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Developmental Psych Chapter 1 Notes

by: Kaija Perkins

Developmental Psych Chapter 1 Notes psyc2040

Marketplace > The University of Cincinnati > Psychology > psyc2040 > Developmental Psych Chapter 1 Notes
Kaija Perkins
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About this Document

These notes cover the History, Theories, and Research Strategies Covered in Chapter 1
Developmental Psychology
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This 2 page Class Notes was uploaded by Kaija Perkins on Thursday September 15, 2016. The Class Notes belongs to psyc2040 at The University of Cincinnati taught by Wissman in Fall 2016. Since its upload, it has received 265 views. For similar materials see Developmental Psychology in Psychology at The University of Cincinnati.


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Date Created: 09/15/16
Chapter 1 – History, Theories, Research Strategies Developmental Science = Constancy and Change through a lifespan Conception  Death Theory = describes, explains, predicts behavior  Basic theories in Development o Continuous or Discontinuous? o One course or many courses? o Relative influence or Nature vs. Nurture?  Context of Development = environmental circumstances result in change Nature (Stability)  Hereditary information, Received from parents at conception Nurture (Plasticity)  open to lifelong change, based on influential experiences  Influences: Biological, Psychological, Social Developmental Stages: - Prenatal = Conception Birth - Infancy/Toddlerhood 0-2 years - Early Childhood 2-6 years - Middle Childhood 6-11 years - Adolescence 11-18 years - Early Adulthood 18-40 years - Middle Adulthood 40-65 years - Late Adulthood 65-Death Domains of Development: - Physical - Cognitive - Emotional/Social  All three overlap (Age-graded, History-graded, No normative)  Resilience = adapt effectively in the face of threats to development o Factors: personal characteristics, parental relationship, social support, community resources Theories:  Darwin = Evolution (Natural selection, Nature vs. Nurture)  Freud = Psychoanalytic, based on history o Id, Ego, Superego  Erikson = Biological vs. Social o Trust vs. Mistrust o Autonomy vs. Shame and Doubt o Initiative vs. Guilt o Industry vs. Inferiority o Identity vs. Role Confusion o Intimacy vs. Isolation o Generativity vs. Stagnation o Integrity vs. Despair  Behaviorism and Social Learning Theory = Classical Conditioning, Operant Conditioning, Social Learning Theory  Piaget’s Cognitive Development Theory = Sensorimotor, Preoperational, Concrete Operational, Formal Operational  Vygotsky’s Sociocultural = *Culture* Values, Beliefs, Customs, Skills  Brenner (Ecological Systems Theory) = Microsystem (Child), Mesosystem (Family), Exosystem (Parent Institution), Macrosystem (Culture), Chronosystem (experiences) Research Methods:  Systematic Observation – naturalistic vs. structured  Self Reports – clinical interview vs. structured interview  Case study/Clinical – Full picture of ONE PERSON’S psychological functioning  General Research – Correlational vs. Experimental o Longitudinal, cross sectional, sequential


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