CPCE def Flashcards
development: 3 types
definition: a systematic changes and continuities in the individual that occur between conception and death
3 areas: physical development, cognitive development and psychosocial development
Human Growth and development changes
qualitative: change in structure or organization (such as sexual development) or quantitative: change in number, degree or frequency (content changes such as intellectual development)
continuous: changes are sequential and cannot be separate easily (personality development) or discontinuous: certain changes in abilities or behaviors can be separated from others which argues for stages of development (language development)
mechanistic: reduction of all behavior to common elements (instinctual, reflexive behavior) or organismic: because of new stages, there is change or discontinuity it is more than a stimulus response where the organism is involved including the use of cognition (moral or ethical development)
self-concept
Do infants have a sense of self?
When do infants begin to show self-recognition?
Self-concept may be defined as your perception of your qualities, attributes and traits.
At birth, infants have no sense of self. In early months this quickly changes.
By 24 months, most infants show signs of self-recognition; they can identify
social categories they are in such as age and gender, “who is like me and
who is not like me”; they exhibit various temperaments.
The pre-school child’s self-concept is very concrete and physical. By 8 or so,
they can describe inner qualities.
By adolescence, self-concepts (self-descriptions) become more abstract and
psychological. Stabilization of self-concept attributes continues.
Cultural and family factors influence the development of attributes and some traits
Genotype
the genetic (inherited) makeup of the individual.
Phenotype
the wan individual’s genotype is expressed through
physical and behavioral characteristics.
What does Tabula rasa mean and who coined the phrase?
John Locke’s view that children begin as a ‘blank slate’
acquiring their characteristics through experience.
Plasticity
for most individuals lifespan development is plastic representing an easy and smooth transition from one stage to the next
Resiliency
the ability to adapt effectively despite the experience of adverse circumstances
What is the sometimes referred to as the missing link in the mental health profession?
Neuroscience
4 principle neurotransmitters and their roles
Acetylcholine – important for memory, optimal cognitive functioning,
emotional balance and control
b. Serotonin – affects feelings, behaving, thinking; critical for emotional
and cognitive processes; vital to sleep and anxiety control
c. Dopamine – important for emotional wellness, motivation, pleasurable
feelings
d. GABA (gamma amino butyric acid) – helps reduce anxiety, promotes
relaxation and sleep
Abraham Maslow:
What area was his specialty?
What did he develop?
(Humanistic Psychologist)
Maslow developed the ‘hierarchy of needs.’
People are always motivated to higher-order needs:
food/water to
security/safety to
belonging/love to
self-esteem/prestige/status to
self-actualization.
We go from filling our needs from the physiological level to the social level to
the cognitive level.
Robert Havighurst
Havighurst identified stages of growth²each one requiring completion of the last one for success and happiness.
Developmental tasks arise from physical maturation, influences from
culture and society, and desires and values of the person.
Developmental tasks are the skills, knowledge, behaviors, and attitudes
that an individual has to acquire through physical maturation, social learning, and personal effort
Behaviorism:
What is it?
Who are the two biggest contributors to behaviorism?
This is a learning approach. Behaviorists believe the environment manipulates biological and psychological drives and needs resulting in development. Learning and behavior changes are the result of rewards and punishments
John B. Watson and B.F. Skinner
Behaviorism:
What is it?
Who are the two biggest contributors to behaviorism?
This is a learning approach. Behaviorists believe the environment manipulates biological and psychological drives and needs resulting in development. Learning and behavior changes are the result of rewards and punishments
John B. Watson and B.F. Skinner
Reward
A reward is a positive-reinforcing stimulus which maintains or increases a behavior.
Punishment
When a behavior results in the termination of a positive-reinforcing stimulus or the beginning of a negative stimulus. Such a behavior should weaken or drop out
Law of effect:
Who formulated it?
What is it?
Edward Thorndike formulated this law which states that when a stimulus-response connection is followed by a reward (reinforcement), that connection is strengthened. In other words, a behavior’s consequences determine the probability of its being repeated.
