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Week 2, Lecture 1 (08/18)

by: Leslea Motley

Week 2, Lecture 1 (08/18) 4220

Marketplace > University of Georgia > Psychology (PSYC) > 4220 > Week 2 Lecture 1 08 18
Leslea Motley
GPA 3.56

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About this Document

Notes cover in-class activity information and most significant themes in developmental psychology.
Developmental Psychology
Class Notes
developmental psychology
25 ?




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This 3 page Class Notes was uploaded by Leslea Motley on Thursday August 18, 2016. The Class Notes belongs to 4220 at University of Georgia taught by Vratanina-Smoot in Fall 2016. Since its upload, it has received 10 views. For similar materials see Developmental Psychology in Psychology (PSYC) at University of Georgia.


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Date Created: 08/18/16
08/16/2016 ▯ CH 1 – intro, overview of concepts that are instrumental to CD FIRST - Activity focusing on 7 questions of CD  Each group assigned one question  Identify the author’s position/perspective  Alternative approaches to the author’s position on that particular question – what are the extreme viewpoints?  Come up with a statement about what extreme viewpoints would say in terms of answering this particular question – How would the extremes be statement?  Author saying that every aspect of development is affected by sociocultural context by emphasizing the theme of intersectionality, most seen in SES and cross cultural comparisons  Alternative views might focus on one single aspect that affects CD, and author recognizes unique circumstances where resilience leads to successful develop.  Extremes: o Every child is most influenced by SCC, and/or SCC is the most significant factor in determining a child’s indiv. success o Child’s unique experiences and other unique factors can lead to developmental success despite apparent disadvantages in SCC or SES o Another extreme could be that a child’s development can be determined by one factor that has the greatest effect on development. 1. Nature vs. Nurture  Author: they work together, genes interact with environment (ex: epigenetics, methylation)  One is more prevalent than the other or they do not interact at all.  Nature: “In some cases, no matter how well a child was raised they act out and develop poorly not adding up with the conditions in which they were raised.”  Nurture: “Children adopted from poor parents in rough situations may develop successfully.” 2. Active child  Children shape their own develop. and it strengthens as they become older.  Alt – children rely on others for their develop. needs  Children cannot shape their own develop. bc they are too young to make cognitive choices, thus they rely on the people around them to help in their develop.  The evidence that children develop by focusing on object preference cannot be proved due to the fact that the child must be attracted to the object (flashy or shiny). 3. Continuous vs. Discontinuous  It depends on how you look at it and how often you look at it.  Develop. is only continuous or only discont. – author falls in the middle  Cont: Develop. gradually changes (parent watching child grow)  Discont.: stage theory, sudden large change (Piaget’s stages of cognitive develop.) 4. How change occurs • Interaction between the gene and environment determines what/when develop. change occurs – author falls in the middle • Only genome or environment influence develop. • Develop. change happens based on interaction between genes and brain structures/processes. • Develop. change happens based on child’s experiences. 5. Socio cultural context  Author falls in the middle, saying that yes, SCC matters and can influence CD, but does not determine CD  Extremes: SCC determines a child’s development – other would say that SCC has no influence on CD 6. Individual Differences  Author - Everyone has a unique genetic and environmental situation that makes them develop differently.  Alt - Situations don’t lead to unique develop. labels and expectations cause children to conform.  Ext - Every child is unique because of the millions of combo’s of genetics and environment. This allows some children to overcome obstacles in their lived while causing others to create obstacles for themselves despite the environment  Prof commentary – o Author – says we do influence our environment, those interact to create the diversity among human beings, several factors interact to create unique indiv’s – really should take vast array of indiv. differences into accounts – important for develop. research bc we are trying to give avg general descriptions of the course of develop – must do this cautiously because we also know that there are varied indiv. differences between children – dep. on biology, environment, people they interact with, etc. – all these can confound studies of CD 7. Research Promote children’s well-being  In learning how children think and process info pertaining to themselves, we can positively influence their mindset in the face of adversity.  Alt – a child’s well-being is more dependent on their resilience levels, and may not be aided by much research.  Extremes: o Research on how to pos. influence children and their well-being would be generalizable bc of resilience o Research on how to pos. influence child well-being is not generalizable to most children due to other factors NEXT  Read vignette and discuss with partner in terms of your assigned question (que. 5) ▯ ▯


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