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PS275 - Dev Psych - Infancy and Childhood > Chapter 2 - Theories of human development > Flashcards

Chapter 2 - Theories of human development Flashcards

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1
Q

What are scientific theories

A

a set of concepts and propositions that describe, organize, and explain a set of observations

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2
Q

what makes a theory good

A

must be parsimonious, must be falsifiable, and must have heuristic value

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3
Q

what is sigmond freud’s psychosexual theory

A
  • conflict of individuals instinctual impulses and societal norms for behaviour
  • role of the unconscious
  • sexual and aggressive drives
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4
Q

what are the three components of personality

A

Id, Ego, Superego

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5
Q

what is the “id”

A

innate, compelled by drives
- sole purpose is to satisfy inborn biological drives

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6
Q

what is the “ego”

A

conscious, rational
- function is to find a realistic means of gratifying instincts

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7
Q

what is the “superego”

A

internalized moral standard
- insists that the ego find socially acceptable outlets for the id’s undesirable impulses

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8
Q

when is the oral phase

A

birth to one year

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9
Q

when is the anal phase

A

1 - 3 years

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10
Q

when is the phallic phase

A

3 - 6 years

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11
Q

when is the latency phase

A

6 - 11 years

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12
Q

when is the genital phase

A

12 years onward

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13
Q

what is the oral phase

A

sex instincts center on the mouth
- infants gain pleasure from sucking, chewing, biting

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14
Q

what is the anal phase

A

sex instincts are gratified by voluntary urination and defecation
- toilet training causes conflict between child and parent

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15
Q

what is the phallic phase

A

pleasure is derived from genital stimulation
- internal desire for opposite sex parent

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16
Q

what is the latency phase

A

The ego and superego continue to develop as the child gains more problem- solving abilities at school and internalizes societal values.

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17
Q

what is the genital phase

A

Puberty triggers a reawakening of sexual urges. Adolescents must now learn how to express these urges in socially acceptable ways.

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18
Q

contributions of freud’s psychosexual theory

A
  • idea of unconscious motivation
  • focus on later consequences of early experiences
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19
Q

criticisms of freud’s psychosexual theory

A
  • no empirical evidence of early conflicts affecting adult personality
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20
Q

what did Erik Erikson say about psychosocial development

A
  • a neo-freudian
  • viewed children as more active and adaptive in developmental process than freud
  • far less emphasis on sexual urges
  • more emphasis on social and cultural influences on development
  • lifespan perspective of development
  • more popular than freuds theory
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21
Q

what did John B. Watson say about behaviourism

A
  • only overt behaviours should be measured and analyzed
  • strong emphasis on environmental influences (born a blank slate and learn everything from experience)
  • development is continuous and based on learning
  • “little albert”
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22
Q

what was B.F. Skinners perspective on radical behaviourism

A
  • outlined principles of operant conditioning
  • focus on outcome of behaviour for predicting future occurrences of that behaviour
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23
Q

B.F skinner said that REINFORCERS…

A

increase the probability of behaviour occurring again

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24
Q

B.F skinner said that PUNISHERS…

A

decrease the probability of behaviour occurring again

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25
Q

what was Albert Bandura’s cognitive social learning theory

A
  • more emphasis on cognitive process
  • “Bobo experiment”
  • observational learning stressed
  • learning by observing others
  • not dependent on reinforcement
  • proposed reciprocal determinism
  • environment <–> child
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26
Q

contributions of learning theories

A
  • precise and testable
  • knowledge about basic learning from well controlled tests
  • practical applications (behaviour modification)
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27
Q

criticisms of learning theories

A
  • oversimplified
  • ignores genetic contributions to behaviour
  • ignores ecology
  • ignores changes in cognitive abilities
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28
Q

what did jean piaget say about schemes

A

that they become more complex with development
- an organized pattern of thought or action a child uses to make sense of experience
- create new schemes to adapt to disequilibriums experienced in the environment and in response to biological maturation
- interpretation of the world changes with age

