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Test #1 - Study Notes - 3 facets graphs.docx

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York University
PSYC 4010
Tifrah Warner

Theories Person Process Outcome Biological-based  Child is biological  Source – biological,  Dealing with external theories of (biological being – inherited/genes behaviours; some physical development mostly parts)   Path of change – not and some social behaviours (Darwin, Lorenz & emphasis on brain or clearly described; Tinbergen, Wilson, genes universal Greary & Bjorklund,  Timeline – continuous Scarr,  Principle of change – Bronfrenbrennar, etc) adaptation, natural selection, heritability, evolution, instincts, epigenetics, evolution  Role of environment – for all approaches – for all are secondary, some are primary Orthogenetic  Growing organism  Source – drive to survive  Greater articulation – principle (Heinz  Biological and “whole” (biological motivation); whereby various Werner)  Cognitive being – lower desire to know (curiosity); behaviours are interlinked on the list  active survival drive in the services of other child  Path of change – form – outcomes such as eating the biscuit  All aspects of the syncreatic to the discrete; human being are equal moving from a state of  Stability rigidity to greater  Differentiation flexibility, qualitative,  Flexibility stages: hierarchical  No ultimate thing “to integration, greater know” differentiation  Continue to strive (not one  Timeline – continuous specific thing)  Principle of Change – hierarchical integration (syncresis to discrete); primitive to stable  Role of environment – secondary (active child and passive environment); interacting parts (principles of moving forward) Piaget – Cognitive  Cognitive being,  Source – Curiosity and  Cognitive: logical and Development “knowing” creature environment abstract development;  Path of change – form – higher level of thought stages, universal, processing qualitative  Timeline – early high school  Principle of Change – equilibrium; learning = assimilation, developing: accommodation; disequilibrium  reorganize to equilibrium  Role of environment – secondary (active child; passive environment) Clark, Smith, Eliot,  Biological being  Source – activation  Language development, etc – Connectionism  Path of change – form – categorization and units, directional (gradual decision-making; higher improvement), degree of cognitive quantitative development and  Timeline – no timeline behaviour; mathematical reasoning and the world of  Principle of Change – trial and error, repetition and logic gradual adjustment of change  Role of environment – secondary (active person and passive environment) Jerome Brunner –  Active being, cognitive  Source – the drive to  Symbolic representation; Constructivist Theory
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