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PSYC 4010 (28)
Lecture

Week 1 - Introduction / The Issue of Development

7 Pages
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Department
Psychology
Course Code
PSYC 4010
Professor
Scott Adler

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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
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