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Human Growth and Development > Developmental Principles and Theories > Flashcards

Developmental Principles and Theories Flashcards

1
Q

Continuous

A

gradual, smooth changes across the lifespan

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2
Q

DIscontinuous

A

new ways of understanding and responding to the world emerge at different times; stages occur in stages; discrete, sudden changes

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3
Q

Nature

A

developmental changes is caused by genetics, maturational processes, and evolution

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4
Q

Nurture

A

individuals are molded by the physical and social environment in which they are raised, including the home, school, workplace, neighborhood, and society

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5
Q

Biological Approach

A

focus on genetic, hormonal, and neuro-chemical explanation of behavior

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6
Q

Psychoanalysis

A

innate drives of sex and aggression; social upbringing during childhood

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7
Q

Cognitive Psychology

A

innate mental structures such as schemas, perception and memory and constantly changed by the environment

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8
Q

Humanism

A

Maslow emphasized basic physical needs; society influences a person’s self concept

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9
Q

Behaviorism

A

all behavior is learned from the environment through conditioning

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10
Q

Multidimensional

A

intricate blend of biological, psychsocial, and social factors

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11
Q

Multidirectional

A

consists of gains/losses and growth/decline

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12
Q

Plastic

A

changable based on our environment

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13
Q

Influenced by Multiple Contexts

A

age-graded, history-graded, nonnormative

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14
Q

Theory

A

an orderly, integrated set of statements that describes, explains, and predicts behavior

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15
Q

Psychoanalytic Theory

A

development is shaped through a series of stages in which people confront conflicts between biological drives and social expectations

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16
Q

Freud’s Psychosexual Theory

A

behavior is driven by unconscious impulses that are outside our awareness

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17
Q

Psychosexual Stages

A

how parents manage child’s sexual drives influences development

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18
Q

ID

A

basic impulses; seeking immediate gratification; irrational and impulsive; operates at unconscious level

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19
Q

Ego

A

executive mediating between id impulses and superego inhibitions; testing reality; rational; operates mainly at conscious level but also at preconscious level

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20
Q

Superego

A

ideals and morals; striving for perfection; incorporated from parents; becoming a person’s conscience; operates mostly at preconscious level

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21
Q

Oral

A

Age: 0-18 months
Description: learns about the world through oral interactions
Important events: feeding
Failure to achieve: behaviors centered around mouth (nail biting, overeating)

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22
Q

Anal

A

Age: 18 months-3 years
Description: basic drives oriented towards anus
Important events: toilet training

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23
Q

Phallic

A

Age: 3-6 years
Description: romantic desire for opposite-sex parent and hostility/fear of same-sex parent
Important events: interaction with same-sex parent to adopt his/her behaviors & roles
Failure to achieve: deviancy, sexual dysfunction

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24
Q

Latency

A

Age: 6-12 years
Description: time of calm between stages when child develops skills; no sexual interests
Important events: school, sports, friendshipd
Failure to achieve: not a stage exactly

