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Dep2004 Study Notes G. Stanly Hall & Arnold Gesell - Founder of developmental psychology    

Hall was the first psychologist to study the role of nature in behavior Both viewed child development as the unfolding of a genetically-determined blueprint or planned series of events that proceeds automatically Both stressed nature or maturation in development because of their study in motor skills and motor skills are primarily due to maturation. Best remembered for their contribution to the methodology and the study of child development, but their ideas are considered one-sided, because they ignore the impact of the environment or nurturing on the child's development

*Motor Developments do not vary* 

This period has been called the normative approach

Alfred Binet and James Mark Baldwin 

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Binet did normative studies but examined intelligence. Binet was a French psychologist and was approached by the Paris educational system and asked to find a way to identify children with mental retardation who needed to be placed in special classrooms. Binet developed the Stanford-Binet test to test child IQ in developmental psychology practice. James Mark Baldwin developed a stage theory with simple actions that became transformed into complex actions with development. James understood both nature and nurture roles. Nature Vs. Nurture

Nature (maturation, biology)   

Includes our inherited traits, our capacities, and our limitations Refers to our innate biological structures Is stressed in the organismic view of development

Nurture (learning, environment)  

Refers to the environment or social forces that shape our behavior Most often stressed in mechanistic or passive views of development.

Continuity – Quantitative changes in degree Discontinuity - Development involving qualitative changes *individuals within the same family and culture often develop very differently* Baby wise

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Babies have some inherently, innately bad tendencies that must be overcome by parenting. A baby's brain is ready for a clock, that a baby can quickly learn to anticipate that it will be fed. The baby might also be learning that their actions have no impact on others around them. Theories   

Parsimonious – Simple and yet complete Falsifiable – Supported or disconfirmed Heuristic – Generating new theories

Sigmund Freud     

Found that, by talking about early traumatic childhood events, his patients were helped. A central part of Freud's theory is that human beings have basic urges that must be satisfied. Human development in terms of intrinsic or internal drives and motives. Was a drug addict Viewed infants as inherently bad.

Stages     

Oral – Birth to one year Anal – 1 to 3 years Phallic – 3 to 6 years Latency – 6 to 11 years Genital - 12 years and up

Erikson's Stages        

Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Role Confusion Intimacy vs. Isolation Generativity vs. stagnation Integrity vs. Despair

Watson's behaviorism  

Watson believed that the infant was a blank slate-- like John Locke-- and that development happened through learned associations between stimuli and responses. Believed that the study of things unseen, such as mental processes, was a complete waste of time. He thought that psychology had to focus on the study of observable overt behavior

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Watson thought that parents should treat their children much as adults rather than babying them.

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Nurture is everything

*Punishment needs to be both immediate and accompanied by an explanation* *Punishment also needs to be firm without being abusive. For punishment to be effective* Bandura's social learning theory     

Emphasizes the ways in which people learn new behaviors by observing and imitating other people around them. Believed in the concept of reciprocal determinism. Means that behavior is the result of a mutual interaction of a person, the environment, and the behavior itself. Human development is a continuous, reciprocal interaction between the child and their environment Bandura believed the child also affects the environment Our thought processes lead our behavior to be modified by what we might believe is going to happen as opposed to what actually does happen.

Piaget's cognitive developmental theory   

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Focuses on the structure and development of an individual's thought processes. Viewed children as actively structuring their own experiences. Viewed cognitive development as a process that follows a universal sequence of stages. The stages included the sensorimotor, preoperational, concrete operational, and formal operational stages. Stresses that children are adaptive, thoughtful, and active in creating their own development. His theory is heuristic and falsifiable. Piaget believed that both nature and nurture are important influences in development.

Vygotsky's sociocultural theory    

Believed that the development of cognitive competency results from social interaction between children and more mature members of society Develop cognitively through guided participation Cognitive development is a socially mediated process Nurture is very much emphasized by Vygotsky.

Lorenz's ethological theory   

We are born with biologically programmed behaviors that contribute to our survival. There is a limited time during development during which we are biologically prepared to acquire certain adaptive behaviors or the Sensitive Period. Ethologists operate under the assumption that individuals are active in development.

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Believe that the attachment bond or social experiences that are formed during the first three years of life are very important for later social and emotional responsiveness in other relationships. We're born inherently good with positive and adaptive characteristics endowed by nature to adapt to our environment.

Bronfenbrenner's ecological theory  

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Believed that environments both influence and are influenced by the individual. Views the child as developing within a complex set of relationships and being affected by multiple levels of the surrounding environment-- not just their immediate environment, but also the overarching culture. Both nature and nurture are important-- although nurture is probably influenced a little more.

Baltes’ modern life span theory    

Early development affects later development, and we continue to develop and change throughout the entire lifespan. There are many different developmental outcomes. Not all aspects of development are universal; development is multidirectional. You can improve in some areas and decline in other areas at all ages. Our development is shaped by cultural and historical context

Methodology 

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Naturalistic – are observing people in common everyday settings. There are no control situations. Shortcomings – observer bias, experimental presence, lack of control. Advantages – More valid for examining people. Stuctured studies – observing people in a controlled environment. Advantages – more control and consistency. Disadvantages -...