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| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Developmental Psychology | Studies knowledge acquisition throughout lifespan | Observational, evaluative methodologies |
| Stages of Development | Trajectory from conception to senescence | Infancy (0-3 years), Adolescence (15-22 years) |
| Domains of Cognitive Development | Interdependent development areas | Physical/motor skills, emotional/affective-relational |
| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Nature vs. Nurture | Debate on genetic vs. environmental factors | Behaviorist, Nativist, Organismic theories |
| Quantitative vs. Qualitative Change | Gradual accumulation vs. distinct stages | Behaviorism (quantitative), Piaget (qualitative) |
| Key Theoretical Models | Behaviorist, Nativist, Organismic | Piaget's stage theory, Vygotsky's sociocultural theory |
| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Observational Techniques | Observing behavior in natural settings | Naturalistic vs. controlled observation |
| Experimental Designs | Manipulating variables to determine cause-effect | Random assignment to experimental/control groups |
| Correlational Studies | Examining relationships between variables | Positive, negative, or null correlations |
| Longitudinal/Cross-Sectional Designs | Studying changes over time vs. age-related differences | Cost, time, attrition considerations |
| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Assimilation/Accommodation | Incorporating new info/modifying schemas | Equilibration (balance between) |
| Sensorimotor Stage (0-2 years) | Understanding world through senses/actions | Object permanence, representational thought |
| Preoperational Stage (2-6 years) | Symbolic thought, prelogical thinking | Egocentrism, animism, lack of conservation |
| Concrete Operational Stage (6-12 years) | Logical operations on concrete objects | Conservation, reversibility, decentration |
| Formal Operational Stage (12+ years) | Abstract, hypothetical, deductive reasoning | Metacognition |
| Limitations of Piaget's Theory | Underestimation of abilities, neglect of social factors | Tasks too difficult, expertise not considered |
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