Other
Western University Psychology 2040A Midterm Study Guide
- Course
- Institution
This is a full study guide for UWO's Psychology 2040A Midterm Exam.
[Show more]
Seller
Follow
pingu70
Content preview
PSYCH2040 Chapter 1 Review: John Locke (17th century) – “blank slate” (“tabula rasa”); continuous; nurture;Child Development: area of study; constancy & change from conception (egg many courses of development; plasticity at any age; passive child
and sperm) through adolescence Jean-Jacques Rousseau (18th century) – “noble savages”; discontinuous
Developmental Science: changes through life span (infancy, childhood, late childhood, adolescence); universal course; nature
Domains of Development – physical, cognitive, emotional, social (innate plan for growth); active child
-interconnected and influence each other; analyze together Charles Darwin – theory of evolution and natural selection; survival d/t
Periods of Development adaptive characteristics, passed on to next generation; early prenatal growth
1. Prenatal – conception to birth similar in many species
2. Infancy & Toddlerhood – birth to 2 G. Stanley Hall & Arnold Gesell (20th century) – nature; universal course;
3. Early Childhood – 2 to 6 discontinuous; children naturally knowledgeable about their needs
4. Middle Childhood – 6 to 11 -Maturational Process: genetically determined series of events
5. Adolescence – 11 to 18 -Normative Approach: measures of behaviour for many individuals,
6. Emerging Adulthood – 18 to 25 age-related averages represent typical development = “milestones”
Theory: orderly, integrated, evidence-based set of statements that T. Simon & A. Binet (20th century) – nature; universal course; discontinuous
describe/explain/predict behaviour -Stanford-Binet Intelligence Scale: assessment of cognitive
-guide and give meaning; use to understand, improve, and milestones, identify children with learning problems
optimize child development -Theory of Intelligence – defined as having good judgment,
-influenced by cultural values/belief systems; continue based on planning, and critical reflection
scientific verification (validity/reliability) James Mark Baldwin (20th century) – nature and nurture; discontinuous and
3 Basic Issues in Development: continuous/discontinuous, universal course of continuous; typical and individual development
development, nature vs nurture -children actively revise thinking, learn through habit/copying;
Continuous Development: gradually adding more of the same skills that were network between child and social surroundings
already there to begin with Erik Erikson - psychosocial theory (id, ego, superego); development in
Discontinuous Development: new ways of understanding/responding emerge relation to each culture’s life situation
at specific times; change is sudden -Psychosocial conflicts at each developmental stage, determines
-Stages: qualitative changes in thinking/feeling/behaving that healthy or maladaptive outcomes:
characterize specific developmental periods -basic trust vs. mistrust (birth-1); autonomy vs. shame/doubt
Universal Course of Development: each child develops the same way, despite (1-3), initiative vs. guilt (3-6), industry vs. inferiority (6-11),
different time periods and cultures identity vs. role confusion (adolescence), intimacy vs.
-Context: unique combinations of personal and environmental isolation (young adulthood), generativity vs. stagnation
circumstances that can result in different paths of change; multi- (middle), integrity vs. despair (old)
layered and complex (heredity, home/school, community, societal Behaviourism (Pavlov & Skinner) – directly observable (stimuli-response);
values, culture) continuous; many possible courses; emphasis on nurture
-Foster different cognitive capacities, social skills, and -Behaviour Modification: procedures that combine conditioning and
feelings about self/others (ex. individualistic vs collectivist) modelling to eliminate undesirable and increase desirable behaviours
Nature: humans programmed to develop a certain way, variation accounted -Pavlov (Classical Conditioning): punishments and rewards, neutral
for by variations in DNA stimulus with unconditioned stimulus, becomes conditioned stimulus
Nurture: physical and social world influence development from early on that produces conditioned response
Stability: lifelong characteristics, early experiences establish patterns -Watson – environment supreme force, adults mold behaviour
Plasticity: open to change based on influential experiences by controlling stimulus-response associations; continuous
Resilience: ability to adapt effectively to threats on development -Skinner (Operant Conditioning): frequency can increase with
-Personal characteristics, parental relationship, social support, reinforcements, and decrease with punishment
community resources, opportunities Social Learning Theory (Bandura) – modelling, imitation, observational
History of Developmental Theories: learning; continuous, many possible courses; emphasis on nurture
Medieval Times – childhood as separate period, vulnerable beings, religious -diverse factors influence motivation to imitate (R/P); importance of
beliefs (innocent or possessed) cognition (ability to listen and remember rules from observed
Reformation (16th century) – children born evil/stubborn, needed to be behaviours)
