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Chapter 1 Flashcards

1
Q

What did Plato think was the source of knowledge

A

Logic and reasoning

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2
Q

Logic and reasoning

A

Plato

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3
Q

Aristotle

A

Empericism

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4
Q

Empericism

A

Aristotle

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5
Q

Rousseau

A

People are borne good , society corrupts them

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6
Q

People borne good and corrupted by society

A

Rousseau

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7
Q

Locke

A

Tabula rassa

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8
Q

Blank slate hypothesis

A

Locke

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9
Q

What caused child development to be studied

A

Advances in western science and an increasing interest in childrens welfare

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10
Q

Basic natural selection

A

1- some offspring will have favorable characteristics
2-these will confer advantages and therefore, be pased down genetically
3-those that do not have these will be less likely to survive and replicate

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11
Q

Charles Darwin was interested in development because

A

He thought the development of an individual would allow one to understand the development of the species. He kept detailed baby biographies - this was the beginning of trying to find theories of development.

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12
Q

Biological perspective basics

A

1-Development is determined by mostly biological factors
2-in maturational theory, development reflects the natural unfolding of a biological plan
3- in ethological theory, many behaviors are views as adaptive

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13
Q

G. Stanley Hall

What did he do?
What did he think about pushing kids to go faster?

A

Studied 100,000 kids t determine a @normal@ path of development

He thought kids recapitulate developmental stages of the species as they develop. Hence it is not good to push them to go faster.

He believed there is a PLAN with which we develop.

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14
Q

Ernst Haeckel

A

Thought the embryonic development of organisms goes through the the evolutionary history of its species.
“ontogeny recapitulates phylogeny”

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15
Q

Arnold Geselle

A

Maturational theory

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16
Q

Maturational Theory

A

Arnold Geselle
Child development occurs according to a naturaly determined plan of growth. Parents should let the plan unfold. Experience does not matter.

Normative approach - people studied large numbers of children of different ages. Found the “norms”.

Could tell parents what to expect at each stage.

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17
Q

Conrad Lorenze

A

Ethological Theory

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18
Q

Ethology

A

Adaptive or survival value of a behavior and its evolutionary hx

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19
Q

Ethological Theory

A

Conrad Lorenze

There is a critical (sensitive) period when a child is ready to learn something, neither too early or late.
If missed, either no chance (critical) or much harder (sensitive).

One thing people learn is IMPRINTING which is when organisms form an emotional bond with the first moving objects they see (usually their mother). There is a window for this.

In humans, this emotional bond can be called ATTACHMENT.

Therefore, even of the underlying mechanism is biological, it does not happen without experience.

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20
Q

The Psychodynamic Perspective

A

Development is determined by how a child resolves conflicts/challenges

Experiences affect development

Conflicts between desires

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21
Q

Personality in psychodynamic theory

A

ID present at birth. Base desires.
Ego develops at 1 year old when kid learns they cant always get what they want- based in reality
Tries to transform egos desires into something socially acceptable
Superego - Conscience; develops from 3-6 years through interactions with caregivers

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22
Q

Conflicts between id, ego and superego

A

Superego has punishment power.
ID wants many things
Ego doesnt want to be punished so tries to find a socially acceptble solution. Ego is mediator

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23
Q

Normal/Neurotic

A

Normally Ego is in charge

Neurotic, superego is - anxious and guilty

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24
Q

Psychosexual Theory Basics

Body ego

Psychic skin

A

Libido is a force that compells people towards pleasure.
When these needs are met, person moves onto more mature forms of pleasure. When not, FIXATED at this stage.
Modern theory says genes and environment are important.

Body ego - develops through the process of separation from a parent, and is a persons sense of self as an individual.

Psychic skin - nurturing the child brings this a persons ability to contain his or her internal emotional state

