Class Notes (835,062)
Australia (1,845)
Psychology (21)
PSY1011 (10)
Various (10)
Lecture

Developmental psychology.docx

8 Pages
93 Views
Unlock Document

Department
Psychology
Course
PSY1011
Professor
Various
Semester
Fall

Description
Developmental psychology Developmental psychology  Study about how the behaviour changes over the life span. Post hoc fallacy  False assumption that because one event occurred before another event, it must have caused that event.  EG: concluding that because 100% of serial killers drank milk, milk creates killers Cross sectional design  Design in which researchers examine people of different ages at a single point in time. Cohort effect  Effect that sets of people who lived in one set of time can differ to another group of people. Longitudinal design  Design that examines development in the same group of people on multiple occasions over time. Attrition  Participants dropping out of a study Gene environment interaction  The impact of genes on behaviour depends on the environment in which the behaviour develops. Nature Vs Nurture  Genetic predispositions can drive us to select and create particular environments, leading to the mistaken appearance of a pure effect of nature.  Genetic influence= nature environmental influence= nurture Cognitive development  Study of how children acquire the ability to learn, think, reason, communicate and remember. Equilibration  Maintaining a balance between our experience of the world and our thoughts about it. Assimilation  Piagetians process of absorbing new experience into current knowledge structures. Accommodation  Piagetians process of altering a belief to make it more compatible with experience.  Forcing children to enter a new way of looking at the world Sensorimotor stage  Stage characterized by a focus on the here and now without the ability to represent experience mentally  0-2 years, sense of touch  Infants using sense and motor abilities to understand the world. Objective permanence  The understanding that obj continue to exist even when out of view ( children lack)  EG: “peek n boo” Preoperational stage  Stage characterized by the ability to construct mental representations of experiences, but not yet perform operation on them.  2-7years, symbolic thinking, including language to understand world. Egocentrism  Inability to see the world from others perspectives and just understand and interpret the world in terms of self. Conservation  Task asking children to understand that despite a transformational change, it’s still the same. Concrete operations stage  Stage characterized by the ability to perform mental operations on physical events only  7-11 years, logical principles  Needing physical experiences to which they can join their mental operations Formal operations stage  Stage characterized by the ability to perform hypothetical reasoning beyond there and now  11+, most sophisticated type of thinking Vygotsky  Interested in how social and cultural factors influence learning.  Allows children to perform at level above what they would be  Believed that parents and caretakers tend to structure the learning environment for children in ways that guide them to behave as if they have learnt it before they have. Scaffolding  Parents provide a structure to aid their children, overtime they gradually remove structure as children become more competent. Zone of proximal development  Phase of learning during which children can benefit from instructions.  What children can do independently & what child can do with assistance Schemas  Mental entities that provide the basis for thought (mental blue prints for actions)  Schema’s change as we mature Theory of mind  Ability to reason about what other people know/ believe.  Understanding how thinking works False belief task  Testing children’s ability to understand that someone else believes something they know to be wrong. Conceptual change theory  No development  Emphasis on experience in cognitive development Concept of self and others  At 3 months they can distinguish self from others  1 year recognise self in mirror  2 years, recognise pictures of self  Imitate people’s behaviour well within 1styear Attachment  The strong emotional connection we share with those to whom we feel closest  Relationship between mother and child if disturbed child will form attachment to an adult and more likely to survive and grow ( Bowlby-attachment theory) Imprinting  Critical Vs Sensitive periods Preattachment stage  6-8 weeks, attach to anyone Attachment in the making  6-8 months, Discriminate between people and knows mother True attachment  6-8 months to 18 months, infant can crawl and has confident with exploring the world. Reciprocal relationships  18 months on, caring relationship changes and mother is more consoled Father infant relationships  Follow after attachment with mothers  Sent more time playing than taking care of th
More Less

Related notes for PSY1011

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit