Ch#10#Hu man#De v e lo p ment#–#Guided #Notes#Pa r t#I#!Developmental!Psychology! Studies!how!people’s!behavior!changes!over!the!______________! This!can!be!physically,!mentally!&!socially!! Some!questions!that!this!area!seeks!to!answer:!What!shapes!the!way!we!change!over!time?!Nature!vs.!nurture?!Is!develop ment!cont inu o u s? !NATURE!VS!NURTURE! Nature! Eye!color,!blood!type.!Other!exa mples:!____ _ __ _ __ _ __ _ __! Nurture! Language,!religion.!Other!examples:!____ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _! Interactio na l!! Correlation!between!nature!and!nurture! Height/Weight,!IQ.!Other!exam p le s:!_ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _!! Gene‐Environment!Interaction! Impact!o f!g en e s!d ep e n d s!o n!th e !co n trib u tio n !of !the !_____________________ ! Example:!Alcoholism.!Other!exam ple s:!_ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _! Gene!Expression! Genes!may!be!______________!or!deactiva t e d !b y !th e ! _______________________ ! Example:!Depression.!Other!exam p les :!__ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __!!lifespanInfluenced by genecticsLearned from the environment.environmentactivatedenvironment Nature!via!Nurture! Genetics!plays!a!role!in!the!environment!that!people!__________!out! Example:!Shyness.!Other!examples:!_________________________________!!COGNITIVE#DEVELOPMENT#How!we!________________!the!ability!to !le a r n ,!think,!reas o n ,!c o mmun ic a te ,!a n d!remember!over!___________.! Theories!of!Cognitive!Development!(the!typ e s !o f!f o c u s!a r e a s!f o r!t h e s e !th e o r ie s ) :! Stagelike!vs.!continuous!development! Example!of!stagelike!development:! Example!of!continuous!development:! Domain‐general!vs.!domain‐specific! Domain!general:! Domain!specific:!! Physical!exploration!vs.!social!interaction! Social!interaction!is!particularly!important!when!it!comes!to!development!of!langua ge !!Two!really!influential!figures!whose!theories!influence!psychologists!to!this!very!day:!1)#Jean#Piaget##2)#Lev#Vygotsky##JEAN#PIAG ET :!A!c o ns tru ct ivist !the o ry !of!c o gn itiv e!d e ve lo pment! Children!not!miniature!adults!!1. Stagelike! ___!stages!of!develo pment!2. Domain!General! Changes!occur!________________________! Each!stage!is!qualitatively!______________!seekacquiretime4across cognitive areasdifferent3. Physical!Exploration! Equilibrium!between!experience!and!thoughts!=!______________________!!Equilibration!via!__________________________!!and!__________________________.! Assimilation! Inserting!_________!e x p e r ie n c e !in t o !_____________ !kn o wledge!b a s e !! Accommodation! _________________!existin g !k n o wledge!b a s e !to !make!it!more!co mpatible !with!new !experience!!Examples!of!assimilation:!_________________ ____ ____ ____ ____ ____ ____ ____ ___!!Examples!of!accommodation:!_____________________________________________!Piaget’s!Stages!of!Development:!1) _____________________!• Birth!to!2!years!• Use!senses!and!motor!abilities!to!explore!world!• “Out‐of‐__________,!ou t ‐of‐___________”!• Ends!when!infants!are!able!to!make!mental!representations!of!objec t s!( a n d !u nderstan d !t h a t!objects!exist!even!if!they!are!hidden!from!view):!________ _ __ _ __ _ __ _ __ _ __ _!• Also!no!“deferred!imitation”!(mean in g !_ _ _ _ _ _ _ _ _ _ _ _ _____________________)!• So!sensorimotor!stage!!no!object(permanence,!no!deferred(imitation!!2) ______________________!! 2!‐!7!years !o ld! Use!_____________________!to!repres e n t!i d e a s!a nd!things !that!are!n o t!p r e se nt! Play!“pretend”! __________________!–!ca n’t!take!ot h e r’s !p e rs p e c ti ve!EquilibrationAssimilation Accommodation newexistingAltering No changes to what a child knows. (see's a hourse, zebra is similar, zebra = horse)Child realizes horse is different than zebra, needs change of what's know of horseSensorimotorPreoperational sightmindObject Permanence (Babies lack it)kids do not imitate(Key)symbolsEgocentric Pre‐operational! !Unable!to!perform!___________________________! Evidence:!fail!on!_________________!tasks! Lack!understanding!of!conservation! understanding!that!2!equal!quantities!remain!equal,!even!if!appearance!changes!!3) __________________________!! 7!‐!11!yea rs !o ld! Use!simple!______________!and!m e n t a l!________________________ ! Sort!objects!into!classes!or!series:!categorizatio n ! _________________!objec t s!o nly!!!!4) ___________________________!• 12!years!old!‐!adulthood!• Hypothetical!reasoning!beyond!the!here‐and‐now!• Solve!problems!using!hypotheses!in!addition!to !in tu itio n !o Ex:!Pendulum!Task!o Other!examples!for!the!kinds!of!things!that!children!do!in!this!stage:!_____________________________________________!!Criticisms!of!Piaget’s!Theory:! Sometime!children!are!more!advanced!in!one!domain!than!another! Piaget!used!the!term!___________________________________! Problem!of!falsifiability!! Culturally!biased!towards!formally‐educated!Western!societies!Concrete OperationalFormal Operational mental operationsconservationlogicmanipulationsConcretehorizontal decalage!LEV#VYGOTSKY:!So cia l!a nd !C u ltural!Influences!on!Learning! Social!(and!cultural!factors)!influence!learning! Continuous!(NOT!stag e ‐like,!as!was!th e !ca se !w ith !Pia g et) ! _______________________!‐!Pa r e n ts !g ra d u a l ly !re move!th e ir!g u idance! Eg:!Section!pts!assignment!(this!course!in!general)! Another!example:!_________________________________! Domain‐Specific! Zone!of!________________!develop ment!‐!P h a s e !when!th e !c h ild !benefits!from!instruction !( p ri o r!t o !th i s!p hase,!the !child!does !n o t !re a ll y!benefit/l e a rn !f ro m!instruc ti o n s !for!the!particular!do m a in!u n d er !co n sid er atio n !!this!theory!is!th e r e fo r e !a ls o !d o main!specific:!languag e,!music,!reaso nin g ,!sp atia l!sk ills,!et c!a re!in d e pe n d en t!d o mains)!!Contemporary!Theories!of!Cognitive!Development!(heavily!influenced!by!Piaget!and!Vygotsky)! General!Cognitive!Accounts:!Inspired!by!Piaget.!More!continuous!than!stage‐like.! Sociocultural!Accounts:!Inspired!by!Vygotsky.!!
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