PSYC 2500 Lecture Notes - Lecture 6: Functional Magnetic Resonance Imaging, Sample Size Determination, John Bowlby
21 Mar 2016
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Document Summary
Chapter 1 - the science of child development. And successive (they are predictable, ex. learning to crawl and talk) Qualitative (a 12 year has a better understanding of communication than a 6 year old) Multi-faceted (what age does a baby start to crawl, developmental milestones) What happens? (what happens when a child grows up) Why does it happen? (why can some 5 year olds read and some cant) Four themes: qualitative vs quantitative how many words did child learn this week vs. our understanding of relationships, continuity vs discontinuity. Weather we expect a child is going to be influenced or affected by the environment, continuous development over time or an disruption in that: nature vs nurture. Two additional themes (from textbook: active vs passive (behaviours that reoccurs, development in different domains is connected. And ideal theory: makes accurate predictions, falsifiable, systematically organized, broadly applicable, heuristic value (needs a lot of research to extend it)
