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33 Cards in this Set
- Front
- Back
- 3rd side (hint)
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John Locke |
Philosopher and Englishmen believe that child came into the world as a tabula rasa. 1632 - 1704. |
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Jean-jacques Rousseau |
A Swiss French philosopher argued that children are inherently good and that if allowed to express their natural impulses will develop into generous and moral individuals. 1712 - 1778. |
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Charles Darwin |
Theory of evolution but one of the first observers to keep a baby biography in which he detailed his infant son's behavior 1809 to 1882. |
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G. Stanley Hall |
Credited with finding child development as an academic discipline. 1844 - 1924. |
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Alfred Binet |
Developed the first standardized intelligence test. The purpose was to identify public school children who are at risk of falling behind their peers. 1857 - 1911. |
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John B. Watson |
The founder of American behaviorism view development in terms of learning theory. 1878 - 1958 |
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Arnold Gesell |
Biological maturation was the main principle of development. Focused mainly on physical aspects of growth and development . 1880 - 1961 |
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Psychosexual development |
Focused on emotional and social development and on the origins of psychological traits such as dependence obsessive neatness and vanity. |
Id, ego, and superego. 5 stages: Oral, Anal,Phallic, Latency, and genital. |
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Sigmund Freud |
Views children and adults as caught in conflict. |
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Erik Erikson |
Modified Freud's theory and extended it through adult years. Focuses on the development of the emotional life and psychological traits but emphasizes social relationships rather than sexual or aggressive instincts. 1902 - 1994 |
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Psychosocial development |
Focuses on the development of the emotional life and the psychological traits but emphasizes social relationships rather than sexual or aggressive instincts. |
8 stages "life crises" |
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B.F. Skinner |
A behaviorist, that introduce the key concept of reinforcement. 1904 - 1990 |
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Classical conditioning |
A simple form of learning in which an originally neutral stimulus comes to bring forth, or elicits a response usually brought forth by a second stimulus as a result of being paired repeatedly with the second stimulus. |
The bell and pad method for bedwetting. |
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Operant conditioning |
People learn to do something because of its effects |
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Social cognitive theory |
Has shown that much learning occurs by observing other people, reading, and viewing characters in the media. People may practice to refine their skills but they can acquire basic know how through observation |
Observational learning |
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Albert Bandura |
Social cognitive theorist. (1925- ) |
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Cognitive-developmental theory |
Focused on people's mental processes. It investigates the ways in which children perceive and mentally represent the world and how they develop thinking, logic, and problem-solving ability. |
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Jean Piaget |
A Swiss biologist, a cognitive developmental theorist. He use concepts such as schemes adaptation assimilation accommodation and equilibration. 1896 - 1980 |
Four stages of cognitive development: sensorimotor, preoperational, concrete operational and formal operational |
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Information - processing theory |
Another face of the cognitive perspective looks at working or short-term memory, and long term-memory or storage. If focuses on information processing in people, how people encode/input information store it, retrieve it, and manipulate it to solve problems. |
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Ethology |
Doing what comes naturally. Concerned with instinctive or inborn behavior patterns. |
Fixed action patterns |
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Konrad Lorenz and Niko Tinbergen |
Ethologists |
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Urie Bronfenbrenner |
An ecological systems theorist. 1917 - 2005 |
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Ecological systems theory |
Addresses aspects of psychological social and emotional development as well as aspects of biological development. Focuses on the interactions between people and the settings in which they live. |
Microsystem, mesosystem, exosystem, macrosystem, and chronosystem |
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Sociocultural theory |
Established by Russian psychologist Lev Semenovich Vygotsky. Teaches that people are social beings who are affected by the cultures in which they live. It also addresses the effect of human diversity on people including such factors as ethnicity and gender. |
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Lev Semenovich Vygotsky |
A sociocultural theorists. Focused on the transmission of information and cognitive skills from generation to generation. 1896 - 1934 |
Zone of proximal development, scaffolding |
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Nature vs nurture |
The extent to which human behavior is result of heredity versus environmental influences |
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Naturalistic observation |
A method of scientific observation in which children and others are observed in their natural environments. |
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Case study |
A carefully drawn account of the behavior of an individual. |
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Standardized test |
A test of abilities in which an individual's score is compared to the scores of a group of similar individuals. |
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Correlation coefficient |
A number ranging from +1.00 to -1.00 that expresses the direction (positive or negative) and the strength of a relationship between two variables. |
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Longitudinal research |
The study of developmental processes by taking repeated measures of the same group of participants at various stages of development. |
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Cross-sectional research |
The study of developmental processes by taking measures of participants of different age groups at the same time. |
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Cohort effect |
Similarities in behavior among a group of peers that stem from the fact that group members are approximately the same age. |
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