CP Chapters 1 - 2.txt

Scientific study of [gene-brain-] behavior-environment interactions

The progressive physical and psychological changes an organism undergoes from conception until death (growth, differentiation, complexity)

The branch of psychology devoted to the scientific study of the [gene-brain-] behavior-environment interactions producing the progressive changes that occur from conception until late adolescence.

Strategy for understanding natural world that involves acquiring information by making

• • direct systematic observations (collecting data) that are objective and quantifiable,
• • and occur under well-specified conditions that are replicable.

• • Beliefs are not facts and can be based on personal biases, faulty information, subjective observations and experiences, and/or expectancies.
• • Goal is to accurately/objectively describe and explain the progressive physical and psychological changes of childhood.

• (a) The branch of psychology devoted to the scientific study
• (b) of the [gene-brain-] behavior-environment interactions

(unit of inheritance): composed of a sequence of chemical compounds (nucleotides) that specify the structure and production of protein.

(organ of thought) : composed of neurons, specialized cells that transmit and receive impulses.

the brain is a work in progress, lots of neurons, but limited neural connections.

everything organism’s do; anything a dead person can’t do (thinking, feeling, acting).

• • Behavior repertoire relatively limited at birth, very little behavior is fixed.
• • Behavioral repertoire increases over time becoming more differentiated and complex.

everything that has an effect on an organism (antecedents & consequences, proximal & d

Analyzing on a smaller scale

Analyzing at the scale that is most applicable for the area of study

Changes in species behavior over the course of evolution

Natural selection

• o Variation, selection, genetic transmission
• o Changes appear in species due to selection by environmental consequences
• • Newborn reflexes (palmer grasp, stepping reflex), crying, cooing
• • Long childhood
• • Brain that is altered by experience

Change in individuals behavior over course of their lifetimes

Learning

• • A relatively permanent change in behavior due to experience.
• • Changes due to selection by environmental consequences during the individual’s lifetime.

• - loss of reflexes, increased intentionality – grasping wanted object, walking to go somewhere, speak or cry to get something
• - synaptic connections in brain refined by experience

• (a) The branch of psychology devoted to the scientific study
• (b) of the [gene-brain-] behavior-environment interactions
• (c) producing the progressive changes that occur from conception until late adolescence.

• • The child provides the structures of development (brain, body) the environment provides the functions (stimulation, consequences).
• • The child is changed by the environment and the child changes the environment.

Child characteristicso

• 1. Genetic or Constitutional (organic) make-up
• 2. What child has learned via past experiences (learning history)
• 3. Current Physiological/Motivative Conditions•

Environmental characteristics

4. Current Environmental Conditions

many factors combine to influence development (as opposed to genetic or environmental determinism)

• • 1. Unimpaired—impaired physically (CNS)
• • 2. Sensitivity—insensitivity or response-able—non-response-able to environmental events (based on learning history)
• • 3. High—low motivative conditions
• • 4. Facilitative—non-facilitative environment