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UT PSY 301 - Developmental Psychology I

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PSY 301 1st Edition Lecture 9Outline of Last Lecture I. Twin StudiesII. Adoption StudiesIII. Effects of genes/environmentOutline of Current LectureI. Developmental PsychologyII. Language DevelopmentIII. Cognitive DevelopmentCurrent LectureDevelopmental Psychology:- The study of continuity and change across the life span on different dimensions- Child psychology looks at the children along every dimension at different ageso They develop along multiple dimensions Motor- movement Social- interaction among others Cognitive- thinking Linguistic- language- Major issues:o Nature vs nurture How do genetic inheritance and experience influence our behavior?o Continuity/stages Is development a gradual, continuous process or a sequence of separate stages?o Stability/change Do early personality traits remain stable or change through life?Language Development:1. Cooing (3 months)2. Babbling (4 months)3. 1 word utterances (10 months)4. 2 word sentences (24 months)*Development is orderly because it is based on maturation that sets the basic course of development while experience adjusts itCognitive Development:- How the physical world works- How our minds represent the world- How other minds represent the world- Piaget1. cognitive development results from biological development shaped by experiences with the environment. 2. children gain knowledge by constructing reality out of experience3. children uses schemas to organize experiencea. schemas: general concepts, involving theories about or models of the way the world worksb. goal is equilibrium: keeping schemas consistent with experiences- Assimilation: When the child first tries to integrate new information with existing schemas- Accomodation: if the schemas can’t absorb the new information, then existing schemas are altered to fit new information- Mental growth involves major qualitative changes, represented by stages of cognitive development1. sensory motor intelligence (0-2) 2. preoperational period (2-6)3. concrete operational period (6-11)4. formal operational period (11 & up)- Sensory Motor Period1. child experiences the world through senses and actions2. child develops basic schemas3. begins to act intentionally4. shows the beginning of - Object permanence: understanding that objects continue to exist even if the child is not in sensory contact with them- Preoperational Stage1. child can represent things in words and images2. uses intuitive rather than logical reasoning3. common misconceptions of the world:a. inanimate objects are aliveb. everything is causalc. fooled by appearancesd. can’t tell real from imaginedChildren lack conservation: the understanding that an object can retain a property under a variety of transformations- To gain conservation, must learn:a. focus on operations, not resultsb. transformations are reversiblec. focus on more than one dimension at a timeChildren are egocentric: child can only see the world from his/her point of view begins to develop a theory of mind: the understanding that other people have different ideas and understanding- Concrete Operations:1. can think logically about concrete objects and events2. understands how actions can affect or transform concrete objects understands conservation3. has reversibility & transformation- Formal Operations1. reasoning ability expands from concrete thinking to abstract thinking. 2. can now use symbols and imagined realities to systematically reason understands:a. formal logical propertiesb. hypothetico-deductive reasoningc. difference between abstract and empirical truthd. can think about


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UT PSY 301 - Developmental Psychology I

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