Class Notes (839,124)
Canada (511,196)
York University (35,583)
Psychology (4,109)
PSYC 4010 (28)

Week 1 - Introduction / The Issue of Development

7 Pages

Course Code
PSYC 4010
Scott Adler

This preview shows pages 1 and half of page 2. Sign up to view the full 7 pages of the document.
CLASS 1 - SEPTEMBER 10 - send via email 1 statement or 1 story or 1 question that spur in your mind while you are reading it for that week (participation mark) - pull this out in class - infant long term memory (prof's grad project) - our perception that infants are unique species and distant from the rest of human development or other ages - 2 years old - major event/milstone: talking, brain development - why study development? why is it important? - educational purposes: gear our educational system to allow kids to learn better - auditory issue in a classroom (kids sitting at the front get better mark because of better auditory and attention span. Installing speakers at the back of the classroom improved the children mark) - study normal/typical development to understand what goes wrong - as a window, to understand ourselves. - how we think as an adult is determined from an early age - ex: memory --> we remember negative events more than positive events Course Outline - Course Text / Reading - read articles online (some few, some longer) go through main points in class - Evaluation - participation (10%): reading question or concerns email to professor before class - fall term project - a) 12.5%: group project (plus 10 mins presentation) - take home exam (4 essay questions) (32.5%) - post question the last class, e-mail back to professor a month later (4 weeks) - 5 pages, double spaced PER QUESTION - references not mandatory (but is allowed if needed) - Weekly Course Outline Topics - Steven Pinker (Book: Blank Slate) - Tabula Rosa - how it affecst our criminal system, political system, social system - why the blank slate fails and it is not appropriate - Piagetian Theory - talk about how he is completely wrong - A-not-B task - task designed by Piaget, a task that is not completely understood - Neural Development - everything is tied to the brain throughout development, and understand how it proceeds - Development of Consciousness - part of neural science NATURE VS. NURTURE - it isnt one or the other, it is an interaction of the two - genetics are partly nurtured - in utero, the nature in which the mother takes herself and the fetus affects the genetics of the fetus (the genes are modified in utero by the environment) - ex: identical twin studies - their genes are not 100% identical, their personalities can be very distinct - John Locke - Tabula Rasa (white piece of paper) - we are born with an empty shell, what you become is based on what is inputted to you at the time of your birth - Behaviorists - Conditioning and learning - we teach, you can learn everything that your behaviour come about through conditioning - we learn through conditioning (ex: potty training, give them rewards) - Temper tandrum: IGNORE THE KID, do not even give them time out (this is giving them attention, so give them no attention at all) BIOLOGY VS EXPERIENCE - it is a combination of the two, it is not one or the other - but how much of each determines traits? - Intelligence (10% genetics, 90% experience) - relation between biology and experience = CONTINUUM - reaction range - your genetics set you up to fall within a range of levels for a particular characteristic - ex: weight / height - your genetics from your parents set you up to have a height of whatever it is - your environment will determine where within that range you will fall - ex: as a child you get a lot of milk/veggie, you will get the higher level of the range that your genetics determine you have - genetics set the range within whatever characteristic you have, where you will fall - the environment determines where you end up within that range - 5 interactions 1) MATURATION - X axis = time scale - maturation doesnt require any experience at all (traits that develop on its own, completely biological and genetic - even if you dont get the experience, you will still get the experience. experience is not necessary for the development of the trait) 2) MAINTENANCE - initially there is development or maturation of the trait on its own, but at the point of experience, you need that experience in order to continue development of that trait - if you dont get that experience, you will start losing the characteristic / ability - it is both experience and genetics - onset experience is needed to maintain or to develop that trait - if you don't get that experience (even if initially showed development), you will start losing it. your capacity of tha
More Less
Unlock Document

Only pages 1 and half of page 2 are available for preview. Some parts have been intentionally blurred.

Unlock Document
You're Reading a Preview

Unlock to view full version

Unlock Document

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.