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Summary Developmental Psychology Chapter 1, 2, 3, 4, 6, 7, 8, 9 + lectures (OWP)
- Instelling
- Universiteit Utrecht (UU)
Developmental Psychology Chapter 1, 2, 3, 4, 6, 7, 8, 9 + lectures (OWP)
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Voorbeeld 3 van de 21 pagina's
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Book H1Developmental psychology interested in what things change as we get older and how this
happens, finding out through empiric research. Alternative:
Developmental psychology: understand and explain change in cognitive, social and other
capacities by describing changes in child’s observed behaviors and by uncovering processes
that underlie these changes
Division childhood and adulthood only after Darwin’s work
Specificity or generality of change = whether changes happen to all of child’s thinking or
behavior at same time or just one part of it
Nativism = idea that development is primarily determined by inherited factors (genetic)
Empiricism = development determined by environmental influences
Reality: genetic predisposition + right environment leads to particular trait
Due to nature humans: active and dynamic interaction environment and inherited traits
Continuous ‘quantitative’ development = pattern of development in which abilities change
in gradual way
Discontinuous ‘qualitative’ development = pattern of development in which changes occur
suddenly, resulting in qualitatively different stages (periods) of development
Critical period = period of development (age range) at which specific experiences are vital
for development to occur in typical way
Sensitive period = period of development (age range) at which particular experiences are
important for typical development. If those experiences do not occur during that period,
typical development may still occur
Siegler: development as overlapping waves, basically continuous but can appear
discontinuous
Domain-general development = idea that developments can have impact on wide range of
abilities (Piaget)
Domain-specific development = idea that development of various abilities occurs
independently (separately) and has little impact on skills in other domains
Level of explanation = way in which we choose to describe psychological abilities (and the
developments of those abilities): biological, behavioral, social, emotional
Levels are not mutually exclusive, they happen parallel to each other
Sleeper effects = initially no problematic response to stressor, but backlash when older
Some abilities that we take for granted vary a lot between cultures
Biological explanation of development very unpopular until recently
Ecological perspective = stresses importance of understanding not only relationships
between organisms and environmental systems but also relations among such systems
themselves
Microsystem = setting in which child lives and interacts with people and institutions closest
Mesosytem = interrelations among components of microsystem: parents with teachers
Ecosystem = settings that impinge on child’s development but with which child has largely
indirect contact
Macrosystem = ideological and institutional patterns of particular culture/subculture
Chronosystem (Bronfenbrenner) = these four systems change over time: development
involves interaction of changing child with changing ecological context in all of its complexity
Lifespan perspective = view of development as a process that continues throughout life
cycle, from infancy through adulthood and old age
Age cohort = people born within same generation
,First most interest in childhood, nowadays also taking adulthood into account lifespan
perspective, which also takes into account historical factors
Book H2
Developmental theories:
- Help organize and integrate existing information into coherent, interesting and
plausible accounts of how children develop
- Generate testable hypotheses or predictions about children’s behavior
Theories might be seen as ephemeral due to vulnerability to conflicting empirical data
Piaget: constructionist argument not influenced by single empirical observation due to
broader-scope nature of theory (describes more than one developmental phenomenon)
Reasons why some theories not debunked by single conflicting observation:
- Broad-scope nature of theory
- Novelty of explanatory approach
Contrasting theories may co-exist (uncommon) because they account for different elements
of broader phenomenon or aspect of behavior
Locke & Hume: tabula rasa
Leibniz & Descartes: rationalists who argued that mind imposes some kind of order on
environment to understand it
Maturationist = development shaped more by genetic blueprint than environment
Behaviorism = early 20th century, emphasized role of learning in human behavior and
attempts to describe behavior in such terms: studied animals as well, changes occur
gradually
Classical conditioning = type of learning in which two stimuli are repeatedly presented
together until individuals learn to respond to unfamiliar stimulus in same way they respond
to familiar stimulus
Operant conditioning = type of learning depends on consequences of behavior
Maturational approach = early approach to explaining development in terms of
maturational timetables, predetermined by genetic inheritance
RESEARCH BOX P7, 21, 28, 35, 48, 52
Psychodynamic theory (Freud) = development occurs in discrete stages and is determined
largely by biologically based drives shaped by encounters with the environment and through
interactions of personality’s three components:
- id = person’s instinctual drives, first component of personality to evolve, operates on
basis of pleasure principle
- ego = rational, controlling component of personality, which tries to satisfy needs
through appropriate, socially acceptable behaviors
- superego = personality component that is repository of child’s internalizations of
parental or societal values, morals and roles: conscience
, Psychodynamics aimed to treat disorders
Personality development = organization and interaction of id, ego and superego, involves
five stages (TABEL 9):
1. Oral stage: young infancy preoccupied with pleasurable activities such as eating,
sucking and biting
2. Anal stage 2nd to 3rd year: postpone personal gratifications (pooping) and trained to
use toilet
3. Phallic stage: curiosity sexual anatomy and sexuality formation gender identity
4. Latency period 6th to puberty: sexual drives submerged, avoidance relationship peers
of other gender
5. Genital period: sexual desires
Freud stressed how early experiences (first six years), influences later development and also
importance of emotional attachment to mother in early life on socioemotional development
Psychosocial theory (Erikson) = children develop through series of stages largely through
accomplishing tasks that involve them in interaction with their social environment
Ethological theory = holds that behavior must be viewed and understood as occurring in
particular context and as having adaptive or survival value
Ducks for instance can be imprinted to regard human as parent during 1 st or 2nd day
Initially behaviorism main explanatory level for internal mental processes. But it couldn’t
account for complex creative processes cognitive psychology
Social learning theory (emerged from behaviorism but could explain wider range of
phenomena) = learning theory that stresses importance of observation and imitation in
acquisition of new behaviors with learning mediated by cognitive processes
Observational learning = learning that occurs through observing behaviors or others
How well children learn by observation depends on:
- Attention
- Retention
- Reproduction
- Motivation
Piagetian theory = sees child as actively seeking new information
Piaget noticed:
- Children of same age tend to answer same questions wrong
- Errors of children of particular age differed in systematic ways from other age
Key to understand how children think is not whether they got right answer but how they
arrived at answer
Constructionist theory (to describe intellectual development) = children’s thinking changes
qualitatively with age and that it differs from the way adults think. Children play little
scientist themselves and develop own frame of reference. All children go through three
periods of cognitive development:
- Infants rely on sensory and motor abilities to learn about world
- Preschool children rely more on mental structures and symbols: language
- School years: reliance on logic
- Adolescence: shift of focus from self/immediate experience/simple problems to
complex, multifaceted and abstract understanding of the world
Criticism: Piaget didn’t take into account social environment of child
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