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Begrippenlijst Development, Learning and Behaviour
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Samenvatting ontwikkelings- en onderwijspsychologie
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Samenvatting + Begrippenlijst Development, Learning & Behavior
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Voorbeeld van de inhoud
DLB samenvatting literatuur en hoorcollegesInhoudsopgave
Giving an oral presentation (HC1) ........................................................................................................................... 2
Hoofdstuk 1, Siegler. ............................................................................................................................................... 3
1.1 Reasons to learn about child development: ................................................................................................ 3
1.2 Historical foundations of the study of child development: ......................................................................... 3
1.3 Enduring themes in child development: ...................................................................................................... 3
1.4 Methods for studying child development: .................................................................................................. 5
Prenatal development (HC2) ................................................................................................................................... 8
Brain development (HC3) ...................................................................................................................................... 10
Hoofdstuk 2 Siegler ............................................................................................................................................... 12
2.1 Prenatal development: .............................................................................................................................. 12
2.2 hazards to prenatal development: ............................................................................................................ 13
2.3 The birth experience: ................................................................................................................................. 14
3.4 The newborn infant: ................................................................................................................................... 15
Hoofdstuk 3 (96-104) Siegler ................................................................................................................................ 16
3.3 Brain development: .................................................................................................................................... 16
Gene & Genes x Environment interactions (HC4) ................................................................................................. 18
Development of perception (HC5) ........................................................................................................................ 22
Hoofdstuk 3 (behalve pp. 96-104) Siegler ............................................................................................................. 25
3.1 Nature and nurture .................................................................................................................................... 25
3.2 Behavior genetics ....................................................................................................................................... 26
3.4 The body: physical growth and development ........................................................................................... 28
Hoofdstuk 5 (pp.159-176) Siegler ......................................................................................................................... 29
5.1 perception .................................................................................................................................................. 29
Cognitive Development (HC6) ............................................................................................................................... 31
Learning (HC7) ....................................................................................................................................................... 35
Hoofdstuk 4 Siegler ............................................................................................................................................... 38
4.1 Piaget’s theory ........................................................................................................................................... 38
4.2 Information-processing theories ............................................................................................................... 39
4.3 Core-knowledge theories ........................................................................................................................... 41
4.4 Sociocultural theories ................................................................................................................................ 41
4.5 Dynamic-systems theories ......................................................................................................................... 42
Hoofdstuk 5 (pp. 184-192) Siegler ........................................................................................................................ 43
5.3 learning and memory ................................................................................................................................. 43
Hoofdstuk 9 (pp. 322-326) Siegler ........................................................................................................................ 44
9.2 learning theories ........................................................................................................................................ 44
,DLB samenvatting literatuur en hoorcolleges
Giving an oral presentation (HC1)
3 main things are important: what you say, how you say it, visual aids.
WHAT YOU SAY: What you
say needs to be interesting
for the particular audience
and make it personal. A
good story is more
rememberable.
HOW YOU SAY IT: you need to adapt your speech to your audience (tempo, intonation, emphasis,
articulation, words, pauses). You need to adapt your body (happy face, posture, gestures, movement,
clothes, eye contact).
VISUAL AIDS: do you even need visual aids? Less visuals mean more focus on you as a speaker.
Attention management, few simple rules: one message per slide, 1+1 = screen needs to match
words, attention snatchers (things that draw attention: movement, signal colors, high contrast, size),
build up slides (not all information at once).
,DLB samenvatting literatuur en hoorcolleges
Hoofdstuk 1, Siegler.
1.1 Reasons to learn about child development:
- Raising children: trying to be a good parent raises a lot of questions. Child development
research van help answer these questions. Knowledge of child-development research can be
helpful for everyone involved in the care of children.
- Choosing social policies: another reason to learn about child development is to be able to
make informed decisions about the wide variety of social-policy questions that affect
children in general. Research-based conclusions illustrate how knowledge of child
development can inform social policies more generally.
Meta-analysis: a method for combining the results from independent studies to reach
conclusions based on all of them.
- Understanding human nature: many of the most intriguing questions regarding human
nature focus on infancy and childhood. Studying infants and young children offers an
opportunity to learn what people are like before they are affected by the innumerable
influences of family and society. Nativists argue that evolution has created many remarkable
capabilities that are present even in early infancy. Empiricists argue that infants possess
general learning mechanisms that allow them to learn a great deal quite quickly but that they
don’t have these specialized capabilities nativists say they have.
