Class Notes (836,275)
Canada (509,737)
Psychology (1,994)
PSYC 100 (1,094)
Lecture 4

Week 4 - Major Theories of Developmental Psychology.docx

6 Pages
Unlock Document

PSYC 100
Jill L Atkinson

Week 4 : Major Theories of Developmental Psychology (more or less copied from ppt after erikson)  All we can do is make associations and we learn from them, eg. Rewarded or punished for something  John Watson`s quote – focused on child development the most – can turn them into anything as long as they are of an average or normal intelligence by reinforcing their behaviour  Little Albert experiment – Watson induced a really bad fear of anything white and fluffy into a child named Albert  Banged a gong anytime a white rabbit came up to him, become deathly afraid to a white fluffy hat of his mothers  Nobody tried to remove that fear of him and they let him into the world with that fear  Skinner – talked about development psychology  Two things that are vital in the upbringing of a child  Attention can be a powerful reinforce – eg. They are crying and you are paying attention it reinforces the crying and whining  Intermittent reinforcement (unpredictable) is the most resistance to extinction  Eg. You are at a supermarket and your child freaks out after you denying them a chocolate bar, you give it to them because you don’t want the attention from others such as workers  Bandura-bobo Doll experiment – name of two experiments conducted by Albert Bandura in studying aggression  Showed kids video of someone beating up an inflatable doll in a specific and predictable way and the partiicpants imitated the behaviour depending on if the model was rewarded or not  Social cognitive theory – arose from behaviourism and the importance of seeing whether others are rewarded or punished  Piaget’s Legacy – grandfather of cognitive development , first person to talk about how kids developed knowledge and how they interact with others in their world while testing them in a systematic way  Wrong about many things and right about many others – generated a lot of research  Huge impact on the field, but more on education than psychology  Constructivist Theory – kids learn better constructing and focusing on projects on their own interests as opposed to passively sitting there and absorbing info  Stage theorist – children/kids develop via stages and are very different in thinking on each stage (discontinuous) but their learning is a continuous process  Piagetian Processes  Assimilation – integrate new info into existing schemes (relating new theories to things they know about)  Accommodation – change schemes with new info  Equilibration – balances assimilation and accommodation, there is no discrepancy between their understanding of the world and experiences  At disequilibrium – the discrepancy is understood which leads to better understanding  Piagets’ “Stages”  Sensorimotor (Birth – 2 Years)  Tied to senses and motor ability  Can only think about what is occurring at the moment  Lack of object permanence – they don’t understand that objects do not continue to exist when hidden  Pre-operational thought (2-7 years)  not very logical, can only focus on 1 aspect of a problem at a time (eg. If you pour x volume of water from a cup into a larger or smaller container, they wouldn`t understand that it is still the same volume even though it appears smaller or larger)  very egocentric, only see things from their own perspective  not very good drawers but can do so simply, eg. Stick figures and car outlines  does not understand reversible processes  Concrete operational thought (7-12 years)  Can perform operations and understand reversible processes such as the water problem above  Their thought processes is still limited to tangible materials hence the name  Becomes less egocentric  Able to focus on two + aspects of a problem at once  Still stimulus bound, experiment must be done in front of them tangibly  Formal operational thought (12 years +)  can now begin to think and understand scientific and abstract thoughts, not longer limited to concrete processes  Ponder deep questions  Piaget thought universal, but really not  A-not-B error Sensorimotor Stage – key experiment done by Piaget  Toy is hidden within a container for the child and is fully visible to the child when the experiment is being done, in Hiding Place A  Then the toy is hidden in Hiding Place B  Child picks up cloth for A, but the child looks for B  Child knows its hidden in B as they look for it, but still picks up cloth for A in an illogical manner  Many factors can affect this experiment such as the delay of hiding, the number of times hid at A before being hidden at B or vice-versa and how far apart the hiding spaces are  Egocentrism – Preoperational Stage  Aka three mountain task – house on one mountain, a cross on the second and a huge
More Less

Related notes for PSYC 100

Log In


Join OneClass

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

Sign up

Join to view


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.