Final- Class Notes - Development Psychology *Nov. 5...

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Development Psychology  01/12/2007 17:29:00 **Nov. 5 (Monday)** Development Psych —studies how people change across the life span on  different dimensions Changes in some property over time Language X --------------------x       Birth                     death      Child psychology (child psych looks at the children along every dimension) Children develop along multiple dimensions: Motor  Social Cognitive Linguistic Principles underlying all areas: 1. development is growth 2. orderly progression  – not random; happen in specific order 3. interaction of heredity and environment
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maturation  [not learned]     unfolding of a genetically programmed  sequence of development Cognitive Development —coming to think in increasingly complex ways about  increasingly complex things Children often think about their pets Piaget 1. Children gain knowledge by constructing reality out of experience                   Kids find out about the world by experiencing it a. Child uses schemas to organize experience i.  schemas —general concepts what is a dog? ii. goal is equilibrium – keeping schemas consistent with experiences They want their sense of the world to make sense with the world b.  assimilation —child first tries to integrate new information with existing  schemas child has a schema of animal: small, furry -learns animals can be big or little after seeing a lab. retriever Animals Home animals                     Zoo animals c. if the schemas can’t absorb the new information,  accommodation —altering  existing sets of schemas to fit new information
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2. Mental growth  (kids think about something differently)  involves major  qualitative changes, represented by stages of cognitive development a. sensory motor intelligence  (0-2) b. preoperational period  (2-7) c. concrete operational period  (7-11) d. formal operational period Sensory Motor Period 1.  Child at birth has little mental structure           a lot of things they don’t know 2.  Task is to develop differentiations (e.g. me/not me, past/future) and basic  schemas           kids have to figure it out 3.  Major accomplishment a.  object permanence —learning that an object only exists even if the  child cannot sense it i. based on acquiring mental representations        
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This note was uploaded on 03/19/2008 for the course PSY 301 taught by Professor Pennebaker during the Fall '07 term at University of Texas at Austin.

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Final- Class Notes - Development Psychology *Nov. 5...

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