Psychology of the early years

he made first lab for experimental psych research

Wilhelm Wundt

he created the psychoanalytic school of psych

Sigmund Freud

he believed social psychology would only flourish if it became an experimental science

Allport

published book: 'Experimental Social Psychology'

Murphy annd Murphy

non critical acceptance of scientific method as the only way to arrive at true knowledge

Positivism

 Explanation in terms of the language and concepts of a lower level of analysis, usually with the loss of explanatory power

Reductionism

The types of concepts, mechanisms and language used to explain a phenomenon

Level of explanation

-Pps report own feelings and behavioral inclinations

-Large amount of data

-Surveys- representative sample

-Ensuring anonymity

Self Report

-Looking for associations

-Not causation

Correlation

Collection of data regarding a single case (interviews, questionnaires, observations and document analysis)

Case study

Like a field experiment but without any interventions or manipulations

Field study

 

-40 children, play game involving turning fishing reel as quick as possible

 

-Faster children “the arousal of their competitive instincts and the idea of a faster movement”

__ century- started to change due to issues including secularisation (religion), industrialisation and enlightenment

16th

__ Century- Pyschodynamic self

20th

__- Over 31,000 articles about the self in the previous 20 years (Ashmore & Jussim, 1997)

1990s

seeking new info about self in order to find who you really are

self assessment

seeking new info confirming what we already know about self

self verification

the motivation to promote a favourable image of self

Self enchancement

Self-discrepancy: How you percieve yourself

actual self

Self-discrepancy: How we would like to percieve yourself

Ideal self

Self-discrepancy: How we feel we should be

Ought self

Actual and ideal self discrepancy = __ related emotions

dejection

Actual and ought self discrepancy = __ related emotions

agitation

SENSORY MOTOR: __- When infants use their innate reflexes to explore the world

Reflex schemes

SENSORIMOTOR: __- Shows a degree of coordination, repetative behaviours

Primary circular reactions

SENSORIMOTOR: __- Shift in voluntary control, more aware of external world

Secondary circular reactions

SENSORIMOTOR: __- Infants deliberately combine schemes to achieve specific goals

Coordination of secondary reactions

SENSORIMOTOR: __- Uses trial and error to explore characteristics, develops new ways of solving problems

Tertiary circular reactions

SENSORIMOTOR: __- Infants able to form enduring mental representations, also able to engage in deferred imitation (ability to copy others)

Beginning of thought

PREOPERATIONAL:__- Children acquire the ability to mentally represent objects (pretend play)

Symbolic function

PREOPERATIONAL:__- They begin to classify, order and quantify in a more systematic manner

Intuitive

PREOPERATIONAL:__- Can focus on one variable at a time

Centration

PREOPERATIONAL:__- Can only see world from own view point

Egocentrism

CONCRETE OPERATIONS: Can solve __ - understanding if physical appearance changes, quantities can remain the same

conservation problems

CONCRETE OPERATIONS: Can do __ - the ability to figure out an indirect relationship between two items based on how each relates to a third item

Transitive inference

FORMAL OPERATIONS: Can think __

hypothetically

FORMAL OPERATIONS: Capable of __ __- ideas are not tied to physical properties

abstract thought

Pre-existing organised patterns of thought

Schemas

Organising knowledge into each framework

Adaptation

Making sure new knowledge fit into their existing frameworks

Assimilation

Existing frameworks are altered because the knew knowledge doesn’t fit

Accomodation

Schemas smoothly match and explain the new information or experiences they encounter in the world

Equilibrium

the process whereby adults structure and simplify a child’s environment in order to facilitate their learning.

Scaffolding

SCAFFOLDING: __- Encourage the child to have an interest in the task itself and completing it

recruitment

SCAFFOLDING:__- Reducing the number of activities a child has to before reaching the end goal

Reduction of degrees of freedom

SCAFFOLDING:__- Keep the child motivated and encourage to complete task

direction of maintenance

SCAFFOLDING:__- Identify key thing need to complete/ that could go wrong in the class

Marking critical features

SCAFFOLDING:__- Model/ demonstrate the task or solution for the child to copy

Demonstration