Chapter 1 Keypoint: Perspectives on Developmental Psychology

Here is the information extracted and formatted in markdown: ### Perspectives, Key Assumptions and Specific Theories | Perspectives | Key Assumptions | Specific Theories | | ----------- | ----------- | ----------- | | Biological | Development is determined primarily by biological forces | -Maturati...

Here is the information extracted and formatted in markdown: ### Perspectives, Key Assumptions and Specific Theories | Perspectives | Key Assumptions | Specific Theories | | ----------- | ----------- | ----------- | | Biological | Development is determined primarily by biological forces | -Maturational theory -Ethological theory | | Psychodynamic | Development is determined primarily by how a child resolves conflict at different ages | -Freud's stages of psychosexual development -Erikson's stages of psychosocial development | | Learning | Development is determined primarily by a child's environment | -Skinner's operant conditioning -Bandura's social learning theory | | Cognitive-Developmental | Development reflects children's efforts to understand the world | -Piaget's stages of cognitive development | | Contextual | Development is influenced by immediate and distant environments, which typically influence each other | -Vygotsky's emphasis on the importance of culture -Bronfenbrenner's ecological systems theory | | Information-Processing | Development is understood by analogy to the workings of a computer, with mental hardware and software as well as input and output processes | -Information-processing theory | | Evolutionary Theory | Development is influenced by the process of evolution, which favours characteristics of children that have value to the survival of the species | -Bjorklund and Pellegrini's emphasis on unity of several fields through evolutionary theory -Martin Smith's emphasis on the survival value of relationships between grandchild and grandparents | | Evolutionary Theory | Development is influenced by the process of evolution, which favours characteristics of children that have value to the survival of the species | -Bjorklund and Pellegrini's emphasis on unity of several fields through evolutionary theory -Martin Smith's emphasis on the survival value of relationships between grandchild and grandparents | | Developmental Psychopathology | Developmental outcome is shaped by many different variables, including both biological-genetic and environmental factors | -Mash and Wolfe's emphasis on dynamic transformation throughout the lifespan and focus on how abnormal development can occur | ### Stage, Approximative Age and Characteristics | Stage | Approximate Age | Characteristics | | ----------- | ----------- | ----------- | | Sensorimotor | Birth to 2 years | Infant's knowledge of the world is based on senses and motor skills. By the end of the period, infant uses mental representations. | | Preoperational | 2 to 6 years | Child learns how to use symbols such as words and numbers to represent aspects of the world but relates to the world only through the child's own perspective. | | Concrete operational | 7 to 11 years | Child understands and applies logical operations to experiences, provided the experiences are focused on the here and now. | | Formal operational | Adolescence and beyond | Adolescent or adult thinks abstractly, speculates on hypothetical situations, and reasons deductively about what may be possible. |