The scope and aims of developmental psychology

Developmental psychology is a field of study that explores how individuals change and grow throughout their lives. It examines shifts in behaviour, emotions, and experiences from infancy through to old age, seeking to uncover the patterns and processes behind human development.

Objectives of developmental psychology

• Discovering patterns - Identifying how and why changes occur across a person's lifespan.
• Describing development - Documenting the stages and milestones that mark growth from childhood to adulthood.
• Explaining mechanisms - Understanding the underlying reasons for developmental changes, including biological, environmental, and social factors.

Key areas of focus in intellectual and social development

Developmental psychology splits into distinct areas that address different aspects of growth. These areas highlight how individuals acquire skills and integrate into society as they mature.

Intellectual development

• Origins of thought - Investigating how thinking and reasoning abilities emerge and evolve over time.
• Acquisition of language - Exploring how individuals learn to communicate and understand language as a fundamental part of cognitive growth.

Social development

• Integration into society - Examining how individuals become part of the social world, forming relationships and adopting societal norms.
• Interaction with the environment - Understanding how the surrounding social context influences and shapes behaviour during growth.

Assumptions and implications of developmental psychology

Developmental psychology operates on core ideas about how growth occurs and the lasting effects of early experiences. These principles guide research and provide a framework for interpreting human behaviour.

Core assumptions

• Systematic changes - Behaviour evolves in identifiable, predictable patterns from conception through to the end of life.
• Lifelong process - Development is continuous, with changes occurring at every stage of an individual's lifespan.

Key implications

• Developmental stages - Growth happens in distinct phases, each with unique characteristics and milestones.
• Impact of experiences - Events and interactions during any stage can profoundly influence later behaviour, either positively or negatively.

External influences on children's behaviour

Children's behaviour is shaped not only by internal factors but also by the world around them. External influences play a significant role in guiding how children act and develop over time.

Bandura et al. (1961) study on the transmission of aggression

A foundational study by Bandura and colleagues in 1961 investigated how children learn aggressive behaviours through observation, providing key insights into the role of external influences on development.

Method

• Participants - Young children were recruited to observe adult models displaying aggressive or non-aggressive behaviour towards a Bobo doll, an inflatable toy.
• Procedure - Children were divided into groups. One group saw an adult acting aggressively by hitting and verbally attacking the doll, while another group observed non-aggressive play. A control group saw no model at all. Afterwards, the children were given access to the doll to observe their behaviour.
• Setup - The experiment was conducted in a controlled environment to ensure consistent observation of the children's responses.

Results

• Imitation of aggression - Children who witnessed the aggressive model were more likely to mimic the behaviour, hitting and verbally abusing the Bobo doll.
• Non-aggressive group - Children exposed to the non-aggressive model showed less aggression towards the doll.
• Control group comparison - The control group, with no exposure to a model, displayed minimal aggressive behaviour compared to the aggressive model group.

Conclusions

• Observational learning - Children can acquire aggressive behaviours simply by watching others, supporting the idea that external influences shape actions.
• Social learning theory - This study underpins the concept that behaviour is learned through modelling and imitation, rather than solely through direct experience.

Evaluation

• Strengths - The controlled setting allowed for clear observation of cause and effect between modelled behaviour and children's actions.
• Limitations - The artificial environment may not reflect real-world scenarios where aggression is learned, reducing ecological validity.
• Ethical concerns - Exposing children to aggressive models raises questions about the potential long-term impact on their behaviour.
• Generalisation issues - The study focused on a specific toy and type of aggression, which may not apply to other contexts or more complex behaviours.