100A (Mt1)

Front 1

Domains of Development

Back 1

-physical
-brain
-cognitive (intellect, language)
-emotional and social (psychological)

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Medieval Child

Back 2

(6th-15th C)
-Preformationism
-child as little adult with less knowledge, no toys or education just for children or child dev.

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Reformation Child

Back 3

(16th C)
-disciplinarian. Christian doctrine: children born evil and stubborn, must be civilized (or evil could take over). schooling from church to take out devil.
-Jonathan Swift: Gulliver's Travels, "odious vermin".

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Enlightenment Child

Back 4

(17th C)
-John Locke: Tabula Rosa=blank slate. change brought by env.
-children still passive, experience shapes them, you must choose to educate them.
-(18th C) Jean-Jacques Rousseau: children born good (noble savage), can follow their lead in terms of edu. change mapped by nature. with an open env, they will learn what it is time for them to learn.
-Maturation: learn when ready if materials and experience are there to find. give good models. implies stages, children determine own destiny (agency)

Front 5

Forbidden Experiment: Victor

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-Jean-Marc Itard, France, age 12, 1800
-tested Locke's idea that env determines child dev.
-learned vocab, could understand, made clever solutions. no grammar/syntax (left hemisphere)
-abandoned after 5 years, only a limited amount of language was learned.
-before "evolution theory" but people were questioning the difference between man and animal.
-first to go beyond mere speculation to conduct experiments to test ideas.
-more thought given to edu, children go to schools (studies of what does/does not work in classroom).

Front 6

Forbidden Experiment: Genie

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-Susan Curtiss, LA, age 12, 1970
-learned many words, could tell of life before, no grammar/syntax.
-sleep studies: like retarded brain, mother was mildly retarded, dad isolated. age-level spatial skills but no verbal skills. gained 1 year with every year, not true with retarded children.
-Chomsky: basics of language built into brain. Lenninberg studied children with brain damage (critical period for g/s) and agreed with Chomsky.

Front 7

Origin of Species

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(1859) Darwin
-Evolution of species: can you see this in development?
-data from pre-natal: gill slits
-paradigm shift in the way we view child dev. children's behavior > clues to our species' development.

Front 8

G. Stanley Hall

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-Ernest Haeckel coined "ontogeny recapitulates phylogeny"
-brought this to child dev. children crawl on 4 legs, hold things with hands/feet, sleep in crouch.
-father of the study of children in US, of child psych and edu psych. first president of APA. organized conference in 1909 with Freud, Hall, and Jung.
-childhood=extension of embryonical dev.

Front 9

William Preyer

Back 9

-child observation. rules: rely on observations (Freud talked to adults); record immediately; be unobtrusive; avoid training.
-1st textbook on child dev in 1888

Front 10

Arnold Gesell

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-normative studies
-first to implement a quantitative study of child dev. birth-adolescence (developmental norms)
-one of the first infant IQ tests
-"Infancy and Human Growth" (1928), "Infant Development" (1949)
-small number of middle-class subjects, infant studies have held up well.

Front 11

James Marc Baldwin

Back 11

-first stage theorist
-epigenetic theory: one step past genes. experience and maturation, culture and genes. genes turned off by experience.
-Baldwin Effect/Baldwinian Evolution:
1. distinguished by quantitative changes
2. marked by simultaneous changes in many, if not all, aspects of behavior
3. characterized by rapid changes
4. behavioral and physical changes merge to form a coherent pattern.

Front 12

Questions of Child Development

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-continuous or discontinuous (stage)
-sources of development (experience, maturation)
-plasticity (how fluid?)
-individual differences

Front 13

Continuity

Back 13

-process of development. gradual (quantitative changes) or stage-like (abrupt)
-Baldwin/Piaget = discontinuous
-Freud has stages but more continuous.

Front 14

Sources of Development

Back 14

-what is the nature of man? John Locke-blank slate, dependent on env, neutral nature. Jean-Jacques Roussea-innately good (unless env sours them), nature is most important. Jonathan Swift-odious vermin, intrinsically evil.
-Nature vs. Nurture: inherited biological predispositions (gender and math) vs. influence of social and cultural env (girls not good at math because we tell them they'll fail).

Front 15

Plasticity

Back 15

-to what degree, under what conditions, is development open to change/intervention?
-critical periods: specific bio/env events are required for normal dev. Konrad Lorenz: gosling imprint (follow mom)
-sensitive periods: time in dev when a particular experience has an especially profound effect. perceptual dev (optic nerve) and language dev?

Front 16

Individual Differences

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-how do people come to have stable individual characteristics that differentiate them from others? what makes them different? to what extent are individual characteristics stable over time?

Front 17

Differences in Big Theories

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1. domains of dev under investigation
2. research methods used
3. central issues addressed.

Front 18

Freud/Psychoanalytic Theory

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-first neurologist. interested in why people had issues (used hypnotism, dreams, etc). father of PA (stage) theory.
-stages of conflict between biological drives and social expectations. ability to resolve = ability to learn, get along with others, and cope with anxiety.
-personality:
1. Id - largest, bio needs and desires, present at birth.
2. Ego - conscious/rational, redirects id's impulses, develops in infancy (ex. if I don't say please, mom stops me)
3. Superego - early childhood 3-6 years, conscience, tells you what the rules are > guilt (ex. stop self, not right).
-structures are affective and cognitive and channel, repress, transform energy.

