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developmental psychology > Chapter 2: Theories of Development > Flashcards

Chapter 2: Theories of Development Flashcards

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1
Q

a set of concepts and propositions
designed to organize, describe, and
explain an existing set of
observations

A

theory

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2
Q

a criterion for evaluating the scientific merit of theories: a parsimonious theory is one that uses relatively few explanatory principles to explain a broad set of observations

A

parsimony

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3
Q

a criterion for evaluating the scientific merit of theories. A theory is falsifiable when it is capable of generating predictions that could be disconfirmed

A

falsifiability

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4
Q

a criterion for evaluating the scientific merit of theories. A heuristic theory is one that continues to stimulate new research and discoveries

A

heuristic value

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5
Q

Freud’s theory states maturation of the sex instinct underlies stages of personality development, and that the manner in which parents manage children’s instinctual impulses determines the traits that children display.

A

psychosexual theory

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6
Q

Freud’s term for feelings, experiences, and conflicts that influence a person’s thinking and behavior but lie outside the person’s awareness

A

unconscious motives

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7
Q

a type of motivated forgetting in which anxiety-provoking thoughts and conflicts are forced out of conscious awareness

A

repression

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8
Q

an inborn biological force that motivates a particular response of class of responses

A

drive

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9
Q

psychoanalytic term for the inborn component of the personality that is compelled by the drives

A

id

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10
Q

psychoanalytic term for the rational component of the personality

A

ego

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11
Q

psychoanalytic term for the component of personality that consists of one’s internalized moral standards

A

supergo

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12
Q

Erikson’s revision of Freud’s theory which emphasizes sociocultural (rather than sexual) determinants of development and posits a series of eight psychosocial conflicts that people must resolve successfully to display healthy psychological adjustments

A

psychosocial theory

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13
Q

founder of the psychology of
women

A

Karen Horney

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14
Q

emphasized the sociocultural
determinants of personality in his
theory of psychosocial development

A

Erik Erikson

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15
Q

He introduced a psychosexual theory,
which challenged traditional
thinking about human nature

A

Sigmund Freud

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16
Q

a contemporary of Freud’s was amonng the first to suggest that siblings (and sibling rivalries) are important contributors to social and personality development

A

Alfred Alder

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17
Q

He wrote extensively about how close, same-sex friendships during middle childhood set the stage for intimate love relationships later in life

A

Harry Stack Sullivan

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18
Q

True or False?
Most contemporary developmentalists have rejected the psychoanalytic perspective in favor of other perspective (e.g., the learning approach)

A

True

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19
Q

a school of thinking in psychology that holds the conclusions about human development should be based on controlled observations of overt behaviour rather than speculation about unconscious motives or other unobservable phenomenal the philosophical underpinning for the early theories of learning

A

behaviourism

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20
Q

He proposed a learning theory that emphasized the role of external stimuli in controlling human behaviour

A

B.F. Skinner

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21
Q

Any desirable consequence of an act that increases the probability that the act will recur

A

reinforcer

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22
Q

any consequence of an act that suppresses that act and/or decreases the probability that it will recur

A

punisher

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23
Q

a form of learning in which voluntary acts (or operants) become either more or less probable, depending on the consequences they produce

A

operant learning

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24
Q

Freud’s psychosexual theory of development emphasized all of the following EXCEPT which one?
a. Conscious drives and motivations
b. Repression of unconscious feelings or events
c. The coordination of the id, ego, and superego
d. Sexual and aggressive drives

A

a. Conscious drives and motivations

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24
Q

learning that results from observing the behaviour of others

A

operant learning

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24
Q

age-related changes that occur in mental activities such as attending, perceiving, learning, thinking, and remembering

A

cognitive development

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24
Q

Whose theory focuses on psychosocial stages or life crises that individuals must resolve during their lives to achieve healthy development?
a. Freud’s
b. Erikson’s
c. Warson’s
d. Bandura’s

A

b. Erikson’s

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25
Q

Watson and Raynor conditioned 9-month-old Albert to be afraid of a white rate (which he had initially played with and enjoyed). These findings led Warson to develop advice for parents. What did he suggest that they do?

