notes

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Chapter 1: Intro to Child Development

Nature of development

Development: way individuals grow and change over the course of their lifespan.

Domains: biological, cognitive, emotional, and social

Nature v. Nurture: relative roles played by biological and genetic factors as opposed to environmental factors in shaping development

Nature refers to role of biology and genetics and nurture to the role of experience and other factors

Nurture advocates - maturation: physical and psychological change due to predetermined plan

Nature advocates - learning creates development

Niche picking: genes may influence the environment, people may seek out environments that are compatible with their genetic dispositions

Canalised: observation that the emergence of some abilities and behaviors is strongly influenced by genetic factors and their emergence is robust across a variety of environments

Continuous or discontinuous development

Continuous: gradual but smooth pattern of change over time (quantitative)

Discontinuous: development is a series of abrupt changes and with each change the child moves to a more advanced level of functioning

Developmental stages: each new stage their behaviors are qualitatively different

Theories of development

Psychodynamic, learning, cognitive-developmental, ethology and evolutionary psychology, and bioecological theories

Psychodynamic theories

Freud id, ego and superego

Id: satisfaction of basic urges (pleasure principle)

Ego: Basic drives in a socially acceptable way (reality principle)

Superego: Moral values and conscience

Sigmund Freud psychosexual theory: development proceeded in a series of stages where the sexual instinct shifted to erogenous zones in the body

Oral, anal, phallic (Oedipus complex in boys, Electra complex in girls), latent, genital

object-relations theory (Melanie Klein): role of relationships and objects shapes later development

Erikson psychosocial theory

Each stage of development, individual age-related task or psychosocial crisis related to biological maturation

Basic trust v. mistrust, autonomy v. doubt, initiative v. guilt, industry v. inferiority, identity v. isolation, generativity v. stagnation, ego integrity v. despair

Learning theories (John Watson): nurture rather than nature & behaviorism

Watson's classical conditioning: particular stimulus becomes associated with a particular response, environment main factor in development

Skinner and operant conditioning

Reinforcer and punisher: Learning seen as child making the connection between certain ways of behaving and certain desirable or undesirable outcomes

Reinforcer: positive means stimulus is presented and negative means that it is withdrawn

Behavior modification: interventions for problem behaviors

Bandura's social learning theory

Operant conditioning

Observational learning or modelling

Allows for the role of thought processes or cognition: attentional processes, retention processes, and motoric reproduction processes

Attentional: attend to the model's behavior

Retention: ability to remember the behavior of the model

Motoric reproduction: ills that allow us to reproduce the behavior when required

Self-efficacy: beliefs about one's ability to success in everyday situations

Cognitive-developmental theories

Piaget's theory

Adaptation: minds adapt to help us to function in our worlds

Egocentric: unable to see situations from any other viewpoint but their own

Animistic: saw inanimate objects as having thoughts and feelings just like they did

Developmental stages: sensorimotor, preoperational, concrete operational, and formal operational

Vygotsky's sociocultrual theory

Zone of proximal development: difference between the child's existing capabilities and what they can achieve with help from others

Development moved from the social plane to the psychological plane

Information-processing theory

Human mind is seen as processing information on a limited set of rules

Development as a continuous process in which basic abilities gradually improve as we mature

Ethology and evolutionary psychology

Ethology is concerned with ways in which behavior can promote the survival of a species

All animal species are born with a set of biologically programmed behaviors that are products of evolution and contribute to survival

Ethological perspectives example - attachment: formation of an affectionate, caring bond between the infant and primary caregiver

Imprinting: instinctual following response

Sensitive period: point in development when the child particularly "ready" to acquire a new skill

Evolutionary psychology: "the human mind is the product of evolution just like any other bodily organ, and that we can better understand the mind by examining evolutionary pressures that shaped it"

The bioecological model

Biological model: environment series of interacting systems with the child at the centre

Microsystem: the immediate surroundings of the child, such as the home or school

Mesosystem: second layer; relationships between the different microsystems, such as between home and school

Exosystem: contexts or settings which the child does not directly participate but which nevertheless have an influence on them

Macrosystem: Broader social, cultural, and political climate in which a child develops

Chronosystem: changes in the individual or the environment over time can also influence development

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English 2220: Introduction to the Medieval Period

When were the Middle Ages

From the collapse of the Roman empire to the Renaissance and Reformation

Ends in 1485

Accession of Henry VII

Beginning of Tudor dynasty

The Renaissance

A cultural bridge between middle ages and modern history

14th-17th centuries

A rebirth and outburst of creativity

Spread from Italy to the rest of Europe

The Reformation

Begins in Germany in early sixteenth century

Rejected the roman catholic church as the supreme authority

The Middle Ages: Scholarship

Some scholars emphasize the bridges between the middle ages and the early modern period

Other scholars emphasize the way 16th century writers created the Middle Ages to highlight the brilliance of their time

The Middle Ages Literature

Anglo-saxon

Anglo-norman

Middle English

The 3 Estates in the Middle Ages

Clergy

purpose to save everyone's soul

Nobles

purpose to protect

Commoners

purpose to feed and clothe those above them

Feudalism

Economic system of the Middle Ages

Commoners lived on a feudal manor. Lord gave peasants land to farm

In return, vassals received protection yet were taxed and surrendered portion of crops to lord

Created ties of obedience and fostered a sense of loyalty between vassals and their lord

A lot of medieval literature is anonymous, often tended to re-tell and embellish stories they heard rather than create new stories

Characteristics of Medieval Literature

Romance

Christian message

Heroism

Presentations of idealized behavior

Use of kennings

A figurative, usually compound expression used in place of a name or noun.

Use of allegory

story, poem, or picture reveals a hidden message. Is a figurative mode of representation conveying a message other than the literal

Beowulf

Oldest known of the great long poems

Scholars place it somewhere between the first half of 8th century and tenth century

Modern editors gave the poem its name

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GEOLOGY 1001: Grand Canyon NP and the Grand Staircase

8/28

Science is a systematic process for learning about the world and testing our understanding about it

Hypothesis - Theory

Scientific fact - truth

Occam's Razor

Of two competing theories, the simpler explanation of an entity is to be preferred

Descriptive science involves researching organisms, materials, and systems that are new or not well-known

Hypothesis-drive science uses experiments to test hypotheses

Qualitative v. Quantitative Data

01.05

8/30

The Atomic Theory

Atom

Nucleus consists of

neutrons -- variable/no charge

protons (+) -- number of protons determine what type of element it is (Atomic number)

Electrons (-)

Sum of number of protons and number of neutrons = atomic weight

First stars... After Big Bang

Nucleosynthesis

Making of atomic cores

Massive star near the end of its lifetime has an "onion-like" structure just prior to exploding as a supernova

Nuclear burning occurs at the boundaries between zones

Nuclear fusion creates new atoms

When star dies there is supernova explosion and heavier elements scattered across space

Formation of solar system

Supernova explosions elements come together to form solar system

Disks -- gaseous cloud starts to contract

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