PSYC 2110 Lecture Notes - Lecture 13: Tabula Rasa
30 May 2018
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PSYC 2110 Lecture 13 Notes
Introduction
Developmental Sciences
• These philosophes also diffeed o the uestio of hilde’s patiipatio i thei o
development.
• Hobbes maintained that children must learn to rechannel their naturally selfish interests
into socially acceptable outlets
• In this sense, they are passive subjects to be moulded by parents.
• Loke, too, elieed that the hild’s ole is passie eause the id of a ifat is a
blank slate on which experience writes its lessons.
• But a strikingly different view was proposed by Rousseau, who believed that children
are actively involved in the shaping of their own intellects and personalities.
• I Rousseau’s ods, the hild is ot a passie eipiet of the tuto’s istutio ut a
us, testig, otiated eploe.
• The active searching child, setting his own problems, stands in marked contrast to the
eeptie oe . . . o ho soiet fies its stap uoted i Kesse, 19, p. .
• Clearly, these philosophers had some interesting ideas about children and child rearing.
• But how could anyone decide whether their views were correct?
• Unfortunately, the philosophers collected no objective data to back their
pronouncements, and the few observations they did make were limited and
unsystematic.
• Can you anticipate the next step in the evolution of the developmental sciences?
• Children as Subjects of Study: The Baby Biographies.
• The first glimmering of a systematic study of children can be traced to the late 19th
century.
• This was a period in which investigators from a variety of academic backgrounds began
to observe the development of their own children and to publish these data in works
known as baby biographies.
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