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25
Genital
Age: 12+ years Description: basic drives become oriented towards genitals with physical changes of puberty Important events: sexual interests; sexual satisfaction in relationships Failure to achieve: frigidity, impotence
26
Erikson's Psychosocial Theory
in each stage of development, people experience a basic psychosocial conflict that affects development
27
Infancy
Age: Birth-1 year Conflict: Trust vs. Mistrust Description: infants learn to trust that others will fulfill their basic needs or to lack confidence that their needs will be met
28
Toddler
Age: 1-3 years Conflict: Autonomy vs. Shame Description: toddlers learn to be self-sufficient and independent through toilet training, feeding, walking, talking; or lack confidence in their own abilities
29
Preschool
Age: 3-6 years Conflict: Initiative vs. Guilt Description: young children become inquisitive, ambitious, and eager for responsibility or experience guilt for their curiosity
30
School Age
Age: 6-11 years Conflict: Industry vs. Inferiority Description: children learn to work hard, be productive, and develop competence at school, home, and with friendships, or experience difficulty, leading to feelings of adequency
31
Adolescence
Age: 12-18 years Conflict: Identify vs. Role confusion Description: adolescents search for a sense of self by experimenting with roles; they look to answer "who am I?" in terms of career and personal goals, or remain confused about who they are
32
Young Adulthood
Age: 19-40 years Conflict: Intimacy vs. Isolation Description: young adults seem close relationships with others or experience isolation through difficulty developing relationships or self-absorption
33
Middle Adulthood
Age: 40-65 years Conflict: Generativity vs. Stagnation Description: work and parenthood are important in this stage; adults need to create or nurture things that will outlast them; success leads to feelings of accomplishments and failure results in feelings of lack of involvement in the world
34
Late Adulthood
Age: 65+ years Conflict: Integrity vs. Despair Description: older adults look back on life to make sense of it, accept mistakes, and view life as meaningful and productive, or feel despair over goals never reached
35
Behaviorism
the study of behavior that can be observed due to environment
36
Classical Conditioning
how a person learns through association; the dog salivates in response to food, the dog does not salivate in response to the whistle, during conditioning, the food and whistle are presented at the same time, after conditioning, the dog associates the whistle with food being served and salivates
37
Operant Conditioning
changing a person's behavior with reward and punishment; if you want the mouse to push the level, reward with food to increase behavior, if you don't want the mouse to push the level, punish by shocking with the lever to decrease behavior
38
Social Learning Theory (Albert Bandura)
how society, behavior, and personality affect the person; people actively process information by thinking and feeling emotion, and their thoughts and feelings influence their behavior
39
Bobo Doll
how individuals learn observationally; child witnesses parent get frustrated (kicks/punches bobo doll), parent leaves the room, child starts hitting the doll when upset
40
Observational Learning/Modeling
people learn by watching others
41
Reciprocal Determinism
individuals and the environment interact and influence each other
42
Piaget's Cognitive-Developmental Theory
explains how a child constructs a mental model of the world
43
Cognitive Development
a process which occurs due to biological maturation and interaction with the environment
44
Three Basic Components to Piaget's Theory
schemas, adaptation, assimilation
45
Schemas
children organize their knowledge into schemas that are used to understand and respond to situations and their environment
46
Adaptation
enable the transition from one stage to another; building upon previous knowledge
47
Assimilation
applying new knowledge/information into existing schemas
48
Sensorimotor
Age: birth-2 years Description: infants understand the word and think using only their senses and motor skills
49
Pre-Operations
Age: 2-6 years Description: children do not yet understand concrete logic and cannot see things from different points of view; preschoolers are able to explore the world using their own thoughts as guides
50
Concrete Operations
Age: 7-11 years Description: thought processes become more mature and start solving problems in more logical fashion; abstract, hypothetical thinking is not yet developed so can only solve problems that apply to concrete objects or events
51
Formal Operations
Age: 12+ years Description: person is capable of hypothetical and deductive reasoning and can think about abstract concepts
52
Cognitive Theory: Information Processing Theory
based on the idea that humans process information they receive, rather than just responding to stimuli
53
Humanistic Theory
people are intrinsically good and have a natural (innate) drive to be better
54
Maslow's Hierarchy of Needs
Basic Needs: - physiological needs: food, water, warmth, rest - safety needs: security and safety Psychological Needs: - belongingness and love needs: intimate relationships, friends - esteem needs: prestige and feeling of accomplishment Self-Fulfillment Needs: - self-actualization: achieving one's full potential, including creative activities
55
Sociocultural Systems Theories
emphasizes the role of sociocultural context in development
56
Vygotsky's Sociocultural Theory
focuses on how culture is transmitted generationally
57
Bronfenbrenner's Bioecological Systems Theory
development is a result of the ongoing interaction among biological, cognitive, and psychological changes within the person and his/her changing context
58
Four Ecological Systems
microsystem, mesosystem, exosystem, macrosystem
59
Microsystem
immediate surroundings and relationships
60
Mesosystem
interaction between aspects of microsystem
61
Exosystem
indirect environment
62
Macrosystem
social and cultural values

Human Growth and Development (2 decks)

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