PSY210H5 Study Guide - Winter 2018, Comprehensive Midterm Notes - Intelligence Quotient, Intellectual Disability, Memory
PSY210H5
MIDTERM EXAM
STUDY GUIDE
Fall 2018
Lecture 1; Chapter 1
Child Development: Themes, Theories and Methods
1. Development of child reflects/correlated to adulthood
2. Relationship with child and caregiver; caregiver influence children
3. Brain; majority of development in childhood (0-12 years); plastic
4. Frontal lobe does not develop fully until 18 years; houses lots of skills (adolescence)
►Child Development
1. A sub-field of Developmental Psychology.
2. Identifies and describes changes in the psychological capacities of a child from conception to
adolescence.
3. Uncovers the processes that underlie these changes.
4. Motor skills (gross [large muscles; bike, run] and fine [small muscles; holding pencil] motor)
5. Cognitive component
• thinking skills- how process info
• Two main domain (R&L hemisphere)
6. Social
• Being human makes us special
• Community, society
7. Emotional development
• Stress, neuron development, coping
8. Behavioural
• Children learn and develop
9. WHAT changes in course of development and HOW these changes occur (understand)
►Themes of Development
1. A) Biological versus Environmental Influences; Nature and nurture; brain ready for experience-
expected); BIO&ENV always interact
2. B )Continuity versus Discontinuity
3. C) Individual Characteristics versus Cultural Influences
– Risk and Resilience; Children have different outcome, what protects children when exposed to
risk?
– Cross Cultural Research
4. Today scientists agree that both our biology and the social and physical environment that surrounds us
affect our development
5. These factors may influence different aspects of development to different degrees.
– Interaction different for everyone
►A) Biological & Environmental Influences
1. Major challenge is to understand the contributions of each of these and how they interact.
2. Today theorists believe that children are usually active agents who shape, control, and direct the course
of their own development.
3. Brain ready for interaction with environment, brain needs environment or not develop typically
4. Anxious parent with adventurous kid
• Parent control where child goes and what they do
find more resources at oneclass.com
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• Limit child's capacities, parents draw them back
• Child will be repressive, over controlling; anxiety
5. Adventurous parent with anxious child
• Help child explore novelty and new experiences
6. Anxious parent with anxious child
• Protective factor, seek coping mechanism for child go other way
►B) Continuity versus Discontinuity
1. Judgment of continuity or discontinuity may depend on the power of the lens we use in examining
changes across development.
2. Qualitative changes proceed in a less efficient way than stage models suggest.
3. Development is basically continuous with periods where change can seem sudden or abrupt.
4. For most part, development is more continuous
5. Continuity: skill build upon another; no end or beginning (intertwined)
6. Discontinuity: stage like
1. a) Continuous; no beginning and end
2. b) Discontinuous
3. c) Overlapping Waves
a. No abrupt changes; gradual
b. Example: Learn to talk
i. Cry
ii. Look at water
iii. Point
iv. Babble
v. One-word
►C) Individual Characteristics versus Cultural Influences
1. Many developmental psychologists adopt a interactionist view-point
2. Dual role of personality and situational factors.
3. Interaction, contextual, travel, language, technology tools
4. What draws people to aggressive crime?
• Aggressive characteristic or context that they live in?
• Interaction?
find more resources at oneclass.com
find more resources at oneclass.com