Term
| Which early theorist proposed a nativistic model in which development unfolds according to inborn process? |
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Definition
| Jean-Jacques Rousseau (pg 6) |
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Term
| Who is referred to as the father of child psychology? |
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Definition
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Term
| Which of Erickson's psychosocial stages corresponds to Freud's Latency Stage? |
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Definition
| Industry vs. Inferiority (pg 13) |
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Term
| Freud proposed two ways in which children resolved the Oedipus conflict? |
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Definition
| repression and identification (pg 11) |
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Term
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Definition
| centres on the individual child and the factors that produce human diversity. (pg 15) |
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Term
| The "clinical method" was a research technique employed by? |
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Definition
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Term
| Little Billy calls all men "daddy." In Piaget's view this would be an example of? |
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Definition
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Term
| Vygotsky's view of human development is labeled a approach? |
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Definition
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Term
| According to Bronfenbrenner's model,the involves the culture or subculture in which the child lives? |
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Definition
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Term
| People's characteristics and abilities, their behavior, and their environment interact to affect human development according to a process described by Bandura as? |
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Definition
| reciprocal determinism (pg 32) |
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Term
| Development Psychology: The two basic goals of developmental research? |
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Definition
| To describe children's behaviors at each point in development. |
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Term
| Five reasons why we study children? |
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Definition
Period of rapid development
Long-term influences
Insight into complex adult processes
Real-world applications
Interesting subject matter |
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Term
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Definition
Evironmentalist-point of view: Children are products of their environment and upbring.
"Tabula rasa" the mind is a blank slate at birth; this suggests that all behaviors are learned |
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Term
| Jan-Jacques Rousseau developed? |
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Definition
| Nativism. argued that children are born with innate knowledge (inborn processing) that drives development...believed that children are born with knowledge and ideas that unfold naturally with age. |
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Term
| Johann Gottfried von Herder studied? |
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Definition
| He argued that shared cultural symbols and practices shape development also known as "cultural relativism - the belief that each culture should be examined and evaluated on its own terms |
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Term
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Definition
| His theory of evolution suggested that some human behaviors may be had their origins in the past, when they were valuable to our ancestors' survival. |
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Term
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Definition
john Locke
Jean-Jacques Rousseau
Johann Gottfried von Herder
Charles Darwin |
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Term
| Pioneers of Child psychology? |
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Definition
G. Stanley Hall
James Mark Baldwin
John B. Watson
Sigmund Freud
Erik Erikson |
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Term
| Issues in Developmental Psychology |
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Definition
Nature versus Nurture
Continuity versus Discontinuity
Normative versus Idiographic |
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Term
| Issues in Developmental Psychology |
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Definition
Nature versus Nurture
Continuity versus Discontinuity
Normative versus Idiographic |
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Term
Nature versus Nurture
(development Psychology) |
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Definition
The scientific controversy regarding whether the primary source of developmental change, rests in biological (NATURE) factors or in environmental experiential (NURTURE) factor.
Example: Amanda was a child artist prodigy. Her accomplishments are a result of both NATURE (the favorite genes with which she was born) and NURTURE (the supportive environment in which she has developed). |
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Term
| Continuity versus Discontinuity (development Psychology) |
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Definition
Pattern of development: is development smooth and stable, with new abilities, skills, and knowledge gradually added at a relatively uniform pace (continuous)? or does development occur at different rates, alternating between periods of little change and periods of abrupt, rapid change (discontinuous)?
Example: How predictable are you? Which aspects of your personality have remained the same since you were a young child, and which has changed? |
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Term
Normative versus idiographic Development
(development Psychology)
What is Universal of development |
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Definition
NORMATIVE - meaning what children have in common or how development is similar for all children.
IDIOGRAPHIC- meaning the difference in development from one child to the next
UNIVERSALS OF DEVELOPEMENT - behaviours or patterns of development that characterize all children everywhere. |
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Term
| Cognitive-Development Approaches Piaget's Theory |
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Definition
| Organization and adaptation, Adaptation consist of assimilation and accommodation. Development consist of movement through 4 stages. |
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Term
| Piaget's term for the cognitive structures of infancy? |
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Definition
| Schemes: Scheme involves to elements: an object (like a ball) and the child's reactions to the object. Scheme is not a physical structure but a what are the psychological one. |
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Term
| What are the two biologically based functions stressed in Piaget's theory? |
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Definition
ORGANIZATION - An individual's cognitive structures are interrelated, any new knowledge must be fit into the existing system.
ADAPTATION: Refers to an organism's attempt to fit with its environment in ways that promote survival. |
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Term
| What are the two biologically based functions stressed Piaget's theory? |
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Definition
ASSIMILATION-Interpreting new experiences in terms of existing cognitive structures EXAMPLE: The infant who brings everything to his mouth to suck is demonstrating assimilation, as is the toddler who calls all men "Daddy."
