PSYCH304 Summary PDF

Summary:  Behaviourism (Continuous): Multiple Courses, Emphasis on Nurture.  Piaget (Discontinuous): One Course, Nature and Nurture.  Information Processing (Continuous): One Course, Nature and Nurture.  Vygotsky (C&D): Multiple Courses, Nature and Nurture. ...

Summary:  Behaviourism (Continuous): Multiple Courses, Emphasis on Nurture.  Piaget (Discontinuous): One Course, Nature and Nurture.  Information Processing (Continuous): One Course, Nature and Nurture.  Vygotsky (C&D): Multiple Courses, Nature and Nurture.  Lifespan Perspective (C&D): Multiple Courses, Nature and Nurture. The Four Key Assumptions of Lifespan: 1. Development is Lifelong (CSP) 2. Development is Multidimensional & Multidirectional (BPS) 3. Development is Highly Plastic 4. Embedded in Multiple Contexts Age-Graded Influences: Changes that happen to most people at the same age (Ex. Walking) History-Graded Influences: Events that affect people who live in a specific time period (Ex. War) Non-normative Influences: Rare, personal events that shape someone’s life. (Ex. Surviving Cancer) Comparison of Language Development Theories: 1. Behaviorist Perspective: Language acquisition through Imitation/Mimicry and Reinforcement. 2. Chomsky’s Perspective: Language is Innate {LAD} - Language Acquisition Device 3. Interactionist Perspective: Language Development is Innate and Environmental. In Early Childhood, Piaget called Private Speech “egocentric speech” Vygotsky called Private Speech the foundation for all higher cognitive processes Concrete Operational Stage (7-11): Gradual ability to think about concrete events and categorize information. Cognitive Development: 1. Conservation: This is understanding that something stays the same even if its appearance changes. 2. Classification: This is the ability to group objects based on shared characteristics. 3. Seriation: This is the ability to arrange things in order based on size, number, or another property. Information Processing Improvements: 1. Rehearsal: Repeating something over and over. 2. Organization: Grouping related information together. 3. Elaboration: Making connections or creating a story to remember. Emotional Development in Childhood: 1. Self-Conscious Emotions: They become more aware of Social norms & Expectations that influence their emotional responses including the development of Pride Guilt Shame 2. Emotional Understanding: Children begin to understand complex emotions and what causes them, improving their emotional awareness. 3. Emotional Self-Regulation: Also referred to as Adaptation by Fatima; Children learn to use cognitive strategies (like reappraisal) and behavioral strategies (like distraction) to cope with emotional challenges. 4. Coping Strategies: Problem-Centered Coping: Children actively engage with situations, identify difficulties, and make decisions on how to address them. Emotional-Centered Coping: When PCC fails focuses on managing emotional distress internally. 5. Development of Emotional Resilience: Five Rearing Styles and Consequences on Kids Authoritative Parenting: Style = High Responsiveness, High Demandingness. Consequences = High Self-Esteem, Social Competence, Academic Performance. Authoritarian Parenting: Style = Low Responsiveness, High Demandingness. Consequences = Low Self- Esteem, Poor Social Skills, Elevated Anxiety. Permissive Parenting: Style = High Responsiveness, Low Demandingness. Consequences = Lack of Discipline, Difficulty with Authority Figures, Struggle Academically. Uninvolved Parenting: Style = Low Responsiveness, Low Demandingness. Consequences = Emotional & Behavioural Difficulties, Low Self-Esteem, Struggle Academically, Substance Abuse. Gender Typing: 1. Aggressiveness: Boys are often taught to be tough, assertive, and competitive. Parents might encourage boys to be more physical and discourage the same in girls. Boys may show more physical aggression, while girls may show subtle or indirect aggression. 2. Sympathy: Girls are usually encouraged to care for others' feelings. Parents often model and reward comforting or kind behavior in girls. Girls are more likely to notice when someone is upset and try to help.  3. Empathy: Empathy is about understanding and sharing feelings, which is encouraged more in girls. Parents help girls develop this by teaching them to think about others’ perspectives. Girls often grow up better at understanding and connecting emotionally with others. Types of Play: 1. Make-Believe Play (Vygotsky): Children use imagination to act out activities and scenarios, which helps in understanding symbol-real world relations and developing social skills. 2. Social Play: Involves interactions with peers, contributing to social and emotional development. 3. Exploratory Play: Involves manipulating objects and discovering their properties, supporting cognitive development through direct interaction with the environment. Abuse and Maltreatment Characteristics of Abusers: Often male and known to the child or family. May have histories of abuse themselves. Use power and control to manipulate and harm. Characteristics of Victims: More often female. Cases typically reported in middle childhood. Display emotional reactions, physical symptoms, and behavioral changes. Consequences: Emotional trauma, trust issues, and behavioral problems. Long-term psychological and social difficulties. Prevention and Treatment: Prevention through education and support. Treatment includes long-term therapy and support systems to rebuild trust and emotional stability. Punishment, Violence, and Television Violence (USA) Punishment: Effects: Leads to fear, anxiety, and hostility in children. Long-term Impact: May hinder moral development and weaken the parent-child bond if excessive or inconsistent. Violence: Effects: Exposure desensitizes children, increases aggression, and causes emotional numbness. Long-term Impact: Linked to behavioral problems, lower empathy, and difficulties in forming healthy relationships. Television Violence: Effects: Increases aggression and desensitization to real-world violence. Long-term Impact: Associated with decreased academic performance, increased aggressive behavior, and desensitization to violence. Overall Impact: Exposure to punishment, violence, and television violence can harm children's emotional and behavioral develop