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PSY 3310: WEEK 1 Notes

by: Kimberly Notetaker

PSY 3310: WEEK 1 Notes 3310

Marketplace > University of Texas at Dallas > psy > 3310 > PSY 3310 WEEK 1 Notes
Kimberly Notetaker
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About this Document

These notes cover the lectures from week 1.
Child Development
Emily Touchstone
Class Notes
child development




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This 2 page Class Notes was uploaded by Kimberly Notetaker on Saturday September 3, 2016. The Class Notes belongs to 3310 at University of Texas at Dallas taught by Emily Touchstone in Fall 2016. Since its upload, it has received 5 views. For similar materials see Child Development in psy at University of Texas at Dallas.


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Date Created: 09/03/16
THEORY Theories of Child Development:  Psychoanalytic Theories o Primarily unconscious and heavily colored by emotion. Behavior is just a characteristic of underlying workings of the mind. Early experiences with parents are emphasized » Freud’s Psychosexual Development Theory  Stage theory (5 stages) » Erickson’s Psychosocial Theory  Review stages  Cognitive Theories o Emphasis on conscious thought. Interactions with the environment are emphasized. Childhood experiences have important influences. » Piaget’s Developmental Stage Theory  Sensorimotor, Preoperational, Concrete Operational, Formal Operational » Vgotsky’s Sociocultural Cognitive Theory  Culture and Social Interaction guide cognitive development.  Development follow child’s potential to learn. Zone of Proximal Development.  You can increase potential if you give the child help. » (Computers) Information-Processing Theory  Information comes in, it is processed, manipulated, and then acted upon.  Development does not occur in stages. Capacity for information grows.  Behavioral & Social Cognitive Theories o Development does not occur in stages. Behavior, environmental experiences, and cognition are the key factors in development. Strong emphasis on research – we study what can be directly observed and measured. Have to see it to believe it. » Pavlov’s Classical Conditioning  Behaviorism – we can scientifically study only what can be directly observed and measured.  Classical Conditioning – a neutral stimulus (bell) can produce a response originally produced by another stimulus (food). » Skinner’s Operant Conditioning  Operant Conditioning – the consequences of behavior produce changes in the probability of the behavior’s occurrence. » Bandura’s Social Cognitive Theory  Observational learning – we observe and then we imitate the behaviors of others.  Ethological Theory - Behavior is strongly influenced by biology. - Human behavior is tied to evolution. - There are sensitive periods of development. » Lorenz (Mother Goose)  Imprinting – rapid, innate learning within a limited, critical period of time. New creatures become attached to the first moving object seen. » Bowlby (Attachment Parenting)  Success in human development is greatly weighted o whether or not infants experience positive attachment to caregiver during a critical period.  Ecological Theory » Brofenbrenner (role of the environment)  Microsystem – where the person lives  Mesosystem – relations between microsystems  Exosystem – links to social systems where the child has no active role but may be affected by (how mom’s job affects your life)  Macrosystem – culture  Chronosystem – how the system transitions overtime


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