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| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Developmental Psychology | Studies knowledge acquisition throughout the lifespan. | Methodologies to observe, evaluate, and study the development of abilities over time. |
| Stages of Development | Trajectory from conception through senescence. | Prenatal, birth, neonatal, early/late childhood, adolescence, adulthood. |
| Domains of Cognitive Development | Interdependent development areas. | Physical/motor skills, sensory/perceptual abilities, emotional/affective-relational, communicative/linguistic, theory of mind, social/moral. |
| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Nature vs. Nurture | Debate on genetic vs. environmental factors. | Behaviorist, nativist, and organismic theories. |
| Quantitative vs. Qualitative Change | Gradual accumulation vs. distinct stages. | Behaviorism (quantitative), Piaget (qualitative). |
| Key Theoretical Models | Different perspectives on development. | Behaviorist, nativist-maturational, organismic theories. Piaget, Vygotsky. |
| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Observational Techniques | Observing behavior as it naturally occurs. | Naturalistic vs. controlled observation. |
| Experimental Designs | Manipulating variables to determine cause-and-effect. | Random assignment, experimental/control groups. |
| Correlational Studies | Examining relationships between variables without manipulation. | Positive, negative, or null correlations. |
| Longitudinal/Cross-Sectional Designs | Studying changes over time vs. age-related differences. | Advantages/disadvantages of each design (cost, time, attrition). |
| Concept/Event | Significance | Key Evidence |
|---|---|---|
| Core Concepts | Active construction of knowledge. | Assimilation, accommodation, equilibration. |
| Sensorimotor Stage (0-2 years) | Understanding through sensory experiences/motor 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 | Underestimation of abilities, neglect of social/cultural factors. | Tasks too difficult, expertise not considered. |
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