civilized, harsh rearing – later adopted more balanced approach -Social Cognitive Theory: children more selective in what they imitate
, Jean Piaget (20th century) – nurture; discontinuous; universal Dynamic Systems Perspective – child’s mind/body, physical/social worlds
-Cognitive-Development Theory: children actively construct form integrated system that guides mastery of new skills (dynamic)
knowledge as they explore their world -change in one part disrupts system, child actively reorganizes
- Stages: (SM-birth-2); (PO-2-7); (CO-7-11); (FO-11+) behaviour so system works again but more complex and effective
1. Sensorimotor – explore with eyes/ears/hands/mouth -continuous and discontinuous; many courses; nature and nurture
2. Preoperational – symbols, language, make-believe play Social Policy: planned set of actions by a group, institution, or governing
3. Concrete Operational – more logical and organized body to attain social goal
4. Formal Operational – abstract and systematic Public Policy: laws and government social policy programs
-Adaptation: structures of mind develop to better fit with or represent Individualist: self as separate from others, personal goals, independent
the external world Collectivist: self as part of group, group goals, interdependent
Recent Theoretical Perspectives: -more likely to have better policies on childcare
Information Processing – human mind as a symbol-manipulating system Need child-oriented policies because: children are the future and have basic
through which information flows; coded/translated/organized rights as human beings, investing now means investing later on (education,
-children are active, sense-making beings, modify own thinking in jobs, and crime rate)
response to environmental demands -who should pay (federal or provincial)? How does theoretical
-continuous (same thought processes but different extents), universal, position influence spending on child programs? (more likely to if
nature and nurture believe in nurture)
-useful for understanding problem solving/logic and classroom PSYCH2040 Chapter 2 Review:
interventions, but limited for non-linear situations (creativity & Hypothesis: prediction drawn from theory; can reflect on the theory’s
imagination) accuracy once the hypothesis is tested
Developmental Cognitive Neuroscience – study relationship b/w brain and Research Question: when little or no theory exists, offers guidance for
developing child’s cognitive, processing and behaviour patterns research methods and design
-how does genetic makeup combine with experiences to influence Common Research Methods:
growth and organization of the brain? -Systematic Observation
Ethology – adaptive or survival value of behaviour & evolutionary history -Naturalistic Observation – record behaviour in the field/natural
-imprinting, critical period, sensitive period environment (ex. park, school, home)
-continuous and discontinuous; universal; nature and nurture -Strengths: observe every day behaviour
Evolutionary Developmental Psychology – adaptive value of species-wide -Limitations: conditions not controlled, observer bias (looking
cognitive, emotional, and social competencies that change with age for specific findings, ignore others)
-continuous and discontinuous; universal; nature and nurture -Structured Observation – lab situation that evokes behaviour so every
Vygotsky - continuous and discontinuous; many courses; nature and nurture participant has equal opportunity to experience stimulus and response
-Sociocultural Theory: culture (values, beliefs, customs, and skills of -Strengths: same experience for all participants; study of
social group) is transmitted to next generation; children are active rarely-seen behaviours
and constructive; cognition is socially mediated -Limitations: not very typical behaviours, observer influence
-Social Interaction: cooperative dialogues b/w children and and bias
more knowledgeable members of society; needed for -Collecting Systematic Observations:
children to acquire ways of thinking and behaving -Event Sampling: record all instances of behaviour during specified
Bronfenbrenner – many courses, nature and nurture time period
-Ecological Systems Theory: child develops within complex system -Time Sampling: record whether certain behaviours occur during
of relationships affected by multiple levels of surrounding sample of short intervals
environment; not static force -Limitations of Observation:
-Microsystem = child’s immediate surroundings -Observer Bias: observers aware of purpose of study, may see/record
-Mesosystem = connections b/c microsystems (school, home, what they expect to see – better to have no knowledge of hypothesis
neighbourhood) -Observer Influence: participants act unnaturally b/c being watched
-Exosystem = social settings not containing children but -Ways to Minimize – habituation/adaptation period, train
affect them (workplace, extended family, health services) parents to do the observing
-Macrosystem = cultural values, laws, customs
-Chronosystem = temporal, life changes (imposed or arising)
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller pingu70. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $12.49. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
75632 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now