni ve abili es 5 6 years tell secrets and lie middle late childhood shiS to internal ex I am shy I am funny I am smart social comparison children look to similar others to see how they t in children face reali es I am not the fastest preoest adolescence abstract thinking about self who am I really self consciousness spotlight e ect feel like everyone is watching them uctua ng self instability s ll construc ng self ideal vs actual possible self what an individual might become would like to become is afraid of becoming
View Full Document
Unlocking...