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Developmental Psychology Module Notes
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Notes I have taken in its right lecture orders of my lecturer for developmental psychology, it covers most topics for Year 2.
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DEVELOPMENTAL RECAP:Psychodynamic Freud Psychoanalytic We actively seek to manage our underlying drives and maintain equilibrium
perspective theory Freud believes life was built around tension and pleasure, believes tension was built up of libido or sexual energy
Behaviour is motivated by inner forces, memories and conflicts
Personality has 3 aspects: id, ego, superego
- Ego compromises in order to merge healthy and adequate personality
- Larger ID – lead to person being implusive, uncontrollable, criminal
Conscious mind motivates our behaviour,
Psychosxual development involves series of stages: oral(0-1 years ), anal (1-3 years), phallic(3-6 years), LATENT (6-
12 YEARS), genital (12+)
STUDY – Little Hans – try to treat 5 year old’s phobia, tried to see what factors might have led to the phobia, ideas
about Oedipus complex was used, hans was scared of horses with black around mouth, freud believed this
resembled his dad, scared dad would castrate him for desiring his momma
Repression
Denial
Projection
Rationalisation
Erikson 8 psychosocial Each stage presents crisis and conflict to be resolved,
stages Growth
STUDY – 8 stages
1. Trust vs mistrust – if positive feelings of trust from environment , if not concern and negative towards
others
2. Autonomy vs shame and doubt – positive is self sufficiency if exploration is encourages, negative is
doubts about self
Behaviour Watson first theory of STUDY – little albert experiment , CLASSICAL CONDITIONED LEARNT
perspective child learning and Focus on observable behaviour and outside environmental stimuli
behaviour
Skinner Operant Founder of operant conditioning
conditioning Voluntary response is strengthened or weakened by association with negative or positive consequences
STUDY – skinner box, rat accident press button to get food, positive reinforcement
Bandura Social People learn by observing others
learning theory “monkey see monkey do”
They impersonate what they observe
STUDY – Baby doll experiment, measured childrens behaviour after seeing the model get rewarded/ punished.
4 cognitive behaviour processes:
- Attention – people learn from odel when they recognise and pay attention to its critical features
- Retention (recall) – how well the individual remembers the models reaction
- Motor reproduction – after observing the model the watcher must imitate the model/action
- Reinforcement – maturated to exhibit the modelled behaviour if positive
- Motivated to carry out behaviour via reinforcement / punishment
Biological Lorenz imprinting STUDY – on gosling ducks,
perspective Innate instincts have evolved over time to address a particular motivation or drive and increase reproductive
success
Bowlby attachment STUDY – attachment theory ainsworth
theory Emotional bonds and stability
Bowlby’s 4 stages of attachment:
- Pre-attachment
(0-6 weeks)
- Early attachment (up to 8 months)
- Attachment drive (up to 24 months)
- Goal-corrected attachment (24+ months)
Babies are born with an innate behaviour to attach
Attachment is important for survival. Infants need adults to feed/care/protect them
Important for long term, provides future template for emotional relationships
Infants born with social releasers eg similign and crying that elicit caregiving
Linked to world war 2, where children children were evacuated without their parents
Children need stable attachment with mother fulltime
Cognitive Piaget Children are actively constructing their perception of the world as they’re growing
perspective Sensorimotor -
STUDY – Baillargeon screen task , looks magical, confusion and surprise by continuously staring at it.
Infants tend to look longer at things they may have not encountered before. Surprised as they had expectations of
the behaviour of physical objects that the impossible event had violated
Criticism, not ecologically valid
1
, STUDY Kaufman agreed – showed there is some temporal activation in younger children, indicative of objective
permanence.
Egocentric – only perspective is the child’s, lack of understanding of others
eg STUDY mountain study CRITICMS !
Centration – focusing on specific aspect of stimulus and ignoring everything else.
EG. Conservation tasks- recognising some characteristics of an object stay the same even when appearance
changes eg STUDY
Criticism – varies between culture, and also if you provide training kids would not make these errors, DASEN
STUDY, practice does make perfect!
Confusion between appearance and reality – eg sponge painted as rock, as ages progress, 6 year olds can usually
distinguish
Information 9 month old doesn’t actually fail at concept of object permanence but fails at the task because it doesn’t have the
processing theories cognitive ability of memory to remember as well as a 12 month old STUDY cart rolling experiment
Freud vs erikson:
BOTH used to explain human development of scenarios
1. DIFFERENCE - freuds psychosexual theory emphasises importance of basic needs and biological forces, erikson’s psychosocial
theory is based upon social and environmental factors
2. DIFFERENCE - erikson expands theory into adulthood while freud theory ends at earlier period
3. SIMILARITY - erikson based a lot of theories on freuds theories, recognise the importance of the unconscious on development
4. SIMILARITY – both separate development into stages of a person’s life and utilize similar age divisions for these developmental
stages
5. DIFFERENCE – ORAL STAGE and TRUST VS MISTRUST
6. DIFFERENCE – ANAL autonomy vs guilt (lack of independence if not accomplished)
7. SIMILARITY A CRITICISM – more focused on men than women
Early knowledge
Piaget’s 4 stages Sensorimotor (0-2) Children gather information with senses.
of development Motor = means active, become curious, increase in physical mobility , leads to increase in cognitive development.
Main task that develops is Object permanence – objects still exist even though they can’t see them.
2 types of paradigms of object permanence:
Children are
Search tasks – eg taking ball away from them still wont understand it exists so wont look for it
actively
Violation of expectations tasks– physical understanding of the world that it remains consistent eg STUDY
constructing their
STUDY Baillargeon – screen task , looks magical, confusion and surprise by continuously staring at it.
perception of the
Infants tend to look longer at things they may have not encountered before. Surprised as they had
world as they’re
expectations of the the behaviour of physical objects that the impossible event had violated
growing
Criticism, not ecologically valid
A-not-B errors – 8-12 months coordination of secondary circular reactions
6 stages of object permanence – last stage is 24 months where the child finially reaches object permanence
STUDY Kaufman agreed – showed there is some temporal activation in younger children, indicative of objective
permanence.
Preoperational (2-7) Animism – believe objects are alive/ have feelings – idea is if it hurts them it hurts everything leading to
egocentrisim
Engage in pretend play, and use symbols and talk eg drawing picture of family, not perfectly but the meaning
behind it.
Egocentric – only perspective is the child’s, lack of understanding of others
eg STUDY mountain study CRITICMS !
Centration – focusing on specific aspect of stimulus and ignoring everything else.
EG. Conservation tasks- recognising some characteristics of an object stay the same even when appearance
changes eg STUDY
Criticism – varies between culture, and also if you provide training kids would not make these errors, DASEN
STUDY, practice does make perfect!
Confusion between appearance and reality – eg sponge painted as rock, as ages progress, 6 year olds can usually
distinguish
Failure to realise others may hold thoughts, feelings and point of view other than themselves eg theory of mind!!!
Concrete Logical / rational thinking and making generalisations
operational (7-11)
Main criticism:
Cultural differences
Underestimate the role of other people in child’s learning
Doesn’t take into account basic sensory or perceptual abilitites
Consistent underestimate of child abilitites
2
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