Textbook Notes (362,768)
Canada (158,052)
Psychology (221)
PSYC 2290 (24)
Debra Lall (12)
Chapter 1

Chapter 1 Textbook Notes

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University of Manitoba
PSYC 2290
Debra Lall

Chapter 1 History, Theory, Research Strategies Child Development  Understanding constancy and change until adolescence  Developmental science Developmental Science  Changes we experience throughout life Discontinuous Development  Stages Context  Personal + environmental influences on development Resilience  Adapt to threats of development History 6th - 15th Century  Childhood recognized as separate phase of life 16th-17th Century  Puritan original sin = harsh child rearing 17 Century  Human dignity and respect 19th-20 Century  People directly observe children  Hall and Geselle normative approach (descriptive facts of children used to find age related changes)  Binet and Simon - first intelligence test 20 Century John Locke/Behaviourism  Blank slate  Directly observable events Bandura/Social Learning Theory  Learn from modelling  Has role of cognition in imitation (social cognitive) Freud/Psychoanalytic Perspective  Approach to personality development  Children move through stages with conflicts between biological drives and social expectations Freud/Psychosexual Theory Chapter 1  How sexual + aggressive drives in early life are handled is crucial for personality development  Id, ego, superego o Id: Biological needs/desires o Ego: Conscious, rational part of mind, infants, balances Id and superego o Superego: Conscience from interacting with parents Erikson/Psychosocial Theory  Adds 3 adult stages  At each develop personality but also learn attitudes and skills Rousseau  noble savages - inborn sense of right and wrong led to concept of: maturation (genetically determined course of growth) Behavior Modification  From behaviourism and social learning theory (conditioning and modelling) Piaget/Cognitive Developmental Theory  Children learn as they move through 4 stages  Sensorimotor - concrete operational Recent Theories Information Processing  Mind complex symbol manipulating like computer  What children do when faced with task  Development continuous Developmental Cognitive Neuroscience  Relationship between brain changes, cognitive processing an behaviour  There are types of experiences the brain is sensitive to at certain ages  Different fields of researchers Ethology  Behaviour has adaptive/survival value Sensitive P
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