Human Growth and Development ch 1-6
Domains of Development -
☑️ Physical - body size appearance, system & motor capabilities
Cognitive - intellectual abilities: attention, memory, imagination, creativity & language
Emotional (Social) - Self understanding, knowledge about others, friends, intimate relationships,
morals, emotional expression & communication
Development is CONTINUOUS -
☑️ process of gradually building upon the same skills that were there to begin with
Development is DISCONTINUOUS -
☑️ process of responding to the world develop at different times
Stage -
☑️ change in thinking/feeling/behaving that characterizes a specific period of development
Binet & Simon -
☑️ Fathers of the Testing Movement - tested aptitude & intelligence
Freud -
☑️ *Father of the Psychoanalytic Movement
*Said children go through stages where they confront conlicts between social & biological drives.
Resolution of these conflicts determines psychological growth
Psychosexual Theory -
☑️ parents ability to control childrens sexual & aggressive drives for their healthy personal
development
Erikson -
☑️ *Neo freudian
*Expanded psychosocial theory which says there are specific tasks & tasks to be mastered
*1st to have a lifespan focus
Pavlov -
☑️ *Father of Behaviorism
*Behaviorism - stimuli & response through conditioning
Classical Conditioning -
☑️ certain responses gained from stimulus with passive individuals (dogs)
Skinner (Operant Conditioning) -
☑️ responses through reinforcement or punishment
Behavior Modification -
☑️ combine conditioning and modeling to decrease negative behavior and increase positive
behaviors (Widely used)
Bandura (Social Learning Theory) -
☑️ Obersvational learning or role model learning. Renamed Social Cognitive Theory
, Paiget (Cognitive-Developmental Theory) -
☑️ *Children learn by exploring and manipulating their world
*Paiget underestimated small childrens abilities
*Discounts influence of culture on development
*Doesn't allow for cognitive changes after adolescence
Information Processing (recent theory) -
☑️ *Children are sense makers who modify their own thinking based on enviromental
demands. The mind is a symbol manipulating system, learning is a continuous process
*Individuals make sense of their own thinking
*Continuous view of ablility
Ethology -
☑️ the adaptive or survival value and it's evolutionary history
Imprinting -
☑️ *Occurs early at a critical period
*Critical period - limited time period when certain behaviors must be aquired when enviromental
conditions are met
*Sensitive period - time when skills are easily attained but can be learned later
Evolutionary Developmental Psychology -
☑️ Studies the adaptive value species wide and how they change with age
Vygotsky (Socio-Cultural Theory) -
☑️ people think and behave the way they do because of community peers and adults who
are more advanced
Bronfenbrenner (Ecological Systems Theory) -
☑️ Children develop within multiple levels of the environment (home, school, cultural
values)
Genotype -
☑️ genetic factors that affect characteristcs
Phenotype -
☑️ physical expression that is expressed but not all that could have been
Chromosomes -
☑️ *Rod shaped
*Store/transmit genetic information
DNA -
☑️ chemical foundation of genetic makeup
Gene -
☑️ segment of DNA along a chromosome
Gamates -
☑️ sex cells (ovum/sperm)
Domains of Development -
☑️ Physical - body size appearance, system & motor capabilities
Cognitive - intellectual abilities: attention, memory, imagination, creativity & language
Emotional (Social) - Self understanding, knowledge about others, friends, intimate relationships,
morals, emotional expression & communication
Development is CONTINUOUS -
☑️ process of gradually building upon the same skills that were there to begin with
Development is DISCONTINUOUS -
☑️ process of responding to the world develop at different times
Stage -
☑️ change in thinking/feeling/behaving that characterizes a specific period of development
Binet & Simon -
☑️ Fathers of the Testing Movement - tested aptitude & intelligence
Freud -
☑️ *Father of the Psychoanalytic Movement
*Said children go through stages where they confront conlicts between social & biological drives.
Resolution of these conflicts determines psychological growth
Psychosexual Theory -
☑️ parents ability to control childrens sexual & aggressive drives for their healthy personal
development
Erikson -
☑️ *Neo freudian
*Expanded psychosocial theory which says there are specific tasks & tasks to be mastered
*1st to have a lifespan focus
Pavlov -
☑️ *Father of Behaviorism
*Behaviorism - stimuli & response through conditioning
Classical Conditioning -
☑️ certain responses gained from stimulus with passive individuals (dogs)
Skinner (Operant Conditioning) -
☑️ responses through reinforcement or punishment
Behavior Modification -
☑️ combine conditioning and modeling to decrease negative behavior and increase positive
behaviors (Widely used)
Bandura (Social Learning Theory) -
☑️ Obersvational learning or role model learning. Renamed Social Cognitive Theory
, Paiget (Cognitive-Developmental Theory) -
☑️ *Children learn by exploring and manipulating their world
*Paiget underestimated small childrens abilities
*Discounts influence of culture on development
*Doesn't allow for cognitive changes after adolescence
Information Processing (recent theory) -
☑️ *Children are sense makers who modify their own thinking based on enviromental
demands. The mind is a symbol manipulating system, learning is a continuous process
*Individuals make sense of their own thinking
*Continuous view of ablility
Ethology -
☑️ the adaptive or survival value and it's evolutionary history
Imprinting -
☑️ *Occurs early at a critical period
*Critical period - limited time period when certain behaviors must be aquired when enviromental
conditions are met
*Sensitive period - time when skills are easily attained but can be learned later
Evolutionary Developmental Psychology -
☑️ Studies the adaptive value species wide and how they change with age
Vygotsky (Socio-Cultural Theory) -
☑️ people think and behave the way they do because of community peers and adults who
are more advanced
Bronfenbrenner (Ecological Systems Theory) -
☑️ Children develop within multiple levels of the environment (home, school, cultural
values)
Genotype -
☑️ genetic factors that affect characteristcs
Phenotype -
☑️ physical expression that is expressed but not all that could have been
Chromosomes -
☑️ *Rod shaped
*Store/transmit genetic information
DNA -
☑️ chemical foundation of genetic makeup
Gene -
☑️ segment of DNA along a chromosome
Gamates -
☑️ sex cells (ovum/sperm)