29
Q

how do children use schemes

A

assimilation and accommodation

30
Q

what is assimilation in schemes

A

using an existing scheme to interpret a novel experience

31
Q

what is accommodation in schemes

A

modifying an existing scheme to incorporate new experiences

32
Q

what are piagets stages of cognitive development

A

sensorimotor, preoperational, concrete operations, formal operations

33
Q

when is the sensorimotor stage

A

birth to 2 years

34
Q

when is the preoperational stage

A

2 - 7 years

35
Q

when is the concrete operations stage

A

7 to 11 years

36
Q

when is the formal operations stage

A

11 years and above

37
Q

what happens during the sensorimotor stage

A

exploration using senses, motor coordination improves

38
Q

what develops during the preoperational stage

A

use of symbols

39
Q

what develops during the concrete operations stage

A

logical thought

40
Q

what develops during the formal operations stage

A

abstract thought

41
Q

what are the contributions to piaget’s cognitive developmental theory

A
  • focuses on how children think
  • field of social cognition
  • educational applications
  • strong influences on other theories
42
Q

what are the criticisms of piaget’s cognitive developmental theory

A
  • underestimates abilities of children
  • children can be trained
43
Q

what is vygotsky’s sociocultural perspective

A

children acquire their cultures values, beliefs, and problem-solving strategies through dialogues with knowledgeable members of society

44
Q

what are the contributions to vygotsky’s sociocultural perspective

A
  • cognitive development varies across cultures
  • culture permeates all aspects of development
45
Q

what are the criticisms of vygotsky’s sociocultural perspective

A

heavy emphasis on role of language in instruction

46
Q

what is the main information processing theory

A

human mind is similar to computer

47
Q

why is the human mind similar to a computer

A
  • receives input
  • performs operations on input
  • generates output
48
Q

in information processing, what does development reflect changes in

A
  • hardware (brain and nervous system
  • software (mental processes)
49
Q

what are the contributions to information-processing theories

A
  • detailed accounts of development from rigorous experimental methods
  • investigates wide range of cognitive processes
50
Q

what are the criticisms of information-processing theories

A
  • usually employs “artificial” laboratory studies
  • computer model underestimates human cognition
51
Q

what is ethology

A
  • emphasizes the bioevolutionary basis of behaviour
  • focus on inborn behaviours that species share
  • behaviour should be studied in natural environment
52
Q

what is natural selection

A

how a particular behaviour helped a species to adapt

53
Q

what did John Bowlby identify

A
  • preprogrammed behaviour in children
  • adaptive behaviour in infants (crying for attention)
  • critical versus sensitive periods
54
Q

what are the contributions to ethological and evolutionary theories

A
  • studies human development in every day settings
  • compares human development with that of other species
55
Q

what are the criticisms of ethological and evolutionary theories

A
  • hard to test
  • offers a post-hoc explanation of development
  • downgrades importance of cultural learning
56
Q

what is Urie Bronfenbrenner’s ecological systems theory

A
  • detailed characterization of various environmental influences on development
  • environment is a series of nested systems
57
Q

what are the nested systems of an environment

A
  • microsystem
  • macrosystem
  • exosystem
  • macrosystem
  • chronosystem
58
Q

examples of microsystem

A

the child

59
Q

examples of mesosystem

A

family, school, day care, peers, doctors office, church

60
Q

examples of exosystem

A

extended family, neighbours, community, workplace of parents, media

61
Q

examples of macrosystem

A

broad ideology, laws, culture, subculture, social class

62
Q

examples of chronosystem

A

changes in child and environment over time (example: parents divorce, child is okay until mom gets new boyfriend at 16)

63
Q

contributions of the ecological systems theory

A
  • richest description of environmental influences
  • suggests interventions for optimizing development at various levels of societs
64
Q

criticisms of the ecological systems theory

A
  • hard to generalize from one environment to another
  • little to say about biological contributors
65
Q

what are the three issues that developmental theories often disagree on

A
  • nature/nurture
  • active/passive
  • continuity/discontinuity
66
Q

nature vs nurture

A

nature - biological predispositions are most important
nurture - environmental influences are most important

67
Q

active/passive role of a child

A

active - children actively contribute to their own development
passive - children are passive recipients of environmental influence

68
Q

continuity of development

A
  • development is additive and gradual
  • development is quantitative
  • absolute versus positional
  • ex. if consistently aggressive when young, high chance of being aggressive later
69
Q

discontinuity

A
  • development is a series of discrete stages
  • development is qualitative
  • changes occur in child over time

PS275 - Dev Psych - Infancy and Childhood (8 decks)

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