ECE114 - Midterm PDF

PROCESS DEFINITION EXAMPLES biological produces changes in an -​ genes from parents Individual's body -​ development of the...

PROCESS DEFINITION EXAMPLES biological produces changes in an -​ genes from parents Individual's body -​ development of the brain -​ height and weight gain -​ puberty cognitive changes in thought, -​ forming sentences intelligence, and language -​ memorizing a poem -​ solving math problems -​ imagining what it would be like playing for a sports team socioemotional changes in relationships with -​ infants smile as a other people, emotions, and response to a mothers personality touch -​ joy at the senior prom -​ young boys aggressive attack on a classmate Periods of Development 1.​ Prenatal 2.​ Infancy 3.​ Early childhood 4.​ Middle/Late childhood 5.​ Adolescence Prenatal: -​ conception - birth -​ time of growth -​ single cell - human organism Infancy: -​ 18 - 24 months -​ dependency on adults -​ language, thoughts, social learning develops Early childhood: -​ 5 - 6 years  -​ more self - sufficient and begging to care for themselves -​ Important time for playing with peers Middle/Late childhood: -​ 6 - 11 years -​ elementary school years -​ Reading and writing develop -​ self control increases Adolescence: -​ begins 10 - 12 years -​ ends 18 - 22 years -​ physical changes -​ independence and identity develop -​ though is more logical Nature vs Nurture Nature: biological/genetic impact on one's traits Nurture: influence from learning, environment, and people have an effect on ones traits BOTH ARE REFLECTIONS OF WHO WE ARE Continuity vs Discontinuity Continuity: a continuous development example: a growth of a tree Discontinuity: different set stages of development example: caterpillar to a butterfly BOTH IMPACT OUR DEVELOPMENT Theorists 1.​ B.F Skinner 2.​ Erik Erikson 3.​ Ivan Pavlov B.F Skinner Theory:  -​ humans should be trained step by step -​ each correct response is followed by reinforcement until the required complex form of behaviour -​ technique called “shaping” Adversity Stimulus: -​ opposite of reinforcement, this may be unpleasant or painful example: punishment (punishment can be both positive and negative) Reinforcement: -​ event that increases probability that the response will be repeated in the future positive: something is GIVEN negative: something is TAKEN away R= INCREASED B Reinforcement equals increased behaviour positive reinforcement: give something desirable to increase behaviour example: reward or words of affirmation negative reinforcement: take away something desirable to increase behaviour example: electronics P= DECREASED B Punishment equals decreased behaviour positive punishment: give something unpleasant to decrease behaviour example: chores negative punishment: take away something pleasant to decrease behaviour example: toys Erik Erikson Theory: -​ the formation of personality -​ growth is characterized through resolution of inner conflicts -​ believes in the 8 ages The 8 ages: 1.​ Trust vs Mistrust (birth - 18 months) 2.​ Autonomy vs Shame (18 months - 3.5 years) 3.​ Initiative vs Guilt (3.5 years - 6 years) 4.​ Industry vs Inferiority (6 years - 12 years) 5.​ Identity vs Confusion (adolescence) 6.​ Intimacy vs Isolation (young adult) 7.​ Generativity vs Stagnation (mature adult) 8.​ Integrity vs Despair (older adults) Ivan Pavlov Theory: -​ environment moods behaviour -​ learning occurs when an environment stimulus triggers a behaviour -​ all behaviour is caused by something or in someway Theory Definitions: UCS - unconditioned stimulus UCR - unconditioned response CS - conditioned stimulus CR - conditioned response NS - neutral stimulus Theory Summary: -​ UCS elicits the UCR response -​ NS + UCS = CR -​ after repetitive pairing the CR creates the CR Bronfenbrenner 5 environmental systems:  1.​ Microsystem: family, friends, peers 2.​ Mesosystem: in between the microsystem and the exosystem 3.​ Exosystem: neighbours, friends of family 4.​ Macrosystem: attitudes of culture 5.