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PSY311H5 (46)
Midterm

MIDTERM REVIEW 1

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Department
Psychology
Course
PSY311H5
Professor
Stuart Kamenetsky
Semester
Spring

Description
1IntroductionSocial Development A branch of developmental psychology that focuses on how we related to others and how others influence our behaviours feelings and thoughts Also focuses on the childs psyche and the development of who heshe is as a human being3 Periods of Social Development ResearchEmergence Darwin observed the development of son and published his observations in what we know as 1870s1900sbaby biography This period is credited for bringing the child into the scientific studyThis was the process of recording child activity over time while trying to make sense of the childs development This method is no longer used todayMiddle PeriodMaturationalist Approach Chart that describes the unfolding of characteristics 1900s1960sEnvironmentalist Approach Watson behaviourismexperimentally and objectively determine how the child learns This method failed because it explained relatively simple aspects of learning and is used in treatmentPsychoanalytic and Sociological Theorylooks at how adults contribute to Socializationchild growth and development Modern Era Structuralist Approach Piaget KohlbergSocial processes are important and the child is an 1960stodayactive agent The child learns from modelled behaviour environment and other aspects NormativeDescriptive Focuses on resulting in Stage theories It is moving forward to describe what is considered normal 2Methods of StudyChange over time is a primary concern Age cannot be manipulated In order to study age differences we can perform longitudinal or crosssectional designs Meta analysis of studies of distinct age groupsLongitudinal DesignsCross Sectional DesignsNaturalistic ObservationDefinition Study the same people over Study different people at one The study of behaviour in its timetimenatural setting aka field studySuitable or initial development of hypotheses and ideas to testPros Within subject design age No practice effects no repeated More natural and realistic differences are not attributable measures no practical Appropriate for studying children to between subject differencesdifficulties no attributionsince they are prone to behave differently in a unnatural settingConsPractice effects with repeated Between subject design age The lack of control over any measures practical difficulties differences are attributable to variables involved attribution where people drop between subject differences out of the study It can also be sampling cohort effects due to very expensive and time confoundingconsumingGoals of ResearchBasic Types of Observational MethodsClassification of How Observational MethodDescriptionData is CollectedNarrative Types Diaries Diary DescriptionsRecording of developmental changes that occur Demands
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