Chapter 2 Flashcards
activity-passivity issue
issue that focuses on the extent to which human beings are active in creating and influencing their own environments and produce their own development
or
passively shaped by forces beyond their control
continuity-discontinuity issue
focuses on whether the changes people undergo in their life-span are gradual or abrupt
universality-context issue
issue in which the extents to which developmental changes are common to all humans (universal) or different across cultures
id
impulsive, irrational, and selfish part of the personality
ego
the rational side of the individual that tries to find realistic ways to gratifying the instincts
superego
moral pert of personality
Oral Stage
birth - 1 year
focus on exploring the world with their mouth
Anal Stage
1 - 3 years
Potty training, being able to have control
Phallic Stage
3 - 6 years
identification with same sex parent
Latent Period
6 - 12 years
socializing with same sex friends
Genital Stage
12 +
Puberty awakens sex drive
Trust v. Mistrust
0 - 1 yr
get a sense of their environment
virtue: Hope
Autonomy v. Shame and Doubt
1 - 3 y/o
interact with parents, being able to do stuff on their own
virtue: choice
Initiative v. Guilt
3 - 6 y/o
interaction with family
virtue: Morals
Industry v. Inferiority
6 - 12 y/o
Kids go to school, see how they interact with others not their family
virtue: competence
Identity v. Role Confusion
12 - 20 y/o
begin dating and talking to other peers
virtue: Loyalty
Intimacy v. Isolation
20 - 30 y/o
Begin to make significant life changes
Virtue: love
Generativity v. Stagnation
30 - 65 y/o
main interaction is in the workplace
virtue: care
Integrity v. Despair
65+
focus on their impact on “mankind”
virtue: wisdom
Repression
removing unacceptable thoughts or traumatic memories from consciousness
Regression
retreating to an earlier stage of development
weaknesses of Erikson’s and Freud’s Theory
difficult to test
tabula rasa
“blank slate”
Classical conditioning
a simple form of learning in which a stimulus that initially had no effect on the individual comes to elicit a response through its association with a stimulus that already elicits the response (Watson)
Operant Conditioning
form of learning in which a learner’s behavior becomes either more or less probable depending on the consequences it produces (Skinner)
Positive reinforcement
adding a treat to enforce a behavior
Negative reinforcement
taking an unpleasant stimulus away to enforce a behavior (beeping for seat belt)
Positive punishment
adding an unpleasant stimulus to stop a behavior (spanking)
Negative punishment
taking something away to stop a behavior
taking away a child’s cell phone
Social Cognitive Theory
theory that claims that humans are cognitive beings whose active processing of information plays a critical role in their learning (Bandura)
Observational learning
learning by observing the behavior of other people
latent learning
learning that is not evident in behavior
Constructivism
children actively construct their own understandings of the world based on their experiences (Piaget)
Sensorimotor Stage
birth - 2 years
infants use their senses and motor skills to explore and understand the world
Preoperational Stage
2 - 7 years
preschoolers use their capacity for symbolic thought to develop language and socialize; are not yet logical
Concrete Operations
7 - 11 years
acquire logical thinking, act on concrete objects in their head; have difficulty in abstract thinking
Formal Operations
11 - 12 years +
can think on abstract problems; form hypotheses
Bio-ecological model
describes how biology and the environment interact to produce development (Brondenbrenner’s)