Amygdala: an area of the brain that is involved in emotional reactions. The timing of
experience influences their effects = not being loved in the early stages of life has lifelong
effects.
1.2 Historical foundations of the study of child development:
- Early philosophers views of children’s development: Locke and Aristotle viewed the child as
a tabula rasa, or a blank slate, whose development largely reflects the nurture provided by
the child’s parents and the broader society.
- Social reform movement: the formation of bringing about the first child labor laws and other
social reform movements that established a legacy of research conducted for the benefit of
children, which provided the first knowledge about the adverse effects of harsh
environments on children (working at a very young age).
- Darwin’s theory of evolution: Darwin’s evolutionary theory, which employs variation,
natural selection, and inheritance as its fundamental concepts, also continues to influence
the thinking of modern developmentalists on a wide range of topics: infants attachment to
their mothers, innate fear of natural danger such as snakes and spiders, sex differences,
aggression and altruism, and learning mechanisms.
1.3 Enduring themes in child development:
There are seven fundamental questions In de modern study of Child development:
1. Nature and nurture: how to nature en nature together shape development? The most basic
question about Child development is how nature and nurture interact to shape the
developmental process. Nature refers to our biological endowment, in particular the genes
we receive from your parents. Nurture refers to the wide range of environments, both
physical and social, that influence our development, including the womb in which we spent
the prenatal period, the homes in which grow up, the schools we attend, the broad
communities in which we live, and the many people with whom we interact. All human
characteristics are created through the joint workings of nature and nurture.
Developmentalists ask how nature and nurture work together to shape development.
, DLB samenvatting literatuur en hoorcolleges
The genome, each person’s complete set of hereditary information, influence behaviors and
experiences, and behaviors and experiences influence the genome.
Epigenetics: the study of stable changes in gene expression that are mediated by the
environment.
Evidence for the enduring epigenetic impact of early experience and behaviors comes from
van Research on methylation, a biochemical process that reduces expression of a variety of
genes and is involved in regulating reactions to stress.
Developmental outcomes emerged from the constant bidirectional interaction of nature and
nurture. To say that one is more important than die other or even that the two are equally
important drastically oversimplifies the developmental process.
2. The active child: how do children shape their own development? Children’s own actions
also contribute to their development. Even in infancy this contribution can be seen in a
multitude of areas, including attention, language use and play. Infants shape their own
development through selective attention. Once Children begin to speak, usually between 9
en 15 months of age, their contribution to their own development becomes more evident.
Children’s contributions to their own development strengthen and broaden as they grow
older and become increasingly able to choose and shape their environments.
3. Continuity/discontinuity: in what way is development continuous, and in what ways
discontinuous? Some scientists envision children’s development as a continuous process of
small changes like that of a pine tree growing taller and taller. Others see the process as a
series of occasional, sudden, discontinuous changes, like the transition from caterpillar to
cocoon, to butterfly. Researchers who view development as discontinuous start from a
common observation: children of different ages seem qualitatively different.
One common approach to answering this question comes from stage theories, which
proposes that development occurs in a progression of distinct age-related stages, like a
butterfly. One of the best known stage theories is the cognitive development theory of
Piaget. This theory holds that between birth and adolescence, children go through four
stages of cognitive growth, each characterized by distinct intellectual abilities and ways of
understanding the world.
In the past 20 years researchers have concluded that the most developmental changes are
gradual rather than sudden and that development occurs skill by skill rather than in a broadly
unified way.
4. Mechanisms of change: how does change occur? Perhaps the deepest mystery about
children’s development is expressed by the question ‘how does change occur?’ in other
words, what are the mechanisms that produce the remarkable changes that children
undergo with age and experience? Developmental mechanisms can be behavioral, neural of
genetic.
Neurotransmitters – chemicals involved in communication among brain cells.
5. The sociocultural context: how does the sociocultural context influence development?
Children grow up in a particular set of physical and social environments, in a particular
culture, under particular economic circumstances, at a particular time in history. Together,
these physical, social, cultural, economic, and historical circumstances constitute the
sociocultural context of a child’s life – which influences every aspect of children’s
development.
Socioeconomic status (SES) – a measure of social class that is based on income and
education. Virtually all aspects of children’s lives – from the food they eat to the parental
discipline they receive, to the games they play – vary with ethnicity, race and SES.
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