Front 19

Assumptions of Freud

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1. Reflex-arc
- stimulus > response. stimulus can be from external or internal world. drive excitations in the unconscious, lead to behavior, may be unknown to conscious mind.
2. Energy Homeostasis
- to reduce drive tension, people are forced to act. goal: maintain homeostatic state; make sure needs are met. release more necessary as internal tension builds. if possible outlet is plugged, another opens.
3. Neural Integration Hierarchy
- nervous system organized into hierarchy: lower levels=instinctual; higher levels limit lower, if unable to function, lower remain unchecked. stress makes higher go down.
4. Evolution/Genetic
- attempts to adapt to env > evolution over generations and dev changes. modes of earlier adaptations influence personality and behavior later. can be in physical/mental world (ex: mental flight from though, physical flight from predator). dev proceeds according to drives, drives expressed differently as we mature in diff stages. major physic energy is libidnal (stages are psychosexua

Front 20

Psychosexual Stages

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1. oral; birth-1 year; sucking; thumb-sucking, nail-biting, overeating, smoking.
2. anal; 1-3 years; parent pushing potty training; withholding, orderliness/messy
3. phallic; 3-6 years; masturbation; oedipus/electra complex
4. latency; 6-11 years; social/peers
5. genital; adolescence and up; labido

Front 21

Contributions and Limitations (Freud)

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+: emphasis on individual's unique life history as a whole; 1/2 grand theories in field; inspired research on attachment, aggression, gender roles, morality.

-: methodology was listening to individual talk about dreams/accounts and find symbols (invalid); did not study children, interviews with adults; difficult to test empirically (vague).

Front 22

Erik Erickson

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(Neo-Freudian) Psychological stages
-Ego psychologist
-drive > psychosocial
-identity crisis stage. issues one is dealing with make changes.

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Erickson's Psychosocial Stages

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1. trust vs mistrust; birth-1 year; feeding; parent response
2. autonomy vs doubt; 1-3 years; potty; want to choose/decide for self, new skills
3. initiative vs guilt; 3-6 years; independence/play; parents who demand too much self-control > guilt
4. industry vs inferiority; 6-12 years; school/friends
5. identity vs role confusion; 12-18 years; peer relationships
6. intimacy vs isolation; 19-40 years; love relationships; isolation
7. generativity vs stagnation; 40-65 years; parenting/mentioning/career
8. ego integrity vs despair; 65+; acceptance of your life

Front 24

Contributions and Limitations (Erickson)

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+: widened scope of PA theory to social, cultural, environmental factors. broadened Freud's stages to adult. "psychosocial dev." spurred research on ego/identity formation.

-: methodology based on case studies of preconceived ideas; fit males better; vague concepts difficult to research empirically.

Front 25

Melanie Klein

Back 25

(Neo-Freudian) Object-relations theory.
-object=anything infant drives toward to satisfy needs.
-forms internal mental rep of relationships (good/bad). relationships between people, within family, especially mom-child. driven to form relationships, failure causes problems.
-play therapy.

Front 26

Contributions and Limitations (Klein)

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+: initiated child PA and systematized direct treatment of children. play therapy is still used.

-: methodology was observing children during play therapy then trying to find symbols (invalid). vague concepts.

Front 27

John Bowlby

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(Neo-Freudian) Attachment theory.
-humans=social beings. basic drive=to feel safe by feeling attached to others in social group.
-attachment=behavior resulting from maintaining proximity to other who is conceived as being better at coping with the world.

Front 28

Bowlby Assumptions

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-basic drives/survival mechanisms similar between humans and animals.
-innate signals call adult to baby, creates affectional bond. basis of future close attachments.

Front 29

Attachment Security Styles

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-Bowlby and Ainsworth.
-Secure: mom is secure base to explore from, distress when mom leaves, goes to her when she returns. 70%
-insecure avoidant: little attention to mom, not distressed when left, comforted by stranger, ignored when returned. 15%
-insecure resistant: simultaneously seeking/resistant from mom, very distressed and hard to comfort. 15%

Front 30

Contributions and Limitations (Security Styles)

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+: research/theory from different areas to address social attachment. generated research in child dev.

-: doesn't take other variables into account (temperament). classes do not have same proportions between cultures. different attachments with some individuals (future relationships). classes better for toddlers than other ages.

Front 31

Social Learning Theory/Behaviorism

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(John B Watson)
-development=result of learning. could shape any infant into any professional (no innate characteristics). homosexuality from boy scouts, hand-holding, etc.
-development=product of learning (no stages)
-classical conditioning (baby startles with gong/light) vs. operant conditioning (Little Albert fears rat, startle with gong)
-parents hold responsibility for environment, treat child with respect but emotional detachment. warned against spanking and corporal punishments.

Front 32

Contributions and Limitations (Watson)

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+: brought Pavlov's research techniques to human psychology. argued couldn't study thoughts/memories, only behavior; learning theories.

