Developmental Psych Ch. 1 notes
Developmental Psych Ch. 1 notes PSY 2603
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This 2 page Class Notes was uploaded by Hannah Kirby on Sunday January 31, 2016. The Class Notes belongs to PSY 2603 at University of Oklahoma taught by Lara Mayeux in Summer 2015. Since its upload, it has received 13 views. For similar materials see Developmental Psychology in Psychlogy at University of Oklahoma.
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Date Created: 01/31/16
Developmental Psychology Social Cognitive Theory: Bandura Behavior, conditions, and environment all influence current behavior Banduras bobo dolls 4 step process linking modeled and matched behaviors attention to what is being observed retention of behavior in working or long term memory reproduction of the behavior motivation to reproduce behavior Cognitive Developmental Perspectives: Piaget Children as active participants in their own development Stage theory constantly adapting to meet demands of environment/ changing world every stage brings a different way of thinking people are different kinds of thinkers at every different stage Development is a decentering process Vygotsky’s Sociocultural Theory Development is a product of social interaction Child relies on older people to facilitate their development learning is collaborative Culture shapes cognition different languages, actions, norms one of the few theorists who say we must look at other cultures straying from Eurocentric views Psychoanalytic – Freud “The act of birth is the first experience of anxiety, and thus the source and prototype of the effect of anxiety” – Freud Greatest contribution to developmental psychology: Early experiences matter. Behavior is governed by unconscious drives and instincts Erikson’s Psychosocial Theory Individual has different personal and social tasks at different stages of development infancy: trust vs mistrust early childhood: autonomy vs shame and doubt play age: initiative vs guilt school age: industry vs inferiority adolescence: identity vs role confusion young adulthood: intimacy vs isolation adulthood: generativity vs stagnation late adulthood: Ecological Theory Bronfenbrenner Personincontext Development occurs within a set of nested environments that effect the child microsystem: closest to developing person where a lot of time is spent (home, school, church) mesosystem: relationships between microsystems exosystem: direct influence on developing person (grandparents, extended family, parents’ work, friend’s family) macrosystem: culture chronosystem: systems change over time Ethological Theory Bowlby Focus: observing the organism in its natural environment Critical (sensitive) periods for development Focus on the survival value/adaptability of behavioral systems, such as: babbling, crying, smiling, cooing, attachment, etc.) Evolutionary Theory Darwin Evolutionary perspectives on developmental psychology Natural selection and adaptation survival of the fittest shapes cognitive abilities, behaviors, appearance over many generations why do humans have such a long juvenile period? We have such a complex technological society so we need more time to develop the complex brain and understanding of these skills to meet the challenges of this world. Our brains don’t stop developing until about 25 years old childhood often viewed as preparation for adulthood lots of time to practice competition, social roles a lot of childhood development is very protective or adaptive. Also consider attachment. some behaviors die out; ex: aggression to protect
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