PSYC 2290 Study Guide - Fall 2018, Comprehensive Midterm Notes - Heredity, Reading F.C., Memory
12 Oct 2018
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PSYC 2290
MIDTERM EXAM
STUDY GUIDE
Fall 2018
1
Chapter 1: The Science of Child Development
Thursday, Jan 4th
Historical View of Children and Childhood:
- Medieval views of children
o The concept of childhood has existed since medieval times
- Plato: children born with an innate knowledge
o Believed that children came into the world with predispositions and tendencies for
learning
- Aristotle: knowledge rooted in experience
o Childhood was a time where experience has an impact on development
- Locke: the infant is like a blank slate
o The enlightenment period
o Experience writes on the blank slate
- Rousseau: children born with innate sense of justice and morality
o The French enlightenment period
Innate predispositions, genetics, temperaments
Origins of a New Science:
- Research on children began with baby biographies
o In the 1800’s
o Systematic observations of children: day to day descriptions, and information
- In the early 20th century child development research was used to promote healthy
development
o How can we ensure that children reach their full potential, and develop in a
healthy way?
- The normative approach: age related averages are computed to represent typical
development
o Looks at large groups of children and finding the typical pattern of development
(normative)
▪ Ex) when do most children sit up by themselves (there is a range → find
the normative range), because people want to know if their child is normal
Theories of Child Development
- These are the same theories that dominate the field of psychology
Biological Theories:
- Maturational theory: natural unfolding of a pre-arranged biological plan
o Genetics → when the brain forms
o Look at typical developmental patterns (when muscles develop, bones grow etc.)
- Ethological theory
o Began in the 70s (early 80s)
▪ Imprinting, bonding, attachment etc.
o About how certain behaviors are related to survival (or positive outcomes)
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2
▪ Ex) imprinting is good for their survival: they don’t get lost by sticking
close to their mother
o How certain behaviors help parent and child bond which will in turn enhance
survival
o What happens when there is a lack of attachment
- Critical and sensitive periods
o Children will only develop language if they are exposed to language before 9 or
10
▪ If not they never become proficient (grammar and syntax)
o Critical period: time limit where if certain stimulation is not achieved then that
particular skill never fully develops (it is too late)
o Sensitive period: time period where a child will more easily learn something (can
learn beyond this time period, but it will be more difficult)
▪ Ex) 2nd language before the age of 12, you will learn it more proficiently
than if you learn it after this age
- Developmental neuroscience
Psychodynamic Theories
- Freud
o ID, Ego, Superego
▪ ID = impulses
▪ Ego = self regulation (to regulate impulses)
▪ Superego = conscience
o Psychosexual development
o Focus on childhood and unconscious motives
- Erikson
o Psychological stages
▪ Children progress through these stages because of environmental demands
(push certain issues to the forefront)
o Development a lifelong process
Learning Theories:
- Environment molds development
- Classical conditioning: children’s interactions with parents and others, associating
particular stimuli with certain outcomes
o Higher order conditioning
- Operant conditioning
o Positive reinforcement
o Negative reinforcement
o Partial reinforcement:
▪ Can set up unfortunate behavior patterns
▪ Sometimes the behavior is reinforced (this will not stop the behavior)
o Positive punishment: ex) spanking
o Negative punishment: taking away something good
Social Learning Theories
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Medieval views of children: the concept of childhood has existed since medieval times. Plato: children born with an innate knowledge: believed that children came into the world with predispositions and tendencies for learning. Aristotle: knowledge rooted in experience: childhood was a time where experience has an impact on development. Locke: the infant is like a blank slate: the enlightenment period, experience writes on the blank slate. Rousseau: children born with innate sense of justice and morality: the french enlightenment period. Research on children began with baby biographies: in the 1800"s, systematic observations of children: day to day descriptions, and information. These are the same theories that dominate the field of psychology. Maturational theory: natural unfolding of a pre-arranged biological plan: genetics when the brain forms, look at typical developmental patterns (when muscles develop, bones grow etc. ) Ethological theory: began in the 70s (early 80s) Imprinting, bonding, attachment etc: about how certain behaviors are related to survival (or positive outcomes)