a. Bang a steel rod with a hammer behind their children whenever the child did something that they wished to discourage
b. Show careful attention and physical acts of affection for their children so that they would not develop irrational fears
c. Begin to train their children at birth and not coddle their children in order to instill good habits in the children
d, Bang a steel rod while physically punishing the child in order to instill good habits in the children

A

c. Begin to train their children at birth and not coddle their children in order to instill good habits in the children

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26
Q

The freely emitted response that produces a result to influence learning:

A

operant

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27
Q

A consequence that suppresses a response and decreases the likelihood that it will recur:

A

punisher

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28
Q

A consequence that strengthens a response and increases the likelihood that it will recur:

A

reinforcer

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29
Q

True or False? Dr. Macalister is interested in studying adolescents’ identity development. She believes that adolescents struggle with breaking away from their parents and with forming their own ideas about who they are. Dr. Macalister’s theory and research is most closely associated with Erikson’s psychosocial theory of development.

A

True

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30
Q

True or False? Dr. Rosen studies children’s observational learning. He believes that children can learn a great deal by simply observing the behaviours of people around them. He also believes that children influence the actual environments they experience. Dr. Rosen’s research and theory is most closely associated with Bandura’s cognitive social learning theory.

A

True

31
Q

In his cognitive-developmental
theory, Swiss scholar ________________________
(1896–1980) focused on the
growth of children’s knowledge
and reasoning skills.

A

Jean Piaget

32
Q

_________ is an organized pattern of thought or action that a child constructs to make sense of some aspect of his or her experience; Piaget sometimes used the term cognitive structure as a synonym for this

A

scheme

33
Q

Piaget’s term for the process by which children interpret new experiences by incorporating them into their existing schemes

A

assimilation

34
Q

Piaget’s term for the process by which children modify their existing schemes in order to incorporate or adapt to new experiences

A

accommodation

35
Q

imbalances or contradictions between an individual’s thought processes and environmental events.

A

disequilibriums

36
Q

a series of developments that occur in one particular order because each development in the sequence is a prerequisite for the next

A

invariant developmental sequence

37
Q

He developed the sociocultural theory that views cognitive development as a socially mediated process that may vary from culture to culture

A

Lev Vygotsky

38
Q

Vygotsky’s perspective on development, in which children acquire their culture’s values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society

A

sociocultural throy

39
Q

Vyotsky’s term for the range of tasks that are too complex to be mastered along but can be accomplished with guidance and encouragement from a more skillful partner

A

zone of proximal development

40
Q

a perspective that views the human mind as a continuously developing symbol-manipulating system, similar to a computer, into which information flows, is operated on, and is converted into output (answers, inferences, or solutions to problems)

A

information-processing theory

41
Q

the study of the bioevolutionary bases of behaviour and development

A

ethology

42
Q

an evolutionary process, proposed by Charles Darwin, stating that individuals with characteristics that promote adaptation to the environment will survive, reproduce, and pass these adaptive characteristics to offspring

A

natural selection

43
Q

period of time that is optimal for the
development of particular capacities or behaviours and in which the individual is particularly sensitive to
environmental influences that would foster these attributes

A

sensitive period

44
Q

the study of the bioevolutionary basis of behaviour and development, with a focus on survival of the genes

A

evolutionary theory

45
Q

American psychologist ______________ in his ecological systems theory describes how multiple levels of the surrounding environment influence child and adolescent development

A

Urie Bronfenbrenner

46
Q

Bronfenbrenner’s model emphasizing that the developing person is embedded in a series of environmental system that interact with one another and with the person to influence development (hint: russian dolls)

A

Ecological systems theory

47
Q

the immediate settings (including role relationships and activities) that the person actually encounters; the innermost of Bronfenbrenner;s environmental layers of contexts

A

microsystem

48
Q

the interconnections among an individual’s immediate settings or microsystems; the second of Bronfenbrenner’s environmental layers of contexts (example: homes, schools, peer groups)

A

mesosystem

49
Q

social systems that children and adolescents do not directly experience but that may nonetheless influence their development; the THIRD Bronfenbrenner’s environmental layers of contexts (example: parents work environment. neighbors)

A

exosystem

50
Q

the larger cultural or subcultural context in which development occurs: Bronfenbrenner’s outermost environmental layer of context

