PSY 140- DEVELOPMENTAL PSYCH XAM
QUESTIONS WITH 100% CORRECT
ANSWERS!!
How and Why do we study development?
...
Nature
inborn or biological, endowment
- Genetic inheritance influenced every aspect of our makeup:
-->broad characteristics: physical appearance, personality, intellect, mental health
-->Specific preferences: political attitudes, propensity for thrill seeking
Nurture
function of their experience, development reflect the way children have been treated
- Includes the womb, homes we grow up in, should we attend, communities we live in, people
we interact
How much development comes from nature and how much is from nurture?
Development comes from an interaction of both forces.
Early Philosophers view of Children's Development
...
Aristotle
- thought that human knowledge comes from experience
- Infants mind is blank does not contain any knowledge because they have not yet had any
experiences
- Emphasized in nurture
,Plato
- thought children have innate knowledge
- That children are born knowing things like what an animal is which allowed them to recognize
what things in their environment are
- Emphasized in nature
John Locke
argued that children are tabula rasa = blank slates
- Believed children's development reflects the nurture provided by parents and society
- What children know and how they behave reflects that nurture
Rousseau
thought that children do not need nurture or instruction from others to become good people
- Thought they could develop on their own without interference from nurture
John Watson
studied child development from a behaviorist perspective
- Believed development stemmed from forming associations
- Rewards and punishments
- Little Albert experiment
-->Conditioned young infant to be afraid of white furry animals
Bronfenbrenner's Ecological System theory
...
Urie Bronfenbrenner (1917-2005)
- Russian born American psychologist
, - Best known for Ecological Systems Theory that emphasize the use of a
contextual framework to understand human development
Ecological Systems Theory
Nested set of environments - psychological processes, cultural, social , economic and political
elements
- Various systems circle children from closest to furthest
1. Microsystem
- Innermost system
- Environments that the child inhabits on a daily basis
- Face to face interactions
-->Ex: Parents, siblings and peers are primary source of language: richness of language spoken at
home, frequency, and diversity of conversations contribute to child's language development
2. Mesosystem
- The connections between the microsystems
--> Ex: School environment and healthcare experiences can intersect and have a say in their
language development: Children with learning disabilities might receive school accommodations
like a specialized educational plan.
3. Exosystem
- Setting and social institutions where the children is not necessarily present but have impact on
development
--> Ex: Availability of community resources: library, language clubs, and extra curricular
activities provide opportunities for child to engage in language
4. Macrosystem
- Societal and cultural elements, such as dominant values, beliefs, and ideologies
QUESTIONS WITH 100% CORRECT
ANSWERS!!
How and Why do we study development?
...
Nature
inborn or biological, endowment
- Genetic inheritance influenced every aspect of our makeup:
-->broad characteristics: physical appearance, personality, intellect, mental health
-->Specific preferences: political attitudes, propensity for thrill seeking
Nurture
function of their experience, development reflect the way children have been treated
- Includes the womb, homes we grow up in, should we attend, communities we live in, people
we interact
How much development comes from nature and how much is from nurture?
Development comes from an interaction of both forces.
Early Philosophers view of Children's Development
...
Aristotle
- thought that human knowledge comes from experience
- Infants mind is blank does not contain any knowledge because they have not yet had any
experiences
- Emphasized in nurture
,Plato
- thought children have innate knowledge
- That children are born knowing things like what an animal is which allowed them to recognize
what things in their environment are
- Emphasized in nature
John Locke
argued that children are tabula rasa = blank slates
- Believed children's development reflects the nurture provided by parents and society
- What children know and how they behave reflects that nurture
Rousseau
thought that children do not need nurture or instruction from others to become good people
- Thought they could develop on their own without interference from nurture
John Watson
studied child development from a behaviorist perspective
- Believed development stemmed from forming associations
- Rewards and punishments
- Little Albert experiment
-->Conditioned young infant to be afraid of white furry animals
Bronfenbrenner's Ecological System theory
...
Urie Bronfenbrenner (1917-2005)
- Russian born American psychologist
, - Best known for Ecological Systems Theory that emphasize the use of a
contextual framework to understand human development
Ecological Systems Theory
Nested set of environments - psychological processes, cultural, social , economic and political
elements
- Various systems circle children from closest to furthest
1. Microsystem
- Innermost system
- Environments that the child inhabits on a daily basis
- Face to face interactions
-->Ex: Parents, siblings and peers are primary source of language: richness of language spoken at
home, frequency, and diversity of conversations contribute to child's language development
2. Mesosystem
- The connections between the microsystems
--> Ex: School environment and healthcare experiences can intersect and have a say in their
language development: Children with learning disabilities might receive school accommodations
like a specialized educational plan.
3. Exosystem
- Setting and social institutions where the children is not necessarily present but have impact on
development
--> Ex: Availability of community resources: library, language clubs, and extra curricular
activities provide opportunities for child to engage in language
4. Macrosystem
- Societal and cultural elements, such as dominant values, beliefs, and ideologies