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25
Birth to 1 year Psex
Oral Phase EZ - mouth; gratify oral urges Smoking, sucking, eating, biting nails if fixated
26
1 to 3 years psex
Anal Phase EZ anus - learn to withhold and release poo If fixated, extreme self control or too much = really messy
27
3-6 years psex
Phallic Phase Oedipus and elctra conflict resolved by not being interested in other sex parent anymore Superego formed and children feel guilty when they violate its standards
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6-11 Years psex
Latency Phase Sex instincts die down Play with same sex friends Learn new values from fx and same sex peers outside home
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Adolescence psex
Genital Phase Sex comes back If earlier phases successful = marriage and child rearing. Extends through adulthood
30
Fixation lecture examples
Oral - smoking, nail biting, gum-chewing Anal - Orderliness, obsessiveness, rigidity Phallic - vanity, exhibitionism, pride
31
Erik Erikson
Psychosocial theory Studied under Anna Freud Neofreudian
32
Psychosocial
Erik Erikson There are 8 stages Each has a crisis that must be resolved
33
0-1 year psoc
basic trust vs mistrust | Work out if the world is good or not
34
1-3 years psoc
Autonomy vs shame and doubt Using new mental and motor skills, kids decide for themselves. Parents can foster autonomy by allowing reasonable choice and not shaming the child
35
3-6 year psoc
Initiative vs guild Through play and make believe kids explore what person they will be ambition and responsibility develop when parents support childs sense of purpose When parents demand too much self-control, kids become too guilty
36
6-11 p soc
Industry vs inferiority | At school, kids try to work and cooperate with others. If negative, kid develops feelings of inferiority
37
Adolescence psoc
Identity vs role confusion | Tried to define who they are. Failure results in confusion about future roles
38
Early Adulthood psoc
Intimacy vs isolation | young people work on establishing relations with others. Because of early failings, some cant and remain isolated
39
Middle adulthood psoc
Generativity vs stagnation rear kids, care for others do productive work failure means feeling a sense of lack of meaningful accomplishment
40
Late adulthood psoc
Integrity vs despair reflect on what ind of person they have been Those dissatisfied, fear death
41
Basics of the Learning Perspective
Emphasize experience in development Classical and Operant conditioning Social Learning Theory
42
Summary of psychodynamic
Path to adulthood is fraught with obstacles whether they are called conflicts or challenges. When young overcome earlier challenges, later ones are easier.
43
Classical conditioning
``` Unconditioned stimulus (food) Unconditioned response (salivating to food) Neutral stimulus (bell) Conditioned response (salivating to bell) IS ASSOCIATIVE LEARNING ```
44
John Watson
Extended the work of Ivan Pavlov to apply classical conditioning to children. Believed learning to be the crucial factor in development - with correct technique anything can be learned. Blank slate fan Also Albert generalized the fear of the rat to other animals so perhaps phobias
45
Little Albert (watson)
Classically conditioned to fear something (a white rat) he liked by banging metal. Might be the route cause of phobias (Watson thought)
46
Skinner
Operant conditioning
47
Operant conditioning
Consequences of behavior affect the chances of it happening again. Positive reinforcement - give a good thing Negative reinforcement - take a bad thing Positive punishment - add a bad thing Negative punishment - remove a good thing
48
Albert Bandura
Social learning theory ppl can learn without conditioning Imitation and observational learning (watching behaviors and consequences) Is Albertian
49
Social Learning Theory (social cognitive learning theory)
Kids will learn also by imitation and observational learning They will imitate people they admire and stuff they see gets rewarded; they dont copy everything, just stuff they see getting rewarded. It is cognitive because children are trying to understand their world and social because others are important sources of information about the world.
50
observational learning
(watching behaviors and consequences)
51
Self-efficacy
a persons belief in their ability to execute behaviors needed to so something. Can be conditioned (like dad praising son who is folding laundry)
52
Self-efficacy and imitation
A child who cant sing wont imitate celine dion. Whether a child imitates depends on who the person is, whether this persons behavior is rewarded and the child's beliefs about their self efficacy
53
Bandura Bobo Doll
Woman beats up a doll Kids copy and learn to be aggressive to it Seeing others aggressive makes kids aggressive Starts to like guns even though bobo doll did not involve guns
54
Jean Piaget
four stages of cognitive development
55
Cognitive developmental perspective
Development reflects kids efforts to understand the world Little scientists who run experiments When the world works like kid expects, the belief grows stronger, when doesn't reevaluate. There are 3 points where the theory must be thrown away.
56
Birth to 2 years (cog)
Sensorimotor phase | Infants knowledge based on senses and motor skills. By the end of the period, kid uses mental images.
57
3 to 6 years psychosocial
Pre-operational Child learns symbols such as words and numbers to represent aspects of the world but relates to the world through their perspective only
58
7 to 11 years Piaget
Concrete Operational | Child understands and applies logical operations to experiences, provided experiences pertain to the here and now
59
Adolescence and beyond Piaget
Formal operational | Can think abstractly, and speculate on what may be possible
60
Child agency
psychodynamic - subject to caregivers learning - to environment social learning - to role models active in cognitive
61
The contextual perspective
People, institutions etc merge to form a culture Vygotsky believed society tried to teach kids culturally essential knowledge therefore development must be considered in a cultural context. N america school Africa hunt
62
Lev Vygotky
Contextual perspective - culture plays a role | Zone of proximal development
63
Zone of proximal development
ZAD zone of achieved development - where learner is now ZPD - what needs to be done to take learner to where they need to be (what they can do with hep) When can do it, moves to ZAD. Can be used to teach culturally relevant stuff.
64
Urie Brofenbrenner
Ecological Systems Theory
65
Ecological Systems Theory
Development happens within interacting systems Microsystem - things kid is in direct contact with Mesosystem - the interactions between these things Exosystem - things that will have secondary effects on the child (extended family, parents work etc) Macrosystem - larger world, laws, values and customs Chronosystem - These are all impacted by time and these changes influence development Might not explain indegenous ppls
66
resilience and entrepreneurship
Resilience the capacity of an individual to deal with difficulties in life. Entrepreneurship the capacity of an individual to shape their interactions with others
67
New approaches
Three new approaches to the study of child development are information-processing theory, evolutionary theory, and developmental psychopathology. Information-processing theory is based on a computer model of human cognition in which memory is like “mental hardware” and cognitive processes are like “mental software.” Evolutionary theorists believe that, through the process of evolution, behaviours and characteristics of infants and children have been developed because of their value to the survival of the child and the entire species. Developmental psychopathology theorists see development as a dynamic and hierarchical process that involves continual reorganization and transformation across a person’s lifespan, with all variables affecting all other variables
68
Theme 1 Early development is related to later development Continuity vs discontinuity What models support which idea?
Early development is related to later development but not perfectly; research supports the view that development is not completely rigid as in the continuous pathway view, nor is it completely flexible as in the discontinuous/changing pathways view. Continuity-discontinuity issue Learning is continuous - more of the same Stages models have stages - qualitative differences Someone who is nice when young is more likely to be nice when old but its not certain
69
Development is always jointly influenced
Nature nurture issue Development is always jointly influenced by heredity and environment; scientists view heredity and environment as interactive forces that both influence development.
70
Development in different domains is connected
Development in different domains is connected; cognitive, physical, social, and emotional development affect each other.

PSYC 304 (10 decks)

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