1 - Intro

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Learning objective: understand the importance of studying development over time

development unfolds continuously across the lifespan influenced by context and env.

Learning objective: how studying dev. psy. increases our knowledge of self and others

realistic expectations about kids, teens, adults

help you respond appropriately to actual behaviour

recognise normal from abnormal behaviour and in context

help understand yourself

Learning objective: continuous and discontinous change throughout the lifespan

Discontinuous: distinct stages qualitatively diff from early stages - eg. separation anxiety displayed by child being left at day care

Continuous: gradual dev. with achievements building quantitatively - eg. attachment or increase in height etc

Learning objective: research methods

Cross-sectional: people at diff. ages at one point in time (age differences)

Longitudinal: same group of people at diff. points in time

Sequential: combines both above to eliminate cohort effects

Naturalistic: observes people in natural setting

Experimental observation: carefully controlled circumstances

Correlational: observes tendency of two vbs occurring together (measured statistically)

Survey: brief

Interview: face to face conversation to gather complex info.

Case study: one indiv. or small group

Ethnography: culture or group through detailed field notes.

Learning objective: ethical considerations

Informed consent

Confidentiality

Full disclosure

Respect for ind. freedom to participate

Learning objective: theories of development

Psychodynamic: Freud and Erikson, Mahler, Stern

Behavioural: Skinner and Bandura, Pavlov

Piaget: cognitive stages (sensorimotor, preoperational, concrete operational, formal operational)

Socio-cultural: Baltes (normative age-graded, history-graded and non, Bronfenbrenner (concentric circles), Vygotsky (ZPD)

Normative-crisis: stage theories, active role for indiv., Vaillant, Levinson

Timing of events: continuous theory; experience and active indiv., on-time, off-time

Learning objective: theories of development

Freud: Psychsexual conflict; stage theory; ends at 12+, id, ego, superego

Erikson: Psycho social crises; lifespan theory; stage theory

Skinner: Weak role for nature; continuous theory, operant

Bandura: Imitation; weak role for nature; continuous development, observational learning, bo-bo doll

Piaget: Theory of cognitive dev.; stage theory; active learner

Baltes: Continuous theory; individualised dev., normative age-graded, history-graded, non

Bronfenbrenner: Contextual; interactive; continuous, ecological concentric circles

Vygotsky: cultural/historical influences; continuous; weak role for nature, ZPD

Normative-crisis: stage theories; active role for individual

Timing of events: continuous theory; experience and active indiv.

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