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Week 1 HD 202 Spring 2016

by: Madison Coster

Week 1 HD 202 Spring 2016 HD 202

Madison Coster
GPA 2.54
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About this Document

Notes on the introduction to the class, (syllabus day) and also on the theories. Also known as Chapter 1
Middle childhood through Adolescence
Dr. Amy Cole
Class Notes




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This 4 page Class Notes was uploaded by Madison Coster on Friday January 8, 2016. The Class Notes belongs to HD 202 at Washington State University taught by Dr. Amy Cole in Spring 2016. Since its upload, it has received 77 views. For similar materials see Middle childhood through Adolescence in Human Development at Washington State University.


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Date Created: 01/08/16
Lecture 1/11/16: Course introduction. Went over syllabus, which is posted on blackboard. Basic information: Instructor: Amy Cole Class: MWF 10:10-11 Office: 615 Johnson Tower Mon 11:15-12:15 Chapters need to be read by the first day of that chapters lessons! There are quizzes on Revel for each chapter that need to be completed by the time of the first class for that chapter. Lecture 1/13/16 Revel Rep: to go to course IF you bought the new access and took HD 201 last semester try and get a refund through REVEL. Take quizzes on Revel through the dates at the bottom of the assignments page. TA: Rachel Wong Office: Johnson Tower 607 Wed 11:15am-12:15pm or by apt Lecture Content: What is theory?  Guide prinicipals  System of ideas intended to describe, explain, and predict behavior  Why is theory important?  How is theory different from general belief? o Theory is meant to be varied o Should not use personal belief in the work place o Theory is used to explain a reasoning and test it Developmental Theory  Many theories  Each take a different approach o Is development…  Continuous or discontinuous?  Dependent on context/same for everyone  Dependent on nature versus nurture  Ex: difference between our equivalent to watching cartoons at 6 to our grandparents listening to the radio when they were 6.  Genetics versus environmental surroundings  Dependent on stability/flexibility (plasticity)?  Genetic factors stay = stability  Development changes = plasticity/flexibility Development During the Enlightenment  Locke: o Children = passive o “blank slate” o parents influence (molding) o nurture o continuous  Rousseau: o Children = noble savages o Understand mortality o First to propose stages and notion of maturation o Discontinuous o Nature Scientific Perspectives and Development Theory  Darwin: o Principle of natural selection  Genes that can adapt to the environment are the ones that move on  Binet: o Mental testing and measuring intelligence o Normative science movement Lecture 1/15/16 Announcements:  Quiz 1 and 2 only have one attempt  Quiz 3 and on will have two question by question o You get a question wrong you retake that question right then  Syllabus update posted  Tech support link on Blackboard for REVEl  Volunteer opportunity: o ATVP: works with victims of domestic violence o Training begins March 22 nd Lecture: Psychoanalysis:  What do you think when you think Freud? o Penis-envy o Psychosexual stages  How parents respond to children’s sexual and aggressive desires influence their development o Behavioral rules/boundaries  Id, ego, superego o Id: subconscious, there from beginning o Ego: conscious, mediated between id and superego; develops with age o Superego: subconscious and unconscious; comes in early childhood  Ex: the iceberg metaphor  Ex: angel vs devil on shoulders  Criticism of Freud: o Too much sex o Hard to repeat research  Reliability o Gendered and sexist o All white and western client  Asked about their childhood, never studied children directly  Beneficial of Freud: o Focused on the importance of parent-child relationship Erikson:  Psychosocial Stages Behaviorism  Behaviorists look at directly observable things  Early behaviorism o Based on classical conditioning  Pavlov and dogs conditioning o Watson and Little Albert o Operant conditioning  Voluntary o Behaviorist focus on nurture Social Learning Theory  Bandura o Modeling: learning from observing o Importance of cognition  Self-efficacy: belief in what you can DO Limitations of Social Learning Theory (SLT) and Behaviorism  Too narrow view of important environmental influences  Underestimate children’s contributions to own development  Bandura’s work is unique because it gives children an active role in their own learning Piaget Stages of Cognitive Development  Development does NOT depend on reinforcement  Children develop and learn from interactions and explorations with the world More Recent Theories  Information Processing Theory o Human mind = symbol-manipulating system o Researchers create flow charts  Developmental Neuroscience o Identify links between cognitive and social development o Develop interventions for learning  Sociocultural Theory o Vygotsky influence is about social interactions and language


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