​ Chronosystem: pattern of environmental events and techniques Bioecological Modles -​ focused more closely on micro - level interactions -​ process between the individual and their immediate settings -​ an individual's experience overtime Social Learning Theory -​ not all behaviours are learned through reinforcement -​ learning occurs from observing behaviour of others -​ we learn from “what leads to what” before performing the actions Development of Neurons -​ the brain grows and neurons develop -​ networks that allow skills and capabilities -​ stumutation is crucial -​ stimulated neurons create complex connections within the brain Components of Moving Skills COMPONENTS DEFINITION EXAMPLE muscular strength a lot of power in a short strength training / weight amount of time lifting muscular endurance less power for a longer walking home while carrying amount of time groceries cardiovascular endurance any activity that brings your running heart rate up to your goal heart rate for a significant amount of time flexibility how flexible you are (the touching your toes or doing more toy stretch the more the splits flexible you will be) Motor Components  1.​ speed 2.​ coordination 3.​ reflex 4.​ explosiveness 5.​ balance Motor Development Phases: 1.​ reflective (0-4 months) 2.​ rudimentary (0-2 years) 3.​ fundamental (2-7 years) 4.​ sport related (7 years - adulthood) Reflexive: -​ first sign of controlled development -​ controls all reflective movements RESPONSE STIMULATION RESPONSE AGE OF FUNCTION DISAPPEARANCE eye blink shine bright light infant quickly permanent reflex protects infant at eyes or clap closes eyes from strong near head stimulation rooting stroke cheek near head turns three weeks helps infants corner of mouth toward source of (becomes find nipple stimulation voluntary) sucking place tip of finger infant sucks gradually replaced permits in infants mouth finger by voluntary feeding rhythmically sucking brady cardiac place infant face infant holds four - six months helps infant down in pool of breath survive if water underwater dropped into body of water moro hold infant embracing six months helps infant horizontally on motion, arching cling to back and let head back, extending mother drop slightly or legs, throwing produce sudden arms outward loud sound brining towards against surface body  supporting infants palmer grasp place finger in grasp of finger three to four prepares infants palm and months infant for press gently voluntary grap tonic neck turning infants one arm is four months prepare for head to one side extended in front voluntary while they are of eyes to which reaching lying on back the head is turned and other arm is flexed stepping hold infant under infant lifts one two months prepare infant arms and permit foot after for walking bar feet to touch a another in flat surface stepping response babinski stroke sole of toes fan out and eight to twelve unknown infants foot from curl as foot months toe to heel twists inward Rudimentary: Locomotive: crawling and walking Manipulative: reaching, grabbing , and releasing Stability: control of head and neck and sitting and standing Fundamental: -​ evolution of skills example: running, kicking, throwing, catching Sport Related: Example: volleyball GENERAL: underhand throw SPECIFIC: underhand serve SPECIALIZED: accuracy and control while dong skill Initiative vs Guilt -​ children develop a sense of self ( end of year 2 ) -​ young children begin new activities but feel guilt when efforts result in failure or criticism  -​ during early childhood they discover who they want to be Self - Understanding -​ child’s representation of self -​ Recognizing takes place around 18 months -​ children think of “self” as physical -​ often confuse body, self, and mind Moral Development -​ rules and regulation involving interactions with others -​ thoughts, feelings, and behaviours -​ thinking of right and wrong Moral Identity -​ persons use of principles to define the self -​ what a child thinks is the right thing to do -​ determines why a child takes a certain course of action Components of Self 1.​ self awareness 2.​ self concept 3.​ self control 4.​ self esteem Self Esteem -​ active process that continues for a lifetime -​ begins in early childhood Authentic: positive, healthy, confident, balanced Negative: unhealthy, unbalanced, shaky foundation Parts of self esteem 1.​ competence 2.​ control 3.​ worth