ACCOMMODATION-Changing existing cognitive structures to fit with new experiences EXAMPLE: The infant eventually learns that not all objects are to be sucked, just as the toddler learns that different labels or names need to be applied to different men. |
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Term
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Definition
| Functions and cognitive structures |
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Term
| What is Information-Processing Models? |
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Definition
| Cognition is viewed in terms of a computer-like system with three parts: input from the senses (such as sights, sounds, tastes, and so on), internal process (storing it in memory -retrieving it when necessary) that act on the information, and output in the form of behavior (speech, social interactions, writing, and so on |
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Term
| What is Vygotsky's theory? |
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Definition
| Influentail theory in the SOCIOCULTURAL tradition EXAMPLE: Believed that children acquire cognition through shared experiences with culture who are more knowledgeable. |
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Term
| Vygotsky's term for the thinking and problem-solving techniques that children internalize from their culture? |
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Definition
| TOOLS OF INTELLECTUAL ADAPTATION |
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Term
| What was Vygotsky's theory whereby children learn through problem-solving experiences shared with others? |
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Definition
| DIALECTICAL PROCESS - they learn usually from a parent or teacher |
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Term
| What does Vygotsky's mean by INTERNALIZATION? |
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Definition
| Bodies of language and thinking tools at first exist outside the child, in the surrounding culture. Children's cognitive abilities grow directly out of their cultural experiences. |
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Term
| What is Bronfendrenner's Ecological Model? |
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Definition
| Focuses on the context in which development occurs, includes four contextual layers; microsystem, the mesosystem, the exosystem, and the macrosystem. Child and environment influence one another in a transactional manner |
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Term
| What does Bronfenbreener mean by Ecological perspective? |
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Definition
| An approach to studying development that focuses on individuals within their environmental context. EXAMPLE: Testing would be done at home, with the family, with classmates, in a park but not in a laboratory. |
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Term
| What does Bronfenbreener mean by Ecological perspective? |
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Definition
| An approach to studying development that focuses on individuals within their environmental context. EXAMPLE: Testing would be done at home, with the family, with classmates, in a park but not in a laboratory. |
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Term
| What does Bronfenbrenner's theory TRANSACTIONAL mean? |
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Definition
| The theory contends that the child and environment continually influence one another in a directional, or TRANSACTIONAL, manner. EXAMPLE: Suppose a child has the developmentally of being bright and articulte. The parents send her to a better school, which in turn my influence the children by resulting in improved academic skills, which again may affect her environment by attracting friends who have high career aspirations, and so forth. |
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Term
| The meaning of Bronfenbrenner's ecological model MICROSYSTEM? |
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Definition
| The environmental system closest to the child, such as the family or school. The first of Bronfenbrenner's layers of context. |
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Term
| What does Bronfenbrenner's ecological model EXOSYSTEM MEAN? |
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Definition
| Social systems that can affect children but in which they do not participate directly. EXAMPLE: Government, which families will be eligible for welfare payments, school board, which sets teacher's salaries, parents place of employment, determines work hours and health care benefits. Third layer of context. |
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Term
| What does Bronfenbrenner's ecological model MESOSYTEM mean? |
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Definition
| Refers to the system of relationships among the child's microsystems. This might include the parent's relationship with the child's teacher and the relationship between the child's siblings and neighborhood friends. EXAMPLE: The more interconnected these systems are, the more the child's development is likely to be supported in a clear consistent way. Second layer of context. |
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Term
| What is Bronfenbrenner's ecological model MACROSYSTEM? |
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Definition
| The culture or subculture in which the child lives. Fourth layer of context. EXAMPLE: Affects the child through its beliefs, attitudes, and traditions. Children coming to Canada my be influenced, for exmaple, human rights |
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Term
| What are B.F. Skinner's 3 Types of Learning? |
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Definition
| HABITUATION, CLASSICAL, OPERANT LEARNING. |
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Term
| What is B.F. Skinner's Habituation and Dishabituation?(Type of Learning) |
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Definition
HABITUATION - The decline or disappearance of a response as a result of repeated presentation of the eliciting stimulus such as CLAPPING.
DISHABITUATION- The recovery of a habituated response that results from a change in the eleciting stimulus. |
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Term
| What is B.F. Skinner's Classical Conditioning sometimes called respondent conditioning?(Type of Learning) |
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Definition
It involves reflexes or respondent behaviors.
EXAMPLE: USING A CHILDREN'S EMOTIONAL RESPONSES - Fear responses, for instance can be naturally elicited by a number of stimuli, a very common one being pain.
Suppose a child visit the dentist for the first time. The stimuli in the environment- the dentist, the office, the instruments, and so forth- are neutral to the child and so have no particular emotional effect or his behavior. During the visit, however suppose that child experiences pain(UCS) which elicits fear (UCR). The various neutral stimuli become associated with the UCS, because they are paired with it, and thus may become conditioned Stimuli (CS) for the fear response. After that, the sight of dentist or sound of the drill, for example will also elicit the fear response. |
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Term
| What is Unconditioned stimulus (UCS)?(Type of Learning) |
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Definition
| It involves reflexes or respondent behaviours. This is termed unconditioned stimulus. |
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Term
| What is unconditioned response (UCR)? (Type of Learning) |
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Definition
| The response portion of a reflex, which is reliably elicited by a stimulus (UCS) |
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Term
| What is conditioned stimulus?(Type of Learning) |
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Definition
| A neutral stimulus that comes elicit a response through a conditioning process in which it is consistently pairs with another stimulus (UCS)that naturally evokes the response. |
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Term
| What is Stimulus Generalization? (Type of Learning) |
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Definition
| It means that stimuli similar to the CS also become conditioned. In our example, the child may come to fear not only his own dentist but all dentist, or perhaps anyone wearing a white medical coat. |
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Term
| What is Extinction? (Type of Learning) |
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Definition
| Child can gradually cease to elicit fear and return to the being neutral if the child does not experience pain when returning to the dentist. |
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Term
| What does Operant Learning ((Type of Learning) |
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Definition
| A form of learning in which the likelihood of an operant behavior changes as a result of its reinforcing or punishing consequences. EXAMPLE: Those that involve getting something good are called POSITIVE REINFORCERS - and those that involve getting rid of something bad are called NEGATIVE REINFORCERS |
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