Conditioning Principles: 9
Classical conditioning Operant conditioning Reinforcement schedule Fixed ratio variable ratio fixed interval Variable interval Spontaneous recovery Stimulus generalization
Classical Conditioning
food-salivation; bell-salivation
Operant conditioning
pick up toys - get a hug or cookie
Reinforcement schedule
This schedule can be continuous or variable.
Behaviors established through variable or intermittent reinforcement are
tougher to extinguish
Fixed Ratio
reinforce after a fixed number of responses
Variable ratio
reinforce, on the average, after every nth (e.g. 3rd) minute
Spontaneous recovery
after a rest period, the conditioned response reappears
when the conditioned stimulus is again presented.
Stimulus generalization
Once a response has been conditioned, stimuli that are
similar to the conditioned stimulus are also likely to elicit the
conditioned response.
Psychoanalytic approach and psychosexual development
There is an interaction between our internal needs/forces and the environment.
Other psychoanalytic concepts include: castration anxiety, penis envy,
pleasure principle, and reality principle.
Five stages of development: Freud
What are the stages and ages?
Psychoanalytic theory
5 stages:
oral (birth to 18 months)
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b. anal (2 to 3 years)
c. phallic (3 to 5 years)
d. latency (6 to 12 years)
e. genital (12 to 19; others have said it never ends)
The phallic stage has the Oedipal (son attraction to mother) and Electra
(daughter attraction to father) complexes. These are conflictual times
for the child.
Libido
Psychoanalytic
the basic energy or force of life. It consists of life instincts and death instincts
Fixation
Psychoanalytic
incomplete or inhibited development at one of the stages.
Defense Mechanisms
unconscious protective processes that help us control
primitive emotions and anxiety
include: repression, projection, reaction formation, rationalization, displacement, introjection, regression, denial, sublimation
Repression
rejecting from conscious thought (denying or forgetting) the impulse or idea that provokes anxiety.
Projection
avoiding the conflict within oneself by ascribing the ideas or motives to someone else
Reaction Formation
expressing a motive or impulse in a way that is directly opposite what was originally intended
Rationalization
providing a reason for a behavior and thereby
concealing the true motive or reason for the behavior
Displacement
substituting a different object or goal for the impulse or
motive that is being expressed.
Introjection
identifying through fantasy the expression of some impulse or motive.
Regression
retreating to earlier or more primitive (childlike) forms of
behavior
Denial
refusing to see something that is a fact or true in reality
Sublimation
may be viewed as a positive defense mechanism wherein anxiety or sexual tension or energy is channeled into socially acceptable activities such as work
Erik Erikson
How many stages did he propose?
Psychosocial development in psychodynamic theory
Erikson identified eight stages wherein a psychosocial crisis or task is to be mastered.
Trust vs. Mistrust Autonomy vs. shame and doubt Initiative vs. guilt Industry vs. inferiority Identity vs. role confusion Intimacy vs. isolation Generativity vs. stagnation Integrity vs despair
Trust vs. mistrust
-corresponding ages and resulting ego virtue
birth to 1½ years, Hope: infant develops trust if basic needs are met
Autonomy vs. shame and doubt
-corresponding ages and resulting ego virtue
(1½ to 3), Will (a sense of self)
Infant asserts self; develops independence if allowed.
Initiative vs. guilt
-corresponding ages and resulting ego virtue
(3 to 6), Purpose (goal setting)
Children meet challenges; assume responsibility; identify rights of others.
Industry vs. inferiority
-corresponding ages and resulting ego virtue
(6 to 11), Competence
Children master social and academic skills or feel inferior
Identity vs. role confusion
-corresponding ages and resulting ego virtue
(adolescence), Fidelity (ability to commit)
Individual establishes social and vocational roles and identities or is confused about adult roles
Intimacy vs. isolation
-corresponding ages and resulting ego virtue
(early adulthood), Love
Young adult seeks intimate relationships or fears giving up independence and becoming lonely and isolated.
