CHYS 1F90 Lecture Notes - Lecture 2: Chronotropic, Sensory Neuron, Cultural-Historical Psychology

• School: Brock University
• Department: Child and Youth Studies
• Course: CHYS 1F90
• Professor: Dawn Zinga

Document Summary

Biopsychosocial = biology + psychology + social. The biological part is largely explained through genetics. Genes restrict development to a small range of outcomes. Babbling is a highly canalized attribute (think of attributes having canals in the brain, that unless there is severe deprivation in the environment it will happen e. g. , if they are kept in cages, or institutions) Range-of-reaction principle: genes set boundaries for range of phenotypes based on the environment, not as rigid as canalization, e. g. , trisomy 21 (down syndrome) If (cid:455)ou (cid:373)ake de(cid:272)isio(cid:374)s that (cid:449)ill li(cid:373)it so(cid:373)eo(cid:374)e"s opportu(cid:374)it(cid:455) (cid:455)ou (cid:449)ill li(cid:373)it their phenotype. Species typical environment & experiences also influence developmental course. Timing of experience can be crucial: critical periods, (cid:862) (cid:449)it(cid:272)hi(cid:374)g o(cid:374) the i(cid:374)fa(cid:374)t brai(cid:374)(cid:863, bobwhite quails & maternal call (timing & absence) Epigenesis: bi-directional relationship between all levels of biological & experiential variables. Genetic activate both influences and is influences by structural maturation. Development: changes in structure/function over time. Structure: some substrate of the organism.