| PIES + M | - Physically
- Intellectually
- Emotionally
- Socially
- Morally |
| 4 points of the developmental area | - Long life process (from birth to death)
- Tends to focus on children - mouldable, available
- Development happens in stages e.g. infancy
- Debate: development influenced on nature + nurture |
| The principles of the behaviourist perspective | - 'tabula rasa' - born blank
- We learn through conditioning |
| Bandura theory | - Social learning
- Imitation |
| 'tabula rasa' meaning | - Latin for born blank
- All behaviour is learnt |
| Classical conditioning meaning | - Leaning by association
(used in advertisments) |
| Operant conditioning meaning | - Learning with consequence
+ Positive reinforcement (rewards)
+ Negative reinforcement (avoidance)
+ Punishment |
| Vicarious reinforcement (social learning) | - Copying a role model to seek the rewards they are getting |
| Self-efficacy (social learning) | - Believing you can successfully imitate the model |
| The Law of Temporal Contiguity | - The closer in time the reward to the behaviour the stronger the learning will be |
| The law of effect | - Rewarding behaviour will be repeated
- Non rewarding behaviour will extinguish |
| Strengths of the developmental area | - Many useful applications to child care, education...
- Attempts to answer the nature/nurture debate
- Participants can be studied over time to reduce participant variables |
| Weaknesses of the developmental area | - Research with children may raise ethical issues, such as consent and protection
- Research may be constrained by time or culture
- Samples are often small and unrepresentative |
| Similarities between the developmental area and the behaviour area | - Both are deterministic and ignore the effect of freewill on behaviour |
