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PSYC 102 > 2- lifespan theories > Flashcards

2- lifespan theories Flashcards

1
Q

PSYCHOSEXUAL THEORY OF DEVELOPMENT

A
  • Sigmund freud
  • Personality develops during early childhood
  • Development is discontinuous
    ○ Everyone has to pass through a series of stages during childhood
    ○ If we lack proper nurturance and parenting during a stage, we may become stuck, or fixated, in that stage
  • we can take away from Freud’s theory is that personality is shaped, in some part, by experiences we have in childhood.
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2
Q

stages of psychosexual development

A
  • children’s pleasure-seeking urges are focused on a different area of the body, called an erogenous zone, at each of the five stages of development:
    • oral,
    • anal,
    • phallic,
    • Latency
    • Genital
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3
Q

PSYCHOSOCIAL THEORY OF DEVELOPMENT

A
  • Emphasizes the SOCIAL NATURE of our development rather than its sexual nature
  • Personality development takes place all through the lifespan!
  • How we interact with others is what affects our sense of self
    ○ Ego identity

erikson!!

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4
Q

Erikson’s Psychosocial Stage of development 1

A

0–1

Trust vs. mistrust

Trust (or mistrust) that basic needs, such as nourishment and affection, will be met

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5
Q

Erikson’s Psychosocial Stages of Development 2

A

1–3

Autonomy vs. shame/doubt

Develop a sense of independence in many tasks

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6
Q

Erikson’s Psychosocial Stages of Development 3

A

3–6

Initiative vs. guilt

Take initiative on some activities—may develop guilt when unsuccessful or boundaries overstepped

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7
Q

Erikson’s Psychosocial Stages of Development 4

A

7–11

Industry vs. inferiority

Develop self-confidence in abilities when competent or sense of inferiority when not

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8
Q

Erikson’s Psychosocial Stages of Development 5

A

12–18

Identity vs. confusion

Experiment with and develop identity and roles

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9
Q

Erikson’s Psychosocial Stages of Development 6

A

19–29

Intimacy vs. isolation

Establish intimacy and relationships with others

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10
Q

Erikson’s Psychosocial Stages of Development 7

A

30–64

Generativity vs. stagnation

Contribute to society and be part of a family

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11
Q

Erikson’s Psychosocial Stages of Development 8

A

65–

Integrity vs. despair

Assess and make sense of life and meaning of contributions

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12
Q

COGNITIVE THEORY OF DEVELOPMENT

A
  • Jean piaget
  • Focused on children’s cognitive growth
  • Believed that thinking is a central aspect of development and that children are natureally inquisitve
    ○ Buuut they don’t think and reason like adults
  • Cognitive abilities develop through specific stages
    ○ Discontinuity approach to development
  • Children develop schemata to help them understand the world
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13
Q

Assimilation

A

take info that is comparable to what they already know

we take in new information or experiences and incorporate them into our existing ideas

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14
Q

Accommodation

A

when they change their schemata based on new info

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15
Q

Piaget’s Stages of Cognitive Development
Sensorimotor

A

0–2

Sensorimotor

World experienced through senses and actions, Tools for thinking and reasoning change with development

Object permanence
Stranger anxiety

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16
Q

Piaget’s Stages of Cognitive Development
preoperational

A

2–6

Preoperational

Use words and images to represent things, but lack logical reasoning, cannot yet perform the mental operations of concrete logic
- e.g. conservation (cut apple = more apple?!?!?!?)

Pretend play
Egocentrism
Language development

17
Q

Piaget’s Stages of Cognitive Development concrete operational

A

7–11

Concrete operational

Understand concrete events and analogies logically; perform arithmetical operations
- Change in form, change in quantity, simple math and conservation (e.g. fractions)

Conservation
Mathematical transformations

18
Q

Piaget’s Stages of Cognitive Development formal operational

A

12–

Formal operational

Formal operations
Utilize abstract reasoning
Can think outside actual experience

Abstract logic
Moral reasoning

19
Q

object permanence

A

which is the understanding that even if something is out of sight, it still exists

5-8 months old

piaget

20
Q

stranger anxiety

A

5-8 months
fear of unfamiliar people

21
Q

conservation

A

the idea that even if you change the appearance of something, it is still equal in size as long as nothing has been removed or added.

preoperational stage

22
Q

egocentricism

A

the child is not able to take the perspective of others. A child at this stage thinks that everyone sees, thinks, and feels just as they do.

preoperational stage

23
Q

reversibility

A

concrete operational stage
objects can be changed and then returned back to their og form/condition

24
Q

modern thoughts about piaget?

A

nowadays, many developmental psychologists disagree with piaget
○ 5th stage!! Postformal stage
○ decisions are made based on situations and circumstances, and logic is integrated with emotion as adults develop principles that depend on contexts.

Overall score: pretty good
- Stimulated global interest
- Milestones: backed up by research
- BUT it’s much more continuous / less discrete § And kids may be more competent
- Piaget’s participants: his own family!

25
Q

SOCIOCULTURAL THEORY OF DEVELOPMENT

A
  • Lev vygotsky
  • Russian psychologist
  • Human development is rooted in one’s CULTURE
  • Child as apprentice (compared to Piaget)
  • Development stems from social world
    and language
  • Increasingly sophisticated language develops abilities, thoughts, abstractions
  • i.e. Language is a “scaffold” for thought
  • Some evidence to support (muttering and test performance)
26
Q

Moral theory of development

A
  • Kohlberg
    • Gave people a moral dilemma
    • After presenting people with this and various other moral dilemmas, Kohlberg reviewed people’s responses and placed them in different stages of moral reasoning
27
Q

pre-conventional morality

A

(before age 9)

Self-interest; obey rules to avoid punishment or gain concrete rewards

maximize rewards and avoid punishments

stage 1: obedience and punishment: behaviour driven by avoiding punishment

stage 2: individual interest: behaviour driven by self-interest and rewards

28
Q

conventional morality

A

(early adolescence)

Uphold laws and rules to gain social approval or maintain social order

Kohlberg believed that most people were here

level 2

stage 3: interpersonal: behaviour driven by social approval

stage 4: authority: behaviour driven by obeying authority and conforming to social order

29
Q

post-conventional morality

A

(adolescence and beyond)

level 3

stage 5: social contract: behaviour driven by balance of social order and individual rights

stage 6: universal ethics: behaviour driven by internal moral priniples

30
Q

gilligan’s thoughts about kohl bergs different stages of moral reasoning?

A
  • Gilligan didn’t like the fact that kohlberg said that women were dificient in their moral reasoning abilities
    ○ said that Girls and women focus more on staying connected and the importance of interpersonal relationships
31
Q

scale errors

A

fail to take into account the size of things
piaget

32
Q

Reflecting on Piaget’s Theory

A

Overall score: pretty good
- Stimulated global interest
- Milestones: backed up by research
- BUT it’s much more continuous / less discrete
- And kids may be more competent
- Piaget’s participants: his own family

33
Q

Theory of mind

A

e.g. Sally-Anne test (Baron- Cohen, Leslie, and Frith 1985)
- Develops between 31⁄2 and 41⁄2 years old
- piaget
- can be developmentally delayed

Between 3 and 5 years old, children come to understand that people have thoughts, feelings, and beliefs that are different from their own.

PSYC 102 (14 decks)

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