module 5 notes

module 5 notes - Developmental Psychology II: The Big...

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Developmental Psychology II: The Big Picture Physical development: focus on big changes early and late Cognitive development: how do babies develop how they think about things after they are born, Piaget’s Theory, recent evidence extending and qualifying this theory Social development: attachment theory, Erikson’s Theory (looks at whole lifespan), gender development Physical Development in Infancy Rolling over, grasping rattle, sitting without support, standing while holding on, standing alone well, walking wall, building towers of two blocks, walking up steps Huge variability, general progression Children who can roll over and lift themselves up are less susceptible to SIDS Grasping rattle- hand movements, start to get some of cognitive development Sitting without support/standing while holding on- happen at almost exactly same time, crawling happens around this stage Standing alone and walking- separated by a month or so Longer, more complex processes- building towers, walking up steps Some things may be inborn/reflex types of things, but child has to learn to use these to do more complex things Physical Development in Old Age Declines in the senses Dramatic decrease is something to note- between 70 and 90, vision, sense of smell, hearing (starts a little earlier) Fatal car accidents- U shape Accident rate jumps over age 65, especially when measured per miles driven The changes you expect Cognitive Development: Intro to Piaget’s Theory Early psychologist who started his work in early 1900s, still active in 1950s Rather than doing experiments, developed his theory by actually playing with children
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Based on what they did, would design theories about how children develop Proposed stages of development, which is one of controversial aspects of his theory Think of development as being in stages or as being continuous? Schema: a way to think about the world, to understand the world Piaget argued that in each stage, one type of way of thinking about the world that is the dominant schema, way to think about the world at that point in time When you have schemas, two diff processes can happen: o Assimilation- happens within a stage, means you add more info to your schema, assimilate info to your schema, the way you think you think about the world o Accommodation- schema is changed when new info comes in, change the way you think about the world Example of schemas- the classroom o Originally think: where you hear a lecture, learn things, sit there, take notes o Picture of classroom not seen before: makes you assimilate new things into schema Change schema about how to take notes in a classroom where there isn’t really a place to put paper on, probably didn’t think of 600 students being in classroom Haven’t really changed overall outcome of what you think o What if next week, there is a play going on in the classroom? Change schema- think it is now a theatre
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This note was uploaded on 06/26/2011 for the course PYSCH 101 taught by Professor Online during the Spring '09 term at Waterloo.

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module 5 notes - Developmental Psychology II: The Big...

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