Chapter 1 Flashcards
1
Q
Phrenology
A
- bumps on skull caused by development, each bump represents a quality which tells us about personality
- wrong because inside of skull is smooth
- led researchers to study localization of function
- Broca studied this
2
Q
Biological perspective summary
A
- development is determined primarily by biological forces
- contains maturational theory and ethological theory
- Important contributors: Charles Darwin, G. Stanley Hall, Ernst Haeckel, Arnold Gesell, Konrad Lorenz
3
Q
Maturational theory
A
- part of biological perspective
- development reflects the natural unfolding of a pre-arranged biological plan
- experience matters little in development
4
Q
Ethological theory
A
- part of biological perspective
- many behaviors are adaptive because they have survival value
- we inherit many adaptive behaviors BUT experience is also important for development
5
Q
William James
A
- functionalism; causal relationships between internal states and external behaviors
- “father” of psychology as an academic discipline
6
Q
Charles Darwin
A
- understanding the dev. of individuals within a species can help understand how a species developed
- traits are inherited via natural selection
- you can trace dev. of human child by looking at dev. of species in general (adult chimpanzees have features of human child)
- kept a diary of his own child’s behavior
7
Q
G. Stanley Hall
A
- influenced by Darwin and Ernst Haeckel
- human dev. recapitulates dev. of the species (we go from a primitive to a sophisticated form)
8
Q
Ernst Haeckel
A
- “ontogeny recapitulates phylogeny”
- children are like primitive humans, adult fish is like embryological human
- theory disproved
9
Q
Ontogeny
A
development of organism from embryonic stages
10
Q
Phylogeny
A
evolution of species as a whole
11
Q
Arnold Gesell
A
- maturational theory
- child development occurs according to a predetermined, naturally unfolding plan of growth
- if you try to teach something to a child who is not developmentally ready to learn it you can damage them
- determined norms to which children could be compared
12
Q
Konrad Lorenz
A
- Ethology (adaptive/survival value of behavior and its evolutionary history)
- Critical period: time during which the child is ready and able to learn something (now called sensitive period)
- Imprinting: forming emotional bond between child and first moving object, usually the mother
13
Q
Critical period
A
time during which the child is ready and able to learn something (now called sensitive period)
14
Q
Imprinting
A
Imprinting: forming emotional bond between child and first moving object, usually the mother
15
Q
Psychodynamic Perspective summary
A
- development is determined by how a child resolves conflict at different ages
- Major theories: Freud’s psychosexual stages and Erikson’s psychosocial theory
16
Q
Psychoanalysis
A
- Freud’s theory
- proposed that development is largely determined by how well people resolve unconscious conflicts that arise during development
17
Q
Freud’s 3 components of personality
A
Id: - primitive instincts and drives - unconscious Ego: - rational/practical; reality - develops in infancy - tries to meet the id’s desires with realistic and socially acceptable objects and actions - conscious Superego: - morality/conscience - develops from ages 3-6 through interactions w caregivers
18
Q
Freud’s psychosexual theory
A
- humans are instinctively motivated from birth to experience physical pleasure
- as children grow, libido shifts to different parts of the body, termed “erogenous zones.”
- development proceeds best when children’s needs at each
stage are met but not exceeded - if needs not met, as adult they will be fixated on a certain stage
19
Q
Oral Stage
A
- first stage of Freud’s psychosexual theory
- birth-1 year
- fixations: thumb sucking, fingernail biting, overeating, smoking
20
Q
Anal stage
A
- second stage in Freud’s psychosexual stages
- 1-3 years
- holding and releasing urine and feces
- fixations: orderliness, obsessiveness, rigidity
21
Q
Phallic stage
A
- third stage of Freud’s psychosexual theory
- 3-6 years
- Oedipus conflict in boys and Electra conflict in girls; child feels sexual desire for other-sex parent
- Fixations: vanity, exhibitionism, pride
22
Q
Latency stage
A
- fourth stage of Freud’s psychosexual theory
- 6-11 years
- sexual instincts die down, superego develops further
- child acquires new social values from adults and same-sex peers
23
Q
Genital stage
A
- fifth and final stage of Freud’s psychosexual theory
- adolescence but extends to adulthood
- sexual impulses reappear
24
Q
Erickson’s Psychosocial Theory
A
- each stage of development is defined by a unique challenge
- Erikson studied with Freud’s daughter Anna
- psychodynamic bc it is based on Freudian theory
25
Q
Basic trust vs. mistrust
A
- first stage of Erickson’s psychosocial theory
- corresponds to Freud’s oral stage
- birth-1 year
- task: develop sense of world as safe/a good place
26
Q
Autonomy vs. shame and doubt
A
- second stage of Erickson’s psychosocial theory
- corresponds to Freud’s anal stage
- 1-3 years
- task: developing independence/decision making
27
Q
Initiative vs. guilt
A
- third of Erickson’s psychosocial theory
- corresponds to Freud’s phallic stage
- 3-6 years
- task: develop willingness to try new things and to handle failure
28
Q
Industry vs. inferiority
A
- fourth stage of Erickson’s psychosocial theory
- corresponds to Freud’s latency stage
- 6-11 years
- task: learn basic skills and work with others
29
Q
Identity vs. role confusion
A
- fifth stage of Erickson’s psychosocial theory
- corresponds to Freud’s genital stage
- adolescence
- task: develop lasting and integrated sense of self
30
Q
Intimacy vs isolation
A
- sixth stage of Erickson’s psychosocial theory
- early adulthood
- task: commit to another in a loving relationship
