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Developmental Psychology > Chapter 2 > Flashcards

Chapter 2 Flashcards

Theories & Issues

1
Q

Minor theory

A

Theories concerned with only a small area of development

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2
Q

Major theory

A

Theories that try to explain a large part of development

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3
Q

Motor milestones

A

The basic motor skills acquired in infancy & early childhood

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4
Q

How do the motor milestones emerge?

A

In a regular sequence & achieved in a age range

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5
Q

Cephalocaudal trend

A

Motor development goes head to the foot (length of the body)

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6
Q

Proximodistal trend

A

Motor development goes from the centre of the body to outwards.

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7
Q

What are the 2 motor development theories?

A

Maturational theory & the dynamic systems theory

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8
Q

Maturational theory

A

Maturation alone shapes motor development, experience has little to no effect. (Gesell)

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9
Q

Dynamic systems theory

A

The individual interacts with the environment. The interaction of 3 factors:
Nervous system
Capabilities of the body
environmental constraint/support.
A small change can make a big change. (non-linear effects)

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10
Q

Which motor development theory is correct?

A

The Dynamic systems theory, infants bodies grow to fit the head. The body adjusts

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11
Q

Psychoanalysis

A

Behaviour is determined through unconscious factors (Freud)

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12
Q

Cognitive adaptations

A

adaptations to understand the world better, as children interact with their environment. (Piaget)
There are 2 ways to do this: assimilation & accommodation

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13
Q

assimilation

A

Putting new objects into existing schemas

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14
Q

accommodation

A

Modifying schemas so objects that are new can fit in

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15
Q

functional invariants

A

processes in development that do not change

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16
Q

What are Piagets 4 developmental stages?

A

Sensorimotor stage (0-2)
Preoperational stage (2-7)
Concrete operations stage (7-11)
Formal operations stage (11-100)

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17
Q

Sensorimotor stage

A

Learning by doing: interaction with the environment.
- Getting a sense of object permanence (0-2)
-A not B error

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18
Q

Preoperational stage

A

Thinking about things.
- Centration
- egocentrism
- animism
(2-7)

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19
Q

Centration

A

Only focusing on one aspect of an object.

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20
Q

Egocentrism

A

Thinking that everyone thinks the same things as you.

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21
Q

Animism

A

Attributing lifelike qualities to inanimate objects.

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22
Q

Concrete operations stage

A

Thinking about actions and concrete situations
- Conservation
- Seriation
- Transitive inference
- Class-inclusion
(7-11)

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23
Q

Conservation

A

Understanding that amount stays the same when an object is manipulated

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24
Q

Formal operations stage

A

Thinking about thinking
- abstract reasoning
(11-100)

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25
Q

Information processing

A

The human mind is a complex system through which information flows.

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26
Q

Strategies

A

Knowledge to solve particular problems.

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27
Q

Constructivism

A

Piagets theory that infants are not born with world knowledge, but gradually construct knowledge.

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28
Q

How does development proceed?

A

In a bottom-up manner. (From simple to complex)

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29
Q

perception of causality

A

perception of the causal interaction between stimuli

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30
Q

Object unity

A

When one object is hidden by another and the question if it is perceived as one.

31
Q

connectionist models

A

Computer programs that simulates part of the brain.

32
Q

Vygotsky

A

Social-cognitive view on development. Children first show new skills in social interactions.

33
Q

Zone of proximal development. (ZPD)

A

The problems that are just a little to difficult but can be understood with the help of another (Vygotsky)

34
Q

Introspectionism

A

Observers reflect on their own feelings and thoughts.

35
Q

Classical conditioning

A

Behaviour can be elicited by neutral stimuli. (association, Pavlov)

36
Q

Law of effect

A

The likelihood of an action being repeated is increased if it leads to reward and decreased if it leads to punishment. (behaviorist view)

37
Q

Reductionism

A

Complex skills are formed from simpler processes.

38
Q

Operant conditioning

A

Punishing or rewarding certain behavior. Shape the behavior by manipulating reinforcement received. (Skinner)

39
Q

Social learning theory

A

learning behavior by observing others (Bandura)

40
Q

Observational learning

A

Learning by observing and then copying the observed behavior. (Bandura)

41
Q

Social cognitive theory

A

Human behavior is formed through interaction with others and the environment. (Bandura)

42
Q

Evolution

A

Is applied to behavior as well as physical characteristics.

43
Q

Ethological approaches

A

Behavior has a genetic basis and has adaptive value for survival.

44
Q

Imprinting

A

After birth precocial species (ducks, horses) follow the first moving objects they see.

45
Q

Critical period

A

A limited period in the life in which the animal has to be exposed to a certain skill or experience for it to be learned properly.

46
Q

Primary drive

A

Basic needs: hunger, thirst, warmth and according to Bowlby also attachment.

47
Q

Secondary drive

A

A object can acquire reinforcing properties by being associated with one of the primary drives.

48
Q

Monotropy

A

Claim that an infant needs to form attachment with one significant person. (Bowlby)

49
Q

Strange situation

A

experiment where Child gets to explore and mother leaves the room and comes back

50
Q

psychoanalytic theory

A

Much of our behavior is determined by unconscious forces, which we are not directly aware of. (Freud)

51
Q

Id

A

Responsible for an individuals primitive instincts like eating and reproducing. (Freud)

52
Q

ego

A

Rational thought, controls the urges of the id. (Freud)

53
Q

superego

A

collection of ideals and morals of an individual. Often in conflict with the id. (Freud)

54
Q

Psychosexual stages

A

Oral (0-1)
Anal
Phallic
Latency
Genital
(Freuds idea of development)

55
Q

Oral stage

A

Sucking, putting everything into the mouth (0-1)

56
Q

Anal stage

A

Potty training (1-3)

57
Q

Phallic stage

A

Seeing parents as competitors and therefore agreeing with them.
boys - oedipus complex
girls - electra complex
(3-6)

58
Q

Latency stage

A

No sexual desires (6-unclear)

59
Q

Genital stage

A

following sexual desires (unclear- adolescence)

60
Q

Reaction formation

A

An individual reacts unconsciously to negative aspects of their personality. (why you can not prove Freuds theory)

61
Q

2 Important learning aspects of Freuds theory.

A

Childhood can affect and determine later development and people can be driven by unconscious needs and desires.

62
Q

Psychosocial stages

A

Stages like Freuds but more emphasis on the social influences. (Erikson)

63
Q

Humanistic theories

A

Focusses on an individuals subjective experiences, motives and desires.

64
Q

Self-actualisation

A

The desire to fulfill ones potential.

65
Q

Hierarchy of needs

A

Stages of needs humans have according to Maslow.
- physiological needs
- safety and security
- love and belonging
- esteem
- self-actualisation

66
Q

gender development

A

The development of an understanding that there are certain gender appropriate behaviors.

67
Q

Gender constancy

A

A child realizes that they are a girl/boy and that this is unchangeable (Kohlberg)

68
Q

nature vs nurture

A

behavior is in our genes, we are born with it vs behavior is learned, influenced by the environment.

69
Q

passive vs active

A

child plays a passive role in its development vs child constructs its own development.

70
Q

continuous vs stages

A

Development is gradual vs Development happens in stages.

71
Q

McGraw and motor development

A

The environment can shape motor development.
- nurture
- stages
- passive

72
Q

Gesell and motor development

A

maturational theory,
- nature
- stages
- passive

73
Q

Thelen and motor development

A

Physical properties and thoughts influence action and action in turn influences all of these again.
- Nature and nurture
- continuous and stages
- active

Developmental Psychology (23 decks)

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