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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
Information processing
The human mind is a complex system through which information flows.
26
Strategies
Knowledge to solve particular problems.
27
Constructivism
Piagets theory that infants are not born with world knowledge, but gradually construct knowledge.
28
How does development proceed?
In a bottom-up manner. (From simple to complex)
29
perception of causality
perception of the causal interaction between stimuli
30
Object unity
When one object is hidden by another and the question if it is perceived as one.
31
connectionist models
Computer programs that simulates part of the brain.
32
Vygotsky
Social-cognitive view on development. Children first show new skills in social interactions.
33
Zone of proximal development. (ZPD)
The problems that are just a little to difficult but can be understood with the help of another (Vygotsky)
34
Introspectionism
Observers reflect on their own feelings and thoughts.
35
Classical conditioning
Behaviour can be elicited by neutral stimuli. (association, Pavlov)
36
Law of effect
The likelihood of an action being repeated is increased if it leads to reward and decreased if it leads to punishment. (behaviorist view)
37
Reductionism
Complex skills are formed from simpler processes.
38
Operant conditioning
Punishing or rewarding certain behavior. Shape the behavior by manipulating reinforcement received. (Skinner)
39
Social learning theory
learning behavior by observing others (Bandura)
40
Observational learning
Learning by observing and then copying the observed behavior. (Bandura)
41
Social cognitive theory
Human behavior is formed through interaction with others and the environment. (Bandura)
42
Evolution
Is applied to behavior as well as physical characteristics.
43
Ethological approaches
Behavior has a genetic basis and has adaptive value for survival.
44
Imprinting
After birth precocial species (ducks, horses) follow the first moving objects they see.
45
Critical period
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
Primary drive
Basic needs: hunger, thirst, warmth and according to Bowlby also attachment.
47
Secondary drive
A object can acquire reinforcing properties by being associated with one of the primary drives.
48
Monotropy
Claim that an infant needs to form attachment with one significant person. (Bowlby)
49
Strange situation
experiment where Child gets to explore and mother leaves the room and comes back
50
psychoanalytic theory
Much of our behavior is determined by unconscious forces, which we are not directly aware of. (Freud)
51
Id
Responsible for an individuals primitive instincts like eating and reproducing. (Freud)
52
ego
Rational thought, controls the urges of the id. (Freud)
53
superego
collection of ideals and morals of an individual. Often in conflict with the id. (Freud)
54
Psychosexual stages
Oral (0-1) Anal Phallic Latency Genital (Freuds idea of development)
55
Oral stage
Sucking, putting everything into the mouth (0-1)
56
Anal stage
Potty training (1-3)
57
Phallic stage
Seeing parents as competitors and therefore agreeing with them. boys - oedipus complex girls - electra complex (3-6)
58
Latency stage
No sexual desires (6-unclear)
59
Genital stage
following sexual desires (unclear- adolescence)
60
Reaction formation
An individual reacts unconsciously to negative aspects of their personality. (why you can not prove Freuds theory)
61
2 Important learning aspects of Freuds theory.
Childhood can affect and determine later development and people can be driven by unconscious needs and desires.
62
Psychosocial stages
Stages like Freuds but more emphasis on the social influences. (Erikson)
63
Humanistic theories
Focusses on an individuals subjective experiences, motives and desires.
64
Self-actualisation
The desire to fulfill ones potential.
65
Hierarchy of needs
Stages of needs humans have according to Maslow. - physiological needs - safety and security - love and belonging - esteem - self-actualisation
66
gender development
The development of an understanding that there are certain gender appropriate behaviors.
67
Gender constancy
A child realizes that they are a girl/boy and that this is unchangeable (Kohlberg)
68
nature vs nurture
behavior is in our genes, we are born with it vs behavior is learned, influenced by the environment.
69
passive vs active
child plays a passive role in its development vs child constructs its own development.
70
continuous vs stages
Development is gradual vs Development happens in stages.
71
McGraw and motor development
The environment can shape motor development. - nurture - stages - passive
72
Gesell and motor development
maturational theory, - nature - stages - passive
73
Thelen and motor development
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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