-: said nature played no role in child dev. did not see role child's thoughts/desires have in development and learning.

Front 33

Social Learning Theory/Operant Conditioning

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(BF Skinner)
-environment shapes human dev, all dev is continuous. learn through conditioning.
-environmental reinforcers/punishments = determinants of behavior
-Skinner's baby box: controlled environment, gave rewards, shaped behavior. parents followed, people raised this way, did not feel warmth.

Front 34

Skinner Assumptions

Back 34

-saw that bio factors probably affected behavior but that which we cannot observe should not be included in research. can only discuss stimulus and response.
-fought with Chomsky, innate language-learning device

Front 35

Conditioning and Limitations

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+: experimental methodology became a norm in understanding how human behavior develops. behavioral modification techniques. spurred research on child/human dev.

-: overemphasis on env factors, less bio and cog conditioning. different kinds of learning. stopped research that disagreed.

Front 36

Social Cognitive Learning Theory

Back 36

(Albert Bandura)
-modeling: observing others = learning. self-efficacy: belief in own abilities to deal with environment affect your learning abilities.
-Bobo Doll experiment. media did not like, Bandura turned to clinical research of people with phobias.
-steps in observing behavior
1. attention (influences: hunger, ADHD, etc).
2. retention/memory of observation (add imagery and language)
3. reproduction (need ability)
4. motivation (reinforcers: past, promised (incentives), vicarious (watch reward))
-modeling therapy: for phobias, watch someone overcome.

Front 37

Contributions and Rewards (Bandura)

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+: demonstrated observational learning occurs without env reinforcers/punishments. self-regulation plays important role (self-agency). cognitive factors influence learning and behavior. clinical.

-: does not deal with genetics/bio factors or cultural context.

Front 38

Cognitive Development Theory

Back 38

(Jean Piaget)
-gentic epistemology (how one comes to know; bio played a role). how children construct knowledge.
-children move through invariant stages of cog dev, env plays a role in each stage. not interested in social but in how children interact with the world.
-constructivism: dev occurs as children actively manipulate/explore env.
-mental structures adapt to the understanding of external world and to achieve mental balance.
-children undergo qualitative changes in 4 stages (come from within/biology)

Front 39

Piaget Assumptions

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-knowledge has a bio function, arises out of action
-children construct own knowledge in response to experiences
-children intrinsically motivated to learn, don't need motivation.
-nature and nurture interact to produce cognitive dev. nature (maturation of brain and body, abilities to perceive, learn, and act on world, motivation), nurture (interesting env events including other children/adults).
-drive for equilibrium is motivation for learning.
-assimilation: translation of incoming info into a form we can understand/what we know. accommodation: adaptation of one's understanding to make it fit into reality.

Front 40

Piaget Stages

Back 40

-qualitative change: children at diff stages think in qualitatively different ways.
-brain maturation produces qualitative change
-broad applicability: type of thinking in each stage applicable to topic and content areas.
-important sequence: stage sequence stable but time for each is variant.

1. sensorimotor; birth-2 years; understands world through senses and actions. earliest=reflex.
2. preoperational; 2-7 years; can do symbolic (language), uwt mental images and language.
3. concrete operational; 7-11 years; uwt logical thinking and categories (abstractish)
4. formal operational; 11+; uwt hypothetical thinking and scientific reasoning

Front 41

Conditions and Limitations (Piaget)

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+: one of most complete theories in field. research replicated across cultures with same data. stimulated on-going mass of research.

-: young children more competent than Piaget recognized. understated social component of cognitive dev. better at describing processes than how they operate. logical-mathematical thinking does not represent all thinking.

Front 42

Sociocultural Theory

Back 42

(Lev Vygotsky)
-cognitive dev is a socially mediated process, dependent on interaction with adults and more expert peers. children learn about culture.
-how culture is transmitted to next generation (customs, beliefs, values, skills)

Front 43

Vygotsky Assumptions

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-learning occurs in a context and is culturally determined.
-social origins of individual mental functioning occurs in the zone of proximal development (just above where you know, where you're most likely to learn) and egocentric or inner speech (view of world)
-uses of culture: cultural tools that help us learn (books, movies, art, music); mediational means (ability to mediate/solve problems/think develops with culture).

Front 44

Conditions and Limitations (Vygotsky)

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+: dev is socially mediated, depends on support adults and peers provide during dev; idea of zone of proximal dev

-: neglects the bio factor, neglects children's capacity to shape their own development.

Front 45

Ecological Theory

Back 45

(Uril Bronfenbrenner)
-child is developing with a complex system of relationships affected by multiple levels of the surrounding environment
-instrumental in starting Head Start
-chronosystem (time): changing environment, then added biology, most interested in context.

-child, microsystems, mesosystems, exosystems, macrosystem

Front 46

Conditions and Limitations (Bronfenbrenner)

Back 46

+: included all exogenous factors (causes of env outside child) which impact child dev

-: did not include endogenous factors until the end (causes of dev that arise as a consequence of bio factors). model so large that it is hard to test all of its parts at once.