1 - Intro

Learning objective: understand the importance of studying development over timedevelopment 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 considerationsInformed consent Confidentiality Full disclosure Respect for ind. freedom to participate

Learning objective: theories of developmentPsychodynamic: Freud and Erikson, Mahler, SternBehavioural: Skinner and Bandura, PavlovPiaget: 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, LevinsonTiming of events: continuous theory; experience and active indiv., on-time, off-time

Learning objective: theories of developmentFreud: Psychsexual conflict; stage theory; ends at 12+, id, ego, superegoErikson: Psycho social crises; lifespan theory; stage theorySkinner: Weak role for nature; continuous theory, operantBandura: Imitation; weak role for nature; continuous development, observational learning, bo-bo dollPiaget: Theory of cognitive dev.; stage theory; active learnerBaltes: Continuous theory; individualised dev., normative age-graded, history-graded, nonBronfenbrenner: Contextual; interactive; continuous, ecological concentric circlesVygotsky: cultural/historical influences; continuous; weak role for nature, ZPDNormative-crisis: stage theories; active role for individualTiming of events: continuous theory; experience and active indiv.

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