A

macrosystem

51
Q

in ecological systems theory, changes in the individual or the environment that occur over time and influence the direction development takes

A

chronosystem

52
Q

the complex network of relationships, interactions, and patterns of influence that characterize a family with three or more members

A

family social system

53
Q

Theory claiing that hcildren are “prepared” to display adaptive patterns of development, provided that they receive appropriate kinds of encironmental inputs at the most appropriate times

A

Ethology and Evolutionary Theories

54
Q

Theory claiming that children actively construct knowledge, which has stimulated discovery-based educational programs

A

Piaget’s cognitive-developmental theory

55
Q

Theory claiming that the natural environment that influences a developing child is a complex interlocking set of contexts that influence and are influenced by the child.

A

ecological systems theory

56
Q

Theory claiming that the developing human mind is a system that operates on stimulus input to convert it to output—inferences, solutions, etc

A

Information-processing theory

57
Q

Theory claiming that cognitive growth is socially mediated and that there are no universal cognitive stages

A

Vygotsky’s sociocultural theory

58
Q

Piaget proposed that children use the processes of ___________ and ____________ to resolve disequilibriums and help them adapt to their environments.

A

assimilation; accommodation

59
Q

the debate among developmental theorists about the relative importance of biological predispositions and environmental influences as determinants of human development

A

nature/nurture issue

60
Q

a debate among developmental theorists about whether children are active contributors to their own development or, rather, passive recipients of environmental influence

A

active/passive issue

61
Q

a debate among theorists about whether developmental changes are quantitative and continuous, or qualitative and discontinuous

A

continuity/discontinuity issue

62
Q

stability of an individual’s relative position in a group of people with regard to a psychological characteristic

A

positional stability

63
Q

no change in a person’s attribute over the course of development

A

absolute stability

64
Q

incremental change in degree without sudden transformations (for example, small yearly increases in height and weight)

A

quantitative change

65
Q

a change in kind that makes individuals fundamentally different than they were before

A

qualitative change

66
Q

distinct phase within a larger sequence of development; a period characterized by a particular set of abilities, motives, behaviours, or emotions that occur together and form a coherent pattern

A

developmental stage

67
Q

awareness that development is a holistic process even when being studied as a segmented, separate process

A

holistic nature of development

68
Q

Capable of making explicit predictions about future events so that the theory can be supported or disconfirmed

A

falsifiable

69
Q

Builds on existing knowledge by continuing to generate testable hypothesis that may lead to deeper understanding of the phenomena of interest

A

heuristic

70
Q

Uses a small number of principles to explain large range of phenomena

A

parsimonious

71
Q

Dr. Damone is a child psychologist. She believes that all children in the world go through the same distinct phases of intellectual development. However, she also believes in individual differences among children. She thinks that very smart parents will have the smartest children, even if the children are raised by undereducated nannies. She thinks the children’s intelligence will show through as long as they have many puzzles to solve and other challenges to master on their own. Dr. Damone believes in
Nature or Nurture?

A

nature

72
Q

Dr. Damone is a child psychologist. She believes that all children in the world go through the same distinct phases of intellectual development. However, she also believes in individual differences among children. She thinks that very smart parents will have the smartest children, even if the children are raised by undereducated nannies. She thinks the children’s intelligence will show through as long as they have many puzzles to solve and other challenges to master on their own. Dr. Damone believes in
the active child or the passive child?

A

the active child

73
Q

Dr. Damone is a child psychologist. She believes that all children in the world go through the same distinct phases of intellectual development. However, she also believes in individual differences among children. She thinks that very smart parents will have the smartest children, even if the children are raised by undereducated nannies. She thinks the children’s intelligence will show through as long as they have many puzzles to solve and other challenges to master on their own. Dr. Damone believes in
Continuous development or discontinuous development?

A

discontinuous development

74
Q

view of children as passive entities whose developmental paths are primarily determined by external (environmental) influences

A

mechanistic model

75
Q

view of children as active entities whose developmental paths are primarily determined by forces from within themselves

A

organismic model

76
Q

view of children as active entities whose developmental paths represent a continuous, dynamic interplay between internal forces (nature) and external forces (nurture)

A

contextual model

77
Q
A

developmental psychology (5 decks)

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