{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

Developmental psych ch4

Developmental psych ch4 - Chapter 4 Developmental Psych...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Chapter 4 Developmental Psych Topic Notes Types of theoretical perspectives on cognitive development Piaget’s theory Central Developmenta l issues Sources of Disontinuity Sensorimotor Stage (0-2yrs) Substage 1 Substage 2 Substage 3 Substage 4 Substage 5 Substage 6 1. Piagetian (Nature-nurture, continuity/discontinuity, the active child) 2. Information processing (nature-nurture, how change occurs) 3. Core-knowledge (nature-nurture, continuity/discontinuity) 4. Sociocultural (nature-nurture, influence of sociocultural context, how change occurs) 5. dynamic systems (nature-nurture, the active child, how change occurs) Construct knowledge for themselves in response to their experiences constructivist Children learn lessons on their own, rather than depending on instruction from adults or other children Children are intrinsically motivated to learn and do not need rewards from adults to do so and apply newly acquired capabilities asap Nature and Nurture: Adaptation - the tendency to respond to the demands of the environment in ways that meet one’s goals, Organization - the tendency to integrate particular observations into coherent knowledge Sources of continuity: Assimilation - the process by which people translate incoming information into a form that fits concepts they already understand Accommodation - the process by which people adapt current knowledge structures in response to new experiences Equilibrium - the process by which children or other people balance assimilation and accommodation to create a subtle understanding. First, they do not see any discrepencies between their understanding and their observations, next, they are in a state of disequilbrium because they recognize shortcomings but cant generate a superior alternative. Last, they make a more sophisticated understanding that eliminates the shortcomings of the old one, creating a broader range 1. Qualitative change- children at different stages of development judge morality in terms of the consequences of a behavior while older children judge based on the person’s intent. 2. broad appliciability- the type of characteristic the type of thinking characateristics of each stage that influences children’s thinking across diverse topics and contexts 3. brief transitions- before a new stage, kids fluctuate between old- and-less-efficient and new.
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}